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Equity Resources


Equity Blueprint for Action

The Equity Blueprint for Action focuses on improving educational outcomes for three student groups: African American, American Indian, and Latinx. This document highlights community- and researchinformed practices common among the three communities, as well as actions and recommendations specific to each community. Find more information and upcoming professional learning on the compendium website

Educators Guide to Teach Indigenous Peoples' Day

Created by California Indian Education for All, this guide helps educators provide students access to culturally relevant and respectful learning experiences related to Indigenous Peoples' Day recognized on Oct. 11. The resources in this guide can contribute to your work of creating and strengthening a campus that is inclusive, respectful, and honor Indigenous Peoples. 

Guide to Observing Hispanic Heritage Month

Learn more about the history of this recognition day, the importance of terminology, and find resources for expanding your knowledge and understanding. 

Guide to Observing LGBTQIA+ History Month

Learn more about the background of this recognition month, the importance of representation, and find resources for expanding your knowledge and understanding. 

Educators Guide to Teaching 9 11 with compassion

San Diego County is home to a diverse community that includes first responders and victims who may  have directly experienced the terror attacks on 9/11 and their aftermath. Muslim Americans fall into both categories. With the 20th anniversary of 9/11 upon us, employees, families, and students may struggle to process the milestone. To create a safe space in the classroom and to work through this topic in a healthy and productive way, avoid singling out Muslim students and children of first responders or members of the military to “carry” this topic. By teaching 9/11 through a culturally responsive lens, teachers have an important opportunity to clarify misconceptions about their Muslim students and promote relationships, self-analysis, self-discovery, conscious decision-making, and respect for individual differences and across cultures. 


Frequently Asked Questions: A Guide for Families and Educators

Stop Anti-Asian American and Pacific Islander (AAPI) Hate

To address anti-Asian hate, we must:

Listen to our students. Like students from all cultures, Asian-American and Pacific Islander students want teachers and staff members to really listen to them and to see their culture and history. As part of a recent community learning experience facilitated by San Diego County Office of Education (SDCOE) team members, Asian and Pacific Islander students from across San Diego County shared their experiences with racism in school. They bravely and honestly explained how they are affected by stereotypes, insensitive comments, and curriculum. The students also discussed how educators, other students, and adults can better support students of color. View the student panel discussion.

Hold necessary healing space. Intentional design and development of healing school communities and school cultures are essential to show students, school staff­ members, and families that they are loved and cared for. This guide offers some ways to create and hold authentic, healing dialogue space for those in your school community.
Acknowledge and address current events by asking students what they are curious about and seeking facts from reputable sources. To that end, SDCOE has curated a number of resources:

Student Panel Highlight Videos

We continue to elevate student voice and engage with their experience in school through listening. All student panels will be on our YouTube playlist.

American Indian Student Experience Panel Highlights

Asian Student Experience Panel Highlights


Black Student Panel: Young, Gifted and Black Highlights


Latinx Student Experience Panel Highlights


Middle East North Africa Student Experience Panel Highlights


Teaching the Impeachment Process

Resources to Support School Communities

To help teachers, counselors, and administrators develop an environment that supports civil discourse and supports a positive climate, SDCOE teams put together election resources that can be used to discuss polarized topics. Below are more resources regarding the Jan. 6 insurrection. 

COVID-19 Communication and Support

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An offering on ways to conduct dialogue and interrupt xenophobia and racism about COVID-19.

Equity Resource Summary

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Our immediate response to issues of Equity during Pandemic Conditions 

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A step by step guide on holding dialogue space for difficult conversations. Links to slide decks and videos to help conduct these types of dialogues.

Instructional Continuity Learning Considerations and Support for:

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Addressing the needs of specific populations during distance learning. These were created with partnerships across SDCOE and the county.


Other Resources


Barnes & Noble Equity Booklist

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. 

Continuous Improvement Process (CIP) Equity Model

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.

Educational Equity and Excellence Audits

Educational Equity and Excellence Audits

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.

Equity Leadership Reflection

Equity Leadership Reflection

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.

Equity Plan

Equity Plan

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.

Focus on Equity

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.

Focus on Equity Report

Thumbnail image of A Focus on Equity DocumentVarious 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.

Getting Started — Aspen Institute

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.

Systems Leadership Framework

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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