Equity and Access

We believe that every student, staff and community stakeholder should be treated equitably. Our focus is to eliminate disparities among all groups. ​​​​​​

The Core Beliefs That Guide Our Equity Work:

We have the courage and integrity to create the conditions for equity and excellence for all learners. All students can achieve when they are effectively taught how to learn and are held to high expectations. Schools will be excellent only when students of all racial groups are achieving at high levels. Each individual staff member must examine their own beliefs and change practices to counteract the contemporary and historic impacts of racism and discrimination. School districts must examine institutional beliefs and effect systemic change in policies, practices, and structures that perpetuate inequities based on race and class. The future of our democracy depends upon our will and skill to effectively educate all children.

Equity Lens

The goal of Central SD 13J's District Equity and Access Committee is to support the implementation of equitable practices throughout Central School District schools. The Equity Lens is a tool to (a) provide a common vocabulary and protocol for evaluating policies, programs, practices and decisions for equity and (b) produce policies, programs, practices and decisions which result in more equitable outcomes.

Equity Lens Guiding Questions:

For any policy, program, practice or decision, consider the following questions:

  1. Are we making a decision which will have an impact on students, staff or the community?

  2. Who are the racial/ethnic and other underserved groups affected? What is the potential impact of the decision on these group?

  3. In what ways does the decision being made ignore or worsen existing disparities or produce other unintended consequences? What is the impact on eliminating the opportunity gap?

  4. What are the barriers to more equitable outcomes? (e.g. time, mandated, political, emotional, financial, programmatic or managerial) What are the modifications we can make to our decision to overcome these barriers?

  5. How have we intentionally involved stakeholders who are also members of the communities affected by the decision?

  6. Once the decision is made, how will we collect information to find out if it is producing disparate impact? When will we revisit that data?

  7. Are we willing to re-evaluate this decision if we find it is producing a disparate impact?

Key Questions to consider when planning lessons

Think about how learners will engage with the lesson

  1. Does the lesson provide options that can help all learners regulate their own learning?

  2. Does the lesson provide options that all learners can sustain effort and motivation?

  3. Does the lesson provide options that engage and interest all learners?

Think about how information is presented to learners

  1. Does the information provide options that help all learners reach higher levels of comprehension and understanding?

  2. Does the information provide options that help all learners understand the symbols and expressions?

  3. Does the information provide options that help all learners perceive what needs to be learned?

Think about how learners are expected to act strategically and express themselves

  1. Does the activity provide options that help all students act strategically?

  2. Does the activity provide options that help all learners express themselves fluently?

  3. Does the activity provide options that help all learners physically respond?

District Services

Community Partnership

Curriculum and Instruction

Student Life

Student Services

Homeless Student Assistance (McKinney-Vento Act)



District Equity Committee report May 3, 2021

District Equity Committee report April 5, 2021