Dothan City Schools Equity Action Plan
DCS Directors Dr. Debra Wright and Mrs. Maria Johnson presented the Dothan City Schools Equity Action Plan before colleagues at the annual National Youth-At-Risk Conference with Georgia Southern University on March 9, 2021. The NYAR conference is hosted by the College of Education and the Division of Continuing Education at Georgia Southern University. During the past 29 years, the conference has grown from a regional conference of 150 participants to a national conference of approximately 1200 participants and is beginning to attract participants from several nations. With more than 120 presentations made each year, participants learn about current research-based, educational programs and strategies, which empower young people to overcome at-risk conditions that may threaten their safety, health, emotional needs and academic achievement.
The Culturally Inspired Expertise Professional Learning Committee Team Members gathered as a committee to address inequities in academic achievement between subgroups as evidenced in 2 years of state assessment data as well as local benchmark data for the 2019/20 school year. This committee of 15 members across all aspects of the instructional community in our school district met monthly throughout to discuss ways to address this gap in learning for our students. Our process for arriving at our Equity Action Plan began with a book study Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press).
We want educators to know and be able to implement guidelines for addressing cultural proficiency instructional practices to close achievement gaps between subgroups. We want educators to know and be able to implement guidelines for addressing stakeholder relationships in regard to barriers with socioeconomic status and equal access to online learning
We will measure success by our state and benchmark data reflecting closing achievement gaps among subgroups; internal and external climate surveys, implementation surveys, and reflections through Q/A documentation; school culture and climate data i.e. discipline data, SPED/ELL students, poverty/non- poverty. We will measure success with evaluation feedback 3 times a year through surveys for implementation via staff, students, parents, community.
Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press).
Robins, K. N., Lindsey, R. B., Lindsey, D. B., & Terrell, R. D. (Eds.). (2005). Culturally proficient instruction: A guide for people who teach. Corwin Press