Greendale Schools - Equity & Cultural Competence

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Greendale Schools Equity Team Develops Equity Agreements

Greendale Schools’ Equity Team presented its years-long work, including a list of Equity Agreements, to the School Board recently. Those agreements are what district teachers and staff are calling ‘non-negotiables’ of expectations for climate, culture and curriculum in district schools going forward.

Greendale Schools equity work and agreements are based on Integrated Comprehensive Systems (ICS) for Equity built through the research and expertise of Dr. Elise Frattura and Dr. Colleen Capper. The ICS model is the only equity-focused work that provides a systemic approach that eliminates all areas of inequity. Drs. Frattura and Capper are educators within the UW System with extensive work and study in the area of equity in education. Dr. Frattura is on the faculty of UW-Milwaukee’s School of Education. Dr. Capper is a professor emeritus at UW-Madison. Greendale Schools began its study of the model in 2016 with district administrators and educators at all levels studying the ICS model.

Using this training and understanding, Greendale Schools team developed a set of agreements intended to guide future decisions for programming, instruction, and policy that achieves true equity for students in Greendale Schools. The Greendale Schools Equity Team consists of more than 50 teachers and staff members of varied experiences,

Development of the District Equity Agreements also feedback from community members. Discussion with local community groups, including the Greendale Welcomes Diversity Teams, Parents Advocating for Greendale Equity (P.A.G.E) and the Voice of Greendale Residents for Social Justice and Diversity has added elements to the agreements. The intention is for the agreements to evolve, change and grow in their reach as the district learning and practices evolve.

Greendale Schools Equity Agreements

It is the right of each child and family to feel welcome and a part of our community.
We are responsible for providing an equitable education for all students in our schools.
We share responsibility for student success and actively support students’ social-emotional growth.
Educational teams are intentionally designed to support collaborative planning for instruction and student learning.
Education teams design instruction for all learners the first time a concept is taught.
Curriculum and instruction is rigorous for all learners.
Curriculum and instruction is culturally relevant to reflect diversity.
The learning environment is designed with the flexibility to meet the needs of all learners.
Students are proportionally represented in all environments.
All district policies, procedures, and funding are aligned with all the above Equity Agreements.

What is Equity in Schools?

Greendale Schools’ definition of ‘equity’ in schools, “Equity means closing the gaps so that demographic indicators like race, language, ethnicity, religion, gender, disability and family poverty do not predict one’s success, while improving outcomes for all. To close gaps, Greendale Schools will target improvements for those most burdened with inequities. In the coming weeks, months and years, the work will move beyond services to target policies and practices that eliminate institutional inequities.”