Equity Policy Review Checklist Training
Transcript of Equity Policy Review Checklist Training
Equity Policy Review Checklist TrainingWork Session
March 28, 2019
Facilitators Dr. L. Bernard Hairston
Mr. Lars HolmstromDr. Kimalee DickersonDr. Joanna Williams
Objective
You will apply (by interpreting a definition of equity), you will analyze(by examining the intended outcomes
of the checklist), and you will evaluate(by comparing and assessing) different
perspectives of applying the equity checklist tool to the grouping for
instruction policy.
How do you define “equity?”
● Please take a moment to write down your definition of “equity” in the context of Albemarle County Public Schools.
How does ACPS define equity?
Albemarle County Public School Division’s shared equity mission is to end the predictive value of social or cultural factors on student success by working together with families and communities to ensure each individual student’s success.
● This definition draws from the work of the National Equity Project; working toward equity involves:
“Ensuring equally high outcomes for all participants in our educational system;
removing the predictability of success or failures that currently correlates with any
social or cultural factor” (National Equity Project)
2017 - 2018 Equity Dashboard
Demographic GroupStudent Count
(PK-12)
Students Identified
Gifted
Students with Disabilit ies
(IDEA)
Students Chronically
Absent
Students Suspended
(Out of School)
Students Passing 3rd
Grade Reading SOL
Students Passing 3rd Grade Math
SOL
Graduates Earning Five
or More Math Credits
Students Earning An Advanced Studies Diploma
All Students 13,946 1,305 1,812 1,530 453 788 801 572 719
Black 1,482 11% 27 2% 357 20% 159 10% 110 24% 48 6% 58 7% 16 3% 35 5%
Hispanic 1,801 13% 41 3% 277 15% 278 18% 52 11% 63 8% 70 9% 20 3% 46 6%
White 9,071 65% 1,070 82% 1,020 56% 912 60% 255 56% 583 74% 581 73% 468 82% 559 78%
Asian 725 5% 94 7% 55 3% 59 4% 2 0% 48 6% 41 5% 39 7% 44 6%
Two or More Races 836 6% 73 6% 99 5% 117 8% 33 7% 45 6% 47 6% 27 5% 32 4%
Economically Disadvantaged 4,419 32% 94 7% 922 51% 813 53% 245 54% 167 21% 167 21% 54 9% 95 13%
Students with Disabilities 1,812 13% 20 2% 1812 100% 333 22% 152 34% 47 6% 42 5% 7 1% 16 2%
English Learners 1419 10% 22 2% 193 11% 182 12% 24 5% 49 6% 48 6% 17 3% 27 4%
National Equity Project Definition
Working towards equity involves:
● Ensuring equally high outcomes for all participants in our educational system; removing the predictability of success or failures that currently correlates with any social or cultural factor
● Interrupting inequitable practices, examining biases, and creating inclusive multicultural school environments for adults and children
● Discovering and cultivating the unique gifts, talents and interests that every human possesses.
Why an Equity Checklist?
“To engage in critical reflection is to question the logic and/or assumptions underlying particular ideas, arguments, or social constructions. In the
context of schools, this type of reflection often leads individuals to question and act on policies that create or maintain unequal power
relations among specific groups” –Great Lakes Equity Center
Why an Equity Checklist?
● The importance of an “Equity Lens”
● Avoids unintended consequences
● “Equity Accountability” and metrics for success
What is the Equity Checklist designed to do?The Equity Checklist Can...
● Create the opportunity to pause for critical, equity minded reflection
● Take a first step towards making changes with an active equity lens
● Define those equity accountability metrics that define “success”
The Equity Checklist Cannot...
● Guarantee that policy implementation will be equitable; accountability depends upon implementation and other factors
Developing the Checklist
When What Who
Aug 2017 Initial draft of tool Kimalee Dickerson, Bernard Hairston, Joanna Williams
Fall 2017 Revision and initial testing; Applied to “Community Involvement in Decision-Making” Policy
Dickerson, Hairston, Williams and Matt Haas, Patrick McLaughlin
Spring 2018 Presentation of tool to ACPS Diversity and Equity Advisory Committee (DEAC)
DEAC
Aug-Sept 2018 Revisions to tool and to policy; Sharing tool with additional ACPS staff
Dickerson, Hairston, Williams
Oct 2018 Presentation to School Board Hairston, Williams, School Board
Nov 2018 - Jan 2019
Refinement of tool based on feedback Dickerson, Hairston, Williams + ACPS Equity Specialists Lars Holmstrom & Leilani Keys
What does it mean to have “accountability”?
● Definition○ An individual or organization’s obligation to account for its actions,
accept responsibility for them, and disclose the results transparently.
● Example○ Anti-Racism Regulations: “Staff shall collect, review, and provide
an annual report to the School Board on data regarding racial disparities….The report shall also include evidence of growth.”
Using the Checklist: An Example
The language of the policy privileges some members of the community over others; opportunities for involvement may be inequitably distributed
Community involvement is not tracked, so there’s a lack of accountability
submit
Discussion
Q&A related to application of checklist to Community Involvement policy
Hands-On Activity
Hands on Practice with the Equity Checklist. Review Norms: Four Agreements; designate a note taker*
2. Scan the Equity Policy Checklist document
. Read sample policy IHA: Grouping for Instruction
4. Complete checklist individually
5. Share thoughts with the group
6. Suggest changes
Notetakers will report suggested changes to the large group for comparison, time permitting
Structured review of hands-on activityBreak Away Sessions
Team Facilitator School Board School Board SB / Staff Staff
Purple Team Room TBD
Dr. Joanna Williams
Mr. Jonno Alcaro Mr. Jason Buyaki Dr. AbigailKayser
Mrs. D. CollinsMatt Haas
Green Team Room TBD
Mr. Lars Holmstrom
Mr. Graham Paige Mr. David Oberg Dr. Kate Acuff Dr. C KeiserRoss HoldenMrs. Schmitt
Red Team Room TBD
Dr. Kimalee Dickerson
Mrs. Katrina Callsen
Mr. Steve Koleszar Ms. LeilaniKeys
Dr. P. McLaughlinDr. C. Diggs
Wrap Up 1. Will the policy have a positive impact on equity, inclusion and full participation of all people? Yes, No, Why
2a. Is there a likelihood of adverse impacts with respect to equity (or are there already adverse impacts)? Yes, No, Why
2b. If yes, which “classes” might be affected?
3. Is there anything in place in the policy or elsewhere to ensure accountability (such as equity-focused benchmarks or data points)?
If yes, describe
4. Should changes be made to make the policy more equitable and inclusive? Yes, No, Explanation
5. Should this policy be referred to the Equity Policy Review Committee? Yes, No
What did you learn from this exercise about your role as school board members, writing policy and considering issues from an equity lens?