Kickboard Professional Services

Equity & Anti-racism Audit

Audience: District / Campus

Overview

Based on foundational principles of change management, equity and antiracism, this audit is designed to support identification and planned elimination of racial inequities that might exist within the context of policy, practice, leadership, teaching and learning within your educational community. Moving beyond acknowledgement that educational institutions have historically been sites of harm and emotional stress, particularly for students and faculty of color (Hurtado, Cuellar, Guillermo-Wan, 2011; Pittman, 2010; Smith, 2002), this Equity and Antiracism Audit is structured and intended to provide institutions with clear perspectives on current realities that exist, ultimately serving as an agent for the promotion of positive institutional change. 

Using a multi-tiered approach, the audit is structured to provide insights into the potential existence of racist or inequitable ideas, practices and policies within organization. Central to the audit is the illumination of these issues at the institutional and structural level, although individual-level data points are included in the analysis as well.

Engagement with a variety of stakeholders of the learning community is essential to the process of data gathering and critical analysis. The use of standard processes (i.e., group interviews, surveys, site visits, policy reviews, handbook reviews, curriculum reviews, etc.) will provide primary sources of data at the district and campus level for analysis. Key elements under scrutiny and deep examination throughout the audit are data and practices pertaining to human resources, fiscal resources, leadership, instruction, curriculum, discipline, and community engagement. For example, illumination of imbalances and potential for marginalization through hiring, placement, development and other talent management practices is an essential aspect of systems-level data provided via the audit. Similarly, at the campus level, analysis of content responsiveness, discipline practices, and existence of inclusionary practices are some examples of fundamental elements examined.

Challenges Addressed:
  • Not understanding the history and language of equity and antiracism
  • Lack of leadership experience to lead staff from awareness to action to ensure antiracist policies and practices
  • Lack of clarity into how to start the journey towards ensuring an equitable environment for all students and staff
  • Lack of support in designing structures, strategies and systems to bring a focus on equity and antiracist to scale
Audit Outcomes:
  • Results of district-wide survey and interviews including data analysis. Direct feedback gained from students, teachers, parents and instructional leaders.
  • District HR focus: Review current efforts to recruit and retain a diverse workforce. Provide recommendations on how to improve staff recruitment and strategies on how to support a diverse workforce
  • District HR focus: Policy review of practices as outlined in Board Policy, Employee Handbook, and the Student Code of Conduct Handbook. Recommendations will be given based on identified best practices.
  • Curriculum Analysis: Lesson design days that embed culturally responsiveness; using backwards design principles, facilitated core content teachers through the process of embedding direct engagement with and incorporation of community and family members in project based learning units and lesson cycles.
  • Instructional Practices: Analysis of content responsiveness, discipline practices, and existence of inclusionary practices are some examples of fundamental elements examined.
  • Summary: Understand the drivers behind the gaps in student opportunity and achievement to determine the challenges, identify best practices and align resources. Present final report that assesses the causes of inequity and recommends strategies supported by researched based best practices.
Format:
  • Virtual planning meetings: 2 Full-Day (6hr) in person sessions OR Virtual option-3 days 4hr each
Kickboard has made a huge difference. We reduced disciplines by 44% in just 18 weeks. If I go to another campus and come back to ours, I can see and hear the difference. It’s so positive here and that’s changing the culture of our school. This not only improves students’ behavior but it improves their academic performance as well.
— KASIE JACKSON, ASSISTANT PRINCIPAL - DALLAS ISD