COMPETENCY | TRAINING
Understand how all programs can perpetuate inequities.
Understand how the structure, practices and actions of the district office sets an understanding of equity.
Understand the shift in roles and responsibilities for all employees in a proactive integrated comprehensive equitable system.
|Understand the equity research on ability grouping, tracking, de-tracking, heterogeneous classrooms, inclusion, integration across race, ability, language, and gifted education.|
|Understand how co-planning/co-serving can, thoughtfully, increase equity for all learners.|
|Understand how to align staff by grade-level and content to create co-planning/co-serving teams.|
|Understand research behind culturally/linguistically relevant instruction.|
|Utilize culturally/linguistically relevant practices with creating Universally Designed learning environments.|
|Provide ongoing and job-embedded professional learning to assist staff in using UDL as a framework for creating and implementing lessons/units with multiple forms of instruction, assessment, and relevant practices.|
ORGANIZATION | SYSTEMS INTERVENTION
Incorporate social identity development for equity advocacy. Determine how information about social identity development will be shared out and continually developed.
|Determine Equity Non-Negotiables, align them, to spending practices, and district and building policies.|
DECISION SUPPORT DATA SYSTEM
Conduct a comprehensive Equity Audit to examine if students and staff are under or over-represented across the district in: academic opportunities, course enrollment, discipline, staffing, attendance, etc.
Identify areas of focus by conducting a root cause analysis and impact webs from the comprehensive equity audit.
LEADERSHIP | TECHNICAL
Develop a plan informed by the equity audit to provide equitable opportunities for all students across school program representation.
Realign staff to support co-planning to design instruction to co-serve students.
|Re-align District Office Structure based on Equity Non-Negotiables.|