Equity Advisory Council Recommendations

The Douglas County School District Equity Advisory Council (EAC) makes the following recommendations for review and implementation to the appropriate departments and individuals within the District. The EAC recommendations are in the following four categories: Human Resources, Recruitment, Hiring, and Retention.These recommendations are not intended to be exclusionary of other evidence-based and emerging best practices that the District may engage in to support equitable recruitment, hiring, and retention. Rather, they are presented as a complementary tool to further our shared goal of hiring and supporting the best qualified staff while ensuring a diverse, equitable, and inclusive educational environment that meets the needs of all students, and particularly those who have been historically underserved and marginalized.

 

Human Resources

 

1. Identify, increase, implement, and better promote incentives beyond salary, to include but not limited to:
   1. Free, reduced, or compensated child care (BASE)
   2. Free, reduced, or compensated school meals
   3. Healthcare partners and benefits
   4. Community partners and benefits
   5. Low interest mortgages and lines of credit
   6. Rent reduction or affordable housing resources
   7. Continuing Education and Professional Development grants and scholarships
   8. Explore CTE options for Preschool Teaching programs for students, thus expanding the free/reduced child care options for staff, teenage parents, and community members.

 

2. Create a root cause inventory to explore, beyond pay, causes for staff turnover and recruitment barriers. Produce a report using data collected to help craft more specific recommendations and department processes.

 

3. Identify a Director of Recruitment to design a recruitment strategy, with an equity mindset, that focuses on incentives beyond pay. The Director should promote that to be a part of DCSD is to be an agent of positive change and highlight the DCSD Mission and Vision.

 

4. Create a centralized system of data collection regarding the barriers of entry for recruits who choose not to come to DCSD, of reported needs of current staff, and of the reported reasons for leaving for outgoing staff. Use, report, and promote the data regularly to help adjust HR processes and increase transparency.

 

5. Human Resources audit to help identify department wide needs, including but not limited to staffing, technology and website support, travel, public relations, best practices and training, and current Diversity, Equity and Inclusion data informed research.

 

6. Continuous, collection, review, and reflection of retention data, and then clear and promoted use of collected information.

 

7. Implementation of District wide Cost of Living Adjustments for all job classifications.

 

8. Review the process of transferring retirement, vacation, and sick pay benefits from other districts and implement changes across all job classifications.

 

9. Public Relations and Communications audit and rebrand to include updated messaging:
   1. Become a part of the change
   2. Accurate representation of DCSD Mission and Vision, versus perception
   3. Utilize school-based staff, with appropriate compensation, and teacher testimonies
   4. Utilize student feedback and testimonies

 

Recruitment 

 

10. Recruit outside of job fairs, meet with individuals in college groups, and provide coaching to candidates through their individual processes, beyond those found in traditional teacher education programs.

 

11. Utilize full time, dedicated recruiters, year round.

 

12. Implementation of online, mobile friendly, and digital job application tools.

 

13. Support incoming student teachers financially through aiding with credentialing costs 

 

14. Increase social media and online job board presence.

 

15. Add additional Teacher Cadet programs at the high schools that do not currently have them.

 

Hiring

16. Create and implement a universal screening protocol that attempts to eliminate opportunities for unconscious bias and ensures that qualified candidates are not eliminated due to unconscious bias, barriers built into the application process, or general and unpolished submitted resumes.

 

17. Review interview processes to include second interviews with demonstration lessons, to actual students, to better assess effectiveness and how the applicant engages students.

 

Retention

 

18. Continue, and expand, the implementation of the DCSD Salary Schedule. 

 

19. Promote a more robust, and protected, mechanism for teacher voice, to include but not limited to:
    1. Anonymous staff surveys, with protection assurances
    2. Anonymous student surveys, with protection assurances
    3. Documented and regularly updated data
       1. Include options for action items
       2. Communicate concrete results based on data to increase trust

 

20. Peer, school level, and systematic review of current DCSD Professional Development opportunities and programs. Do current programs align with research backed data and best practices? Are PD opportunities in alignment with staff needs, requests and requirements? 
    1. Promote building level power and influence in professional development choices
    2. Provide ample, and protected, means for feedback on offered Professional Development
    3. Review and implement staff feedback on Professional Development 
    4. Provide Professional Development on District Approved Policies, including policy ADB

 

21. Increase pay to match, at minimum, those of neighboring school districts within the Denver Metro area.

 

22. Systemic Implementation of all approved DCSD Board policies, including policy ADB

 

23. Identify schools with higher staff retention rates and greater diversity, as defined in DCSD Board Policy ADB, and complete a comprehensive review of what systems the school has in place, and promote those practices within the District. 

 

24. Refrain from requiring duties above and beyond hired assignments from staff without additional, appropriate, compensation. In conjunction, provide more paid teacher work days, or increased prep time during the regular school day, to allow for preparation and mentorship to take place.  

 

25. Create and maintain Building Leader Mentorship programs between veteran and junior  leaders and administrators.
    1. Partner schools with high retention rates
    2. Partner schools with higher rates of diversity, as defined in DCSD Board Policy ADB,  to promote diversity, acumen

 

26. Promote and support the social and mental health of staff
    1. Staff mixers, newsletters, message boards
    2. Positive community engagement and events
    3. Cultivate an atmosphere of respect and tolerance at all levels

 

27. Partner with appropriate departments and community services to increase Whole Child Health (mental, physical, social) within the student body. A healthy, well supported, student body decreases stressors on teaching staff.
    1. Increase student resources and support
    2. Increase research based best practices for staff in regards to student support services

 

28. Implement and promote robust avenues for educational and professional advancement
    1. Professional Development hours
    2. Continuing Education Credits

 

29. Implement Content and Grade Level Specific Mentorship programs between veteran and junior staff. When available, provide compensation for mentorship hours. 

 

30.  Maintain, and in some instances, increase targeted communication in regards to DCSD Climate and Culture
    1. Return, better promote, and clarify the uses and purpose of the DCSD Culture and Climate Survey
    2. Implement DCSD Best Practices promoting positive culture and climate
    3. Highlight positive culture and climate within the community as a whole, not limited to DCSD only communication channels:
    4. News articles and interviews
    5. Community charitable events
    6. Thoughtful acceptances of awards and honors
    7. Highlight the diversity that already exists within the District

 

31. Work in  a partnership with Douglas County Federation who could collaborate and assist with many of the above suggestions.

 

Beyond the above recommendations, the EAC supports the continued efforts of the DCSD Human Resources Department to recruit, hire, and retain the best qualified staff and professionals available, especially those who meet the needs of our diverse and growing student population. We encourage all efforts made to continue to hire staff that is reflective of our student body, and to support and retain the dedicated professionals the District is privileged to employ.

 

Approved by Equity Advisory Council (April 12, 2023)

The Douglas County School District Equity Advisory Council exists to advise the Superintendent and District leadership per the roles and responsibilities detailed in the EAC Bylaws. At the direction of Superintendent Erin Kane the EAC was instructed to review and analyze data and programming information pertaining to the educational program areas of Advanced Placement (AP) and Career and Technical Education (CTE). As a group, our major findings include the following:

 

• Language barriers in programming, communication, and support are systemic concerns.
• Longitudinal studies and data on student success under utilized.
• Transportation and financial barriers prevent students from accessing programs. 
• Communication in regards to programming is limited and difficult to access.
• Support for Special Education and Twice Exceptional Students needs to be expanded.

 

In response to these and other findings, the EAC has developed the following recommendations to strengthen the capacity, infrastructure, and practices of these programs to advance equity and inclusion.

 

It is important to note that the EAC is a volunteer council, with limited time to analyze information and discuss our findings. In addition to the specific recommendations below, we strongly encourage Superintendent Kane, her cabinet, and DCSD building leaders to enlist the services of a reputable outside firm to conduct an equity audit to identify inequities through a systemic approach and, specifically, to recognize institutional practices that continue to produce discriminatory trends in data and negatively affect the student population. 

General Recommendations for all Academic Programs in DCSD

 

Program Accessibility and Diversity:

1. Ensure equitable distribution of programs across schools to provide all students with fair and equal access to diverse opportunities. This may include:
   1. Boosting school budgets to expand course offerings.
   2. Building, or retrofitting spaces, to host additional course offerings.
   3. Offering transportation assistance, especially for students facing socioeconomic, medical, or language barriers, to access programs in other schools, testing dates outside of school hours, and other requirements needed to complete a program offered by DCSD.
2. Create authentic learning environments that foster curiosity and a love of learning for all students.
   1. Review the curriculums, resources, representations and the climate and culture of school sites to ensure an overall sense of belonging. 
3. Ensure that data collection includes disaggregated outcomes, not just enrollments, by demographic factors such as race, ethnicity, socioeconomic status, 504, and IEP status, and others special needs to identify and address disparities. This data should be published in an easily accessible format and location to increase transparency and trust.
4. Use collected data to inform improvements in program design and implementation to ensure equitable outcomes for all students. This should include evaluating existing programs to ensure they continue to meet student needs and expectations. 
5. Conduct surveys, interviews, and other means of data collection beyond enrollment to further investigate the reasons behind the disproportionate representation of certain demographics programs compared to the overall population.  

 

Inclusive Curriculum and Practices:

6. Advocate for policies and programs that facilitate credentialing and additional certifications for teachers, particularly those from underrepresented backgrounds or communities.
7. Provide professional development, classroom materials, and support for teachers to incorporate inclusive and equitable practices in the classroom, including culturally responsive teaching methods and diverse curriculum representation. 

 

Equitable Enrollment Processes:

8. Update enrollment processes to ensure fairness and equity to include:
   1. A review of enrollment and waitlist policies.
   2. Publication of enrollment and waitlist policies to increase trust and transparency. 
   3. Consideration of proportionality of student demographics when completing enrollment requests.
   4. Promotion of equal opportunities and access for all students to participate.
   5. Assurances that all materials are provided in multiple languages, in printed form, and on easily found digital pages and websites.

 

Communication and Outreach:

9. Improve communication and outreach efforts to inform students and families, particularly those from diverse, special education, or non-English-speaking backgrounds, about available programs and opportunities at all DCSD sites.
   1. Create and disseminate multilingual marketing materials.
   2. Hold information sessions for diverse communities and those with special needs students, in appropriate languages, to ensure equal access to program information. These should take place multiple times during the year, especially during key enrollment and transition windows, in a variety of locations throughout DCSD
      1. Take under consideration offering information sessions beginning at the late-elementary and middle school level to increase awareness.
   3. Make programming materials and information easily accessible in both print and digital formats.
   4. Encourage diverse representation in marketing materials and outreach efforts to break down stereotypes and encourage enrollment from all demographic groups.
   5. Educate special education teachers about course offerings so they can work with families to discuss opportunities.
   6. Outreach for specialized or advanced high school courses should start at elementary to allow for families to prepare.
10. Provide additional support resources for students and families who may face barriers to accessing program information or participating in programs, including those without internet access.

Advanced Placement Specific Recommendations 

 

Disabilities Support and Student Language Accessibility:

11. Provide appropriate accommodations and staff support for students with Individualized Education Programs (IEPs), 504 plans, language barriers, and other specialized populations to encourage success in AP courses. Supports to include are:
    1. Universal access to translators and translated materials.
    2. Additional classroom and special education staff assigned to Advanced Programs.
    3. Documented student support plans followed with fidelity at every level.
    4. Professional development, materials, and support for all staff to include:
       1. Expanded understandings of the identification processes.
       2. Education on accommodations and their effectiveness.

 

Barriers to Access:

12. Ensure that Free and Reduced Lunch (FRL) and minority students are adequately represented in Advanced Placement (AP) courses.
13. Provide financial support for low-income students to encourage participation. 
    1. Promote financial support programs that currently exist to all families and students, in accessible formats and languages.
       1. Create uniform communication guidelines for all family and guardian outreach materials. 
    2. Optimize participation in the College Board AP Exam Fee Reduction program.
    3. Commit to making AP exams free or affordable to students who indicate a need. 
    4. Provide financial assistance and support to cover the costs of books and materials that are required for students to have for all AP programs.
       1. Ensure that textbooks are provided in digital and printed format to match student learning needs and financial constraints.
       2. Ensure that all students enrolled in, or considering enrollment in, any courses that have fees and required purchased materials have readily accessible information on 
14. Provide transportation and accommodations for test dates as needed. Additionally, if students are unable to participate in courses because of work schedules, earnest efforts should be made to reduce the barrier this creates.

 

Early Preparation and Support:

15. Promote the use of Pre-AP and honors courses to prepare students for advanced coursework.
16. Offer training for teachers to identify and support students who show potential for AP courses, especially those from underrepresented groups that do not meet DCSD student proportionality data.
17. Examine the Gifted and Talented (G/T) identification process in early grades to address disparities in identification and access to programming. Publish disaggregated data used in identification to promote transparency and equity of access.
18. Examine district wide disparities in current G/T programing and populations to include:
    1. Analysis and remediation of language barriers.
    2. Expansion of Twice Exceptional, IEP, and 504 student resources and support.
    3. Examination of curriculum needs and program rigor.
    4. Expanded professional development, with teacher input.
    5. Enhanced classroom support staff.
    6. Ensure socioeconomic status is not a barrier to access in regards to any advanced programming or academic opportunities.
19. Foster a culture of understanding for all students and their needs and the programming that best supports their well being. 

 

Additional Considerations:

20. Provide ongoing training for educators on equitable access, depth, and complexity of curriculum to identify and remove barriers.
21. Support authentic equity amongst teachers, school administrators, counselors, and all district-level policies.
22. Explore the feasibility of offering virtual AP courses district-wide to increase access, especially in areas where physical attendance is limited.
23. Compare schools with primarily AP programs to those with primarily International Baccalaureate (IB) programs to identify best practices for promoting equity. Facilitate collaboration across programs to support the best interest of all students.
24. Study schools with high AP enrollment, and high AP test passing rates, to understand and replicate strategies that foster participation, curiosity, and mastery among students.

 

Teacher Support:

25. Incentivize teachers to become AP and Pre-AP certified, including stipends, and increased school funds to provide substitute coverage to permit teachers to take training during contract hours.  
26. Provide training and additional staff support to address the mental health needs among high-achieving students at both school and district levels. This should encompass all grade levels.
27. Provide training and additional staff support for students who are in advanced programming and additionally have learning disabilities and challenges. 

 

Data Collection and Outcome Analysis:

28. Make AP enrollment, program availability, and performance data accessible to parents and stakeholders, including disaggregated data to highlight disparities.This should include school site data as well as DCSD wide data. Data should be provided in a wide variety of languages to ensure access for all participants. 
29. Start tracking students' potential for AP courses from elementary school and compare potential with actual enrollment to identify barriers as students progress through DCSD.
30. Analyze whether there's a correlation between students' grades and their scores on AP exams.
    1. Include an analysis of how we measure student growth and success.

Career and Technical Education Specific Recommendations 

 

Longitudinal Data Analysis:

31. Conduct, or participate in, longitudinal studies to track the success and outcomes of CTE graduates, including their career trajectories, earnings, and satisfaction, to assess the effectiveness and equity of CTE programs.
    1. Provide definitions of CTE terms and measurables to increase transparency and engagement.

 

Resource Allocation and Support:

32. Allocate robust resources, including counseling and support staff, to meet the needs of students and families in CTE programs.
33. Provide equitable access to information and support services related to CTE programs.
    1. Disseminate collected data to increase transparency and trust.

 

Partnerships and Advisory Boards:

34. Foster partnerships with diverse industry partners and community representatives to increase program offerings.
35. Ensure students have access to a wide range of perspectives and representations in work study sites, internships, and other opportunities.
36. Analyze and ensure diverse representation on CTE advisory boards and program development committees.

 

Teacher Support:

37. Invest in supporting CTE Licensure for current and prospective DCSD staff. For current staff this should include differing costs and providing time during contract hours to complete requirements. 
38. Offer rolling applications for CTE teachers in an effort to boost staff numbers and program offerings.

 

Beyond the above recommendations, the EAC stresses the need for continued work by DCSD to meet the needs of our diverse student population. As such, the EAC requests publicly accessible monitoring reports be created annually, in an effort to work towards continuous and sustainable improvements. We encourage all efforts made to widen programming access, provide robust systems of support, and foster student success in their chosen pathway. Additionally, we advise that DCSD continues to work to identify and bridge the gaps between opportunity of access for our high-performing students and achievement of the foundational skills and support necessary for each and every student to access all opportunities. We further advise that DCSD regularly assesses and problem-solves the upstream causes that create barriers of access to advanced programming for our district’s vulnerable populations. While we are a Superintendent’s advisory council, providing guidance at the Superintendent's request, we are first and foremost individuals with diverse lived experiences and perspectives. Our experiences, and the selections of data we were provided, have helped form these recommendations.