Embedded Files
All learners get what they need to be successful.
All learners get what they need to be successful.
Definition
Definition
Schools enable the achievement and growth of learners — both students and adults — of every national origin and heritage, race, gender, sexual orientation, home language, ability, and other identities.
What does this mean?
What does this mean?
- Recognizing the differences amongst students and creating systems that respond to individual student need.
- This is also closely related to high expectations and the belief that ALL students, regardless of background, can learn and achieve at high levels.
What does it look like?
What does it look like?
- Culturally Responsive Teaching and Curriculum
- Diversity, Equity, and Inclusion Work
- Trauma Informed Curriculum and Teaching
- Support Structures: Response to Intervention, tutoring, office hours, etc.
- Wrap Around Services (physical and mental health, legal, etc.)
- Providing access and exposure to high level curriculum and instruction, programs, and extracurriculars, including opportunities that more affluent or high achieving students may have
- Specific teaching, strategies, and PD for at risk students: low income, ELs, special education, etc.
- Restorative Justice
- Community Building: amongst students, amongst staff/teachers, students and teachers/staff, families, etc.
- Diverse by Design/Heterogenous school models and classrooms (no tracking)
What does it not look like?
What does it not look like?
- Making assumptions about students based on their identity.
- Excluding students and parents from process of identifying needs.
- Lowering expectations of students.
- "Gatekeeping" policies or structures like testing into an honors class.
Example School Models
Example School Models
Nationwide | Charter, District, Private
CES envisions an educational system that equips all students with the intellectual, emotional, and social habits and skills to become powerful and informed citizens who contribute actively toward a democratic and equitable society. All CES schools are committed to 10 Common Principles, one of which is equity.
This represents “equitable” as the 10 common principles are woven throughout all parts of the school, including curriculum and instruction, assessments, school culture and systems/structures.
Francis W. Parker School in Ft. Devens, MA was one of the first schools in the Coalition, and Fenway High School in Boston is also a member.
Oakland, CA | Charter
Roses is an arts-integrated, dual immersion, social-justice K-8 charter. As a community school, they are inclusive and supportive of families and function as a hub for the neighborhood. Cultural relevance permeates both the instruction and systems. Wrap-around services also play a critical role.
This represents “equitable” as all of their programs are built towards empowering low-income students of color from Oakland to be change agents in their own communities.
Guiding Questions
Guiding Questions
- How are schools implementing this design principle already?
- How does this design principle align with our school's problem statement?
- How does this design principle support the school model we are designing?
- How does this design principle address the needs of our community?
- What are the key aspects of this design principle?
- What would this design principle look like in our context?
Resources
Resources
Filter by Design Principle: Equitable
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