IV. Equitable Best Practices Analysis and Essential Next Steps

S U N P R A I R I E A R E A S C H O O L D I S T R I C T E Q U I T Y E V A L U A T I O N I N T E G R A T E D C O M P R E H E N S I V E S Y S T EM S F O R E Q U I T Y

are set in place to respond to the four themes of effective systemic educational equity development9, which is defined as high quality teaching and learning for all students, all under the umbrella of safe and inclusive learning environments. Addressing all four themes in an ongoing and systematic manner positively impact learning for each and every student in the District and in so doing, address the concerns discussed by educators, students, School Board members, and members of the community.

Table 2: Framework for High Quality Teaching and Learning

Focus on Equity Align Staff and Students Transform Teaching and Learning Leverage Policy and Funding

Institute and Sustain a Comprehensive Anti-Bullying/Anti-Harassment Policy and Practices Know the History of Public Education Construct Co-Plan to Co-Serve to Co-Learn (C3) Teams Design Identity Relevant Teaching for All Learners Align Human Resource Systems

Shift from Deficit to Assets-Based Thinking, Language Re-Align Staff and Students Design Identity Relevant Learning and Curriculum for All Learners Leverage Funding

Engage in Identity Development Apply Research

Develop Principles of Excellence Conduct Equity Audit Discipline and Behavior Students with Significant Disabilities Cross-Check Policy and Procedures

Institute and Sustain a Comprehensive Anti-Bullying/Anti-Harassment Policy and Practice

Focus group participants discussed the amount of learning that they have completed across the identities of race and gender, but shared that they believe that they do not have the information to apply those learnings in the school and classroom setting. In addition, teachers, students, and parents reported experiencing racism within the District.

9 ICS Equity.org

S U N P R A I R I E A R E A S C H O O L D I S T R I C T E Q U I T Y E V A L U A T I O N I N T E G R A T E D C O M P R E H E N S I V E S Y S T EM S F O R E Q U I T Y

A. Focus on Equity

Know the History of Educational Marginalization

Focus group participants discussed the continued need for applying their equity learning. Professional development specific to different identities is essential, such as race and gender. Yet such professional development must go hand-in-hand with the understanding of how the structures of educational oppression, instruction to a normative, curricular violence, and policy and procedures are historically and currently perpetuated. This understanding is essential to be able to dismantle these structures and to not repeat such harmful practices. Therefore, to apply understandings of oppression, all staff and community members should learn about the history of public education and the historical practices of oppression that are maintained in educational systems today – often under the lens or perception of helping. It is essential that the SPASD educators, families, and community members have a better understanding of the institutional history of education that has perpetuated, if not created inequities. Through this common understanding, the District can then begin to build create pragmatic and systemic changes to move from pity to systemic change, where all students and families are seen, heard, understood, and educated in Tier 1.

Essential Next Steps

1. All educators and board members complete professional development on the educational history of marginalization to better understand current structures and practices to lay the groundwork to build on previous work and create a systematic and pragmatic journey to impact systems and policy at the core.

2. All educators and board members complete professional development through an analysis of current educational structures and practices in relation to historical marginalization and how it relates to the District’s current over and under-representation within the equity audit.

Shift from Deficit to Assets-Based Thinking, Language

Throughout the focus groups, participants discussed their experiences of acts of bullying and teasing as well as language referring to students who challenge the system behaviorally (e.g., “the runner” , “slow” , “low ability” , etc.). Continued work toward asset based, bias-free language will be essential as the District moves forward in support of all learners and their families. Such