Equity Roadmap (accessible version)
To empower all students with the knowledge, skills, and attitude necessary to excel in college, career, and life.
Chandler Unified School District is a safe and productive environment where students and adults are engaged in meaningful learning. Our diverse population is a strength, and a spirit of equity, collaboration, and respect permeates our community.
Our Core Values
Equitable educational opportunities in a safe and inclusive learning environment
Pathways and Strategies
The Governing Board has adopted a ten-year strategic plan to improve student performance. Areas of focus include:
- Student Perception
- School Discipline
- Access – Enrollment rate in gifted, AP/IB and Honors
- AZM2 Merit Proficiency
- ACT – College readiness
- Graduation Rate
To ensure equitable educational opportunities for all students, the Journey 2025 metrics for the noted areas of focus are viewed through an equity lens with the goal to the improve performance of all students through targeted efforts.
The CUSD equity initiative, formally launched in July 2018, includes three pathways with corresponding strategies and action steps to guide the long-term effort.
- Institutional Design – The core values of the school district articulate the vision of educational equity and appropriate policies and practices are advocated across the district.
- Individual Contribution - Employees and volunteers demonstrate the awareness, understanding, knowledge and skills to effectively interact with individuals from a wide variety of backgrounds and cultural experiences.
- Instructional Practices - The materials, strategies and activities are research-based and encompass a variety of backgrounds and life experiences in order to connect with a diverse student population.
During the initial phase, the administration will focus on 1) increasing *cultural responsiveness of staff and students through awareness, knowledge, understanding and skills, 2) operate as an open system by gathering feedback from a diverse group of stakeholders, and 3) assessing progress for continuous improvement.
*Cultural Responsiveness is the demonstrated awareness, understanding, knowledge and skills to effectively interact with individuals from a wide variety of backgrounds and cultural experiences including, but not limited to, abilities, ethnicity, gender, gender identification and orientation (LGBTQ+), nationality, race, religion and socioeconomic status.
Pathway 1: Institutional Design
The core values of the school district articulate the vision of educational equity and appropriate policies and practices are advocated across the district.
Establish an equity focus at the Governing Board and Superintendency Level
- Measure student success by multiple subgroups - In place
- Communicate and articulate a message of equity and inclusion from Superintendent and Governing Board - In place
- Meet regularly as District leadership team to collaborate and guide efforts - In place
- Listen to the varied voices of stakeholders and consider input as decisions are made – In progress
Evaluate the effectiveness of alternative school environments and modify to meet needs of diverse learners
- Review data annually for continuous improvement in alternate environments – In progress
- Explore additional options to meet students’ needs – Future focus
Identify and improve gaps in access for specific students and student groups
- Assess students for access to gifted and honors programs with multiple measures - In place
- Host students and parents to promote college and career opportunities and assist with college access - In place
- Create student and parent-friendly videos in home languages – In progress
- Allow open access for non-sequential courses, e.g. math - In place
- Ensure access to a variety of scholarship opportunities for all students. Guide marginalized students through application process. – In progress
Recruit and retain a diverse, culturally responsive workforce
- Create opportunities for voluntary Employee Resource Groups to bring together employees with common interests and contribute to a culture of inclusion - In place
- Develop a long-term plan to diversify the workforce – In progress
- Create interview and selection processes to guard against bias and promote the employment of a diverse, culturally responsive workforce - In place
- Expand Grow Your Own Teacher program – In progress
- Annually use focus groups to gather information about working environment - In place
- Foster cultural ambassadors to provide diverse role models for students – In progress
Train and utilize equity teams at the district and site level to promote and sustain an equity focus
- Establish and sustain an equity team for each school to serve as a resource and champion for equitable outcomes for students - In place
- Establish and sustain a principal equity team to serve as a resource and support - In place
- Establish and sustain a District equity team to guide equity efforts - In place
Engage the community (parents, business, city, and residents) to educate and leverage resources to meet J2025 equity goals
- Create Equity Advisory Board to provide input to District Equity team - In place
- Provide topical parent education – In progress
- Offer learning opportunities for staff and community through Lecture and Film series - In place
- Engage a diverse group of staff and parents to review curriculum adoptions – In progress
- Partner with businesses, higher education, City of Chandler to address needs of students – In progress
Use surveys to measure and improve student and employee climate perception
- Conduct Student Perception Survey annually and analyze results for continuous improvement (Grades 4 -12) - In place
- Conduct Employee Perception Surveys annually and analyze results for continuous improvement - In place
Perform all district operations after examination through an equity lens
- Adopt a district-wide decision-making protocol with an equity lens and embed in the organizational culture – In progress
- Who are the under-represented groups affected by this policy, program, practice or decision? What are the potential impacts on these groups?
- Does this policy, program, practice or decision worsen existing disparities or produce other unintended consequences?
- How have you intentionally involved stakeholders who are also members of the communities affected by this policy, program, practice or decision?
- What are the barriers to more equitable outcomes?
- How will you (a) mitigate the negative impacts and (b) address the barriers identified above
- Utilize data from equity metrics in instructional decision making – In progress
- Utilize data from perceptions surveys to improve the culture of inclusion – In progress
- Allocate resources to best meet the diverse needs of students – In progress
Engage focus groups for continuous improvement
- Gather information from specific subgroups who have been historically marginalized, or are under performing academically, and use feedback to inform action steps – In progress
Pathway 2: Individual Contribution
Employees and volunteers demonstrate the awareness, understanding, knowledge and skills to effectively interact with individuals from a wide variety of backgrounds and cultural experiences.
Embed elements of cultural responsiveness in the employee evaluation process
- Evaluate non-instructional employees related to their ability to work across diverse cultures and backgrounds. - In place
- Evaluate teachers related to their ability to provide a safe and culturally responsive environment, celebrate diversity, and promote equity - In place
- Evaluate site administration related to their ability to provide a safe and culturally responsive environment, celebrate diversity, and promote equity - In place
Develop *culturally responsive learning modules and provide ongoing professional development
*Cultural Responsiveness is the demonstrated awareness, understanding, knowledge and skills to effectively interact with individuals from a wide variety of backgrounds and cultural experiences including, but not limited to, abilities, ethnicity, gender identification, gender orientation (LBGTQ+), nationality, race, religion and socioeconomic status.
- Differentiate training for new staff and for annual best practices - Current Focus
- Differentiate training by employee category – administrative/supervisory, teacher, support staff working with students, support staff who do not work with students - Current Focus
- Utilize online learning systems to deliver content and make content available upon demand - Current Focus
- Embed core values and best practices for a culture of inclusion in all onboarding and induction programs for employees and volunteers - Current Focus
- Create learning modules to increase knowledge and skills working with diverse individuals and groups, including but not limited to, abilities, ethnicity, gender identification, gender orientation (LBGTQ+), nationality, race, religion and socioeconomic status - Current Focus
Pathway 3: Instructional Practices
The classroom strategies, materials, and activities encompass a variety of backgrounds and life experiences in order to connect with a diverse student population.
Provide instruction using culturally responsive instructional practices
- Embed culturally responsive practices in the teacher evaluation process – In progress
- Provide materials and activities to connect with students’ background and cultural experiences – In progress
Provide ongoing professional development with culturally responsive focus
- Embed an equity focus in site and district-led professional development – In progress
- Provide professional development, e.g. social emotional cognitive learning, suicide prevention, trauma, growth mindset – In progress
- Provide training on data-driven decisions to principals – In place
Utilize material and resources that engage and reflect whole student population
- Review curriculum and materials through equity and cultural lens – In progress
- Utilize curriculum and materials that encompass a wide variety of backgrounds and cultural experiences and meet state standards as required – In progress
Use equity data to drive instructional decisions
- Make student data available at site level for ongoing monitoring and adjustments – In place
- Utilize data to support site plans related to equity metrics – In progress
Create a positive learning environment
- Implement positive behavior management as part of the classroom and school culture – In progress
- Develop educational alternatives to discipline – In progress
- Involve students in creating a community of respect and inclusion – In progress
- Establish a focus on welcoming classroom meetings (K-6) – In progress
- Explore the principles of restorative practices and pilot to determine effectiveness – In progress
Provide interventions to eliminate gaps
- Offer multiple preschools for early intervention – In place
- Implement comprehensive Multi-Tiered System Support (MTSS) – In progress
- Offer summer and intersession programs – In place
Engage parents as partners
- Train all school to create welcoming office – In progress
- Increase collaboration with parents on meaningful academic engagement and available resources – In progress
Create avenues for student input
- Create opportunities for students to provide input at classroom and school level – In progress
- Integrate 21st century competencies throughout learning – In progress
- Foster the leadership potential in all students – In progress