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?