Doctoral Candidate Bridges Graduate School, Washington
A suburban school district refined their identification practices over six years to achieve a tenfold increase in the identification of low-income students, English learners, and students with disabilities for accelerated programs in grades 2-8. Hear about the detailed practices, tools, beliefs, and attitudes of administrators, principals, and teachers that led to these results, as well as what challenges remain.
Learning Objectives:
Construct an equitable identification system modeled after a successful school district's practices and hard-won learnings.
Describe the difference between group-based and building-based local norms and when it is appropriate to apply each approach.
Identify the beliefs and attitudes that matter (and those that surprisingly don't matter) in successfully implementing equity-focused changes in a public school district.
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