Equity:
Equity occurs when “every student has access to the resources and educational rigor they need at the right moment in their education regardless of race, gender, ethnicity, language, disability, family background, or family income.” (Council of Chief State School Officers) Striving for equity means examining biases and interrupting inequitable practices to create inclusive, multicultural school environments that reveal and cultivate the interests and talents of children, youth, and adults from diverse backgrounds. (Jagers)
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DRC Resources |
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Oregon’s Transformative Social and Emotional Learning Framework & Standards Oregon's Transformative SEL Framework and Standards provide intentional focus on the social and emotional elements of learning, teaching, and cultivating affirming school culture through a transformative approach. SOURCE: Oregon DOE |
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This tool presents a structured reflection process for SEL teams and other district stakeholders to observe trends and discuss ideas for continuous improvement of SEL implementation. It emphasizes the importance of examining data with an equity lens and elevating a range of perspectives when interpreting data. SOURCE: CASEL |
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Suspending Chicago’s Students – Differences in Discipline Practices across Schools This report from the University of Chicago provides an example of how to analyze district discipline data to pinpoint factors that lead to inequity. SOURCE: University/Nonprofit Research Institution |
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School Climate Survey for Families Sacramento City Unified School District used this 2 page survey to gather family members' perspectives about school culture, equity, and the quality of interactions with school staff. It has been translated into 5 other languages at www.scusd.edu/post/2019-school-climate-survey-families. SOURCE: Sacramento City Unified School District |
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Austin ISD – Statement of Purpose This statement from Austin ISD's Social & Emotional Learning and Cultural Proficiency & Inclusiveness department describes a guiding vision and defines the role of the department. SOURCE: Austin Independent School District |
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Addressing the Root Causes of Disparities in School Discipline: An educator’s action planning guide A guide for digging into discipline data, analyzing root causes, and action planning, with checklists, decision trees, Excel worksheets, and planning templates. SOURCE: National Center on Safe Supportive Learning Environments |
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Job Interview Questions for Teachers and Other Staff Interview questions for school staff that probe for SEL knowledge and mindset, relationship-building strategies, and the candidate's approach to equity. Includes "listen for" details. SOURCE: CASEL |
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Resources for Identity Safe Classrooms Resource library accompaniment to the book Identity Safe Classrooms, including resources on stereotype threat and identity safety, relationships, cultivating diversity as a resource, child-centered teaching, and caring environments. SOURCE: External website |
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Agenda for team retreat focused on implicit bias, stereotype threat, and building more equitable learning environments. SOURCE: Sacramento City Unified School District |
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SPARK Approach to Positive School Climate Guide and toolkit for Sacramento's comprehensive school climate model which intertwines principles of restorative disciplinary practices, social and emotional learning, and PBIS. Includes details on school teaming and training. SOURCE: Sacramento City Unified School District |