- The New York Times
Engaging K-12 students and educators in a diverse body of literature, genres, and interesting, real-world topics adds depth to their educational and life experiences. When students and staff see themselves and their peers represented accurately in texts, they can fully participate in meaningful discussions and projects on relevant texts. The attached booklist was curated by Barnes & Noble and SDCOE's Equity department.
The CIP Equity Model supports the improvement of educational equity in schools by engaging participants in a process that both strengthens their understanding of the complexities of equity and helps them develop a continuous improvement habit of mind with the goal of implementing sustainable system change for all students. The model includes research-proven methodologies and strategies.
The National Center for Urban School Transformation's (NCUST) Educational Equity and Excellence Audits provide an in-depth assessment of school culture, curricula, and instruction based on on-site observations and interviews with students, parents, teachers, support staff, and administrators. We examine the elements that could contribute to a comprehensive system for ensuring educational success for all students. The San Diego County Office of Education (SDCOE) Equity Department is a valued NCUST partner in the facilitation of the audit process.
The purpose of this self-reflection tool is for leaders (teachers, counselors, administrators, board members, etc.) to assess their current reality in their equity leadership. Through this reflective process, leaders are able to identify strengths and areas to target for professional growth and goal-setting.
SDCOE's Plan for Improving Educational Equity (Equity Plan) provides an action-oriented, results-driven approach for advancing learning for students in San Diego County by providing high-quality services to districts, school communities, charter organizations and partners. The Equity Plan includes a broad range of work both internally — within and across SDCOE divisions — and externally with district, school, and community partners.
This quarterly research brief brings equity research to practice through a practitioner lens. With the goal of supporting, extending, and expanding the collaborative, statewide equity work, it will focus on the practices that make the greatest impact for California's most vulnerable youth. The brief discusses timely implications of the research for application in classrooms, schools, and districts and provides reflection questions and resources for teachers and administrators to use during grade or department-level collaborative conversations.
To order copies of any of the following issues, please e-mail your request to Sandra Walden.
Various initiatives and regulations have called educators to action around equity for decades (Shields, 2009). Today, we have school accountability in place that mandates the conversation of equity in schools, but these conversations too often lead to packaged solutions. Instead of focusing on an integrated, systems-based approach to addressing equity challenges, many schools opt for quick fixes. CEPIP requires school teams to investigate the causes of inequity in their schools. It encourages them to have deep conversations about race, implicit bias, gender discrimination, and other topics. Read this Focus on Equity Progress Report to learn more about promising practices and reflections on equity work in San Diego County. Blueprint for Action Summary. View the Focus on Equity Progress Report released in the fall 2019.
These 10 commitments are actions state chiefs, or education leaders, can take to create a more equitable education system in their state. This framework does not catalog every opportunity to advance equity but highlights those on which state and education leaders can focus their efforts.
School leaders play an essential role in shaping school cultures, aligning parents and educators around shared goals, and ultimately, influencing student achievement. This framework is focused on the improvement of school leadership at all levels through high leverage leadership practices applied through a systems-thinking model. The SDCOE Systems Leadership Framework was developed from a synthesis of seminal research around learning organizations, organizational health and performance, and high leverage, evidenced-based leadership practices that are linked to the improvement of professional practice and learning.
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