Coronavirus Resources for Schools

Lead with Equity Infographic

Contains resources from school districts and public health agencies.

Issue link: https://content.acsa.org/i/1272710

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Read the full brief here: h ps://edpolicyinca.org/publica ons/lead-with-equity This brief was produced in partnership with researchers at the California Collabora ve on District Reform, Opportunity Ins tute, Pivot Learning, and the UC Berkeley School of Law. • Require that districts describe in their learning con nuity plans: — How they will priori ze synchronous instruc onal me for vulnerable students, whether in person or virtual, and — How they will ensure that low-income students, English learners, students with disabili es, students of color, and students who have fallen behind during school closures receive addi onal and targeted supports so that they can fully par cipate and engage in learning. • Require districts to collect local data and regularly update their communi es on the implementa on of these plans, including how much synchronous instruc onal me each group of students is receiving and rates of par cipa on. • Point districts towards a narrow set of high-quality, Common Core-aligned assessment tools and screeners, and provide support on how to aggregate, analyze, and act on the data. • Con nue efforts to design a student growth measure and look at op ons for measuring student learning using mul ple non-consecu ve years of data in order to be er understand and address learning loss. • Require that districts engage families of historically marginalized students and demonstrate how they are ensuring that the opinions and preferences of privileged families do not drown out and dispropor onately influence district plans. • Ensure that districts provide families, especially parents of students receiving special educa on services, avenues for offering feedback, par cipa ng in decision-making, and raising concerns. • Offer a erschool providers opera onal flexibili es, along with adequate funding, to allow them to adjust their programming. • Provide technical assistance to help districts select and implement high-quality instruc onal materials, be er leverage their exis ng materials for distance or blended instruc on, and provide professional development to educators on relevant, rigorous, and equitable instruc on. • Support districts in measuring and addressing dispari es in student engagement, school climate, family involvement, and student social and emo onal well-being. • Support districts in using restora ve and trauma-informed teaching strategies, recognizing student mental health needs, and connec ng families with appropriate services—while protec ng student privacy. • Support districts in working with local behavioral health departments to provide on-campus and school-linked mental health services as well as preven on and early interven on programs. • Use the bully pulpit to set the tone for what schooling must look like during this pandemic and to model the importance of leading with principles of equity and racial jus ce. • Create a statewide plan to ensure all students have access to mental health screening and supports (will require cross-agency collabora on). • Draw down addi onal federal funds to support mental and physical healthcare services. • Secure funds to address connec vity challenges so that all families have adequate access to the internet. • Seek addi onal and significant federal coronavirus relief and s mulus aid. • Secure addi onal local and state funding for educa on. California Department of Educa on (CDE) and State Board of Educa on (SBE) System of Support—includes the California Collabora ve for Educa onal Excellence (CCEE), county offices of educa on (COEs), and the California Department of Educa on (CDE) Governor and Governor's Office

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