Equity Redesign Cycle

Phase 1

The design team prepares to embark on a redesign cycle, first by ensuring team inclusivity and cultural competence by exploring team members’ identities that may impact the process. The team then builds a growth and learning plan for the group and its individual members. They will gather input from students and the wider school community to inform the ongoing initiative.

More content and resources coming in Summer 2019!

Continue to Phase 2

An approach to teaching and learning that is flexible and adaptable, adjusting the system to the individual students and what they need to be successful in today's diverse, global world.
Students exercise voice and choice in their learning, embracing their individual strengths, needs, interests, and cultural backgrounds.
The ability to use the cultural characteristics, experiences, and perspectives of culturally and linguistically diverse learners as conduits for teaching them more effectively. (Geneva Gay, 2002)
Developed in a way that ensures a barrier-free environment for all students, ensuring that every student, particularly those within historically underserved groups, has what they need to be successful. To be truly equitable, schools must not only have equity of opportunity but of outcomes.
The process of envisioning, designing, and implementing a school model, either from scratch as a way of redesigning and disrupting the existing educational system, or as part of the transformation of an existing school.