LCFF Priority 2
LCFF resources for this priority include implementation of academic content and performance standards for all students, including students who are English learners.
Issues of Equity
School leaders and LEA administrators understand that implementing state standards is a minimum requirement and does not guarantee that students learned the content.
IMPLEMENTING STATE STANDARDS
To engage in dynamic, high-quality implementation of the state standards, educators must understand the community they serve, and teachers must engage in ongoing, equity-centered professional learning grounded in asset-based assessment literacy.
- Understand communities, languages, and learning styles of historically marginalized populations
- Explore and address their own deeply held beliefs about students and high expectations
- Provide sustained, equity-centered professional learning to develop and support culturally proficient educators
- Engage in discourse and dialogue about equity, historical trauma, race, privilege, and bias
- Explore identities, mindsets, and skills in service of meeting diverse students’ needs and building student agency and voice (e.g., know ourselves, our students, our systems)
- Ensure adults understand the importance of cross-race/cross-belief dialogue
- Actively increase, recruit, and retain female students to math and science courses
- Engage students in academic content matters
- Allocate resources to support the goals for instruction and achievement of specific populations
- Support multilingual/heritage language academic programs and ethnic studies classes and pathways
- Advocate for diverse curriculum that represents students and communities in a positive light
- School systems must organize themselves to offer an asset-based, data-driven multi-tiered system of support
- Master schedules must offer "a-g"-aligned coursework to all students and provide open access and supports to Advanced Placement (AP) and International Baccalaureate (IB) Understand
Understand communities, languages, and learning styles of historically marginalized populations. While this suggestion might seem like common practice, we might ask:
- Are we keeping up with the changes as communities shift?
- How are we building cultural sync and rapport with the community we serve?
- Are our walls decorated with positive representations of different cultures and ethnicities?
- Do we believe that having an accent is a deficiency?
- Are we knowledgeable and aware about how our families share wisdom? How is knowledge shared through oral traditions, rituals, and learning?
- Do we tap into the richness of the community and invite them to mentor, model, and tell their stories to our shared children?