Diversity, Equity, and Poverty Division

Racial Equity

Resources
Racial Equity Policy
School Racial Equity Plans
Racial Equity Plan Progress Tracker

This page is to be used as a reference for schools, staff, and the community as we work to improve student outcomes, particularly those who are systematically marginalized and disproportionately represented in certain aspects of Jefferson County Public Schools (JCPS).

Why Racial Equity?

Racial equity is something that, if we are not deliberate, becomes lip service and something that is talked about but not really addressed. In order for racial equity to be a fibrous part of what the district focuses on, there must be a shift in how, when, and why we improve outcomes for students (of color). In turn, racial equity and a plan to address it cannot be the responsibility of one central office department. Certain schools cannot be the only schools to usher in change and improvements. Nor can the pursuit of racial equity be “chased” by designated adults in all schools. 

Racial equity must be something that every adult in Jefferson County Public Schools (JCPS) must agree to face, fix, and fight for. Why? Because as JCPS continues to become more diverse, diversifying the ways in which we teach, accept, and engage students is paramount. In doing so, we actually accept the responsibility and mobilize the mission that is read at every board meeting — All Jefferson County Public Schools students graduate prepared, empowered, and inspired to reach their full potential and contribute as thoughtful, responsible citizens of our diverse, shared world.

The Racial Equity Policy is an elephantine step toward improvement only if it is manifested by staff in the system. Like many policies, this policy has potential to languish, weaken, and impact nothing if we do not introspect, investigate, and inquire about how and why we must change our perceptions, pedagogy, practices, policies, and positionality. To do anything other than unapologetically examine the impact of race and the role it plays in the school system is to explicitly accept outcomes that historically and persistently find many students of color on the declining side of the “opportunity and access" gaps.

Not moving past discussion and lingering on the poverty issue without accepting the fact that there is still a gap (in JCPS) between students of color who live in poverty as compared to their impoverished (white) peers, proliferates meritocracy and mutes systemic maligning that places far too much burden on the learner instead of the leader. In turn, students of color who are not on free and reduced-price meals still find themselves on the wrong side of the gap when compared to their peers with similar affluence and/or access to monetary support. The inequities faced by students of color — e.g., disproportionate suspensions, lack of access to seasoned and/or highly effective teachers, decreased likelihood of being identified as Gifted and Talented, having curricula that limits the contributions that their culture has made to the world stage, having curricula that exaggerates and exacerbates the dominant culture along with a litany of other implicit bias outcomes, harsher consequences for subjective offenses — are clear. Inasmuch, the approval of the Racial Equity Policy places a substantive amount of the accountability on us, not the students.

Racial Equity necessitates awareness, action, and accountability. Comfortability (for the most part) can only be a consideration for the student(s). Vulnerability, authenticity, and provisional practices that improve the way we teach, train, and treat students are the foci of a/this Racial Equity Policy. This policy could arguably be the most impactful policy JCPS has passed in several decades. We are poised to close the opportunity gap — only if we face, fix, and focus on racial equity.

—John D. Marshall, Ed.D., JCPS Chief Equity Officer

Racial Equity Policy, Resources, and Tools

JCPS Racial Equity Policy (PDF)
Equity Monitoring Progress Tool (EMPT)
Affirming Racial Equity (ARE) Tool
Racial Equity Analysis Protocol (REAP)
Equity Scorecard
Equity Screener
LEASE Tool

Resources

Equity Monitoring Progress Tool (EMPT)

The Equity Monitoring Progress Tool (EMPT) is a school-generated, district-evaluated report used to gauge how and to what degree individual schools are meeting the expectations of the JCPS Racial Equity Policy. It is used year-round to provide more robust systems of support as needed by individual schools. EMPTs provide a snapshot of work done across a single academic year; the collective EMPTs at any individual school comprise the school’s Racial Equity Profile.

Expectations for Use

In August of each year, school administrative teams should meet with their Zone Leadership Teams to discuss the previous school year’s evaluations and feedback. In conjunction with the Racial Equity Committee, the administrative team should then complete SMART Goals for each Domain of the EMPT. These collective goals are known as the Racial Equity Plan.

As the school year progresses, the Assistant Principal acting as the Racial Equity Lead should be meeting monthly with the Racial Equity Committee to ensure SMART Goals are being addressed, followed through on, and ultimately met. Additionally, the Racial Equity Lead should ensure the EMPT is populated monthly so that the end product represents all racial equity work done in a given school year.

The Racial Equity Profile and individual EMPT will improve clarity and communication between schools and their assigned Anti-Racist Specialist from the Department of Diversity, Equity, and Poverty (DEP). The Chief Equity Officer, DEP Executive Administrator, DEP Anti-Racist Specialists, Area Assistant Superintendents, and their Executive Administrators will closely monitor the entire profile throughout the school year.

Although a blank EMPT can be viewed online, school leaders should have access to their own school’s Racial Equity Profile. If access is needed, see below and contact the Anti-Racist Specialist assigned to your Zone. Those faculty and staff members directly involved in populating the EMPT should review the EMPT Guidebook, which contains essential information, resources, and support for successful completion.

Support

EMPT training is intended for new administrators, though all school leaders are invited to join.

Winter EMPT Training Details

EMPT Contacts

LaManda Moore Rodriguez
Elementary Zones 1, 3, and Early Childhood
Email LaManda Moore Rodriguez

Rachel Klein
Elementary Zone 2 & Middle School Zone 
Email Rachel Klein

Aven Cook
AIS & High School Zones
Email Aven Cook

Affirming Racial Equity (ARE) Tool

Racial Equity Walkthrough
ARE Tool
ARE Tool Guidebook

The Affirming Racial Equity (ARE) Tool is how the Department of Diversity, Equity, and Poverty (DEP) and District define culturally responsive teaching. It is a malleable and multi-faceted planning document that is expected to be incorporated into planning practices and professional feedback protocols for all content areas and grade levels.

Expectations for Use

The ARE Tool should be used throughout the PLC planning process to ensure all classroom educators consciously and purposefully incorporate racially equitable content and practices into their daily pedagogy and practices. Additionally, Academic Instructional Coaches and all other school-based Instructional Coaches can and should utilize this tool to coach and give feedback on the work being done in PLCs and classrooms. Administrative teams can and should utilize the corresponding Racial Equity Walkthrough to look for the observable aspects of the ARE Tool when conducting walkthroughs.

The ARE Tool is an open-source document, and the resources embedded within it are periodically updated. The ARE Tool Guidebook provides guidelines and resources for every role group responsible for its implementation, as well as training videos that can be utilized by faculty and staff within PLCs or whole groups.

Please note that while the ARE Tool is based on the Equity Framework, the two documents are not synonymous and should not be treated as such. When engaging with members of DEP, the expectation is that the ARE Tool is being implemented and utilized with fidelity.

Support

The ARE Tool Guidebook contains training videos embedded in each component and supplementary implementation materials. While schools are at various stages of adopting the ARE Tool, DEP is partnering with the Professional Development Department to ensure that all new classroom educators and those new to the District have a comprehensive understanding of it.

Administrative team members and any faculty or staff member can attend Office Hours with an Anti-Racist Specialist to receive personalized coaching and feedback around ARE Tool implementation. This time can also be utilized for school leaders to co-plan embedded professional learning for faculty and staff members struggling to implement and utilize the ARE Tool with fidelity. School-level trainings will generally not be provided by the Anti-Racist Specialists. They should never be accepted from departments within the district that are not the Department of Diversity, Equity, and Poverty.

ARE Contacts

LaManda Moore Rodriguez
Elementary Zones 1, 3, and Early Childhood
Email LaManda Moore Rodriguez

Rachel Klein
Elementary Zone 2 & Middle School Zone 
Email Rachel Klein

Aven Cook
AIS & High School Zones
Email Aven Cook

Racial Equity Analysis Protocol (REAP)

REAP Training Video
REAP Google Form (Schools)
REAP Template (School)
REAP Template (District)
REAP Best Practice Guide
REAP Instructions for Central Office
REAP Example 1
REAP Example 2
SBDM Council Member Resources

The REAP is an instrument to be used when school leadership is making decisions that impact students. The expectation is that this protocol is used for every said decision. In turn, should the screening of an idea or initiative (un)intentionally marginalize or negatively impact a group of students, leadership is to adjust the idea/plan, “run” the idea through the REAP again, and check inclusion.

Expectations for Use

The REAP is not just for new ideas and initiatives. Schools are expected to screen established practices using the protocol as well. Similarly, if established practices marginalize any student group, leadership should amend or end them.

When filtering items through the REAP:

  • Answer all questions and question parts

  • Ensure that a team that demographically represents stakeholders works together to answer questions on the REAP.

  • Explicitly state the race/ethnicity. For example, ‘ESL students’ is not an ethnicity.

  • Critically and thoughtfully answer the questions.

  • Use your data and the Equity Scorecard to check for inequities.

  • Avoid statements such as “We feel like” or “We think”- conduct research to be certain of responses.

Examples of Utilization

  • SBDM Meetings

  • ILT Meetings

  • Faculty Meetings

REAP Contacts

You can contact the following DEP team members for specific questions about the REAP:

Mr. Bryan Smith
Schools / District Offices
Email Bryan Smith

Mr. Ian Brandon
Community
Email Ian Brandon

Equity Scorecard

Equity Scorecard

The Equity Scorecard provides real-time data on academic proficiency, suspension, attendance, transition readiness, access and opportunity, and teacher demographics for the district. While most data are updated yearly (i.e., Kentucky Summative Assessment, transition readiness, teacher demographics, and access and opportunity), suspension and attendance are updated daily. Users should note, however, that suspension data do not include information on referrals.

The data are disaggregated by race and gender, so users can observe the performance by group. 

Expectations for Use

The Scorecard is to be used as a means for benchmarking and progress monitoring data for equity plans as schools continue to analyze any inequities. The scorecard is both inward and outward-facing, meaning that both the school and the community at large have access to review it and the data at any time. This card, along with the school equity plans, will exemplify the district’s commitment to transparency and codify our continued commitment to educational excellence.

Equity Scorecard Contact

Ms. Diyana Jones
Email Diyana Jones

Equity Screener

The Equity Screener is a tool utilized as part of the school and central office leadership (positions Grade 8 +) selection process, which calls for JCPS staff to address the historical marginalization and disproportionate outcomes of students of color. The Equity Screener establishes an expectation that all JCPS staff should be willing, able, and proven to lead with equity in mind. Candidates seeking school and central office leadership positions will be required to provide evidence of their competencies and demonstrated actions across four dispositions.

Disposition 1

Data-Driven Equity Solutions

Leader identifies and utilizes school data to confront inequities and improve outcomes for students of color through action.

Disposition 2

Culturally Competent Practice

Leader practices decision-making and responsiveness to ensure alignment to culturally competent practices school-wide.

Disposition 3

Disruptive Equity Leadership

Leader demonstrates actions and judgements that disrupts inequities in school(s)/department(s).

Disposition 4

Reflection & Growth on Equity Practice

Leader reflects on personal and professional growth as an equitable educator to influence practice .

Equity Screener Contact

Mr. Dwan Williams
Email Dwan Williams

Learn More

Leading for Equity, Accountability, Support, and Expectations (LEASE)

LEASE

LEASE is a document that focuses on identifying concerns, supporting school leaders, and ensuring systems are in place to strengthen racial equity.

Expectations for Use

LEASE provides leaders with an opportunity to reflect on their systems, programs, and priorities related to promoting and strengthening racial equity in their schools. 

LEASE Contact

Ms. Diyana Jones
Email Diyana Jones

School Racial Equity Plans 

Each spring, every school undergoes the Equity Monitoring Progress Tool (EMPT) self-assessment. This tool helps the school gauge how and to what degree it is meeting the expectations of the JCPS Racial Equity Policy. By the end of June, the Diversity, Equity, and Poverty (DEP) Department will review the school's assessment and provide feedback to the area assistant superintendent and executive administrator.

Following this review, assistant superintendents and/or executive administrators meet with school leadership to discuss the self-assessment results and the feedback received. Based on these discussions, each school forms a team called the Racial Equity Committee (REC). The REC then creates a Racial Equity Plan to improve equity within the school. This plan includes specific, measurable, achievable, relevant, and time-bound goals (SMART Goals). Importantly, these SMART Goals should include measurables from their Equity Scorecards to track progress effectively. These goals focus on improving key areas such as student academic performance, student sense of belonging at school, and the working conditions for teachers and staff.

Schools submit their completed equity plans by the end of August. To ensure ongoing progress, the REC reviews the schools' goals four times a year: in October, December (mid-year), February, and April (end-of-year). This regular monitoring helps the schools stay on track and adjust their plans as needed.

School Racial Equity Committees  

Each school will have a Racial Equity Committee (REC). The REC should monitor progress toward achieving the action steps and SMART goal associated with the domain focus from the EMPT. RECs must meet at least monthly but are free to meet as often as possible. 

2024-25 School Racial Equity Plans

If you should have questions as it relates to a school's racial equity plan, feel free to reach out to the school's administration directly.

District Racial Equity Plan Metrics

The Racial Equity Plan Progress Tracking Tool outlines the progress tracking framework for our District Racial Equity Plan. The tracker shows the focus of the goal for each Racial Equity Policy Tenet, the Direct Activities as a focus for addressing the goal, and the Progress Measure for each Direct Activity.  Each central office division is responsible for supporting progress towards the goals and providing relevant, up-to-date data, if available, bi-monthly.    Be mindful that data reporting may lag, as most items are tabulated at the end of each month.

Racial Equity Plan Progress Tracker