ECS Equity Focus Overview

Eagle County Schools strives to create inclusive and respectful environments to promote equity in access, opportunity,
ECS
nd
a outcomes for all students rega rdless of race, gender, economic status, gender identity, sexual orientation , language
background , and exceptional needs.

Why a District Focus on Equity?

To create schools where all of our students across the many lenses of difference feel accepted, engage at deeper levels,
and achieve at higher levels without giving up wh o they are.

How will we Increase Inclusion, Equity, and Excellence .in Eagle County Schools?
We will analyze data for disparities and design systems of support to improve equitable outcomes fo r all students through :

• School Cultu re: Schools and departments strive to achieve high levels of trust and cultural awareness among
staff and studen ts through understanding social justice and lenses of difference
• Systems: Grading , MTSS, and discipline systems are evaluated and refined to ensure equitable practices
• Family Eng'agement:Commu nication and events are inclusive to attcommunities -----.... ?
• Student Leadership: Student voice is at theTo;:efrontofdecision maki ng thro ugh the uth Eq uity Stewar
• Culturally Responsive Practices: Teachers ~rust, cul tural awareness, and teach,iin~g:inpr;ra~~ii=ff~'ffflrorf

- ---
and challenge every student through PBL, SI OP/GLAD strategies, AVID, and other researched-based approaches
---.
Long-Term Plan

• Equity teams learn through participating in Deep
Equity's 5 days of professional learning
• District focus on equity and inclusion
• Equity teams begin sharing this work with their buildings
and departments
• Non-school staff participate in equity, diversity, and
inclusion training
• Community involvement
• Additional trainings on lenses of difference offered
• Improved tone and depth of adult conversations
a More trust and honesty
o Ability to discuss difficult topics
• District and school leadership demonstrates a focus on
equity
• Increased cultural awareness
• Deepened understanding of educational disparities at
the school and district level

Year Two: 2020-2021

• All schools and departments revisit topics of cultural
awareness , tone and trust
• All schools and departm ents continue building the
capacity of their staff through the Deep Equity
professional learning process
• District and School initiatives viewed through the lens of
equity
• Additional trainings on lenses of difference offered
• Improvement in the climate of inclusion for students
o Increased belongingness
o Reduced incidents of bullying and harassment
o More positive student-adult relationships
o Students empowered to speak their truth
• Culturally responsive teaching practices present in
classrooms
o Students engage in critical thinking about
complex socio-political topics
• Schools make progress towards their specific goals in
removing educational disparities

Years Three to Five: 2021-2024

District and School daily practices and strategic efforts • Schools begin to meet their specific goals in removing