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Equity, Instruction and Partnerships

In every decision we make, it is important for us to consider equity and the impact on all students and families, especially those in underserved demographic groups and protected classes. Some key questions to ask about any proposed change:

 STAKEHOLDERS: Who are the different groups of people               would affect? How have they been meaningfully engaged? Who has been missed?

PURPOSE: What are we trying to achieve with               ? How would it reduce disparities and advance equity and inclusion? Are there better ways to do this?

INEQUITIES: Would               affect different groups differently? If so, in what ways? If we don’t know, how can we find out?

NEGATIVE EFFECTS: How could               be bad for different groups? What could we do to prevent or reduce negative effects and unintended consequences?

POSITIVE EFFECTS: How would               be good for different groups? What could we change or add to increase positive effects on equity and inclusion?

ROOT CAUSES: Why would               affect some groups unequally? What could                do to address these root causes?

SUSTAINABILITY: Is              realistic and adequately funded? Does it have what it needs to be successful?

EVALUATION: How do we measure               ‘s success? How can we share that information with people?
Adapted from Terry Keleher, 2009

 

Eugene 4J School District Equity Stance
We adopt an equity stance as a means to target areas for action, intervention and investment. In particular, we believe:

  1. Everyone has the ability and right to learn. We have an ethical, professional and legal responsibility to ensure an education system that provides optimal learning to prepare students for their desired individual futures and to create a thriving community.
  1. Being multi-lingual and/or multi-cultural is an asset. Our education system must celebrate and enhance this ability and affirm culturally responsive support for English as a second language. Having multiple perspectives, experiences and cultures is an asset. Our individual and collective actions must include, validate and reflect these values.
  1. Students with learning differences as well as those receiving special education and talented and gifted (TAG) services are an integral part of our educational community. We must welcome the opportunity to be inclusive, make appropriate accommodations, and celebrate assets. We must directly address any over1representation of children of color in special education and under1representation in TAG and college1prep
  1. Students who have previously been described as “at risk,” “underperforming,” “under1represented,” “under1served,” or “minority” actually represent our community’s best opportunity to improve overall educational outcomes. In our efforts to create thriving schools for all students we must focus energy and resources on those experiencing the opportunity gap and rely on our students and communities to help illuminate the barriers that exist. Our ability to create an equitable education system is critical for us to successfully reach our state’s 40/40/20 goals.

Disclaimer:
Language is powerful and important. Deficit language such as the labels above put the burden of the systemic failure on the students rather than on the system where it belongs. In order to reach our goals it is essential to prioritize a consistent focus on engaging, not alienating students who currently experience opportunity, achievement and discipline gaps.

  1. Proven practices must be intentionally implemented to keep our current students in school and return out-of-school youth to an inclusive, intellectually respectful, safe and affirming educational setting. Our intention is to be inclusive and responsive to a significant proportion of our current K–12 students as well as students who have been “pushed out.” Our work should include initiatives to find out why students of color are under- represented in the full range of activities and courses in our schools but over-represented in discipline and expulsions. We must recognize that the need to improve the district’s graduation rate is urgent and will require us to examine and change our current practices. This may include experimenting with new approaches and applying evidence-based, proven practices. The experience of our students determines their graduation for better or worse.
  1. While we recognize that no situation can be safe for everyone, we must strive to make our schools safer for every learner. When students are included and feel a sense of belonging in their school communities, they are more secure emotionally and physically and can focus on their learning and growth to fulfill their full potential.
  1. To prevent opportunity disparities, providing high quality, culturally affirming early childhood (age 0-5) learning and growth experiences for students is key. Authentic partnerships with families is an essential component of any plan. We need to provide services in ways that engage and have value to our most diverse segment of the population—015 year olds and their families.
  1. Our equity, diversity and inclusion resource allocation and strategic investments will demonstrate priorities, values and commitment to students living in poverty; communities of color; English language learners; students with special needs; and out-of-school youth.
  1. The student-teacher relationship is the most powerful influence in student learning. To ensure a quality-learning environment for every student, it is essential that we recognize and support great teaching by providing teachers with the tools and support to be highly effective instructors for each and every student.
  1. Equity requires the intentional examination of systemic policies and practices that marginalize students and perpetuate disparities, despite appearing initially equitable. Therefore the Equity Decision tool must be constantly utilized in our decision-making process.
  1. As the student populations in Eugene School District 4J have become increasingly more diverse, the educator workforce has not. We must embrace the Minority Teacher Act and be intentional in collecting and analyzing data and make it available to drive our district’s work in recruiting and retaining educators of color. The ability of the district to retain professionals of color is directly correlated to the ability of the district to close opportunity gaps for students of color. District and/or school culture that is hostile to adults of color is unlikely to have adequate resources to create effective culturally responsive teaching and learning environments.

4J Equity Lens Tool
Calendar of Events
Migrant Education Program


Links to Office of Equity Newsletters

 

4J Office of Equity, Instruction and Partnerships Contacts

Office of Equity, Instruction & Partnerships Support Staff
Contact: Katie McRae
mcrae_k@4j.lane.edu
541-790-7737
4J Translation & Interpretation Services
Request an interpreter or a translation at:
4J Translation & Interpretation
Contact: Vanessa Vasquez
vasquez@4j.lane.edu
541-790-7717
English Language Learner Supports
Contact: Lily Gold
gold_l@4j.lane.edu
541-790-6872
Migrant Education Supports – Lane ESD
Contact: Ana Arias
aquinteroarias@lesd.k12.or.us
541-461-8382/541-844-8558
Dual Language Immersion Supports
Contact: Lynette Williams
williams_ly@4j.lane.edu
541-521-1874 (Cell) | 541-790-7561 (Desk)

Middle School Mentoring Supports
Link to Information about this program
Contact: Kate Becker
becker_k@4j.lane.edu