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Appendix C – Student Performance Data (Data Set #2)




Data Source1


Student Groups of Concern

 Actual Performance

Minimum/Desired Performance




















































1For example, Norm-referenced tests such as NeSA-R, statewide writing scores, district writing assessments, English Language Development Assessment (ELDA)

2For example, Hispanic, male, low SES, ELL, special education

Appendix D – Statements to Include in an Equity Audit

Equity Audit Statements 
Use this list to guide you as you create an Equity Audit. Include or modify statements to fit your school or district situation. Statements can be answered with the suggested scale, and should be followed by discussion of the evidence to support each statement rating.

1 – Strongly Agree
2 – Agree
3 – Disagree
4 – Strongly Disagree

Community and Parent Factors

  • We know the makeup of our community in regards to race and culture.
  • Meeting the needs of our diverse community is built in to all our school planning and practices.
  • Our staff has the knowledge and skills needed to work with a diverse community.
  • We build networks and connections with groups and individuals who represent different sections or our community.
  • We reach out to our community in meaningful ways and seek input on school decisions.
  • Our communication strategies (e.g. posters, website, materials, meetings) are appropriate for our diverse community.
  • Our budget includes resources such as interpreters or translators for staff and parents.
  • We speak respectfully about and to people from different races.
  • We speak respectfully about and to people from different cultural backgrounds.
  • We have parent involvement programs that address the needs of all cultural groups.

School Policy and Practice

  • Our school mission and vision statements include a stated commitment to equity and diversity.
  • We actively recruit teachers from diverse backgrounds.
  • Our new teacher induction and mentoring program includes equity and diversity components.
  • Our professional development addresses race, culture, and language.
  • We examine our school and organizational culture periodically to check for exclusive and inclusive practices.
  • We examine our school and districts traditions, events, and celebrations for exclusive and inclusive practices.
  • Our racial and ethnic representation in special education, advanced placement classes, honor classes, and gifted programs is balanced.
  • We have a program or plan to address intercultural conflict.
  • Our celebrations reflect various cultures and introduce the community to new cultures.

Classroom and Teacher Factors

  • Our teachers use effective teaching strategies to accommodate the needs of culturally diverse learners.
  • Our teachers use effective teaching strategies to accommodate the needs of linguistically-diverse learners.
  • Our teachers make intentional connections to students’ culture and prior knowledge.
  • Authentic student assessment is used to complement standardized tests.

Student Factors

  • We provide a variety of leadership opportunities for all students.
  • We have plans or programs in place to facilitate the adaptation of new students to our school environment.
  • We listen to students’ voices when making school decisions.
  • Our students interact with students of all races and cultures.

Curriculum and Instruction Factors

  • We use research-based strategies on various learning styles in our classrooms.
  • The literature selections in our curriculum reflect a variety of cultural perspectives.
  • Our instruction is differentiated to address all students’ needs.
  • Global perspectives are integrated into curricula at all grade levels.

Equity Audit Statements are adapted from:

Nelson, J. and Bustamante, R. (2007). The School-Wide Cultural Competence Observation Checklist.

Bustamante, R. (2008) The “Culture Audit”: A Leadership Tool for Assessment and Strategic Planning in Diverse Schools and Colleges. Version 1.2: March 23, 2008.

Affirm Organizational Development and Training (2009). Cultural Competence Audit.


Appendix K – Researching School Improvement Strategies

Use this worksheet to document effective strategies/interventions, practices, and related activities that may support each school improvement goal.

Goal Statement:



Research Summary: In this goal area, what does the research say are successful and effective practices?







School Experiences/Site Visitation: What have other schools with similar demographics done to address this goal? Is a site visit possible or appropriate?





Strategies/Interventions: Based upon this study process, what are three to five strategies/interventions the research team would recommend in this goal area?






Appendix F – Program Data (Data Set #4)



Use this worksheet to identify current policies, practices, and programs in your school or district that support equity and diversity. Teachers, counselors, and other stakeholders can help complete this data set. For example, teachers who organize multicultural programs can describe them and provide implementation information. Counselors might be able to describe and provide information about student support programs.

Policy, practice, and/or program

What does this look like? Describe it.

How does it support equity?

How does it support diversity?

Multi-cultural programs





Curriculum offerings





Extra-curricular programs





Student support programs





Professional development





Parent involvement





Community data












Appendix H – Policy Example


Portland Public Schools 
Racial Educational Equity Policy  

Spring 2011

The Board of Education for Portland Public Schools is committed to the success of every student in each of our schools.  The mission of Portland Public Schools is that by the end of elementary, middle, and high school, every student by name will meet or exceed academic standards and will be fully prepared to make productive life decisions.  We believe that every student has the potential to achieve, and it is the responsibility of our school district to give each student the opportunity and support to meet his or her highest potential.

In light of this mission and our beliefs, Portland Public Schools’ historic, persistent achievement gap between White students and students of color is unacceptable.  While efforts have been made to address the inequities between White students and students of color, these efforts have been largely unsuccessful.  Closing the achievement gap while raising achievement for all students is the top priority of the Board of Education, the Superintendent and all district staff.  Race must cease to be a reliable predictor of student achievement and success.1

In Portland Public Schools, for every year that we have data, White students have clearly outperformed Black, Hispanic and Native American students on state assessments in every subject at every grade level.  White students consistently graduate at higher percentages than students of color, while students of color are disciplined far more frequently than White students.  These disparities are unacceptable and are directly at odds with our belief that all students can achieve.  

The responsibility for the disparities among our young people rests with adults, not the children. We are aware that student achievement data from school districts across the country reveal similar patterns, and that complex societal and historical factors contribute to the inequities our students face.   Nonetheless, rather than perpetuating disparities, Portland Public Schools must address and overcome this inequity and institutional racism, providing all students with the support and opportunity to succeed. 

Portland Public Schools will significantly change its practices in order to achieve and maintain racial equity in education.  Educational equity means raising the achievement of all students while (1) narrowing the gaps between the lowest and highest performing students and (2) eliminating the racial predictability and disproportionality of which student groups occupy the highest and lowest achievement categories.2 The concept of educational equity goes beyond formal equality — where all students are treated the same — to fostering a barrier-free environment where all students, regardless of their race, have the opportunity to benefit equally.  Educational equity benefits all students, and our entire community.  Students of all races shall graduate from PPS ready to succeed in a racially and culturally diverse local, national and global community.  To achieve educational equity, PPS will provide additional and differentiated resources to support the success of all students, including students of color.  

In order to achieve racial equity for our students, the Board establishes the following goals:

A. The District shall provide every student with equitable access to high quality and culturally relevant instruction, curriculum, support, facilities and other educational resources, even when this means differentiating resources to accomplish this goal.

B. The District shall create multiple pathways to success in order to meet the needs of our diverse students, and shall actively encourage, support and expect high academic achievement for students from all racial groups. 

C. The District shall recruit, employ, support and retain racially and linguistically diverse and culturally competent administrative, instructional and support personnel, and shall provide professional development to strengthen employees’ knowledge and skills for eliminating racial and ethnic disparities in achievement.  Additionally, in alignment with the Oregon Minority Teacher Act, the District shall actively strive to have our teacher and administrator workforce reflect the diversity of our student body.  

D. The District shall remedy the practices, including assessment, that lead to the over-representation of students of color in areas such as special education and discipline, and the under-representation in programs such as talented and gifted and Advanced Placement.  

E. All staff and students shall be given the opportunity to understand racial identity, and the impact of their own racial identity on themselves and others.  

F. The District shall welcome and empower families, including underrepresented families of color (including those whose first language may not be English) as essential partners in their student’s education, school planning and District decision-making. The District shall create welcoming environments that reflect and support the racial and ethnic diversity of the student population and community.  In addition, the District will include other partners who have demonstrated culturally-specific expertise — including government agencies, non-profit organizations, businesses, and the community in general — in meeting our educational outcomes.

The Board will hold the Superintendent and central and school leadership staff accountable for making measurable progress in meeting the goals. Every Portland Public Schools employee is responsible for the success and achievement of all students.  The Board recognizes that these are long term goals that require significant work and resources to implement across all schools.  As such, the Board directs the Superintendent to develop action plans with clear accountability and metrics, and including prioritizing staffing and budget allocations, which will result in measurable results on a yearly basis towards achieving the above goals. Such action plans shall identify specific staff leads on all key work, and include clear procedures for district schools and staff.  The Superintendent will present the Board with a plan to implement goals A through F within three months of adoption of this policy.  Thereafter, the Superintendent will report on progress towards these goals at least twice a year, and will provide the Board with updated action plans each year.   

References:  “The State of Black Oregon: (The Urban League of Portland 2009); “Communities of Color in Multnomah County: An Unsettling Report” (Coalition of Communities of Color/Portland State University 2010); The Economic Cost of the Achievement Gap (Chalkboard Project 2010); The Hispanic/White Achievement Gap in Oregon (Chalkboard Project 2009); A Deeper Look at the Black-White Achievement Gap in Multnomah County (Chalkboard Project 2009); ORS 342.433.


1 For the purposes of this policy, “race” is defined as “A social construct that artificially divides people into distinct groups based on characteristics such as physical appearance (particularly color), ancestral heritage, cultural affiliation, cultural history, ethnic classification, and the social, economic, and political needs of a society at a given period of time. Racial categories subsume ethnic groups.”  Maurianne Adams, Lee Anne Bell, and Pat Griffin, editors. Teaching for Diversity and Social Justice: A Sourcebook. (2007).

2 Glenn Singleton and Curtis Linton. Courageous Conversations About Race, p. 46 (2006) 

Appendix E – Perceptual Data Summary (Data Set #3)



Summary: Use this worksheet to summarize the data collected from stakeholders by survey, interview, or focus group.

Stakeholder group

What did we ask?

What did we learn?






Certified Staff





Other Staff










Local policymakers





Other Stakeholders in the School, District, or Community





Appendix J – High School Strategies Example

Counselors will:

  • Actively target and enroll poor and underrepresented-ethnicity students for recruitment into college prep courses.
  • Assist in setting up a monitoring system to assess student performance and provide services where needed.
  • Involve families in students’ academic planning, course selections, and options regarding postsecondary choices.

Teachers will:

  • Implement successful instruction using high standards, latest research, technology, cooperative learning, and high-level thinking skills.
  • Actively seek professional growth experiences.
  • Strive for partnerships with parents regarding students’ academic experience.
  • Use assessments and other data on a regular basis to analyze and improve students’ learning.

Administrators will:

  • Set up a system to monitor progress toward increasing the numbers of poor and underrepresented-ethnicity students who enter postsecondary institutions.
  • Evaluate teachers and counselors in ways that recognize improvements in using assessments to guide student progress toward preparing for education and work after graduation.
  • Facilitate structuring time for staff development related to the plan’s objectives.
  • Promote collaboration between teachers, counselors, administrators, students, and parents to meet the plan’s objectives.
  • Analyze student achievement data with staff and use data for improvement of student learning.

Students will:

  • Demonstrate increased awareness of and enrollment in the required courses needed to meet their future career aspirations.
  • Use a variety of vehicles to voice their ideas and concerns in the school reform process.
  • Feel capable of achieving at high levels and know that their individual aspirations are important.
  • Attend school regularly and on time.
  • Participate more in school activities.
  • Decrease involvement in incidents that lead to suspensions, expulsions, and other disciplinary actions.

Parents and communities will:

  • Use a variety of vehicles to voice their ideas and concerns in the school reform process.
  • Show an increase in knowledge of courses their children should be enrolled in to reach their college and career aspirations.
  • Become informed advocates for closing the achievement gap.
  • Participate in and encourage their child’s educational growth.

1Permission to use has been granted from Johnson, R. S. (2002). Using data to close the achievement gap: How to measure equity in our schools. Thousand Oaks, CA: Corwin Press, Inc.

Appendix G – Emerging Goals Worksheet

This worksheet will help you identify the goal areas that are emerging from the four data sets you have collected. Two examples are completed for you.


Profile data


Is this a strength?


Is this a challenge?


Why is this important to our school or district?

On a scale from 1-5 (1 highest, 5 lowest) how important is it?

Reading performance of  our 3rd grade low-SES students is below proficient




Performance of any sub-group affects overall performance of our school.

Our 3rd grade students who are not low-SES are proficient on NeSA reading.



20% of our Hispanic students participate in the student leadership club




Many of our Hispanic students also are from low-SES families.

We want all students to participate in the student leadership club. We need to look at how many students from all subgroups are participating in the club.





























Appendix B – Demographic Data (Data Set#1)

Appendix L – Action Plan Worksheet

School Improvement Goal:







Research and Practice Supporting the Interventions:






Person(s) Responsible



Begin  End



Support and/or Staff Development












Data Type

Current Status (pre-intervention)

Desired Change



Student Performance (e.g., NeSA-R, grades)


Perceptual (e.g., teacher survey)


School practices and programs (e.g., leadership club membership)