Established in 1921, Sunnyside Unified School District is the second-largest district in Southern Arizona serving more than 14,000 students and families. Located in a culturally and linguistically rich community and surrounded by two Native Nations—the Tohono O’odham and Pascua Yaqui Tribe—the learning community is flanked by an aerospace and innovation corridor. Thus, the district is positioned to lead students into the 21st century through excellence in pedagogy, world-class career and technical education, and a legacy of athletic excellence and passion for the fine arts.
Sunnyside USD Map
During the 2020-21 school year, of the total 14,708 students, 12,228 (83%) students qualified to receive free and reduced-price meals, 2,090 (14%) of students were classified as English Language Learners and approximately 300 (2%) of Sunnyside’s students were identified as homeless. Another 1,658 students (11%) received Special Education services.
Sunnyside Unified School District in Arizona partnered with Digital Promise’s Center for Inclusive Innovation to implement an equity-centered research and development process aimed at tackling pressing adolescent writing challenges through culturally relevant and affirming approaches to literacy. A diverse group of community members in Sunnyside—including students, parents, teachers, school leaders, and faculty and staff from local institutions of higher education—came together to investigate a local adolescent writing challenge and design solutions centering the voices of Sunnyside students, parents, and community.
This journey map offers a visual overview of the Inclusive Innovation process for this project. The project story follows below.
Students in 9th grade were struggling to complete and turn in writing assignments that are part of Social Studies World History inquiry units. The district wanted to understand why so they can provide students with the support they need to be successful.
A Student Curriculum Club (SCC) is a student-led group that collaborates with district curriculum leaders and/or teachers to advise, inform and contribute to curriculum topics and content. The SCC helps districts and schools create curriculum that is reflective of the needs and interests of students and relevant to the world that students are experiencing. Students are valued as collaborators for their voice, perspective and contribution to the curriculum process – and are advocates for their peers in creating engaging learning experiences.
Compact Writing Assignments (CWA) are short writing assignments that could take the form of a tweet, an AEIOU* reflection, or an Instagram post. Topics for these assignments are generated from suggestions by students. CWA’s are not graded, instead students self-report changes in their comfort, enjoyment and confidence in writing in a pre and post survey. By engaging in these short assignments students build confidence in their writing by having time to practice in a safe, ungraded, and more fun environment. Writing freedom lets students view writing more positively.
When planning to implement compact writing assignments it is recommended to plan for 2 to 3 days of lessons. The first day would include introducing what a CWA is and looking through some examples. The second day would include introducing the task, choices of writing formats and choices of topics, and writing time. The third day would involve a peer feedback session.
After introducing the compact writing assignments to students, a teacher can start with an assignment that has a choice of topics and formats.
The Digital Village Square (DVS) is an online system where students can share their thoughts, ideas, and questions on topics of interest and provide feedback on inquiry units they’ve completed. The DVS is a safe online space wherein students and teachers can learn from each other with the goal of co-designing curriculum that is relevant to students.
Explore the Strengthening Student Voice and Choice in Adolescent Writing project:
Center for Inclusive Innovation
