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Diversity, Equity and Inclusion

Text: At Rochester Community Schools, we believe
text: all students can learn at high levels
Text: All members of the school community will experience an environment where they are safe, valued, and respected.
text: A positive mindset that embraces diversity creates a strong culture and climate.
text: All stakeholders are responsible for high achievement and continuous improvement.
text: Students must be able to flourish in a global environment.

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Rochester Community Schools Mission Statement

To provide a quality education in a caring atmosphere for students to attain the necessary skills and knowledge to become lifelong learners and contribute to a diverse, interdependent and changing world.

Definitions of DEI and Cultural Proficiency Definitions

*These are definitions crafted by the Defining Terms Committee of the Oakland County Diversity, Equity, Inclusion, and Social Justice Council 

Curriculum

Quick Links to RCS Curriculum

Transitional Kindergarten

Elementary

Secondary

Special Education

 

District Equity Committee

Our shared commitment to this work is to ensure that all students receive what they need through our collaborative work effort to generate recommendations of goals for district-wide equity centered improvements.

The RCS District Equity Committee uses the Building Equitable Learning Environments (BELE) Framework as a guide as they work to transform student experiences and learning outcomes. 

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Resources

Meet our Director

photo of Tiffany Goliday

Tiffany Goliday is the Director of Diversity, Equity and Inclusion in Rochester Community Schools.  Tiffany has served in the district as an educator, interventionist, and elementary learning consultant for 15 years. Tiffany is honored to engage with RCS stakeholders in Culturally Responsive Teaching, Cultural Proficiency, and Diversity, Equity and Inclusion work in an effort to create access and opportunity, safe and brave spaces for learning, and an equitable learning environment where ALL students can thrive to their fullest academic and social-emotional potential.