RESOURCE GUIDE
TO DEVELOPING A
SCHOOL EQUITY PLAN:
A Template to Operationalize
Diversity, Equity, and Inclusion in
Michigan’s K-12 Education System
CRC
MICHIGAN CIVIL RIGHTS COMMISSION
In September of 2020, the Michigan Civil Rights Commission released
a comprehensive report, Education Equity in Michigan, describing
inequities in Michigan’s K-12 education system and detailing
recommendations to make educational equity a priority in Michigan
schools. MCRC recommended that the Michigan Department of Civil
Rights expand its existing Council for Government and Education
on Equity and Inclusion, a body established to engage in statewide
dialogue on creating and sustaining diverse, equitable, and inclusive
opportunities for people in Michigan, to include representatives of the
Michigan Department of Education. The Council serves as the entity
responsible for actualizing the report’s recommendations for action.
Beginning in January 2021, the Council met with the purpose of
reviewing the report’s recommendations, including the development
of a statewide educational equity plan to enhance policies,
accountability and opportunities for all Michigan K-12 schools,
students and educators. Over a seven-month period, the Council
created the Resource Guide to Developing a School Equity Plan.
The Michigan Civil Rights Commission and the Michigan Department
of Civil Rights sincerely thank the Council for their commitment to
making this resource guide a priority. We extend a special thank
you to Alfredo Hernandez, MDCR Director of Diversity, Equity and
Inclusion, for his leadership throughout the development of this
guide. We also acknowledge the outstanding work of Theodora
Vorias, MDCR DEI Intern and 2021 University of Michigan graduate,
who spent countless hours researching and co-writing the guide.
As with other materials in the MDCR Tool Kit, this Resource Guide
to Developing a School Equity Plan is oered as a descriptive
document that can be adapted to meet the needs of the user. It is
our hope that this template provides a means to achieve equitable
outcomes for students across the board and provides an avenue for
using an equity lens to review policies, practices, and procedures
within Michigan’s K-12 education system.
Stacie Clayton, Chair
Michigan Civil Rights Commission
John E. Johnson, Jr., Director
Michigan Department of Civil Rights
CRC
MICHIGAN CIVIL RIGHTS COMMISSION
Table of Contents
SECTION 1 - INTRODUCTION ..........................................................................1
Why is There a Need for a School Equity Plan? ...........................................................1
What are the Major Equity Gaps Among Michigan Students and Schools? .....2
SECTION 2 - CREATING AN EQUITY PLAN .............................................. 3
Vision and Mission ................................................................................................................. 4
Chicago Public Schools Equity Framework ............................................................. 4
Seattle Public Schools Department of Racial Equity Advancement .............. 4
Goals and Outcomes ..............................................................................................................5
Atlanta Public Schools Equity Plan ..............................................................................5
Okemos Public Schools Equity Plan ........................................................................... 6
Terms and Definitions ..........................................................................................................7
Organizational Structure ..................................................................................................... 8
Guilford County Schools Oce for Diversity, Equity and Inclusion ............... 9
Portland Public Schools DEI Departments ............................................................... 9
SECTION 3 - ADDITIONAL RESOURCES FOR DEVELOPING
AN EQUITY PLAN ...............................................................................................10
ACKNOWLEDGEMENTS ..................................................................................12
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RESOURCE GUIDE TO DEVELOPING A SCHOOL EQUITY PLAN:
A Template to Operationalize Diversity, Equity, and Inclusion in Michigan’s K-12 Education System
Why is There a Need for a School Equity Plan?
In September 2020, the Michigan Civil Rights Commission issued the Education
Equity in Michigan Report based on the findings from a series of statewide
education hearings held from May 2018 to March 2019. The Commission heard
insightful testimony from community members, students, school administrators,
subject matter experts, and advocacy groups. The speakers presented key
issues that are contributing to disparities and inequities in Michigan’s K-12
education system, such as inadequate textbooks, racial and economic bias,
and deteriorating learning spaces. Subsequently, the Commission developed
a wide-ranging education report aimed at assessing how past and current
policies have resulted in the problems Michigan schools are facing.
A significant finding in the report concluded that a comprehensive school
equity plan can enhance policies, accountability and opportunities to
achieve equitable outcomes for students across the board. The report
also found other key issues impacting the varying levels of achievement,
success, and opportunities among Michigan students. They include:
• Lack of access to early childhood education
• Varying degrees of parental involvement
• Funding based on declining enrollment that leaves schools
grossly underfunded
• Food insecurity among students and their families
• Lack of specialized instruction, after school, and summer programs
• Lack of qualified and experienced minority teachers
“Eective School Equity Plans are designed to achieve
equitable outcomes for students across the board and
provide an avenue for using an equity lens to review all
policies, practices, and procedures within school systems.”
- Education Equity in Michigan, Michigan Civil Rights Commission
SECTION 1 -
INTRODUCTION
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MICHIGAN DEPARTMENT OF CIVIL RIGHTS
With the support of the Michigan Department of Civil Rights’ Council
for Government and Education on Equity and Inclusion, this template
aims to provide principals, superintendents, and educators with the
guidance necessary to increase equity in schools and works to ensure
institutional and structural barriers to success are dismantled.
The Commission stands behind the notion that education is not only a civil
right, but also the key foundation for preparing Michigan students for successful
integration into the workforce and to be informed and productive citizens.
What are the Major Equity Gaps Among Michigan
Students and Schools?
The 1977 Elliot-Larsen Civil Rights Act (ELCRA) states in Article 1,
Section 102 that:
“The opportunity to obtain employment, housing, and other real
estate, and the full and equal utilization of public accommodations,
public service,and educational facilities without discrimination
because of religion, race, color, national origin, age, sex, height,
weight, familial status, or maritalstatus as prohibited by this act,
is recognized and declared to be a civil right.”
However, as the Commission recognized throughout its educational
hearings, the independent nature of Michigan’s education system has
contributed to equity gaps among students and schools. Most importantly,
the Commission’s report provides evidence that Michigan’s current
education system is not providing all students with an equal opportunity to
eectively succeed in life, since the disparities in educational outcomes and
student success, known also as equity gaps, are deeply rooted in dierences
based on race, ethnicity, socioeconomic status, gender, sexual orientation,
national origin and primary language, and physical and mental abilities.
Major equity gaps in Michigan, as identified in the Commission’s
report, include teacher diversity, culturally inclusive curriculum,
student achievement due to lack of adequate funding and specialized
instruction, absenteeism, varying levels of parental involvement, food
insecurity, and quality of educational supplies and qualified teachers.
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RESOURCE GUIDE TO DEVELOPING A SCHOOL EQUITY PLAN:
A Template to Operationalize Diversity, Equity, and Inclusion in Michigan’s K-12 Education System
Although the design, needs, and implementation strategies will vary based on
a school’s geographic location, demographics of the school and its surrounding
communities, socioeconomics, and more, some integral parts to creating an equity
plan that is rooted in racially conscious and culturally competent steps include:
• Vision and mission
• Goals and outcomes
• Terms and definitions
• Organizational structure
This equity template uses the ndings from the Commission’s report, as well as
equity plans created by schools and districts across the state of Michigan and
the country. Instrumental to an eective equity plan is implementing an equity lens
to ensure that equity is at the forefront of all decision-making processes
for designing and executing the vision, mission, goals, and desired outcomes
of the plan.
While developing an equity plan, it is crucial that the stakeholders are identified
at the beginning of the development process and are engaged at every step.
Engaging stakeholders through the development of an equity plan ensures that
there is a shared understanding of the communities being served, including their
identities, cultures, and experiences.
Targeted Universalism is an approach developed by Dr. John Powell at the Haas
Institute for a Fair and Inclusive Society that provides a framework for minimizing
resistance and undesired outcomes while maximizing opportunities to achieve
our goals. Through a targeted universalism framework, an equity plan can create
shared universal goals for all members of a school community and establish short-
and long-term targeted solutions that support the dierent groups within the
community in achieving those goals.
Vision and Mission
Creating an explicit commitment to equity in schools is integral to developing a
strong vision and mission. Developing a strong vision and mission can help create
a shared understanding among educators and stakeholders of how to design and
implement their equity plan. Making a public commitment to equity in education
without an equity plan often falls short of producing tangible results. Because of
that, aligning the vision and mission of an equity plan with goals is necessary for
reaching measurable outcomes.
SECTION 2 -
CREATING AN EQUITY PLAN
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MICHIGAN DEPARTMENT OF CIVIL RIGHTS
Vision and Mission in Action: Chicago Public Schools
The CPS Equity Framework (Chicago Public Schools) provides a framework
for developing an equity plan and can help schools as they begin to create a
vision and mission statement. The Framework identifies three key questions
schools should ask themselves as they begin to build an equity plan:
1. Why do dierences in achievement, educational experiences, and
outcomes persist for some student groups?
2. What can each of us do to advance equity in CPS?
3. How can we increase transparency and engagement, resulting in better,
sustainable outcomes and productive relationships?
To answer those questions, CPS advises to first identify the stakeholders and
then engage them in the conversation and creation of the vision and mission
statement. CPS identifies the key stakeholders as the students, parents,
educators, external partners, and community members. This list can serve as
a foundation for schools to identify stakeholders in their own communities.
Additionally, the CPS Equity Framework strengthened its vision and mission
by first recognizing the why, what, and how of their equity plan. Doing
so through an equity lens can ensure that the vision and mission identify
students’ needs and outline clear targets for their equity plan.
The CPS Equity Framework includes an “Action Roadmap” that schools
can use to guide them through the process of reconstructing practices to
implement high impact solutions and eliminate inequities.
Vision and Mission in Action: Seattle Public Schools
The following vision and mission statements from Seattle Public Schools
Department of Racial Equity Advancement can serve as an example for
schools as they begin to develop their equity plans:
• Vision: Educational excellence through racial equity in every school.
Our department leads the district’s collaborative work in the areas of
racial equity policy and practice and culturally responsive professional
development. Seattle Public Schools is committed to the academic
excellence and personal success of every student in every classroom, every
day. Central to this commitment is ensuring education and racial equity.
• Mission: The mission of the Department of Racial Equity Advancement is
to maximize culturally responsive instruction and leadership to transform
educational opportunities, access and outcomes for every student, in
every classroom, every day.
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RESOURCE GUIDE TO DEVELOPING A SCHOOL EQUITY PLAN:
A Template to Operationalize Diversity, Equity, and Inclusion in Michigan’s K-12 Education System
Goals and Outcomes
Central to making measurable progress towards your mission is defining clear
and attainable goals and outcomes. This part of an equity plan is necessary
for aligning intent with desired impact. Independently of our good intentions,
unintended consequences can negatively impact people. To mitigate the unintended
consequences that occur when our good intentions unintentionally lead to significant
mistakes, an equity plan must be established that focuses on the impact of decisions
and actions.
Goals and Outcomes in Action: Atlanta Public Schools
The Equity Plan created by the Atlanta Public Schools provides an excellent resource
schools can use as they begin to create their own equity plans.
The Atlanta Public School’s plan includes an identification of the major equity gaps
their schools are facing, a data profile for each equity gap, and a comprehensive
description of the intervention activities and strategies to address each equity gap,
along with a plan to monitor the implementation of every intervention strategy, where
funding will come from for each strategy, and what personnel will be responsible for
ensuring the interventions are implemented.
Setting measurable goals and outcomes can ensure good intentions result in positive
change, as seen in the Atlanta Public Schools’ Equity Plan below:
• Equity Gap Identified in Atlanta Public Schools: Student Achievement
• Equity Intervention Selected to Address that Equity Gap: Provide targeted teacher
development on content, pedagogy, and student supports and interventions
₀
Intervention 1: Coherent instructional systems
• Activities/Strategies: Implement curriculum which includes units of study,
with formative assessments in alignment to Social Emotional Learning
competencies.
• Data to be collected to monitor the implementation of activities/strategies:
Monitoring of benchmark data
• Funding source: General Funds
• Personnel responsible for implementation: Associate Superintendents,
Assistant Superintendent of Teaching and Learning, Principals
• Timeline: Weekly
₀
Intervention 2: Eective leadership
• Activities/Strategies: Develop the capacity of Associate Superintendents
through coaching and professional learning.
• Data to be collected to monitor the implementation of activities/strategies:
Data-driven LKES and EPAT evaluations
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MICHIGAN DEPARTMENT OF CIVIL RIGHTS
• Funding Source: General Funds, Title II
• Personnel responsible for implementation: Deputy Superintendent
• Timeline: Monthly
₀
Intervention 3: Family and community engagement
• Activities/Strategies: Implement Family Engagement Choice programs
including teacher home visits.
• Data to be collected to monitor the implementation of activities/
strategies: Use of funds and survey results of choice option,
sign-in sheets
• Funding Source: General Funds, Title I
• Personnel responsible for implementation: Director of Family
Engagement, Title I Family Engagement Coordinator
• Timeline: Annually
Goals and Outcomes in Action: Okemos Public Schools
Okemos Public Schools also developed an Equity Plan that has served as a great
resource for their school district. As in the example found below, their strategic
plan provides venues for designing comprehensive equity plans that are focused
on identifying critical areas of focus, establishing goals, and providing strategies
to reach those goals.
Strategic Goals and Strategies
A. Authentic Selves and Relationships
Goal: Create a school environment where students, parents/guardians/
families and sta recognize and appreciate the diverse attributes and
identities of one another by honoring self-expression and individuality.
Strategies:
a. Actively engage students, parents/guardians/families and sta in
opportunities to examine their conscious and unconscious bias.
B. Cultural Competency
Goal: Increase cultural competency of students to decrease conscious and
unconscious bias and its intended/unintended outcomes of discrimination.
Strategy:
a. Actively engage in learning activities to foster self-awareness of dierent
perspectives, conscious and unconscious bias, cultural blindness, inherent
privileges, etc.
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RESOURCE GUIDE TO DEVELOPING A SCHOOL EQUITY PLAN:
A Template to Operationalize Diversity, Equity, and Inclusion in Michigan’s K-12 Education System
C. Instruction/Curriculum/Assessment
Goal: Ensure instruction, curriculum and assessment practices are inclusive of
diverse perspectives, cultures, and our global world.
Strategy:
a. Create and promote opportunities to include perspectives that are not
represented in textbooks and state approved standards
i. Include literature (text, international film, media, current events, etc.)
that is reflective of diverse authors, backgrounds, and perspectives in
all of our classrooms.
ii. Create safe, brave, and inclusive environments for perspectives to
be shared.
Terms and Definitions
To best implement an equity plan, all stakeholders must share a common
language. Minimizing misunderstandings through a shared language will help
promote meaningful dialogue around equity and inclusion. Though a glossary
may not be exhaustive, its main goal is to provide a basic framework that
encourages meaningful dialogue.
Terms and Definitions in Action: Okemos Public Schools
The glossary below was adapted from Okemos Public Schools Equity Plan and
includes only an abbreviated version.
1. Authentic self - level of identity that is the real, true, genuine substance
of who a person is; who the person is at their absolute core; the part
of an individual that is not defined by external sources, pressures and/
or “expectations”; knowing one’s authentic self is an on-going process
of self-reflection, exploration, challenge, new insights, and personal and
professional growth.
2. Biological sex - the physical sex characteristics you are born with and
develop, including genitalia, body shape, voice pitch, body hair, hormones,
chromosomes etc.
3. Bias - the unfavorable judgment or evaluation of one group and its
members relative to another; expressed directly/explicitly:
a. Conscious - person is aware of his/her evaluation or judgment and
believes it is true or accurate.
b. Unconscious - person does not perceive or endorse the evaluation or
judgment; person is not aware of the consequences of unfavorable
judgment, but unconsciously perpetuates that thinking. Person is not
aware of societal influences on his/her judgment or evaluation and
internalizes social stereotypes in their thinking.
4. Cultural competency - a set of values, behaviors, attitudes, and practices
within a system, organization, program or among individuals and which
enables them to work eectively cross-culturally. An ability to reflect
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MICHIGAN DEPARTMENT OF CIVIL RIGHTS
on experiences with diverse cultures to demonstrate knowledge and
sensitivity. An ability or willingness to purposefully engage with others
and create an environment for productive and respectful relations
with others.
5. Culturally inclusive - being or creating an environment that
acknowledges, respects, values, and embraces diverse cultures. The
perspectives and contributions of each individual, including their
diversity are embraced and valued. In an inclusive environment, people
of all cultural orientations can: freely express who they are, their own
opinions and points of view; fully participate in teaching, learning,
work and social activities; feel safe from conscious or unconscious
mistreatment, harassment or unfair criticism.
6. Culturally responsive teaching - using diverse cultural characteristics,
experiences, and perspectives for teaching. It is based on the
assumption that when academic knowledge and skills are situated
within the lived experiences and frames of reference of students, they
are more personally meaningful, have higher interest appeal and are
learned more easily and thoroughly.
Organizational Structure
Putting systems in place that are designed to equip a school and
organization with the tools necessary to design and implement an equity
plan are key to successfully fulfilling the plan’s mission. Creating an internal
infrastructure can help keep schools accountable for making measurable
progress toward meeting their goals.
An organization should take several basic steps in their process of
embedding and operationalizing equity
1
. These steps include:
1. Designating a DEI person – Director of Equity – to oversee and
expand equity initiatives.
2. Establishing an internal core team made up of representatives from
all sectors of the organizations.
3. Engaging the internal core team in continuous learning
consciousness and cultural competency.
4. Developing the organization capacity to think systematically in
eorts to mitigate biases and unintended outcomes.
5. Creating resources, tools, and strategies to advance equity internally
and externally.
1
Steps originate from MDCR’s internal racial equity and cultural competency initiative to
operationalize equity, MDCR’s racial equity toolkit, GARE racial equity toolkit, and state
agency collaboration with equity and inclusion ocers and the Chief Equity and Inclusion
Ocer in the Executive Cabinet.
9
RESOURCE GUIDE TO DEVELOPING A SCHOOL EQUITY PLAN:
A Template to Operationalize Diversity, Equity, and Inclusion in Michigan’s K-12 Education System
Organizational Structure in Action: Guilford County Schools
Guilford County Schools in North Carolina created The Oce for Diversity, Equity
and Inclusion in 2006 to find solutions to the challenges minority students in their
district were facing. They now serve as the primary resource for their district to
operate in alignment with their vision and mission. Through an educational equity
lens, the oce:
• Oers professional learning and development with coordinated courses and
coaching that are centered around equity in education.
• Facilitates resource development, performs policy review, evaluates district
processes to ensure equity is thoroughly incorporated.
₀
This includes incorporation of equity through student assessments,
curriculum facilitations, and communications among sta and teachers.
Organizational Structure in Action: Portland Public Schools
Portland Public Schools in Oregon created several departments focused on
improving their eorts in diversity, equity, and inclusion, including:
Department of Community Engagement
• Core functions:
₀
Maximize the racial identity development of graduates.
₀
Prepare students to lead a more socially just world by partnering eectively
with school leaders, families, community organizations, faith-based
institutions, business, and civic leaders as key collaborators.
Department of Dual Language
• Core function:
₀
Close the opportunity gap for historically underserved students by
providing multiple pathways and entry points for students to become
bilingual and biliterate with a variety of programs oered to support the
diversity of levels of proficiency in the partner languages.
Department of Language Access Services
• Core function:
₀
Provide meaningful language access to linguistically and culturally diverse
parents and guardians by oering translated printed and digital materials,
qualified language interpreters, and support eective communication
between the district and its multilingual communities.
Department of Migrant Education
• Core function:
₀
Ensure that all migrant students reach challenging academic standards
and graduate with a high school diploma that prepares students for
further learning and productive employment.
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MICHIGAN DEPARTMENT OF CIVIL RIGHTS
Department of Racial Equity and Social Justice
• Core function:
₀
Evolve PPS Equity and Social Justice practices to a comprehensive, defined
framework with a clear system-wide equity and social justice actions and
measurable results that lead to improved outcomes for all students.
Department of Student Success and Health
• Core function:
₀
Provide student interventions and supports, sta development, resources
and technical assistance for schools, families, students, and community
partners to support academic success and social emotional well-being for
every child.
Portland Public Schools provides a foundational framework for how schools can
operationalize diversity, equity, and inclusion throughout their decision-making
processes and support services. Using an equity lens establishes a structure to
ensure schools are making measurable progress towards their vision, mission,
and goals.
SECTION 3 -
ADDITIONAL RESOURCES FOR
DEVELOPING AN EQUITY PLAN
2
Evaluating and Improving Curriculum
• Teaching Hard History - Southern Poverty Law Center
• Teaching the Movement: The State Standards We Deserve
• Gathering oral histories of the community - Edcouch-Elsa School District
• Culturally Responsive-Sustaining Education Framework - New York State
Developing Racial Consciousness and Cultural Competency
• Revamping Curriculum to Focus on DEI - Scarsdale Schools
• Focusing on Curriculum that is Representative of the Student Body- Portland
Public Schools
• Stages of Multicultural Curriculum Transformation - Critical Multicultural Pavilion
• How Students Can Meet Their Peers All Over the World
• Implicit Bias Module Series - Kirwan Institute
• Managing Unconscious Bias
• Courageous Conversations
• Harvard Project Implicit Bias
• Cultural Intelligence
2
Resources were also used to develop this Resource Guide
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RESOURCE GUIDE TO DEVELOPING A SCHOOL EQUITY PLAN:
A Template to Operationalize Diversity, Equity, and Inclusion in Michigan’s K-12 Education System
Equity Audits and Equity Lenses
• District Equity Audit - Framingham Public Schools
• Equity Audit - Portland, Maine Schools
• Using an Equity Lens
• Racial Equity Toolkit - GARE
• Racial Equity Toolkit - MDCR
Implementing an Asset Based Model in Schools
• Why Leaders Need to Promote an Asset Orientation in Our Schools
• 3 Steps to Developing an Asset-Based Approach to Teaching
• Asset-Based Pedagogies
Improving Educator Competency and Understanding
• Autonomy in Carrying Out Equity Plans
• Lunch and Learns
• Intercultural Development Inventory
• The Impact of Exclusion: Intent vs. Impact
• Mitigating Unconscious Bias in the Classroom
• K-12 School Districts Work to Improve Inclusion Through Teacher Training
Establishing New Policies
• Targeted Universalism: Policy and Practice
• Planning for Equity
• 9 Ways to Promote Equity in Our Schools
• Guiding Principles for Equity in Education
• Core Equity Values
• Equity in Early Education: The Principle
• Indicators of Educational Equity
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MICHIGAN DEPARTMENT OF CIVIL RIGHTS
ACKNOWLEDGEMENTS
The Michigan Civil Rights Commission wishes to acknowledge the eorts of the following
individuals in creating the Resource Guide to Developing a School Equity Plan.
Michigan Civil Rights Commission
Stacie Clayton, Chair
Zenna Faraj Elhasan, Vice-Chair
Bishop Ira Combs, Jr., Secretary
Richard Corriveau
Regina Gasco-Bentley
Anupama Kosaraju
Gloria E. Lara
Portia L. Roberson
Sue C. Carnell, Ph.D., Chief Deputy Superintendent,
Michigan Department of Education
Dr. Mit L. Foley, Assistant Superintendent of Secondary
Curriculum and Instruction and Athletics, Saginaw Public
School District
Alfredo Hernandez, DEI Director and Council Lead,
Michigan Department of Civil Rights
Tom Hinken, Social Studies Consultant, Muskegon Area
Intermediate School District
De'Ondre Hogan, Director of Diversity, Equity, and
Inclusion for Midland Public Schools
Naomi Khalil, Senior Executive Director of Equity and
Culture, Detroit Public Schools Community District
Kim Koeman, Senior Program Manager, Herman Miller
Cares, CEO Action for Racial Equity Fellow
Guillermo Z. López, Board of Education Trustee, Lansing
School District
Donna Lowry, M.D., President and CEO, Ready for School
Penny Miller-Nelson, Associate Superintendent, Midland
Public Schools
Dr. Pamela Pugh, State of Education Board Vice-
President, and City of Flint Public Health Policy and
Strategy Advisor
Lois Richardson, Mayor, City of Ypsilanti
Tom Richardson, MBA, MA, Administrator for Business
Development and Partnerships, Van Buren Intermediate
School District
Pam Schwallier, Ed.S., Director of EL and Bilingual
Programs, West Ottawa Public Schools
Dr. John Severson, Superintendent, Muskegon Area
Intermediate School District
Dr. Melissa Usiak, Michigan ASCD and MSU K-12 EAD
Theodora Vorias, Research Associate, Mathematica
Georgina Wilson, Ed.D., Assistant Professor of
Educational Leadership, Central Michigan University
Virginia Winters, School Culture and Climate Consultant,
Wayne RESA
Alena Zachery-Ross, Superintendent, Ypsilanti
Community Schools
CRC
MICHIGAN CIVIL RIGHTS COMMISSION