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The Journey to Date Equity in EWSD
The Journey to Date
Equity in EWSD
The journey begins at merger where two districts
came together.
Growing hearts and minds for a better today and tomorrow: every day, every way, every one.
A grant allowed us to dive deep into community
engagement strategies as part of our design.
Vision2
Merger Vision
Community Engagement
Educational equity means that every child receives whatever they need to develop their full academic and social potential and to thrive every day.
Educational equity means there is no predictability of success or failure that correlates with any social or cultural factor - a child’s outcomes are not predictable because of their race, ethnicity, linguistic background, economic class, religion, gender, sexual orientation physical or cognitive ability, or any other socio-political marker.
-Elena Aguilar
● Equity ensures outcomes from our system are not predictable based on demographics.
Equity in EWSD3
Why Equity?4
“The world's problems begin with the belief that some human lives are more valuable than others.”
-Nelson Mandela
Student Leadership
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Table of Contents
Vision
01Leadership Design
02
Planning and Action
04
5
Using Student Voice to Move
Forward
Curriculum changeTeacher trainings
Hiring practicesStudent speakers
Student Leadership
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Frameworks for Equity Literacy Development
STUDEN
TS
Lead
ersh
ip
Parents and Community
Faculty and Staff
Policy /Political
Symbolic Human Resources
Curriculum and Instruction
Equity Literacy
Equity Action Planning Areas of Focus
Hiring and Human Resources
Curriculum Audit
Equity Report
Bias Response Reporting
Student Leadership
EWSD/EPD Relationship
Professional Learning
Policy and Decision Making
Community Connections
Speakers Series
EHS Bias Response Panel
Examples of Action
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Equity Report Development Process
Qualitative Data Considerations
How do we represent stories outside of the numbers?
Equity Data DiveWhat data do we have and
what story does it tell?
Stakeholder EngagementWhat data should be considered for the equity report? What are our 5 points of importance?
First EWSD Equity Report Develop the first Equity Report that will be replicated for 5 years to watch for trends.
Beyond Diversity: January 2020
Courageous Conversations LEADS
20-21
EWSD and Courageous
Conversations
Further Intro Trainings and Planning Beyond Diversity for All
Courageous Conversatoins Intro
June 2020
Questions
◂ Board Updates: September ‘19, June ‘20, September ‘20, December ‘20, February ‘21, May ‘21…. and more to come
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Equity Policy Update
14Equity in Essex
Students and staff took the survey contained in the back of the Building Equity text as a way to assess our baseline with perception data related to the implementation of the Continuous Improvement Plan.
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Another administration of the assessment to consider improvement or areas of decline on the survey was determined to be best prior to implementing a new climate
survey. The new climate survey may replace this survey due to the limitations of the tool. This determination will be made over the next year.
Equity Survey
Equity Survey 2019
Equity Survey 2021
Equity Survey Results
Student Results
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Respondent Information - By School
Please choose your school # of StudentsAVERAGE of
Physical IntegrationADL 310 4.21EHS 786 3.87EMS 172 3.88Westford 53 3.33Grand Total 1,327 3.93
19-20 Audit
Please choose your school # of StudentsAVERAGE of
Physical Integration
ADL 272 4.27
EHS 167 4.05
EMS 308 4.29
Westford 48 3.87
Grand Total 796 4.21
20-21 Audit
Respondent Information - By Grade
19-20 Audit
20-21 Audit
Grade # of StudentsAVERAGE of
Physical Integration6 169 4.147 144 3.958 221 3.969 242 3.9710 207 3.7811 179 3.8012 159 3.97Grand Total 1,327 3.93 Grade # of Students
AVERAGE of Physical Integration
6 227 4.407 177 4.128 233 4.199 48 4.1510 42 4.1011 37 4.0612 32 3.84Grand Total 796 4.21
Respondent Information - By School
19-20 Audit
20-21 Audit
Please choose your school # of Students
AVERAGE of Social-Emotional
EngagementADL 310 4.17EHS 786 3.99EMS 172 3.85Westford 53 3.47Grand Total 1,327 3.99
Please choose your school # of Students
AVERAGE of Social-Emotional
EngagementADL 272 4.29EHS 167 4.10EMS 308 4.29Westford 48 4.11Grand Total 796 4.24
Respondent Information - By Grade
19-20 Audit
20-21 Audit
Grade # of Students
AVERAGE of Social-Emotional
Engagement6 169 4.077 144 3.968 221 3.979 242 3.9410 207 3.9111 179 3.9712 159 4.20Grand Total 1,327 3.99 Grade # of Students
AVERAGE of Social-Emotional
Engagement6 227 4.377 177 4.168 233 4.279 48 4.0810 42 4.2311 37 4.0012 32 4.09Grand Total 796 4.24
Respondent Information - By School
19-20 Audit
20-21 Audit
Please choose your school # of Students
AVERAGE of Opportunity to
LearnADL 310 4.04EHS 786 4.04EMS 172 3.86Westford 53 3.57Grand Total 1,327 4.00
Please choose your school # of Students
AVERAGE of Opportunity to
LearnADL 272 4.16EHS 167 4.09EMS 308 4.23Westford 48 4.15Grand Total 796 4.17
Respondent Information - By Grade
19-20 Audit
20-21 Audit
Grade # of Students
AVERAGE of Opportunity to
Learn6 169 4.007 144 3.888 221 3.929 242 3.9510 207 3.9811 179 4.1012 159 4.21Grand Total 1,327 4.00 Grade # of Students
AVERAGE of Opportunity to
Learn6 227 4.337 177 4.028 233 4.199 48 4.1110 42 4.1411 37 4.0612 32 4.01Grand Total 796 4.17
Respondent Information - By School
19-20 Audit
20-21 Audit
Please choose your school # of Students
AVERAGE of Instructional
ExcellenceADL 310 4.38EHS 786 4.20EMS 172 4.06Westford 53 3.74Grand Total 1,327 4.21
Please choose your school # of Students
AVERAGE of Instructional
ExcellenceADL 272 4.53CTE 1 4.67EHS 167 4.26EMS 308 4.56Westford 48 4.23Grand Total 796 4.47
Respondent Information - By Grade
19-20 Audit
20-21 Audit
Grade # of Students
AVERAGE of Instructional
Excellence6 169 4.367 144 4.078 221 4.169 242 4.1210 207 4.0911 179 4.2812 159 4.41Grand Total 1,327 4.21 Grade # of Students
AVERAGE of Instructional
Excellence6 227 4.567 177 4.368 233 4.599 48 4.1710 42 4.3611 37 4.1712 32 4.33Grand Total 796 4.47
Respondent Information - By School
19-20 Audit
20-21 Audit
Please choose your school # of Students
AVERAGE of Engaged and
Inspired Learners
ADL 310 4.17EHS 786 4.18EMS 172 3.73Westford 53 3.71Grand Total 1,327 4.10
Please choose your school # of Students
AVERAGE of Engaged and
Inspired LearnersADL 272 4.16EHS 167 4.13EMS 308 4.23Westford 48 3.81Grand Total 796 4.16
Respondent Information - By Grade
19-20 Audit
20-21 Audit
Grade # of Students
AVERAGE of Engaged and
Inspired Learners6 169 4.107 144 3.858 221 3.979 242 4.0910 207 4.1311 179 4.1112 159 4.49Grand Total 1,327 4.10
Grade # of Students
AVERAGE of Engaged and
Inspired Learners6 227 4.237 177 4.008 233 4.229 48 3.9510 42 4.3011 37 4.1712 32 4.19Grand Total 796 4.16
Equity Survey Results
Staff Results Highlights: Areas of most change
Equity Survey27
Staff Respondents - By Role19-20 Respondent Info 20-21 Respondent Info
Classroom Teacher 172* 92
District Leader 4 3
Instructional Support Staff 61 23
Non-Instructional Support Staff 20 16
School Leader 7* 4
Support Services Professional 88* 59
Other 10* 8*
TOTAL 362 205
*These categories contain duplicates based on staff responses.
Staff Respondents - Grades K-5 by School
19-20 Respondent Info 20-21 Respondent Info
EES 28 12
Fleming 17 2
FMS 42 15
Hiawatha 21 17
Summit 32 14
Westford 0 9
TOTAL 140 69
Staff Respondents - Grades 6-12, DO & Multiple Schools
19-20 Respondent Info 20-21 Respondent Info
ADL 39 10
CTE 32 20
District Offices 9 6
EHS 100 71
EMS 23 23
Multiple School Sites 15 7
TOTAL 218 137
Q.9: Classroom placement and student schedules ensure that diversity exists in all learning environments.
A lower percentage of educators believe classroom placement and student schedules ensure diversity.
Q.11: The social and emotional needs of students—from prosocial skills to responsiveness to trauma—are adequately supported in our school.
A higher percentage of educators believe we are meeting social emotional needs of students.
Q.15: Bullying is not a problem at our school.
A lower percentage of educators feel bullying is a problem at their school.
Q.16: There are students who are afraid to come to school.
A higher percent of educators believe more students are afraid to come to school than in 2019.
Q.20: We promote positive race and human relations to better understand and interact with students from different backgrounds.
A higher percent of educators agree we promote race and human relations to better understand and interact with students from different backgrounds.
Q.24: Our school’s discipline plans are restorative rather than punitive.
A higher percentage of educators see discipline plans as restorative.
Q.25: Staff receive professional development to help us understand and implement our schoolwide discipline plan.
A higher percentage of educators believe they receive PD to help with the school wide discipline plan.
Q.42: Students know we believe in them and that they are capable of challenging work.
A smaller percentage of educators believe students know that we believe in them.
Q.44: There are active working relationships between home and school to increase opportunities to learn.
A higher percentage of educators feel there are active relationships between home and school.
Q.49: Soft skills are developed and valued in our school.
A higher percentage of educators believe soft skills are developed and valued in the school.
Q.50: Students are demonstrating commitment, perseverance, and flexibility, especially in challenging situations.
A higher percentage of teachers believe students are demonstrating commitment, perseverance and flexibility.
Q.59: Grading and progress reports are focused on subject matter mastery and competence.
A higher percentage of educators believe grading and progress are focused on mastery and competence.
Questions43
Questions?
