EQUITY

WE BELIEVE IN EQUITY

WE BELIEVE equity is at the heart of all we do to ensure that each individual member of the Titan community is successful within his or her social and cultural realities.

We seek to eliminate the racial and social-economic predictors of achievement by removing barriers that limit opportunities, and dedicate our work to acknowledge, respect and appreciate the diversity and differences that exist within our educational community and the City of Lorain.

Through thoughtful actions with regards to curriculum, pedagogy, policy and school culture, we can overcome the effects of systemic and structural inequities and their impact over time.

We strive to strengthen our community by increasing the opportunities through the actions evident in our practice and by recognizing the power and benefits of diversity and inclusivity.

OUR STRATEGIES WILL implement equitable practices to eliminate opportunity gaps for students and staff where all are represented equitably in our programs and practices.

WE WILL MEASURE BY prioritizing targeted data from the equity audit to measure at intervals that correspond to when the data is collected.

TRAINING

	EQUITY
	TRAINING ACTION STEPS	TIMELINE	PROGRESS
E 1	Understand how all programs can perpetuate inequities.	SPR 21 ONGOING	COMPLETE & ONGOING

E 2	Understand how the structure, practices and actions of the district office sets an understanding of equity.	SPR 21 SUM 21	COMPLETE & ONGOING

E 3	Understand the shift in roles and responsibilities for all employees in a proactive integrated comprehensive equitable system.	SPR 22 SUM 22	NOT STARTED YET

E 4	Understand the equity research on ability grouping, tracking, de-tracking, heterogeneous classrooms, inclusion, integration across race, ability, language, and gifted education.	FALL 21 SPR 22	IN PROGRESS

E 5	Understand how co-planning/co-serving can, thoughtfully, increase equity for all learners.	SPR 22 SUM 22 FALL 22 SPR 23 SUM 23	NOT STARTED YET

E 6	Understand how to align staff by grade-level and content to create co-planning/co-serving teams.	FALL 22 SPR 23 SUM 23	NOT STARTED YET

E 7	Understand research behind culturally/linguistically relevant instruction.	SPR 21 SUM 22 FALL 22	NOT STARTED YET

E 8	Utilize culturally/linguistically relevant practices with creating Universally Designed learning environments.	FALL 21 SPR 22 SUM 22 FALL 22 SPR 23 SUM 23	IN PROGRESS

E 9	Provide ongoing and job-embedded professional learning to assist staff in using UDL as a framework for creating and implementing lessons/units with multiple forms of instruction, assessment, and relevant practices.	SUM 21 FALL 21 SPR 22 SUM 22 FALL 22 SPR 23 SUM 23	NOT STARTED YET


	ABOUT COMPETENCY TRAINING
	All staff members need training to have a clear understanding of what is expected of them. Training through an active implementation lens is defined as purposeful, skill-based, and adult-learning informed processes designed to support teachers and staff in acquiring the skills and information needed to begin using a new program or innovation.

SYSTEMS INTERVENTION

	EQUITY
	SYSTEMS INTERVENTION ACTION STEPS	TIMELINE	PROGRESS
E 10	Incorporate social identity development for equity advocacy. Determine how information about social identity development will be shared out and continually developed.	SUM 21 FALL21 SPR 22	IN PROGRESS

E 11	Determine equity non-negotiables and align them to spending practices and district and building policies.	SPR 21 SUM 21 FALL 21 SPR 22	IN PROGRESS


	ABOUT ORGANIZATION SYSTEMS INTERVENTION
	The purpose is to create and sustain an environment and conditions that support the new way of work. The goal of systems intervention is to identify and eliminate or reduce such barriers, or to enhance and sustain those policies, procedures, and regulations that facilitate the work at hand.

DECISION SUPPORT DATA SYSTEM

	EQUITY
	DECISION SUPPORT DATA SYSTEM ACTION STEPS	TIMELINE	PROGRESS
E 12	Conduct a comprehensive Equity Audit to examine if students and staff are under- or over-represented across the district in academic opportunities, course enrollment, discipline, staffing, attendance, etc.	SPR 21 SUM 21	COMPLETE

E 13	Identify areas of focus by conducting a root cause analysis and impact webs from the comprehensive equity audit.	SUM 21 FALL 21	COMPLETE


	ABOUT ORGANIZATION DECISION SUPPORT DATA SYSTEM
	The Decision Support Data System (DSDS) is a system for identifying, collecting, and analyzing data that are useful to the teacher, school, district and other implementing environments. The system itself needs to live up to its name. It must be a data system that provides timely, reliable data for decision-making.

TECHNICAL LEADERSHIP

	EQUITY
	TECHNICAL LEADERSHIP ACTION STEPS	TIMELINE	PROGRESS
E 14	Provide equitable opportunities for all students across school programs to ensure equitable representation	FALL 21 SPR 22 SUM 22	IN PROGRESS

E 15	Realign staff to support co-planning to design instruction to co-serve students.	SPR 22 SUM 22 FALL 22	NOT STARTED YET

E 16	Realign District Office Structure based on Equity Non-negotiables.	SPR 21 SUM 21	COMPLETE & ONGOING


	ABOUT TECHNICAL LEADERSHIP
	Technical challenges are those characterized by pretty clear agreement on a definition of the dimensions of the problem at hand. Technical problems also have clearer pathways to solutions. The leader can form a team, make a plan, make decisions, hold people accountable and execute the solution. Technical challenges respond well to a more traditional management approach where problems are defined, solutions are generated, resources are garnered and tasks are assigned, managed, and monitored. A leader guides the overall process and is more “in charge.”

ADAPTIVE LEADERSHIP

	EQUITY
	ADAPTIVE LEADERSHIP ACTION STEPS	TIMELINE	PROGRESS
E 17	Understand how pullout, segregated, and/or clustered programs perpetuate the cycle of marginalization.	FALL 21 SPR 22 SUM 22	COMPLETE & ONGOING

E 18	Understand deficit and asset-based thinking and how it impacts decisions.	FALL 21 SPR 22 SUM 21	COMPLETE & ONGOING

E 19	Understand how to leverage the state educator evaluation systems to eliminate inequities.	SUM 22 FALL 22 SPR 23	NOT STARTED YET

E 20	Share out the Equity Non-negotiables throughout all schools and community.	SUM 21 FALL 21 SPR 22 SUM 22 FALL 22 SPR 23 SUM 23	NOT STARTED YET


	ABOUT ADAPTIVE LEADERSHIP
	Adaptive challenges aren’t “solved” through traditional management approaches, because adaptive challenges involve legitimate, yet competing, perspectives — different views of the problem and different perspectives on what might constitute a viable solution. In this case, the definition of the problem is much less clear, and the perspectives on the “issue” at hand differ among stakeholders. Viable solutions and implementation pathways are unclear and defining a pathway for the solution requires learning by all. This “all” means that the primary locus of responsibility is not a single entity or person. These types of challenges require a different type of leadership and often require leadership at many levels.

EQUITY TIMELINE

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COMPETENCY | TRAINING

11SPR2111

11SUM2111

11FALL2111

11SPR2211

11SUM2211

11FALL2211

11SPR2311

11SUM2311

11FALL2311

11SPR2411

11SUM2411

11FALL2411

11SPR2511

Understand how all programs can perpetuate inequities.

Understand how the structure, practices and actions of the district office sets an understanding of equity.

Understand the shift in roles and responsibilities for all employees in a proactive integrated comprehensive equitable system.

Understand the equity research on ability grouping, tracking, de-tracking, heterogeneous classrooms, inclusion, integration across race, ability, language, and gifted education.

Understand how co-planning/co-serving can, thoughtfully, increase equity for all learners.

Understand how to align staff by grade-level and content to create co-planning/co-serving teams.

Understand research behind culturally/linguistically relevant instruction.

Utilize culturally/linguistically relevant practices with creating Universally Designed learning environments.

Provide ongoing and job-embedded professional learning to assist staff in using UDL as a framework for creating and implementing lessons/units with multiple forms of instruction, assessment, and relevant practices.

ORGANIZATION | SYSTEMS INTERVENTION

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Incorporate social identity development for equity advocacy. Determine how information about social identity development will be shared out and continually developed.

Determine Equity Non-Negotiables, align them, to spending practices, and district and building policies.

DECISION SUPPORT DATA SYSTEM

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Conduct a comprehensive Equity Audit to examine if students and staff are under or over-represented across the district in: academic opportunities, course enrollment, discipline, staffing, attendance, etc.

Identify areas of focus by conducting a root cause analysis and impact webs from the comprehensive equity audit.

LEADERSHIP | TECHNICAL

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Develop a plan informed by the equity audit to provide equitable opportunities for all students across school program representation.

Realign staff to support co-planning to design instruction to co-serve students.

Re-align District Office Structure based on Equity Non-Negotiables.

LEADERSHIP | ADAPTIVE

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Understand how pullout, segregated, and/or clustered programs perpetuate the cycle of marginalization.

Understand deficit and asset-based thinking and how it impacts decisions.

Understand how to leverage the state educator evaluation systems to eliminate inequities.

Share out the Equity Non-Negotiables throughout all schools and community.