Easter Seals: As part of our Better Together initiative, we partnered with Easter Seals, to offer direct hand over services to families in need. This collaboration allows us to respond quickly to students and families who need clinical support that reaches beyond the expertise of our employees. 

BPS Climate Survey: Evaluating our progress towards meeting the strategic plan goals, which focus on ensuring that students feel safe, valued, and prepared to learn, is crucial. The BPS Climate Survey is a comprehensive survey that collects feedback from students, parents, and staff, providing valuable insights on various initiatives that contribute to a positive school environment. The survey's insights guide us in our ongoing commitment to enhancing the well-being of our entire school community.

Equity Audit: In 2020-2021 the district partnered with Hanover Research to conduct and equity audit that included an equity and inclusion diagnostic survey and analysis, academic and behavior equity data analysis and a human resources research study. 

Comprehensive Professional Learning: Our goal is to instill trust in parents, knowing that every adult their child interacts with in our school system receives the necessary professional development to ensure emotional safety. To achieve this, we've introduced comprehensive learning initiatives with a focus on community and well-being within our district. These initiatives encompass Restorative Practices to strengthen community bonds, in-person sessions to deepen understanding of social-emotional learning and culturally responsive, trauma-informed teaching. We're also sending educators to the Character.org International Forum for character development. Furthermore, we acknowledge the pivotal role of our K-12 counseling department in supporting students' mental health and are committed to providing them with the latest resources and strategies.

Culturally Responsive Teaching Initiative: Using a train the trainer model with support from Oakland Schools consultants we trained two to three Coaches from each school to provide professional learning and support at their school. Each year there was a focus that expanded from knowing yourself (anti-bias training), knowing your students (building relationships), to focusing on instructional practices that promoted DEI.

Diversity in Birmingham Public Schools is an asset, and the recognition of various holy days is critical in fostering an understanding, appreciation, and respect for the beliefs of others. Doing so cultivates empathy and develops a cultural intelligence that prepares our students to be successful in a global society.

With the wide array of diversity among our student population, we are aware that many families recognize different holy days in our district community. Although there are a number of holy days listed below, it is not an exhaustive list and does not preclude any student/family from having an individual conversation with their teacher(s) to reschedule receiving significant course material, assigned homework, or tests/quizzes/major presentations the evening prior or following any holy day recognized by their family. When this request is made by students/families, teachers have been advised to grant these requests.

There are specific holy days that occur while school is in session and have been identified by students/families as having special significance. While school is in session on the following specific holy days, district-wide provisions will be made.

On these holy days, faculty and staff shall not introduce significant new material, assign homework, or expect students to prepare for tests/quizzes/major presentations on the evening prior and on the observed holy days per district guidelines. Tests and quizzes should not be administered the day after the observance since students would not have had an opportunity to study. Instruction can return to normal the day after the observance. Additionally, schools should not plan field trips or schoolwide activities (such as choir, band concerts, etc). We desire for all students to feel a deep sense of belonging. Therefore, we will consider all major religious observances so that students do not miss significant school experiences due to religious celebrations. Since school is in session, district-wide provisions must be made for Easter**, Eid al-Adha**, Eid al-Fitr**, Rosh Hashanah** and Yom Kippur**.

Please refer to our Calendar of Religious Recognitions and Observances for more information and dates

Overview: Our district is committed to fostering the growth and development of all students by implementing restorative practices in every school. These practices focus on building an inclusive, relationship-centered community where we address conflict constructively. By prioritizing accountability, empathy, and collaborative decision-making, we aim to create a positive environment where harm is repaired and conflicts become opportunities for growth and understanding. While restorative practices emphasize healing and community building, they do not eliminate consequences. Instead, they integrate accountability with meaningful consequences that support personal growth and positive behavioral change.

Principles of Restorative Practices:

• Community of Belonging: Cultivate a positive, inclusive environment where everyone feels they belong.
• Inclusive Culture: Embrace diversity and ensure all members feel valued.
• Open Communication: Encourage honest and open dialogue to strengthen relationships.
• Shared Values: Establish and reinforce common values that foster unity.
• Conflict Resolution: Use restorative approaches to address conflicts and repair harm.
• Empathy and Understanding: Foster empathy to create a supportive atmosphere.
• Collaborative Decision-Making: Involve all community members in decisions, promoting ownership and shared responsibility.
• Celebrating Successes: Acknowledge and celebrate achievements within the community.
• Continuous Growth: Learn from experiences to enhance the community environment.
• Sense of Safety: Ensure a safe space where individuals can express themselves without fear of judgment.
• Individual and Collective Well-Being: Prioritize the well-being of both individuals and the community as a whole.

The district has adopted Social Emotional Learning Standards by grade level. As we work to provide students with skills and strategies that promote self-awareness, self-management, social awareness, relationship skills, and responsible decision making, teachers are encouraged to consider ways to integrate opportunities throughout the day and across the curriculum that align with the standards.

Student-led Better Together Campaigns: Designated wellness team members collaborate with students and staff to initiate messaging campaigns that promote Character Education principles and the district's core values. The campaigns aim to inspire students to take pride in their character traits, such as empathy, and to celebrate acts of kindness within their school and the BPS community.