Amplifying Student Voice: RCSD Students Contribute to District’s Strategic Direction

Each Redwood City School District (RCSD) school site works with students as its focus. Amplifying student voices is a critical element of not only RCSD’s annual goal-setting processes, but also setting the stage for student success.

As Empowered Learners, Creative Communicators, and Effective Collaborators–anchors of the RCSD Learner Framework–RCSD students lend their voices and big ideas as the school district reviews and updates its Local Control and Accountability Plan (LCAP).

Student leaders at the district’s 12 school sites share ideas with district staff, elevating their unique perspectives and presenting suggestions that work toward improvement in the LCAP’s three goal areas: Learning Environment and Instruction, Support for English Learners and Newcomers, and Academic Growth in Reading and Mathematics.

Student input is an invaluable resource in this process, which takes place each year. The district team meets with middle school students as well as fourth- and fifth-grade students to hear what recommendations students have to meet or exceed LCAP goals.

Students are also asked to identify their attributes and strengths as student leaders, with one Clifford School student remarking, “It’s important for students to speak the truth.”

Another student at Roosevelt School said that, “students can help the district learn what kids want.”

Each California school district must update its three-year LCAP annually, officially defining a district's goals and top priorities, with input from the school community being an important piece to this dynamic process.

Ideas and student input is collected from each school site meeting followed with student delegates bringing share-outs to the district-wide meeting.

***Roosevelt students contribute their ideas to Goal 1 on the LCAP: Learning Environment and Instruction***

During the district-wide LCAP meeting, students share insightful perspectives on enhancing their own educational experiences. At Adelante Selby Spanish Immersion School, there were calls for student ambassadors to assist Newcomer students in acclimating to their new environment, alongside advocating for after-school tutoring sessions to prevent academic setbacks and promoting hands-on science experiences for greater student engagement.

Clifford School students emphasized the importance of collaborative writing over computer instruction and urged for increased funding in science, particularly in areas like coding. Henry Ford Elementary School students echoed a desire for more writing opportunities.

When asked about his thoughts on the process, a Henry Ford 5th grader expressed pride in representing his school’s needs, emphasizing a student-centric approach to decision-making.

“I like the process because we spoke about what the school needs. It’s very nice to see other people like me speak on behalf of other people,” the student said. “I think we represented Henry Ford well because we were all thinking about how to help. We were thinking a lot about the students because the students are the heart of the school.”

Among the many diverse and proactive ideas voiced by students, Orion Alternative Elementary School students emphasized the value of STEAM projects for fostering interactive learning experiences.

Hoover Community School students highlighted the need for math games to boost engagement and advocated for more hands-on STEAM opportunities. North Star Academy students proposed pairing Newcomer students with eighth-graders for orientation and underscored the significance of peer support in facilitating integration.

At Clifford, students are empowered to shape the direction of their school district through a multifaceted approach that prioritizes student voice and leadership. By fostering self-awareness, students are encouraged to define their values and strengths, promoting a sense of efficacy.

“Through these efforts, Clifford teachers are creating safe spaces where all students can share their perspectives, participate in decision-making processes, and take proactive action to shape their educational experience,” explains Principal Kristy Jackson.

Relationship skills are honed through collaborative activities like think-pair-share and small group discussions. Additionally, students are equipped with responsible decision-making skills through involvement in initiatives like student council and restorative conversations, empowering them to address challenges within their classroom, school, and community.

**A group of Clifford middle school students discuss the questions they will use for a school survey**

Students across the District cultivate organizational skills, motivation, and self-advocacy skills through student-led conferences and other initiatives that promote awareness of self and community.

Student Voice, along with Innovation, Equity, Engagement and Partnerships, is a core value of RCSD which guides the district in achieving its overarching mission.

District Educational Services staff members Sara Aguilar and Whitney Eakin work annually on engaging RCSD students as part of the district’s LCAP review and update process

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Amplifying Student Voice: RCSD Students Contribute to District’s Strategic Direction

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