School Climate Transformation Grant

  • Overview: The School Climate Transformation Grant (SCTG) Equity Project is in the fourth year of deepening and expanding upon the work of Pinellas County Schools to build educators' capacity to improve the social and academic experiences of students, particularly students of color, by systematically addressing the root causes of discipline and academic disproportionality to reduce educational inequities. The SCTG is implemented in three phases.

         Phases of Implementation 

    • The first phase began in the spring of 2020, focusing on baseline data collection – student performance, attendance, discipline, and climate measurement -- developing the logic/ evaluation model, staff hiring (instructional staff developers, accounting clerk, coordinator), contracting for evaluation and technical assistance, implementation planning, and developing a professional learning plan and materials to improve school climate improvement.

    • The project's second phase began in the summer of 2020. Phase two focused on creating a pilot model involving five priority middle schools. These schools were selected based on several factors, including student achievement levels, exclusionary practices, percentages of EL students, Title I status, etc. 

      The five schools were assigned an embedded staff developer who provided on-site support to build educators' capacity to create inclusive schools and classrooms. These supports include coaching and facilitation of developing a school-wide vision; creating a positive culture that supports students' success; promoting staff community-building and collaboration; improving communication between teachers, parents, and students; developing inclusive partnerships with families and community stakeholders; addressing student discipline issues through restorative/empathic practices; building relationships with students and their families, improving classroom management skills, and implementing culturally responsive practices that meet the needs of all students in the classroom.

      During the summers, before and after school, evidence-based, professional learning activities were extended to educators from all project schools to support school climate improvement.

    • The project's third and final phase will begin in the fall of 2022, focusing on its sustainability and impact; and scaling the support to all SCTG schools, especially middle schools, using a just-in-time professional learning model – i.e., scaling up (increasing the number of schools and access to activities) and scaling out (providing more on-site support). 

    Mission: School Climate Transformation Grant (SCTG) Equity Project aims to improve educational equity by building the capacity of educators to create inclusive and equitable learning environments for all students.


    • Access
    • Representation
    • Meaningful Participation
    • High Outcomes

  • Strategic Alignment to PCS Equity Efforts: Aligned with the priorities of PCS' equity with excellence, the primary goal of the SCTG project is to reduce disparities in academic and disciplinary outcomes for students of color by providing technical assistance and professional development to schools implementing a multi-tiered system of support (MTSS). The aim is to improve the school climate by integrating culturally responsive, equity-focused, and belonging-centered practices in existing PBIS systems.

    SCTG works to increase the effectiveness of the PCS Bridging the Gap Plan (BTG), a plan to target and eliminate disparities in all aspects of teaching and learning for black students, by integrating evidence-based practices into a multi-tiered PBIS framework adapted from the Interconnected Systems Framework.

        BTG Goals Two and Four:

    • Goal 2: Eliminate the gap between the proficiency rates in reading (ELA) and math on state and national assessments for black and non-black students.
    • Goal 4: Provide equity and excellence of education by ensuring the needs of every student are known and met in order to increase performance and reduce the disparity in graduation rates, proficiency scores on assessments, participation, and performance in accelerated courses, disciplinary infractions, and placement in Exceptional Student Education programs.

SCTG Participating Schools, Project Components, and Performance Goals

  • Participating Schools

  • ESSA Tiers of Evidence and Quality Professional Learning Criteria

  • Project Components and Performance Goals

Just-In-Time (JIT) Professional Learning Opportunities for Participating Schools

  • Just-In-Time (JIT) SCTG Professional Learning

SCTG Transformation Tribune

Additional Information and Resources

  • SCTG Pillars of Educator Capacity Building

  • SCTG Logic Model

  • Roles and Responsibilities of SCTG Instructional Staff Developers

  • Evidence-Based for School Climate Improvement

  • References