NCSD Equity Lens Guidance for Use Holidays, Traditions, & Celebrations
The North Clackamas School District is a community of learners committed to equity and the success of each student. This commitment means that student success will not be predicted nor predetermined by race, ethnicity, family economics, mobility, language, gender, gender identity, sexual orientation, disability, or initial proficiencies.
Recognizing that each student has a unique identity is central to our work in education. District, school and classroom decisions, policies, and practices affect each student differently depending on the components of that student’s identity. Our commitment to equity supports fostering an inclusive and barrier-free environment in which everyone will fully benefit. To that end, the North Clackamas Equity Lens was developed to assist district staff and leaders when making decisions.
Additionally, NCSD also developed an equity lens to be used when evaluating holidays, traditions, and celebrations within the district. Like the NCSD Equity Lens questions, theses reflective questions were designed to open conversation where issues can be considered from multiple perspectives. There may not be a simple “yes” or “no” answer, and the lens is not intended to be a flow chart of responses. It is however, intended to cause individuals and decision-making groups to check assumptions, biases, and barriers in order to eliminate practices that lead to perpetuating disproportionate educational experiences, results, and injustices that based on the identifying characteristics of a student or group who are not members of the majority culture.
North Clackamas School District Equity Lens for use when Evaluating Holidays, Traditions, & Celebrations
As you consider the practices and traditions within your department and or building, utilize the following questions:
- Does this activity or tradition serve the department / school goals and align with the District's mission/ vision?
- Which group of students, staff, and parents does this activity or tradition positively and negatively affect?
- Will students, staff, or parents be made to feel like an outsider or not a full member of the community by this activity or tradition?
- Does the activity or tradition ignore or worsen existing disparities or produce other unintended consequences?
- Does this activity or tradition present a balance of information about cultures, groups, and or religions without promoting one over others?
- What other possibilities were explored?