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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English for Speakers of Other Languages – Culture and Cultural Proficiency Audio vignettes, pre-made presentations, videos, tools, and useful links for teachers of English Learners regarding characteristics of culture, learning styles, collectivism, and ways teachers can embrace diversity in their teaching style and interactions. SOURCE: ESOL in Higher Ed |
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Cleveland’s Conditions for Districtwide Learning Summary Report Cleveland's district-level report on the Conditions for Learning Survey, broken down by grade level, race, language, disability, and sex. SOURCE: Cleveland Metropolitan School District |
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Restorative Practices: Day-Long Training to Deepen School Practice Sacramento City's interactive introduction to classroom-based restorative practices for a teacher audience, covering concepts of the social discipline window, fair process, affective language, restorative questions, and circles. SOURCE: Sacramento City Unified School District |
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Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools Definitions and demonstrations of the impact of restorative practices with guidance for implementing at the classroom and school level, sponsored by the NEA and AFT. SOURCE: University/Nonprofit Research Institution |
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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 |
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Recommended Readings for Staff Recommended Readings for staff development. Topics include Introducing the Importance of SEL, SEL and Equity, SEL and Academic Integration, Restorative Practices, Adult SEL, and Partnering with Families for SEL. |
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Chicago Public Schools Student Code of Conduct Revisions, 2014 Presentation for the Chicago BOE summarizing the context, stakeholder engagement, and professional development plan surrounding the changes to the Student Code of Conduct. SOURCE: Chicago Public Schools |
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Addendum to the Student Code of Conduct: Guidelines for Effective Discipline Chicago's resource to support schools in implementing the Student Code of Conduct, complete with flow charts, scenarios, and recommended interventions founded on SEL and restorative approaches. SOURCE: Chicago Public Schools |
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Oakland Academic Social Emotional Learning Guidance Document Oakland's guidance document for school leaders describes the district's mission, vision, and tools for measuring success and describes how SEL is part of instructional priorities and multi-tiered systems of support. SOURCE: Oakland Unified School District |
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Self-Assessment Checklist – Cultural Competence This checklist provides examples of the kinds of values and practices that foster an environment that is aware and respectful of cultural diversity, from Georgetown University's National Center for Cultural Competence. SOURCE: National Association of School Psychologists |