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Activity: District Self-Assessment
When designing change, teams start with an in-depth analysis of the history of their school(s), what is currently working well in the district, and where the district’s primary pain points are.
Cedar Rapids: Centering Student and Teacher Voice Through Empathy Interviews
Cedar Rapids Community School District (CRCSD) knew the data: there were stark academic outcome gaps across demographic groups in the district. To explore the root causes of these gaps, CRCSD conducted interviews with affected students and teachers,...
Activity: Conduct Empathy Interviews with Stakeholders
When designing change, teams ensure that stakeholders – students, families, teachers, and classified staff – are the primary sources of input for what change is necessary and what change might look like through direct interviewing.
Cedar Rapids: Getting Inspired by Standards-Based Grading
Cedar Rapids Community School District has a well-defined strategy for implementing competency-based learning. Amid implementation, however, they ran into challenges getting standards-based grading (a key part of their model) to really “stick” in...
Cedar Rapids: Getting Inspired by Real-World Relevance in Learning
Cedar Rapids Community School District has a well-defined Profile of a Graduate, or clear depiction of what a graduate of the district should know, feel, think, or believe; the profile focuses on ensuring that all Cedar Rapids graduates are ready...
Activity: Reflect on Equity in Your Process
When designing change, teams regularly pause and reflect on how equity is embedded in their change processes.
Mastery Charter Schools: Connecting Empathy Interviews and Blended Learning
When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning); this is often done via empathy interviews. Themes from...
Activity: Define a Problem of Practice
When designing change, teams define a problem to tackle, asking “How might we?” as a way to start to imagine a more equitable, resilient future of teaching and learning.
Activity: Match the Right Solution to Your Problem
When designing change, teams select solutions that reflect the needs and priorities of students, families, teachers, and classified staff.
Real-Time Redesign: Introduction
Why This Toolkit Exists School and system leaders undoubtedly want to remove barriers to equity, but it can often feel difficult to find the right time to make these changes. However, we believe that school and system leaders can make meaningful,...