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of the moral universe is long, but it bends towards justice.
Dr. Martin Luther King, Jr.
What's Your Plan? The Local Equity Action Development (LEAD) Process
The process begins with the formation of a team representative of building level and corporation stakeholders. The team should be as diverse as possible and representative of the corporation with respect to program areas, race, ethnicity, and veteran/newer teachers.
The first step for the team is to review and discuss disproportionality data with a facilitator to guide the discussion.
Following the initial consideration of data, the team engages in a facilitated discussion on why disproportionality is occurring. Since the district's action plan is driven by what the members of the team believe is causing disproportionality, the hypotheses that are brought to the table are key to the development of a successful plan. Thus, it is crucial to have a diversity of views represented during this phase of the work, in order to ensure that a full range of hypotheses are represented. A discussion of the current literature on disproportionality is an important part of the process. In the past, we have drawn on resources developed by NCCRESt as well as the work of recognized leaders in the field such as Singleton, Tatum, Nieto and Ladson-Billings.
Once the hypotheses are developed and a consensus has emerged the team begins to develop an action plan.
Key Points for the Action Plan
Plans require collaboration across and ownership of general and special education.
Plans must be integrally linked with existing initiatives and draw upon the resources being used for those initiatives.
The proposed interventions should clearly address disproportionality. While the last point may seem obvious, we have found that, without such direction, teams will often look for "comfortable" solutions that may or may not address disproportionality.
Start small but recognize the complexity of addressing inequity.
The action plan outlines specific steps for the corporation to implement, usually beginning in a few pilot sites. The team then closely monitors the pilot and adapts the plan as necessary for the pilot to be successful. This phase can last from a few months to a school year and is followed with broader implementation of the successful steps that have been developed in pilot sites.