Equity in Action

Environment Expectation(s) Self-Reflection Questions/Needs

Date:
1. The classroom is clean, well-maintained, and
organized to facilitate learning.
Please use the space provided to record Please use the space provided for any
reflections and descriptions of YOUR classroom questions or needs related to this
practice that relate to this expectation. How are expectation.
you meeting or approaching the expectation?

2. The classroom is a physically safe environment for

students and staff.

3. Artifacts and images validate the diverse cultural

traditions and experiences of our students.

4. Student work and posted materials reflect/promote

student achievement, student cultural heritage, and
current youth culture.

5. Culturally relevant libraries include texts (divers in

level and genre) that reflect the culture, language,
traditions and experiences of our students.

6. Information about community/academic/financial

resources, community events/celebrations, career
technical education, and college is visible and
accessible.

7. Rules and expectations are clearly posted.

8. Technology in the classroom is adequate, up-to-

date, and accessible to students and staff.

Fall 2009
 Equity in Action
Culture Expectation(s) Self-Reflection Questions/Needs
Please use the space provided to record Please use the space provided for any
reflections and descriptions of YOUR classroom questions or needs related to this
Date: practice that relate to this expectation. How are expectation.
you meeting or approaching the expectation?
1. Students comfortably and respectfully interact with each
other and with staff.

2. Engagement/Disengagement is not predictable by race,

gender, language and/or culture.

3. Respect, understanding, and sensitivity toward cultural

heritage, linguistic differences, community values and
student aspirations are fostered through planned
cooperative groups, personal interactions and courageous
conversations.
4. Academic and behavioral expectations are
communicated clearly with students and consistent
feedback is provided.
5. The classroom culture is focused on personal
development and academic achievement.

6. A broad base of support is provided through community

interaction and family involvement.

7. All forms of racism and discrimination are challenged in

a constructive manner wherever/whenever they may occur.

8. Students’ backgrounds and experiences are known and

used as a basis for equitable support to meet personal and
academic needs.
9. Several JCCS staff members are highlighted on the Best
Practices in Educational Options Project website at
www.sdcoe.net/edoptions.
Fall 2009
 Equity in Action

Curriculum Expectation(s) Self-Reflection Questions/Needs

Please use the space provided to record Please use the space provided for any
Date: reflections and descriptions of YOUR classroom questions or needs related to this
practice that relate to this expectation. How are expectation.
you meeting or approaching the expectation?
1. The curriculum is both standards-aligned and validates
students’ experience, reflecting racial, cultural, and
linguistic diversity.

2. Curriculum is rigorous, promotes critical thinking and is

based on JCCS Power Standards.

3. Adopted textbooks from the core curriculum to ensure

equitable student access to state content standards.

4. Appropriate core and supplemental materials are utilized

to support English Language Learners in meeting ELD and
content standards.

5. Diverse perspectives are respected, encouraged, and

analyzed to promote courageous conversation.

6. Several JCCS staff members are highlighted on the Best

Practices in Educational Options Project website at
www.sdcoe.net/edoptions.

Fall 2009
 Equity in Action
Instruction Expectation(s) Self-Reflection Questions/Needs
Please use the space provided to record Please use the space provided for
reflections and descriptions of YOUR classroom any questions or needs related to this
Date: practice that relate to this expectation. How are expectation.
you meeting or approaching the expectation?
1. Instructional planning guarantees strategies (i.e. SDAIE,
CCRTL) are used that are equitable as well as linguistically and
culturally inclusive to allow equal access to the core curriculum for
all students.
2. JCCS Academic Vocabulary is employed weekly across the
curriculum. Including scripted delivery and personal thesaurus to
validate home language, learn standard English, and identify
situational appropriateness.
3. Differentiated instruction and multiple strategies (CCRTL
protocols for responding and discussing) are employed to address
varied learning styles including culturally responsive learning.
4. Opportunities exist for inquiry, investigation, projects, and
cooperative learning.

5. Learning activities are designed to connect with students’ prior

knowledge and experiences.

6. All students equitably and actively participate and interact in

classroom activities.

7. Instruction acknowledges/encourages multiple perspectives to

affirm diversity and facilitate effective communication about race.
8. Current IEP goals and 504 modifications are known and used to
modify instruction in collaboration with the special education
provider(s).
9. Student use of technology is fully integrated in lessons as a
learning tool.

10. Several JCCS staff members are highlighted on the Best

Practices in Educational Options Project website at
www.sdcoe.net/edoptions.

Fall 2009
 Equity in Action
Assessment Expectation(s) Self-Reflection Questions/Needs
Please use the space provided to record Please use the space provided for
reflections and descriptions of YOUR classroom any questions or needs related to
Date: practice that relate to this expectation. How are this expectation.
you meeting or approaching the expectation?
1. Pre/Post testing is used to monitor student growth and
guide instruction.

2. Multiple forms of assessment are used to determine

student achievement, ensuring recognition of multiple
learning styles.

3. Assessments are aligned with standards and instruction.

4. Every effort is used to reduce bias in assessment.

5. IEP benchmarks and goals are used to monitor progress

toward annual goals in collaboration with the special
education provider(s).

6. Timely feedback is provided to students and other stake-

holders regarding student achievement.

7. Students engage in self and peer assessment.

8. Rubrics and exemplary samples guide and promote

student growth/achievement.

9. Ongoing informal assessment is used to monitor student

progress and inform instruction.

10. Several JCCS staff members are highlighted on the

Best Practices in Educational Options Project Website at
www.sdcoe.net/edoptions.

Fall 2009