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Hayward USD |  AR  0410.1  Philosophy, Goals, Objectives and Comprehensive Plans

Equity For All   

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The Superintendent or designee will establish a process for developing and regularly reviewing the district's Equity Action Plan and direction which includes:

1. Clearly defined procedures, timelines and responsibilities.

2. Identification of the strength and needs of the district.

As part of this process, the Superintendent or designee will provide the Governing Board with relevant district documents and data, including current information about student demographics, student achievement, student enrollment patterns, current programs and recent program cuts, staffing and professional development needs, budget trends, facilities, technology, and emerging educational issues.

3. Input from parents/guardians, students, staff and community members through procedures which will include surveys, focus groups, advisory committees and/or public meetings and forums.

4. Board adoption of district Equity Action Plan at a public meeting.


School Community includes, but is not limited to, all teachers, support staff, parents, administrators, students, coaches, volunteers (school and community), school board members, and designees of the school site or district.

Equity is raising the achievement of all students while eliminating the gap between the highest and lowest performing students; and the predictability and disproportionality of which student groups occupy the highest and lowest achievement categories.

Equitable opportunity is a context in which all schools consistently provide a supportive, academically rigorous learning environment where all students meet, and or exceed, grade level standards in the courses necessary to be eligible for post-secondary education.

Anti-racism is a conscious and deliberate, individual and collective action that challenges the impact and perpetuation of institutional racial power, position and privilege.

Underrepresented groups are students who are not achieving academically, can be identified by race, gender, LGBTQ, social economic status, English Language Learners, disability, and disproportionably occupy the lowest achievement categories.

Site Equity Action Team consists of a minimum of 3-5 members that represents the diversity of the school community.

1. Each group will have a trained facilitator to ensure that there are no barriers, and no discouragement of creative solutions and ideas from team members.

1. Site Equity Action Teams will use district template developed to identify strengths/weaknesses at the site, in alignment with the District Equity Plan.

a. A rubric measuring the level of implementation will be used at each site.

b. Information will be gathered through the following means:

(1) Surveys

(2) Focus groups

(3) Advisory Committees (such as SSC, and ELAC)

(4) Public meetings and forums

Site Equity Action Team

A Site Equity Action Team shall review and monitor relevant site documents and data, including current information and patterns in the following areas:

1. Student demographics (i.e. racial/ethnic composition; % enrolled in A-G courses; % enrolled in AP and Honors classes; % enrolled in GATE program

2. Student achievement, disaggregated by race, ethnicity, gender and socioeconomic status

3. Student population patterns

4. Programs and recent program cuts in alignment with professional development needs

5. Emerging educational issues

Examination of Institutional Barriers

Each site will eliminate policies, practices, and procedures that promote, and or maintain, institutional barriers to academic success for underrepresented groups including:

1. Requiring course pre-requisites (such as teacher recommendations, and GPA requirements in AP, Honors courses) Maintaining

2. Maintaining basic and or remedial courses that are not aligned to A-G requirements and/or state standards.

3. Limiting or denying Universal Access to the core curriculum for all students.

4. Denying or limiting information re: Parental Choice in program selection.

Monitoring Implementation and Effectiveness of District Policies at the Site Level

Each site must align policies, practices and procedures to the District Equity Plan. Sites must tailor their policies, practices and procedures in order to address the needs of their school community.

1. Site policies, practices, and procedures must be aligned to Board Policy on Equity and the District Equity Action Plan.

2. Sites must address the following questions as they accomplish the task of adhering to Board Policy and the District Equity Action Plan:

a. What do we expect from proposed changes in policies, practices and procedures currently in place?

b. What are the pitfalls we want to avoid?

c. How will we monitor and review progress towards implementation and alignment of our site policies, practices and procedures with District requirements?

Each site will develop procedures to ensure that input from parent/guardians, students, staff and community members is collected annually in a thorough and systematic manner. These procedures shall include but not be limited to the following:

1. Surveys

2. Focus groups

3. Advisory committees (such as SSC, ELAC)

4. Public meetings and forums

Data collected through site input from parents/guardians, students, staff and community members, will be forwarded to the District Equity Task Force for annual monitoring and review.

(cf. 0400 - Comprehensive Plans)

(cf. 1220 - Citizen Advisory Committees)

(cf. 6020 - Parent Involvement)


approved: October 9, 2002 Hayward, California

revised: September 14, 2005