What is Educational Equity…

1. What is Educational Equity… And what might it have to do with career clusters and pathways

2. Special Populations • Individuals with disabilities; • Individuals from economically disadvantaged families, including foster children; • Single parents, including single pregnant women • Displaced homemakers; • Individuals with limited English proficiency; and • Individuals preparing for nontraditional fields

3. “Hope” • Every new initiative offers many opportunities to infuse, extend, contextualize, update and redesign educational equity and diversity strategies and activities. • Every new initiative creates new energy and motivation toward a goal that is often directly related to equity goals and outcomes.

4. Activity 1 • At your table discuss (5 minutes) what equity issues or concerns you think may come up in implementing career clusters, pathways and programs of study. • A Timed Competitive Event

7. Education Equity exists when there are no systemic differences in the distribution of conditions, practices, and results based upon race, ethnicity, gender, economic status, or any other characteristic. True educational equity is not the same as equality. It is Much More! Equity Analysis considers Access and Treatment, Content and Process, and Outcome. College Board

8. Educational Equity consists of the educational policies, practices, and programs necessary to: • eliminate educational barriers based on gender, race/ethnicity, national origin, color, disability, age, or other protected group status; and • provide equal educational opportunities and ensure that historically underserved or underrepresented populations meet the same rigorous standards for academic and technical performance expected of all youth and adults. B.Bitters

9. Equity strategies are planned, systemic and focus on the core of the teaching and learning process (curriculum, instruction and school environment/culture) and that provide support and motivation for success. • Educational equity activities promote the real possibility of equality of educational and career results for each student and between diverse groups of students, as well as, the foundation for justice and harmony in our communities. • Educational equity knowledge and practices in schools and colleges have evolved over time and require a comprehensive approach.

10. An “equity lens” means making equity, diversity, inclusiveness and fairness visible and audible within the learning, teaching and assessment process by asking whether, how, why, and to what degree, the distribution of learning opportunities, conditions, practices, and achievement outcomes for certain groups are persistently and systematically different from other groups.

11. The Knowledge and Skills Educational Equity Strategies

12. 1. Collecting, analyzing and using disaggregated assessment data to make educational decisions and establish school improvement efforts.

13. 2. Analyzing the intersections of multiple diversity and equity concerns, e.g.. gender, race, culture, disability, class, and sexual orientation that collide to influence teaching and learning, and that can be a resource to educators in their quest to close educational achievement gaps.

14. 3. Involving family, community, and citizens, representative of all the diversity in the community, thereby affirming the growing pluralism that exists and providing diverse partners for educators.

15. 4. Developing and delivering equitable and inclusive curriculum, extracurricular activities and student services.

16. 5. Practicing equitable and inclusive instruction, including de-tracking, de-grouping and reducing differential expectations or treatment of students.

17. 6. Ensuring equitable classroom and school environments in which every student sees their culture, history, experience, and hopes authentically and positively portrayed.

18. 7. Providing meaningful professional development opportunities to build capacity for addressing equity and diversity (awareness level to advanced skill building).

19. 8. Improving leadership and administrative practice that enhances equity and diversity.

20. 9. Delivering equitable and culturally responsive school counseling and student services that develop and enhance skills for diversity and democratic citizenship in the 21st century.

21. Comprehensive School Counseling • for expanding career development and preparation, • promoting resiliency, • reducing prejudice, • increasing self-understanding and positive racial, gender and other identity development for all youth, and • developing the cultural competence and interpersonal skills needed for the increasing diversity in our state, nation and world and demands of the 21st century work place.

22. 10. Restructuring school organizations to achieve greater educational equity and giving voice to multiple perspectives by changing the roles, rules, and relationships that influence how people work, learn and interact.

23. 11. Creating collaborations between schools, employers, and communities through which opportunities for postsecondary learning, employability, and careers are visible and inclusive of all.

24. 12. Promoting equity and nurturing diversity through public information and school organizations and activities.

25. Equity Framework • Outcomes • Comparable academic and technical preparation and performance across all sub-groups, based on data • Comparable post-secondary and career aspiration and success • Increase #/% of individuals preparing for and succeeding in nontraditional careers • Increase of student cultural competence, equity, diversity and global content knowledge • Increase in economic and socialjustice Inputs • Policies and procedures • Increasing access, inclusion, equal treatment, and support • Reducing stereotypes and myths • Providing professional development • Revising curricula and instructional methods • NTO and special pops programs • Equitable resources and opportunities to learn

26. Activity Working with your small group: Review the Foundations for All Industry Sectors in California for the Inclusion of Equity, Diversity, and Special Populations Issues; and Develop Up to Five Recommendations to INFUSE More Equity/