Curriculum & Instruction In Support of Equity

The district has established specific goals and is taking steps to ensure that our Curriculum and Instruction are supporting all our students.

Goals
  • Ensure our students receive a culturally responsive curriculum in all schools from grades Pre-K to 12
  • Build our capacity for curriculum development and instructional practices through the lens of equity and cultural responsiveness

Action Steps
  • Adopt the three tiered structure "Know Yourself, Know Your Students, Know Your Practice" to establish a common understanding of Culturally Responsive Teaching
  • Develop a "Roadmap to Becoming Culturally Responsive Educators" that provides teachers and leaders with a common set of resources to guide our work
  • Continue to facilitate communication between the REAL sub-committee, the K-12 Curriculum Cabinet, and the Senior Leadership Team (SLT) to ensure a thoughtful and coordinated approach. Here are 2 examples: Scheduled for May 21, 2019 is a Curriculum sub-committee presentation of the updated "Roadmap" document to the K-12 Curriculum Cabinet for review and feedback. And scheduled for June 6, 2019 is the Curriculum sub-committee presentation to the SLT for review and feedback.
  • Update the Library/Media selection policy

Implementation

  • Members of the K-12 Curriculum Cabinet contributed to the "Roadmap to Becoming Culturally Responsive Educators."
  • The Roadmap document must be reviewed and curated by the REAL Curriculum sub-committee; next steps are to adjust format/layout in preparation for sharing a user-friendly document.
  • The Performance Matters data management system will be explored as a way to support our work.
  • A Staff representative from Special Education will join the Curriculum sub-committee.
  • The Lens for Instruction document will guide our focus on the instructional core in order to consider the essential question: To what extent do students carry the cognitive load? In addition, educators will consider a handful of key domains to increase the academic performance of underperforming students and will compile strategies and practices that best bridge the gaps in content-specific literacy skills.
  • Evaluators will be provided with a list of "Look Fors" to use in providing feedback to educators.
  • Prior to the review/update of the Library/Media selection policy, the librarians from schools across the district will begin a diversity audit of their respective collections during summer 2019. A diversity audit answers the question: "What percentage of my collection is written by someone other than the traditionally dominant voice?" It ensures that the collection contains a variety of representations from a range of authors as well as authors whose works reflect the perspectives of those who are marginalized. This audit will determine the number of titles and the representative percentages of the library collections that fall into specific categories: race/ethnicity, gender, GLBTQAI+, disability, religion and voices. Moreover, it will hold librarians accountable to identify the weaknesses and fill gaps in their collections. It also challenges them to be more inclusive in their future selections and requires them to continually examine their own internal biases and privileges.

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