Mequon-Thiensville School District
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MTSD Equity Non-Negotiables

equity: educational equity means each student gets what they need, at the right moment in their education, in order to find their path to success.

organizational non-negotiable: an expectation derived from a set of principles or beliefs that is core to the mission of the organization and not open to interpretation or modification.

1. Eliminating inequities begins with each of us.

Key Terms

Inequity: The difference in the learning results, or efficacy, experienced by students representing different groups. Educational efficacy is most often measured by grades, assessment results, student engagement measures, college entrance statistics, and college completion rates.

Us: All people actively supervised by the organization and involved in accomplishing the organization’s work, including paid employees, as well as contract employees supervised by the organization and volunteers, as appropriate.

What does it look like in action?

MTSD stakeholders will constantly refine their capabilities to organize and execute the required action to eliminate inequities in the system and demand that each member of the school community confront unfair treatment of any student and/or uneven performance between student groups.

2. We are responsible for the prevention of student failure, supporting students’ social and emotional growth, and overall organizational improvement.

Key Terms

We: All people actively supervised by the organization and involved in accomplishing the organization’s work, including paid employees, as well as contract employees supervised by the organization and volunteers, as appropriate.

Prevention: A call to action to stop student failure from happening in MTSD.

Social and Emotional: The knowledge, skills, and attitudes necessary in developing healthy identities, managing emotions, and achieving personal and collective goals. To feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

Organizational Improvement: Refers to looking at how something is done – the steps, roles, and materials used – and making it more effective and efficient. Effective means doing something with high quality. Efficient means doing something in a way that makes the best use of required resources.

What does it look like in action?

Assuming full responsibility for the prevention of student failure begins with MTSD stakeholders rejecting the status quo, agreeing to break patterns that have contributed to student failure and advocate for students that require additional support.

3. Student involvement in all organizational programming is representational and equitable.

Key TermS

Student Involvement: Active participation that enhances engagement and/or academics through the relationships they build, the communities they serve, the networks they create, and the personal skills and knowledge they acquire.

Organizational Programming: Services and opportunities made available by the school and/or school district that are of value to the student/s and/or their parents/guardians.

Representational: The proportional participation of historically underrepresented student populations at all levels of the organization.

Equitable: Just, fair, and right, in consideration of the facts and circumstances of the individual case.

What does it look like in action?

District stakeholders will challenge existing paradigms to student programming and actively promote proportional participation of students in all district programming.

4. Educational teams are intentionally designed and collaborate on grade level teams to increase and transform one another’s instructional capacity.

Key Terms

Educational Teams: Groups of staff members who cooperate to support a particular activity or event to make meaningful change to improve outcomes, processes, organizational effectiveness, and create new value for stakeholders.

Intentionally Designed: For a specific use or purpose.

Instructional Capacity: The ability of one person to meet the learning needs of each assigned student.

What does it look like in action?

Educational teams will demonstrate professional urgency through proactively designing instruction that requires continual vocational change and relentlessly commit to expanding instructional capacity.

5. We collaborate to analyze data, design proactive instruction, and select strategies for all learners assigned to our team.

Key Terms

Analyze Data: The review of outputs and their outcomes obtained from processes and students used to inform decisions and measure the impact of improvements on learning.

Proactive Instruction: Staff members anticipate what will happen and when it will happen, rather than waiting for something to occur and then reacting.

Strategies: Techniques staff members use to support students in becoming independent, strategic learners. These strategies are taught so that students will ultimately independently select the appropriate ones and use them effectively to accomplish tasks or meet goals.

What does it look like in action?

Educators will constantly review students' responses to instruction and intervention through the analysis of student learning outcomes, standardized assessment and internal district milestones in order to select instructional strategies that best meet the differentiated academic needs of all students.

6. Instruction is culturally relevant and curriculum is rigorous for all learners.

Key Terms

Culturally Relevant: Allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve authentic problems and projects that are relevant to the learner and build upon the language, experiences, learning styles, and strengths of the students.

Rigor: Learning experiences that require students to use inquiry-based, collaborative strategies to stretch for mastery of challenging content.

What does it look like in action?

Staff members will endlessly seek to prepare instructional content that expresses the heterogeneous profile of our student body, honor the diversity of our community and promote experiential learning while infusing limitless inquiry and collaboration among the students.

7. Curriculum and programming are proactively developed and revised to be delivered to improve overall student achievement, accommodate individual learning differences, and be delivered in flexible learning environments.

Key Terms

Proactively Developed: Constructed by anticipating what might happen and when it will happen, rather than waiting for something to occur and then reacting.

Accommodate Learning Differences: An alteration of how a student learns that may include the environment, curriculum format, or equipment that allows an individual student to gain access to content and/or complete assigned tasks.

Flexible Learning Environments: An educational setting capable of being modified in order to maximize the learning potential of each student.

What does it look like in action?

The instructional foundation in MTSD is grounded in a curricular framework that honors the learning differences of each student and leverages personalized instructional strategies in educational spaces that encourage the use of inquiry and collaboration.

8. Student performance profiles are regularly updated and maintained in order to assist educator teams in the process of documenting progress and goals and determining appropriate instructional delivery methods of engaging students in learning.

Key Terms

Student Performance Profile: A document that identifies the assets, strengths, and interests of a student so that staff members can gain an understanding of how a student learns best.

Documenting Progress: Collecting data to support the progress toward a goal/s.

Setting Goals: Action-oriented statements that address desired results that are directly aligned to a mission and keep the participants focused on the task.

What does it look like in action?

Educators will consistently analyze student performance data to inform and modify instruction, adjust academic and social goals and document progress on district milestones for students.

9. We will always persevere in serving students - even when a student lacks home support, guidance, and/or requisite knowledge; fails to exert the expected effort; and/or refuses to adhere to the code of conduct.

Key Terms

Persevere: To continue doing something or trying to do something even though it is difficult.

Home Support: Includes several different forms of participation in education and with the schools including but not limited to attending school functions and responding to school obligations, providing encouragement, arranging for appropriate study time and space, modeling desired behavior, monitoring homework, and actively tutoring children at home.

Guidance: A process of assisting the individual student to reach optimum educational development.

Requisite Knowledge: Required or necessary for a particular purpose.

Expected Effort: A belief that the student will or should do something.

Code of Conduct: What the school and/or school district has identified as what is acceptable and unacceptable behavior.

What does it look like in action?

At no time will MTSD stakeholders avoid their role in supporting all students - even those that are the most challenging to grow. Stakeholders will close the opportunity gap by meeting all students’ individual needs, regardless of the lack of social capital a student and/or family may express while navigating the school system.

10. All district policies, procedures, and funding are aligned with the school district’s Equity Non-Negotiables and are leveraged to eliminate inequities.

Key Terms

Inequity: The difference in the learning results, or efficacy, experienced by students coming from different groups. Educational efficacy is most often measured by grades, assessment results, student engagement measures, college entrance statistics, and college completion rates.

What does it look like in action?

School district budgeting and policy development will focus on eliminating inequities for students, providing greater opportunity for students and fulfilling our commitment to educational equity as an institution.