SUN PRAIRIE AREA SCHOOL DISTRICT EQUITY EVALUATION INTEGRATED COMPREHENSIVE SYSTEMS FOR EQUITY The C3 Teams must then analyze their results as a team and determine the top three behaviors to move on to use the information collected in the FBA to create a proactive Student Support Plan (SSP). See Appendix D for example forms. Essential Next Steps 1.
The District will provide professional development specific to how to develop Proactive Student Behavioral plans that are equitable and identity relevant, while maintaining high expectations.
D.
Leveraging Policy and Funding
Align Human Resource Systems Often within a deficit-based system, the roles of educators are reactionary and many feel that they cannot meet the needs of all the students. Most specialist teachers move from classroom to classroom “helping out,” or “pulling-out” but are not organized to Co-Plan to Co-Serve to CoLearn (C3). When the system is inverted to an asset-based system; one in which students are proportionally represented across all identities in the core of teaching and learning, staff roles transform from responding to student performance to facilitating student learning. Teachers are responsible for intentionally developing each other’s capacity to better meet the needs of all students the first time the concept is taught, thus requiring the need to re-think those practices associated with traditional roles. When those traditional practices are inverted from reactionary to proactive or asset-based, teachers are better able to Co-Plan to Co-Serve and move to a Co-Learning paradigm. At that time, position descriptions, evaluation practices, and interview posting should be aligned to the District’s Principles of Excellence. Essential Next Steps 1.
All educators (teachers and administrators) are responsible for equitable structures and practices that shift the District culture of inequities through identity relevant, high-quality teaching and learning for all students vs. one administrator to be responsible for equity in the District, such as an Equity Director.
2.
The District and Board must create all position descriptions and interview questions for all District positions in alignment to the District’s Equity Principles of Excellence.
3.
The District and Board must continue to support the strategic partnerships with local universities and local organizations, and develop a district “grow your own program” in
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