OUR DEIB STRATEGY
Equity in Learning, one of the three pillars of Milton Public Schools’ strategic plan, means creating conditions in which all learners (students and adults) of all identities and abilities have the resources and support they need to thrive.
Strategic Initiatives
All educators will have opportunities to build their capacity, practice, progress monitoring skills designed to improve the implementation of Equitable, Restorative and Inclusive Educational Practices to leverage each students’ unique identities while ensuring that all students are making progress academically, social-emotionally, behaviorally, cognitively and culturally.
Priorities
Educators will implement an equitable PreK-12 curriculum that supports ALL learners of ALL identities and abilities
Educators and district leaders will create structures that provide opportunity for student voice to inform the provision of appropriate instruction and needed supports.
Educators and district leaders will routinely conduct curriculum reviews in accordance with the schedule identified in the review cycle.
Educators will apply and assess equitable grading practices.
Educators will implement best instructional practices that are culturally relevant.
Educators and leaders will use the principles of restorative justice to build school & classroom communities.
All staff will strengthen partnerships with family/community outreach and engagement to ensure strong home/school coherence and collaboration.
Educators and staff will review, iterate, and implement with fidelity an equitable behavioral incident reporting process.
Recognizing the rich backgrounds and experiences within Milton Public Schools, educators and leaders will research and utilize best practices for recruitment of diverse faculty.
Milton Public Schools will conduct a needs assessment that examines barriers experienced by families when seeking and accessing quality care and education for their preschool aged children with an emphasis on the need to examine whether all ethnic-racial groups and families from varied socio-economic labels have equal and equitable access to high-quality early education and care opportunities.