Strategic Equity Planning.

EJP facilitates the development of strategic equity plans, either to supplement a school or district’s current strategic operating plan (SOP) or in tandem with the development of a comprehensive SOP.  Ideally, an equity plan is not an add-on or separate document from an SOP. While some equity, diversity, inclusion, and belonging strategies are stand-alone, effectiveness and sustainability require integration with other priorities. For example, the process of implementing any new curriculum should include both a review for cultural proficiency and training that integrates culturally proficient pedagogy strategies. 

When a district or school is in the process of designing and adopting a new multi-year district SOP, EJP will work with the primary facilitator to ensure the SOP adequately includes and incorporates research-based equity strategies. Equity, diversity, inclusion, and belonging issues are sufficiently complex and nuanced that an expert in these issues is a crucial partner in long-term planning. 

Each step in the strategic planning process requires an equity lens.

Who should be involved?

Most strategic planning processes endeavor to be inclusive. Creating an equity plan requires much more deliberate action, ensuring both the inclusion and meaningful participation of traditionally marginalized groups. 

Where are we now?

The traditional review of data and information to determine the current status of the organization is not sufficient.  A laser-focused equity lens is required. Understanding the root cause of student opportunity and performance gaps require an acknowledgment that unconscious biases will always come into play when interpreting data. 

Where are we going?

Creating an equity vision requires a shared understanding of the look and feel of equity. Nowadays, most missions and visions include equity language, but few go beyond the inclusion of the words. Any strategic planning process must begin with a consensus on the meaning and implications of an equitable school community. 

How do we get there?

Recommendations and actions plan must reflect the truth that an equity journey is non-linear and continuous. It must also incorporate that the progress of the institution, the school or district, must take into account the individual and unique journeys of all members of the greater school community, including staff, students, families, and guardians. 

How do we monitor progress?

Monitoring and evaluating progress are not an easy task in the area of equity. Unconscious bias that impacts the behavior and judgment of all stakeholders is difficult to measure because of its very nature; it is unconscious. Monitoring plans must consider unconscious bias.