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EQUITY

WE BELIEVE IN EQUITY

WE BELIEVE equity is at the heart of all we do to ensure that each individual member of the Titan community is successful within his or her social and cultural realities.  

We seek to eliminate the racial and social-economic predictors of achievement by removing barriers that limit opportunities, and dedicate our work to acknowledge, respect and appreciate the diversity and differences that exist within our educational community and the City of Lorain. 
        
Through thoughtful actions with regards to curriculum, pedagogy, policy and school culture, we can overcome the effects of systemic and structural inequities and their impact over time. 
                       
We strive to strengthen our community by increasing the opportunities through the actions evident in our practice and by recognizing the power and benefits of diversity and inclusivity.

  • OUR STRATEGIES WILL implement equitable practices to eliminate opportunity gaps for students and staff where all are represented equitably in our programs and practices.

  • WE WILL MEASURE BY prioritizing targeted data from the equity audit to measure at intervals that correspond to when the data is collected.

TRAINING



EQUITY 




TRAINING ACTION STEPS

TIMELINE
E 1
Understand how all programs can perpetuate inequities. 
  • SPR 21
  • ONGOING



E 2
Understand how the structure, practices and actions of the district office sets an understanding of equity. 
  • SPR 21
  • SUM 21



E 3
Understand the shift in roles and responsibilities for all employees in a proactive integrated comprehensive equitable system. 
  • SPR 22
  • SUM 22



E 4
Understand the equity research on ability grouping, tracking, de-tracking, heterogeneous classrooms, inclusion, integration across race, ability, language, and gifted education. 
  • FALL 21
  • SPR 22



E 5
Understand how co-planning/co-serving can, thoughtfully, increase equity for all learners. 
  • SPR 22
  • SUM 22
  • FALL 22
  • SPR 23
  • SUM 23



E 6
Understand how to align staff by grade-level and content to create co-planning/co-serving teams. 

  • FALL 22
  • SPR 23
  • SUM 23



E 7
Understand research behind culturally/linguistically relevant instruction. 

  • SPR 21
  • SUM 22
  • FALL 22



E 8
Utilize culturally/linguistically relevant practices with creating Universally Designed learning environments.                                          
  • FALL 21
  • SPR 22
  • SUM 22
  • FALL 22
  • SPR 23
  • SUM 23



E 9
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.
 
  • SUM 21
  • FALL 21
  • SPR 22
  • SUM 22
  • FALL 22
  • SPR 23
  • SUM 23




ABOUT COMPETENCY TRAINING

All staff members need training to have a clear understanding of what is expected of them. Training through an active implementation lens is defined as purposeful, skill-based, and adult-learning informed processes designed to support teachers and staff in acquiring the skills and information needed to begin using a new program or innovation.
 

SYSTEMS INTERVENTION



EQUITY 


SYSTEMS INTERVENTION ACTION STEPS

TIMELINE
E 10
Incorporate social identity development for equity advocacy. Determine how information about social identity development will be shared out and continually developed.  
  • SUM 21
  • FALL21
  • SPR 22



E 11
Determine equity non-negotiables and align them to spending practices and district and building policies. 
  • SPR 21
  • SUM 21
  • FALL 21
  • SPR 22






ABOUT ORGANIZATION SYSTEMS INTERVENTION

The purpose is to create and sustain an environment and conditions that support the new way of work. The goal of systems intervention is to identify and eliminate or reduce such barriers, or to enhance and sustain those policies, procedures, and regulations that facilitate the work at hand.

DECISION SUPPORT DATA SYSTEM



EQUITY 


DECISION SUPPORT DATA SYSTEM ACTION STEPS

TIMELINE
E 12
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.                          
  • SPR 21
  • SUM 21



E 13
Identify areas of focus by conducting a root cause analysis and impact webs from the comprehensive equity audit. 
  • SUM 21
  • FALL 21






ABOUT ORGANIZATION DECISION SUPPORT DATA SYSTEM


The Decision Support Data System (DSDS) is a system for identifying, collecting, and analyzing data that are useful to the teacher, school, district and other implementing environments. The system itself needs to live up to its name. It must be a data system that provides timely, reliable data for decision-making.


TECHNICAL LEADERSHIP



EQUITY



TECHNICAL LEADERSHIP ACTION STEPS

TIMELINE
E 14
Provide equitable opportunities for all students across school programs to ensure equitable representation
  • FALL 21
  • SPR 22
  • SUM 22



E 15
Realign staff to support co-planning to design instruction to co-serve students. 
    
  • SPR 22
  • SUM 22
  • FALL 22



E 16
Realign District Office Structure based on Equity Non-negotiables. 

  • SPR 21
  • SUM 21






ABOUT TECHNICAL LEADERSHIP

Technical challenges are those characterized by pretty clear agreement on a definition of the dimensions of the problem at hand. Technical problems also have clearer pathways to solutions. 

The leader can form a team, make a plan, make decisions, hold people accountable and execute the solution.


Technical challenges respond well to a more traditional management approach where problems are defined, solutions are generated, resources are garnered and tasks are assigned, managed, and monitored. A leader guides the overall process and is more “in charge.”



ADAPTIVE LEADERSHIP



EQUITY 




ADAPTIVE LEADERSHIP ACTION STEPS

TIMELINE
E 17
Understand how pullout, segregated, and/or clustered programs perpetuate the cycle of marginalization. 
 
  • FALL 21
  • SPR 22
  • SUM 22



E 18
Understand deficit and asset-based thinking and how it impacts decisions. 
 
  • FALL 21
  • SPR 22
  • SUM 21



E 19
Understand how to leverage the state educator evaluation systems to eliminate inequities. 

  • SUM 22
  • FALL 22
  • SPR 23  



E 20
Share out the Equity Non-negotiables throughout all schools and community. 

  • SUM 21
  • FALL 21
  • SPR 22
  • SUM 22
  • FALL 22
  • SPR 23
  • SUM 23






ABOUT ADAPTIVE LEADERSHIP

Adaptive challenges aren’t “solved” through traditional management approaches, because adaptive challenges involve legitimate, yet competing, perspectives — different views of the problem and different perspectives on what might constitute a viable solution.  In this case, the definition of the problem is much less clear, and the perspectives on the “issue” at hand differ among stakeholders.  Viable solutions and implementation pathways are unclear and defining a pathway for the solution requires learning by all. This “all” means that the primary locus of responsibility is not a single entity or person. These types of challenges require a different type of leadership and often require leadership at many levels.

EQUITY TIMELINE

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COMPETENCY  |  TRAINING


11SPR2111
11SUM2111


11FALL2111
11SPR2211
11SUM2211


11FALL2211
11SPR2311
11SUM2311


11FALL2311
11SPR2411
11SUM2411


11FALL2411
11SPR2511



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


SPR21
SUM21


FALL21
SPR22
SUM22


FALL22
SPR23
SUM23


FALL23
SPR24
SUM24


FALL24
SPR25



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


SPR21
SUM21


FALL21
SPR22
SUM22


FALL22
SPR23
SUM23


FALL23
SPR24
SUM24


FALL24
SPR25



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


SPR21

SUM21



FALL21

SPR22

SUM22



FALL22

SPR23

SUM23



FALL23

SPR24

SUM24



FALL24

SPR25



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.










































































LEADERSHIP  |  ADAPTIVE


SPR21

SUM21



FALL21

SPR22

SUM22



FALL22

SPR23

SUM23



FALL23

SPR24

SUM24



FALL24

SPR25



Understand how pullout, segregated, and/or clustered programs perpetuate the cycle of marginalization.

































a







































Understand deficit and asset-based thinking and how it impacts decisions.









































































Understand how to leverage the state educator evaluation systems to eliminate inequities.









































































Share out the Equity Non-Negotiables throughout all schools and community.