Equity

Equity Scrabble letters

Welcome to the WMS Equity Task Force webpage and thank you for visiting. Included on this page are resource links, definitions, student outcomes for advisory classes, and more. We view this work as important for our students and the OSD Board of Directors agrees as you can see in the Student Outcomes listed below. We also appreciate your support and questions you may have through this work. Please use this form to contact the ETF to share you questions, concerns or clarifications. 

 

 

 

Click here to watch the Open House  

 

 

 

Click here to view the WMS Staff Commitment Letter

 

Glossary:

 

Equity:  the fair treatment, access, opportunity, and advancement for all people, while at the same time working to identify and eliminate barriers that have prevented the full participation of marginalized group


Anti-racism: the practice of intentionally opposing racism 


BIPOC: Black, Indigenous, Person of Color 


Marginalization: a person or group of people who are treated as less than by other individuals with power, or/and systems of power


Systems of oppression: discrimination against a social group that is backed by institutional power


Transformative Social Emotional Learning: a process where students and teachers build strong, respectful relationships founded on an appreciation of similarities and differences; learn to critically examine root causes of inequity; and develop collaborative solutions to community and social problems. 

 

Standards:

OSD Student outcomes:

Outcome 4: Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.

Outcome 6: Be critical thinkers who contribute to and collaborate with our local, global and natural world.


Teaching Tolerance:

  • Identity - Bulldogs will recognize traits of the dominant culture, their home culture, and other cultures and understand how they negotiate their own identity in multiple spaces. 
  •  Diversity - Bulldogs will examine diversity in social, cultural, political, and historical contexts rather than in ways that are superficial or oversimplified.
  • Justice - Bulldogs will recognize that power and privilege influence relationships on interpersonal, intergroup, and institutional levels and consider how they have been affected by those dynamics. 
  • Action - Bulldogs will recognize their own responsibility to stand up to exclusion, prejudice, and injustice.

Advisory:

 Purpose:

 Advisory is the designated time for educators to connect and support students socially/emotionally. SEL includes students reflecting on their own experiences, feelings, and thoughts through their own lens. With the resources provided to us by the district, our job is to help students develop coping skills to process their local, global, and natural worlds. For our BIPOC students and marginalized students, systems of oppression such as racism are a part of their lived experience. In order for us at WMS to ensure that all students are seen, valued, and heard within our classrooms we must acknowledge and openly talk about how these systems may be impacting their well being and the way they perceive themselves and their worlds.

Curriculum Guide:

Identity

  •  Essential questions: What is identity? How is identity developed? How does identity affect our perceptions?

Diversity

  •  Essential questions: What is diversity? How is diversity experienced in different ways? 

Justice

  •  Essential questions: What is justice? How do stereotypes affect us? How does systemic discrimination influence our world? How does privilege influence justice?

Action

  •  Essential questions: What is action? What are different ways of understanding, experiencing, and taking action? How does action impact our way of understanding each other and our world?

 

 

 Tools we will be using to build our advisory lessons: 

 SEL + Equity → Transformative SEL

 

Resources families can use to help guide conversations at home: