0130P: Equity and Accountability

EQUITY & ACCOUNTABILITY

Equity Driven Decision Making (EDDM)

The EDDM process has been designed for broad application and the intent is that the process and questions for equity driven decision making serve as a guide for planning and decision making in all contexts and settings. In accordance with Policy 0130, the District will ensure application of EDDM in the policy review and new policy development process, selection of curriculum materials, the development of District-wide and program- specific plans, budgets, and decisions with a significant impact on the community must be documented.

Process for Equity Driven Decision Making

Equity driven decision-making is a process and a practice rooted in community engagement and communication. The five concepts below call us to reassess our own biases through centering our thinking in the deep histories of people and places, connecting with one another, considering multiple perspectives, creating solutions alongside those we serve, and committing to deeper student, family, community, and educator engagement. These words are braided, and concepts are interconnected, stronger together than apart, to remind us that an equitable decision making/planning process is collaborative and iterative with varied entry points.

Questions for Equity-Driven Decision-Making

The five questions below call us to fundamentally shift our practice in how we have historically engaged with our communities to produce more equitable outcomes. These questions are intended to be infused throughout the decision making or planning process.

• History demonstrates there are clear academic, emotional, and social inequities experienced by students, families, and staff who have been minoritized. What efforts have been made to understand this history from speaking to those who experienced it directly and indirectly to ensure an equitable decision and outcome?·
• Who are the racial, ethnic, and historically marginalized groups impacted by this decision and what are the potential impacts they may face?
• How have you included the lived experiences of those you do not typically consider and those you believe will be most impacted by this decision?
• What are the barriers (things you can work around) and constraints (things you cannot change) to advancing racial equity, access, and inclusion, and how will you address them?
• Prior to making this decision, how did you return to (or engage) those most impacted by the decision, and evaluate the extent to which the decision furthers justice and belonging? Adjust as needed.

Equity Driven Decision Making Tools

Tools have been designed to assist staff in the application of EDDM are included as exhibits to this procedure. The tools include a Glossary of Terms, A Step-by-Step User Guide, and a Community Engagement Spectrum.

Equity and Accountability Commitment Measures of Success

To enable the Board to measure progress towards each of the Board outcomes, the Board President, or designee (which may be another board director or a board committee), will ensure that the Board identifies and approves clear targets related to each Board commitment on an annual basis, by September. It may be helpful to identify corresponding strategies that will advance these outcomes. The following table identifies the long-term outcomes intended from each of the commitments made by the Board.

 

Board Equity & Accountability Commitments and Long-Term Outcomes

Commitment	Long-term Outcomes
A. Provide system-wide direction, support, oversight, and shared accountability to advance equity and eliminate inequities in our Bellevue School District community.	All policies account for equity and inclusion; and strategic and annual goal progress reflects reduction, and eventual elimination, of the opportunity gap.
B. Affirm, inspire, and serve each and every student in our diverse population, especially students who have been marginalized through race or other means, and students who face significant barriers.	All policies account for affirmation, inspiration, and service of each and every student; and strategic and annual goal progress reflects increased sense of belonging for all students, with no significant differences among different groups of students.
C. Create opportunities and remove barriers to identify and nurture strengths in each and every student and to ensure our community can in turn be strengthened by each and every student.	The number of students from marginalized groups who are participating in district choice programs will increase over time. These programs include choice schools, band & other arts programs, sports, AP & IB course, and other relevant programs. The number of students from marginalized groups who are identified for targeted district programs will become more reflective of those groups’ proportion in the overall school population. Such changes will NOT reduce the number of students from other groups who are able to access the services they need.
D. Provide ongoing Board development and learning opportunities about inequities and biases that impact students, staff, and families in our community, and about effective strategies for addressing them.	Board directors feel informed and equipped to address issues of equity and inclusion in their work. Community members, especially those from groups that have been marginalized or that experience barriers, feel included and reflected in the Board’s policies and other relevant work. Board policies are reflective of and positively impactful for all students, including those who have been marginalized or who experience barriers.
E. Address inequities and biases that create feelings of fear, lack of belonging, and academic and psychological barriers for students, all of which can contribute to reduced academic participation and performance.	All policies contribute to mitigating and eliminating inequities and biases AND do NOT exacerbate or perpetuate inequities and biases; and strategic and annual goal progress reflects increased sense of belonging, participation, and academic success for all students, with no significant differences among different groups of students.
F. Work with the District to develop an Equity Driven Decision Making (EDDM) Model, codified in the accompanying procedure (Procedure 0130P). Ensure the application of EDDM in the policy review and new policy development process, the selection of curriculum materials, , the development of District-wide and program-specific plans, budgets, and decisions with a significant impact on the community must be documented.	Board and District policies, procedures, plans, programs, initiatives, targeted strategies, budgets, curricula, and other relevant work inclusively reflect our commitment to affirm, inspire, and serve each and every student; and outcomes, especially for students, are steadily improving with no differences among different groups.
G. Ensure our policies directly address racism and occurrences of racial tension in ways that both provide positive guidelines and expectations, and that direct development of robust reporting and investigation processes.	Relevant stakeholders feel more included/reflected in, and better addressed by, policies that establish inclusive, positive behavioral and cultural norms and policies that govern handling, reduction, and elimination of issues of racism, racial tension, and related harassment, intimidation, and bullying. Students and others feel safe to report all incidents of racism, racial tension, and related harassment, intimidation, and bullying; and number of incidents is steadily declining. When incidents of racism, racial tension, and related harassment, intimidation, and bullying are reported, all parties involved, including those receiving such behaviors, feel they were treated fairly, their concerns were considered, and they were followed up with appropriately through resolution and after.
H. Review and update policies regularly to ensure they proactively advance an equitable and exceptional education for all students consistent with Policy 0200 and Procedure 0200P.	All policies contribute to mitigating and eliminating inequities and biases AND do NOT exacerbate or perpetuate inequities and biases; and strategic and annual goal progress reflects increased sense of belonging, participation, and academic success for all students, with no significant differences among different groups of students.

To enable the measurement of progress towards the District outcomes, the Superintendent will ensure that the Annual Plan (see Policy 0150) identifies clear targets related to the District’s equity commitments. These targets may not be unique to addressing the equity commitments.

The following table identifies the long-term outcomes intended from each of the commitments made by the District.

District Equity & Accountability Commitments and Long-Term Outcomes

Commitment	Long-term Outcomes
A. Adopt curriculum, and teaching and learning strategies, that leverage, reflect, and affirm the unique experiences and social, racial, cultural, linguistic, and familial backgrounds of our Bellevue School District community.	Our curriculum and instruction honor, reflect, and affirm the unique experiences and social, racial, cultural, linguistic, and familial backgrounds of the BSD community. Additionally, our curriculum reflects multiple perspectives that extend beyond our BSD community.
B. Ensure that all students have equitable access to, and provision of resources based on their unique needs, including but not limited to, English language learning, advanced learning, free and reduced - price lunches, special education, and homelessness supports.	Students achieve high levels of social emotional well-being and productively engage in relevant, individualized learning. Outcomes are not predicted by race, income, language, or ability.
C. Ensure that all students have equitable access to all District programs including but not limited to all District choice schools, college and career readiness and counseling, sports and activities, and Advanced Placement and International Baccalaureate coursework.	Students are aware of, feel welcome in, and have equitable access to district programs, and district-wide overall participation/membership is proportionate to district population by race and by low income, multi-language service, and special education service levels
D. Provide concerted universal instructional efforts and extensive and varied intervention opportunities to support all students, including those who face barriers and inequities, to meet key milestones for student growth and achievement, and their own personal growth and learning goals.	Students feel safe, affirmed, and inspired to achieve high levels of social-emotional well-being and relevant, individualized learning success. Outcomes are not predicted by race, income, language, or ability.
E. Ensure disciplinary actions are undertaken without bias and/or disproportionality.	Positive behavior management strategies enhance and promote student development and corrective action is not predicted by race, income, language, or ability.
F. Work with the employee groups and staff to ensure that, at least once every three years, and within the first year for all newly hired staff, every staff member participates in professional development that addresses implicit bias, anti-discrimination, cultural responsiveness, and inclusion. For those staff who work directly with the instruction of students and for those who support such staff, the professional development will include training on culturally responsive instruction and inclusive practices. The Superintendent will ensure professional development in these instructional practices is ongoing and will provide job-embedded opportunities for collaborative learning and application of these practices with respect to other instructional priorities.	A culture free from bias, racism, and discrimination where staff and educators feel it is their professional obligation to transform practices that prohibit such a culture. Staff recognize issues of discrimination or harassment and feel knowledgeable, supported, and empowered to act. Educators are champions for equity and inclusion and are committed to their personal and professional growth in this area. Equity is at the forefront of how staff prepare for and execute the functions of their various roles such that all students experience a culture of dignity and feel a sense of belonging.
G. Implement hiring processes that proactively support the District’s commitment to hiring, recruitment, and retention of highly qualified staff of color and that promote and honor other aspects of a diverse workforce.	A culture that attracts, engages, and retains exceptional educators who are reflective of and responsive to the diversity of Bellevue School District students.
H. Apply a consistent collection of Critical Criteria, approved by the Board and specified in an accompanying procedure, to the creation and review of all District procedures, the selection of curriculum materials, and the construction of District-wide and program specific plans and budgets.	Inequities are exposed and mitigated to successfully reduce barriers to access. Stakeholders who reflect the diversity of our community are regularly involved in the development of, operational procedures, programs, and budgets.
I. Develop reporting, investigation, communication, and accountability processes, particularly related to actions of racism and occurrences of racial tension or other discriminatory actions. Ensure these processes: Identify expected behaviors and behaviors we cannot accept. Provide clear responsibilities for staff who observe such behaviors, including any required reporting or other actions. Include guidelines for how staff and volunteers should address racial and other discriminatory tensions that arise in classrooms, hallways, playgrounds, buses, and any other school environments. Account for power differences among those reporting, those to whom they report, and those who may be enacting or enabling racism or discrimination. Include clear expectations for follow-up with all relevant parties (including those the actions impact, those reporting, and those alleged to be enacting unwelcome behaviors).	Students, families, and staff feel more included/reflected in, and better addressed by processes and programs that establish inclusive, positive behavioral and cultural norms and result in the reduction and elimination of racist incidents, racial tension, and related harassment, intimidation, and bullying. Students and families and staff feel safe to report all incidents of racism, racial tension, and related harassment, intimidation, and bullying; and when incidents are reported, all parties feel they are treated fairly, their concerns are considered, and resolution and follow-up is appropriate. The number of incidents is steadily declining.
J. Foster strong partnerships with diverse groups of parents and stakeholders and increase direct family engagement, especially with families whose students may be marginalized or face barriers.	Families, particularly those who have been traditionally marginalized feel more informed, better able to access support, and more welcomed and empowered to participate in and contribute to student success. Consequently, as the primary stakeholders, students feel empowered and their voices are elevated to inform and contribute to their individualized success.

Monitoring and Reporting

Once per year, the Board President, or designee (which may be another board director), will ensure that the Board, by September, reviews its progress towards each annual equity target identified. This review should guide the development of the Board's work for the following year related to equity targets.

Once per year, the Superintendent will ensure the District reviews its progress towards each identified annual equity target related to district equity outcomes. This review should be included in the annual equity and accountability report (see below), which may be incorporated in the annual plan review as specified in the reporting section below.

Annual Equity and Accountability Reporting on District Commitments

Consistent with Policy 0150, the Superintendent will review the District commitments to equity and accountability annually to ensure that annual and strategic plans advance the equity commitments. To ensure that that progress on the District’s commitments to equity and accountability is monitored, the work of the District to address these commitments will be incorporated into the Annual Plan of the district.

Procedure 0150P describes the progress monitoring and reporting process including report content, timing and cadence, organization and formatting, submission process, and definitions of technical terms.

Annual Plan reporting will ensure that:

• The District holds itself accountable for advancing equity·
• District leadership engages deeply in and collaboratively drives understanding of the state of equity in our district
• The community is informed of the progress made, the work done, and the work that still needs to be done to advance equity
• The voices and experiences of groups who have been marginalized are elevated in our community conversations