Equity Advisory Council Recommendations
The 2025-2026 Recommendations to Ensure an Equity-Centered Approach to
Finalizing and Implementing the Thriving Schools, Thriving Communities pillar of the DCSD Strategic Plan
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 the Douglas County
School District’s Strategic Plan and focus on the pillar “Thriving Schools, Thriving Communities.” In an effort to intentionally and thoughtfully infuse equity into the very fabric of the strategic plan, the EAC offers the following equity-centered considerations.

Overall Themes of our Recommendations
The Equity Advisory Council’s recommendations are split into 4 distinct categories:
● Equitable Access
○ Transportation, communication, staffing, and scheduling must align with
opportunities.
● Build Strong Community
○ Stronger trust and connection between schools, families, staff, and the
community are foundational, including deeper partnerships and broader
community integration.

● Social/Emotional Learning and Mental Health
○ Mental health, belonging, agency, and life skills are viewed as essential
components of thriving schools.
● Communication and Marketing
○ Families often struggle to navigate opportunities, supports, and district structures.

Equitable Access Programming & Pathways
● Ensure all students have equitable access to diverse academic and extracurricular
opportunities, regionalized pathway programs, and early exposure starting in
elementary school.

● Strengthen the K–12 continuum of programming, so students clearly understand how
early courses connect to future pathways and careers. Identify educational milestones
at every grade level to build a cohesive foundation for long-term student success.
● Maintain strong arts programming while also expanding career and technical education
offerings.
● Continue monitoring course and pathway enrollment demographics to ensure equitable
access. Where gaps occur, investigate potential root causes.
Transportation
● Ensure equitable distribution of transportation opportunities for all students.
● Align school schedules and transportation systems so students can attend programs outside their neighborhood schools.
Student Supports
● Ensure equitable access to:
○ Mental and behavioral health services
○ Special education supports
○ Gifted and talented opportunities
○ Digital literacy and AI learning tools
○ School liaisons/navigators
○ Educational advocacy support for families
● Conduct technology audits to identify gaps in student devices and internet access.
● Ensure support systems and programming are culturally responsive and accessible to
diverse populations.
Equity Monitoring
● Evaluate whether standardized testing, access systems, and programming structures
are equitable and effective, and monitor gaps among student groups.
● Continue reviewing disparities in bullying, discipline, participation, and achievement
data.

Build Strong Community
Actionable Strategic Priorities for Thriving Schools & Thriving Communities
● Expand school–community partnerships by establishing annual partnership goals for each school and formalizing collaboration with local businesses, higher education, recreation centers, nonprofits, and civic organizations.
● Position schools as community hubs by creating a district process for hosting community events, meetings, and shared‐use programs in school facilities.

● Strengthen community engagement by increasing neighborhood‐based events, publicly celebrating student achievements, and expanding philanthropic and industry mentorship programs.
● Deepen family outreach by implementing targeted communication and support strategies for families facing language, transportation, or scheduling barriers, and by engaging residents without enrolled students through district‐wide outreach campaigns.
● Conduct annual community needs assessments to identify strengths, gaps, and opportunities for stronger school–community collaboration.
● Prioritize staff wellbeing by monitoring workload, implementing morale‐building practices, and providing structured opportunities for staff voice and feedback.
● Create district systems to share effective practices by developing a cross‐school network where leaders and staff exchange successful community‐building and engagement strategies.
● Strengthen feeder alignment by establishing shared expectations, consistent communication practices, and collaborative transition supports across feeder schools.
● Increase community investment by developing long‐term partnership agreements, expanding volunteer pathways, and aligning community resources to support student and staff success

School-Community Partnerships
More intentionally integrate schools into the broader community.
● Expand partnerships with local entities such as businesses, higher education, recreation centers, nonprofits, and community organizations
● Use schools as community hubs by opening facilities for meetings, events, and partnerships.
● Increase visibility and buy-in for schools through:
○ Stronger neighborhood integration
○ Community events
○ Public celebrations of student success
○ Philanthropic partnerships
○ Industry mentorship opportunities
● Utilize parents and community professionals as facilitators and career pathway partners.
Family & Community Engagement
● Develop stronger relationship-based engagement with families, especially those who may experience:
○ Language barriers
○ Transportation barriers
○ Work schedule conflicts
○ Inconsistent school engagement
● Increase outreach to community members without children currently enrolled in DCSD.

● Conduct community needs assessments to better understand strengths and gaps in school-community collaboration.
Staff & Belonging
● Focus on staff wellbeing, workload, and morale.
● Create systems for schools to share successful community-building practices across the district.
● Build stronger feeder alignment and shared philosophy between schools.
Community Investment
Social Emotional Wellness (SEW) and Mental Health
Mental & Behavioral Health
● Expand equitable access to robust school-based mental and behavioral health services and belonging programs.
○ Increase student/peer-led mental health and wellness supports.
○ Ensure adequate levels of professional mental health staff
○ Consider offering integrated mental health services, e.g., 1:1 counseling
○ Continue to use and expand upon effective mental health curriculum
● Develop systems to assess effectiveness and equitable implementation of mental health services district-wide.
Student Wellbeing & Belonging
● Draw upon evidence-informed/evidence-based practices to grow culturally-affirming spaces, beginning at the elementary level, where students feel connected, valued, safe, and emotionally supported including but not limited to:
○ Cultural clubs/councils
○ Expanded understanding by the school body of how culture shows up, e.g.,
language, hairstyles, physical appearance, artifacts and objects, music, etc.
○ Reflect the community in the visual environment of buildings
● Continue addressing bullying, harassment, racism, homophobia, and identity-based discrimination.
● Improve intervention and monitoring in spaces where bullying commonly occurs.
● Continued assessment of HR policies and practices that align with representation.
● Actively confront systemic barriers that impede a feeling of belonging.
○ Continue to implement and refine Wayfinder lessons

SEW Skill Development

● Integrate life skills and SEW into student programming, including:
○ Self-advocacy
○ Confidence
○ Resilience
○ Agency
○ Digital citizenship
○ Responsible AI usage
○ Practical life skills
● Encourage exploration of multiple pathways and definitions of success.
Staff SEW & Wellness
● Address teacher and support staff burnout, workload, and emotional wellbeing.
● Support adults in schools so they can better support students.

Communication & Marketing Clear & Consistent Communication
● Streamline district communication systems so information is easier for families to
navigate.
● Improve systems for access and consistency in communication (esp related to
translation and interpretation) across departments, schools and feeder systems.
● Develop a shared district understanding and messaging around:
○ Translation, interpretation, and the role of the family and cultural liasons
○ pathways
○ school choice
○ student supports
○ bullying procedure
○ reporting systems
○ available opportunities
Transparency & Accountability
● Improve communication about:
○ bullying reporting processes, investigation timelines, and outcomes
○ districtwide data trends
○ mental health supports
○ technology and AI initiatives
● Share measurable progress toward equity goals and strategic plan outcomes with the
community.

Access to Information
● Ensure families receive timely, culturally responsive, and accessible communication.
● Provide translated materials and multilingual outreach.
● Improve communication with families who may not traditionally engage with schools.
● Consider facilitating family focus groups in addition to surveys in languages in addition to English and in collaboration with family and cultural liaisons.
Marketing Student Opportunities
● Increase marketing and awareness of district and feeder programs, beginning in elementary school using multilingual tools.
● Better publicize “diverse success stories” and innovative programs happening across the district.
● Consider expanding access to the family and cultural liaisons or storytelling point person to elevate positive programs and student experiences.

 

 

2024-2025: EAC Recommendations for Strengthening Bullying Prevention in DCSD

Enhance Communication and Transparency

• Increase the frequency and clarity of communication with families and stakeholders.

• Ensure all public-facing materials are current, accessible, and written in plain language, free of jargon.

• Communicate the district’s reporting, screening, and investigation process to students and families annually.

• Share timely updates with families during and after bullying investigations.

• Provide a clear cadence of communication between the district and families throughout the complaint process.

• Clearly explain what happens if a report does not meet the threshold for formal investigation.

• Expand access to training information, making public how students and staff are educated on bullying and discrimination prevention.

• Utilize multiple communication platforms (district and school websites, printed materials, in-person events, local media) to educate the community about bullying prevention.

Improve Accessibility

• Ensure reporting forms and key information are available in multiple languages, including accessible formats for individuals with visual impairments or disabilities.

• Provide paper-based forms for families without internet access.

Promote Family and Community Involvement

• Treat parents and caregivers as active partners in bullying prevention and response.

• Share clear roles and responsibilities of school and district staff involved in handling reports and complaints.

• Educate the community on available support for students and families affected by bullying, with meaningful follow-up provided.

Strengthen Data Use and Transparency

• Share school and district-level incident data publicly, including:

  • Number of reports

  • Resolution timelines

  • Satisfaction metrics

• Begin collecting and analyzing non-reportable or sub-threshold incidents to address potential systemic issues in a preventative manner.

• Investigate consistent reports of bullying among minority groups and publish findings along with actions taken to address and prevent recurrence.

Enhance Staff Training and Accountability

• Provide staff training that includes real-world classroom examples and case studies.

• Include all Board of Education members and district-level staff in training related to bullying prevention, belonging/connectedness, and community building.

Institutionalize Preventative Practices

• Implement and document universal supportive and restorative practices that address negative behavior and promote positive school climate.

• Include bullying information and reporting tools in:

  • District and school codes of conduct

  • School websites

  • Student enrollment materials

Support Inclusive Curriculum and Environment

• Continue offering diverse electives (e.g., African American Studies) to foster cultural awareness and connectedness among students.

2023-2024: EAC Advanced Academics Recommendations

The Douglas County School District Equity Advisory Council (EAC) 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 reviewed and analyzed data and programming information pertaining to Advanced Placement (AP) and Career and Technical Education (CTE). Key findings include:

• Systemic language barriers in programming, communication, and support
• Underutilization of longitudinal student success data
• Transportation and financial barriers preventing access
• Limited and inaccessible programming communication
• Insufficient support for Special Education and Twice Exceptional students

In response, the EAC recommends strengthening the capacity, infrastructure, and practices of these programs to advance equity and inclusion.

Call for Systemic Equity Audit

The EAC encourages DCSD leadership to hire an outside firm to conduct a comprehensive equity audit to identify systemic inequities and discriminatory trends.

General Recommendations for All Academic Programs

Program Accessibility and Diversity

• Equitably distribute programs across schools
• Expand school budgets and infrastructure to support course offerings
• Provide transportation for students with barriers
• Foster curiosity through authentic learning environments
• Review curriculum, resources, and school climate to promote belonging
• Collect and publish disaggregated outcome data by demographic group
• Use data to inform improvements and evaluate program effectiveness
• Gather qualitative data to understand underrepresentation

Inclusive Curriculum and Practices

• Support credentialing and certifications for diverse teachers
• Provide PD and materials for inclusive, culturally responsive teaching

Equitable Enrollment Processes

• Review and publish enrollment and waitlist policies
• Consider demographic proportionality in enrollment decisions
• Provide multilingual and accessible materials in print and online

Communication and Outreach

• Create multilingual marketing materials
• Hold info sessions for diverse families throughout the year
• Provide sessions at multiple locations, starting in elementary school
• Make materials easily available in print and online
• Ensure special ed teachers are informed about advanced options
• Offer support for families without internet or facing barriers

Advanced Placement (AP) Recommendations

Disabilities Support and Language Accessibility

• Provide translators and translated materials
• Assign additional staff to support AP students with disabilities
• Develop and follow student support plans consistently
• Train staff on identification, accommodations, and student needs

Barriers to Access

• Ensure representation of FRL and minority students
• Provide financial aid for participation, books, and materials
• Offer free or reduced-cost AP exams
• Standardize communication about financial assistance
• Provide transportation and accommodations for testing
• Address scheduling conflicts with work or responsibilities

Early Preparation and Support

• Promote Pre-AP and honors courses
• Train teachers to identify underrepresented AP candidates
• Analyze Gifted/Talented (G/T) identification disparities
• Expand supports for 2e, IEP, and 504 students
• Address curriculum needs, rigor, and staff training
• Ensure equity regardless of socioeconomic status

Additional Considerations

• Train staff on equitable access and curriculum rigor
• Support collaboration between AP and IB programs
• Study and replicate best practices from successful schools

Teacher Support

• Incentivize AP certification and training
• Provide staff support for student mental health and learning differences

Data Collection and Outcome Analysis

• Publish disaggregated enrollment and performance data
• Track AP potential vs actual enrollment from elementary school
• Analyze correlations between grades and exam results
• Expand analysis of student growth and success

Career and Technical Education (CTE) Recommendations

Longitudinal Data Analysis

• Track graduate outcomes (careers, earnings, satisfaction)
• Define and explain CTE terms and measures

Resource Allocation and Support

• Invest in counseling and support staff for CTE programs
• Ensure equitable access to CTE info and services
• Publish and share data to build trust

Partnerships and Advisory Boards

• Build diverse industry partnerships
• Ensure diversity in internships and advisory boards

Teacher Support

• Support CTE licensure and provide contract-time training
• Offer rolling CTE teacher applications to increase staffing

Final Thoughts

The EAC urges DCSD to publish annual monitoring reports and continue efforts to broaden access to programs, support student well-being, and eliminate systemic barriers to opportunity. The council also encourages addressing upstream causes that create inequities in access to advanced programs, particularly for vulnerable populations.

While we serve at the Superintendent’s request, we are community members with diverse lived experiences. These recommendations reflect both our perspectives and the data available to us.

2022-2023 EAC Recommendations: Recruitment, Hiring and Retention

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, particularly those who have been historically underserved and marginalized.

Human Resources

• Identify, increase, implement, and better promote incentives beyond salary, including:
  • Free, reduced, or compensated child care (BASE)
  • Free, reduced, or compensated school meals
  • Healthcare partners and benefits
  • Community partners and benefits
  • Low-interest mortgages and lines of credit
  • Rent reduction or affordable housing resources
  • Continuing Education and Professional Development grants and scholarships
  • Explore CTE options for Preschool Teaching programs for students
• Create a root cause inventory to explore causes of turnover and recruitment barriers beyond pay.
• Identify a Director of Recruitment to design a strategy with an equity mindset.
• Create a centralized data collection system for barriers, staff needs, and reasons for leaving.
• Conduct a Human Resources audit to assess needs including staffing, tech, PR, and DEI data use.
• Continuously collect, review, and reflect on retention data.
• Implement District-wide Cost of Living Adjustments for all job classifications.
• Review and update benefit transfer processes from other districts.
• Conduct a PR and Communications audit and rebranding effort, including:
  • "Become a part of the change" messaging
  • Representation of DCSD Mission and Vision
  • Use of staff and student testimonials

Recruitment

• Recruit beyond job fairs, including college group visits and individualized coaching.
• Utilize full-time, year-round recruiters.
• Implement mobile-friendly, digital job application tools.
• Support incoming student teachers financially (credentialing costs).
• Expand social media and job board presence.
• Add Teacher Cadet programs to all high schools.

Hiring

• Implement universal screening protocols to minimize unconscious bias.
• Include demonstration lessons with actual students during interview processes.

Retention

• Continue and expand the DCSD Salary Schedule.
• Promote robust, protected mechanisms for teacher voice:
  • Anonymous staff and student surveys
  • Data-driven action items
  • Communicate concrete results to build trust
• Review and align Professional Development (PD) opportunities with best practices and staff needs.
• Increase compensation to match neighboring Denver Metro school districts.
• Systemically implement DCSD Board policies, including Policy ADB.
• Identify and replicate practices of schools with high retention and diversity.
• Ensure additional duties are compensated appropriately; increase paid prep time or workdays.
• Create mentorship programs for building leaders and teaching staff.
• Promote staff social and mental health through:
  • Mixers, newsletters, and message boards
  • Positive community engagement
  • Cultivation of respect and tolerance
• Partner with appropriate departments to support Whole Child Health initiatives.
• Promote professional advancement:
  • PD hours and Continuing Education Credits
  • Mentorship programs with compensation where available
• Enhance communication regarding DCSD Climate and Culture:
  • Return and clarify Climate and Culture Survey
  • Highlight best practices and positive culture externally
  • Celebrate diversity through community news and events
• Collaborate with the Douglas County Federation on implementation and support.

Final Note

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 ongoing efforts to hire staff 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)