Equity, Diversity & Inclusion at AHS
ASHLAND HIGH SCHOOL EQUITY, DIVERSITY AND INCLUSION PLAN
We owe a debt of gratitude to the Oregon Shakespeare Festival, Southern Oregon University, and Corvallis School District for their guidance.
Note: From the Call to Action on page one to the Definitions on page 3, some language is copied from Corvallis’ Plan. We may revise these sections as our work continues.
Diversity and Inclusion Statement:
At Ashland High School, we believe that diverse ideas, cultures and traditions reflect the broad diversity of the nation and enrich our insights into the work we do, providing a rich educational environment for the children of our community.
Declaración de Diversidad e Inclusión:
En el Distrito Escolar de Ashland creemos que las ideas diversas, tradiciones y culturas reflejan una diversidad amplia de nuestra nación y enriquecen nuestras percepciones en referencia al trabajo que realizamos, proporcionando un ambiente educacional completo para la juventud de nuestra comunidad.
Call to Action
In order to effectively serve all students, the high school strives to understand the issues that make school more challenging for some. To this end, the high school:
- wants to understand how to make school more safe and welcoming for all regardless of their differences.
- must actively work to remove barriers to student learning.
- needs to understand how to work more effectively with diverse groups of parents so they can support their children’s success at school.
- must ensure that all students have access to quality educational programs and that equity exists between program offerings at schools across the high school.
This plan is grounded in the following values:
All students and families need access to information and educational opportunities.
Systems of accountability need to be in place to ensure that diversity work remains a priority.
Action-oriented and achievable
The high school’s efforts will focus on attainable goals and prioritize issues of most importance in order to maximize the use of limited resources.
For some students, additional resources are needed to provide supports so that they can access all aspects of school life, including academic and social.
This plan is based on evidence of inequities in the system and forwards actions that are research based and proven effective. Practices will be adjusted based on whether or not they are showing the intended results.
To push through the hard places in the work ahead, flexibility will be needed, using the guiding values and priorities set forth in this diversity action plan.
Systemic ownership of responsibility
Change needs to be institutionalized and imbedded in high school-wide systems to sustain the work.
- All students will benefit from a school environment where differences in race, ethnicity, gender, gender identity, sexual orientation, socio-economic background, religion, political persuasion, physical, cognitive, or social ability, or other differences are addressed with inclusion, acceptance and respect.
- Changes made to address diversity and inclusion issues will have a positive impact on student achievement.
- Diversity is a multi-layered, complex issue that holds many meanings for people from different backgrounds and experiences.
- Parents can have a positive impact on their children’s learning when they are actively involved in their children’s education.
- Parents need to be actively engaged in the high school’s diversity work.
- While conversations about diversity and inclusion can be difficult, it is always important to engage in those conversations, and to listen, seek understanding and work toward solutions that support success for all students.
- Each member of the AHS faculty and staff has a vital role in creating the atmosphere of openness, acceptance and the promotion of diversity and inclusion to achieve success for all students.
Definition of Terms
The following definitions were used in the context of implementing the assessment and developing the diversity action plan.
All students understand the cultural norms of school and have access to information and resources so that they can choose to participate in all facets of school life, including academic and social (for example, course content, clubs, sports, the college application process, taking SATs).
Diversity acknowledges that people are the same and different in many ways, including, but not limited to race, ethnicity, gender identity, sexual orientation, socio-economic background, religion, political persuasion, physical and cognitive ability, or other differences. When these differences are addressed with inclusion, acceptance and respect, everyone benefits.
Additional resources are used where needed to ensure that all students have fair access. Availability of information and resources is the right of all students. Staff, students and parents are educated to their availability. (The committee recommends that, in the future, this definition continue to be refined as part of the diversity action plan work.)
The intentional acts of inviting participation of others and/or removing barriers so that all high school stakeholders have the opportunity to be involved in school life. Research-based
Research-based refers to practices that have been supported through research that has been peer-reviewed by education professionals.
Background/History: The outline of this plan was established by teachers, administrators, parents and students who participated in AHS’s Site Council in
Student success is the mastery of academic goals, social goals, self- management/personal responsibility and career and life skills. Through their K-12 years, students continually grow toward mastering this set of skills and knowledge, meeting benchmarks set by their teachers, the high school and the state to measure progress. When students graduate from Ashland High School, they will have the knowledge, skills and dispositions to be engaged citizens and contributing members of our world community.
2014-2016. In 2017, the high school created an Equity, Diversity and Inclusion (EDI) Committee to continue to develop performance indicators/goals and oversee implementation of this plan (see below).
Accountability: The high school will maintain an EDI Committee that will provide leadership, oversight, and accountability in the process of implementing this plan. The EDI Committee:
The facilitator of the EDI Committee will be an administrator or staff member chosen by the administrator. The role of the facilitator will be to work with administration to schedule meetings, communicate with the committee about the time/date and place of meetings, provide a process for keeping and maintaining minutes of committee meetings, establish an agenda for meetings and provide a process for leadership during meetings (i.e. the facilitator can facilitate the meetings or delegate this role).
- strives to include a diverse group of teachers, staff, students and parents on the committee. An administrator will participate in all meetings.
- will meet in September 2017 to establish dates for meetings throughout the 2017-2018 school year. The EDI Committee will meet at least three times during the school year and may meet more frequently, if the committee determines this is necessary.
- will regularly review the goals and performance indicators listed below.
- will begin the 2017-2018 school year by reviewing the data from the Diversity Survey administered in May 2017 and will make any necessary recommendations to improve this plan.
- will evaluate this plan each spring and will add, delete or revise goals and performance indicators to make this plan as effective and current as possible.
On April 12, 2017, the EDI Committee met to review this plan and re-establish goals initially established by AHS’s Site Council. This group is invited to continue working on this committee in the 2017-2018 school year.
Present on April 12, 2017:
Facilitator: Libré Cory
Administrator: Erika Bare (principal)
Staff: Andria Watson (asst. dean), Callie Mercer (attendance), Becky Sullivan (office manager), Linda Detwiler (educational assistant)
Teachers: Libré Cory (English/social studies), Eric Sullivan (special education, Becky DeSalvo (science), Meggean Bos-Marquez (leadership, Grizz Academy) Students: Cole Daneman, Sydney Philpott, Emily Belcastro
Parents: Linda Detwiler
GOALS AND RESULTS
The following results will provide evidence of the high school’s progress in issues related to diversity, equity and inclusion.
Goal 1: Develop recruitment strategies for a more diverse pool of applicants. These strategies may include participation in job fairs, posting ads in more diverse communities, etc.
Timeline: Ongoing (check-in May 2018)
Result(s): An increase in diverse applicants for all positions at AHS
Goal 2: Provide annual staff development/training related to diversity, cultural agility and implicit bias.
Timeline: Fall 2017 and ongoing; time for EDI discussion and activities provided at each staff meeting throughout the 2017-2018 school year.
Result(s): Administration, teachers and staff participate in a school-wide training in fall 2017 and are aware of issues related to equity, diversity, and inclusion; a portion of each staff meeting is dedicated to EDI and staff will have the opportunity to share, model and coach effective, equitable, culturally diverse and inclusive classroom practices.
Goal 3: Increase student and community awareness of AHS’s commitment to equity, diversity and inclusion in order to improve school capacity and climate; increase student and staff accountability; decrease hate speech/actions by members of the AHS community.
Leader: Administrator; EDI Committee
Timeline: Fall 2017; ongoing
Result(s): Information about the EDI Action Plan is published on the AHS website and in the student/parent handbook including an express policy against hate speech/actions, including racist slurs, jokes and language. Process for reporting hate speech and actions, including consequences for this behavior, is published in handbook and communicated to entire school community by Nov. 1 2017.
Goal 4: Provide mentorship, counseling and advocacy for all students.
Leader: Administration; EDI Committee
Timeline: Ongoing; check-in Sept. 2017 about mentoring/advocacy resources available for 2017-2018 school year.
Result(s): In addition to the counseling office and existing ASPIRE program, a partnership with SOU to provide student mentors was implemented in 2016- 2017—EDI Committee will discuss results (Erika Bare and Jen Marsden will provide information about the 2016-2017 program); the EDI Committee will work with administration to explore setting up a relationship with SOU to provide mentorship and advocacy in 2017-2018 (for example, students from the Black Student Union at SOU might volunteer at AHS)
Goal 5: AHS ensures that all students are aware of academic programs and opportunities.
Leader: Administration; main office staff
Result(s): Spanish translation available in main office during business hours and as needed.
Goal 6: School clubs, organizations and extra-curricular activities will encourage involvement from diverse student populations.
Leader: Meaggan Bos-Marquez (leadership teacher); administration
Result(s): increased participation/lack of barriers is reflected in student diversity survey results (comparing 2017 to 2018)
II.CURRICULUM & INSTRUCTION
Goal 1: Develop common terminology re: concepts and vocabulary related to equity, diversity and inclusion to be taught in 9th grade Humanities blocks and reinforced in 10th grade block, 11th grade Family Health and 12th grade Senior Seminar.
Leader: Libré Cory and 9th grade Humanities PLC or PLC devoted to EDI Timeline: Discussion of humanities curriculum to support EDI began in 2016 and 2017; list of terms/concepts will be determined during the 2017-2018 school year and fully implemented in 2018-2019.
Result(s): Students will be more knowledgeable and aware of issues related to equity, diversity and inclusion.
Goal 2: Make all curriculum, books and materials culturally diverse and inclusive.
Leader: administration; dept. chairs
Result(s): As departments develop new curriculum and acquire materials and books, equity, diversity and inclusion are always a primary consideration.
Goal 1: In order to provide an opportunity for all members of the school community to provide input about equity, inclusion and diversity, AHS will establish a school climate survey to be administered annually.
Leader: Administrator and/or facilitator of EDI Committee
Timeline: May of each school year
Result: The EDI Committee is using the survey developed by Site Council in 2016. This survey was administered in May 2016 and May/June 2017. It will be administered again in May/June 2018. The continued use of this survey will be evaluated by the EDI Committee in May 2018.
Goal 2: The results of an annual diversity survey are used by the EDI Committee to improve the EDI Action Plan.
Leader: Administrator and/or facilitator of EDI Committee Timeline: Results of May 2017 survey evaluated in September 2017. Result: Survey data used to improvement EDI Action Plan.
Goal 3: Student leadership will continue to provide activities and resources to build awareness and knowledge around equity, diversity and inclusion.
Leader: Meaggan Bos-Marquez; EDI Committee
Result: In April 2017, students organized Hate Speech Awareness Week; activities and opportunities like this will continue during the 2017-2018 school year.
Goal 4: Create a more inclusive community; decrease hate speech and related incidents; improve accountability for hate speech and related actions.
Leader: Student advocates; dean of students; administration; EDI Committee Timeline: Process for reporting is communicated to all staff, students and parents no later than November 1, 2017.
Result: AHS will provide an anonymous online process, as well as an in-person process, for reporting hate speech and other incidents—the new process will be implemented on a trial basis from Nov. 2017-April 2018; the online process will be implemented by Nov. 2017; students can currently report speech and incidents to student advocates, the dean and other school personnel; restorative justice will continue to be used to require accountability; in April 2018, the administration and EDI Committee will review the effectiveness and accountability of all reporting processes.
Goal 5: Increase participation in school events by all students by providing equitable access—for example, all students who receive free and reduced lunch are given a free ticket to school dances; whenever possible, provide access and materials to all students
Result: Increased participation in school events; increased access to yearbooks and AP textbooks, etc.
Goal 1: To increase awareness of community organizations that support diversity, equity and inclusion; to provide information designed to support parent involvement in student success in high school
Leader: EDI Committee; administration
Timeline: Provide list prior to winter break 2017; ongoing
Result(s): A list of community resources is made available to students, staff and parents via parent newsletter, community time during school and any other means the EDI committee deems effective; possible Parent Academy on issues related to equity, diversity and inclusion offered 2017-2018 (this is dependent on availability of parent coordinator).