EJC Action Plan Dashboard


2	Student Programming ** New action steps or progress notes appear in maroon.				Last update: November 11, 2022
3	⬤ Strategic Goal One: Focus on Directly Supporting a Student-Centered Experience				Completed (Tasks to launch or finish the initiative have been completed)	In Progress (Tasks to launch or finish the initiative have been started but are not yet complete)	Ongoing (This is an ongoing initiative designed to continue as a school program)	Notes/Updates
4	⬤ Strategic Goal Two: Evaluate Structures and Systems to Address Programmatic Gaps
5	⬤ Strategic Goal Three: Broaden EJC Practice
6	⬤	⬤	⬤	Lower School: Ensure that programming reflects more cultural diversity, backgrounds, and religions through assemblies and celebrations. Events include, but are not limited to;Diwali, Día de los Muertos, Black History Month, Hispanic Heritage Month, Asian, Asian American, and Pacific Islander Heritage Month, and Martin Luther King Day assemblies.
7	⬤	⬤	⬤	Lower School: Plan, research, and launch student EJC club for 3rd and 4th grade.
8	⬤	⬤	⬤	Lower School: Plan, research, and launch student affinity groups.				This program is ongoing and is in its second year.
9	⬤	⬤	⬤	Lower School: Launch the AMAZE Library Program to support equity through language.				Teachers have been trained in the program and we are in our second year.
10	⬤	⬤	⬤	Middle School: Strive to enhance advisory and assembly programming and make it more reflective of cultural diversity.				This will be an ongoing goal and advisory programming will be continuously reviewed.
11	⬤	⬤	⬤	Middle School: Implement the "This Book is Anti Racist" curriculum during the advisory period.				Students will receive seven lessons throughout the year.
12	⬤	⬤	⬤	Middle School and Upper School: Incorporate broader world perspectives in the history curriculum.				The curriculum review process is currently in progress for social studies and history. This is an all-school process
13	⬤		⬤	Middle School: Work with affinity groups, and create an EJC student club.
14	⬤	⬤		Upper School: Jointly determine a regular schedule for meeting with student leadership groups.				Student clubs, activities, and leadership are now coming back after a downturn during the pandamic. We hope to revisit this during the spring semester of 2023.
15	⬤	⬤	⬤	Upper School: Work with students and administrators on supporting and refining student-run programming.				This involves centralized support for faculty advisors and student leaders through the Center for Ethical Leadership.
16	⬤	⬤	⬤	Upper School: Work with affinity groups, and create an EJC student club.
17	⬤	⬤		Redefine the divisional EJC coordinator positions to prioritize student programs.
18	⬤			Implement the Buddy Program: Students have the opportunity to be paired with another student from a different division to increase community across divisions.
19	⬤		⬤	Work with the Anti Defamation League (ADL) to implement an anti-bias and anti-bullying student leadership program through the Center for Ethical Leadership.				Planning for SY - 2022/23 - Spring
20	⬤		⬤	Create and implement an US course supplement lesson to standardize the contextualization of and use of appropriate code words for racial and other offensive slurs in literature, historical contexts, and social settings.				These lessons will occur each year. Teachers have been informed that certain words are off limits, even in the educational space.
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22	Employee Programming
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24	⬤ Strategic Goal One: Focus on Directly Supporting a Student-Centered Experience				Completed (Tasks to launch or finish the initiative have been completed)	In Progress (Tasks to launch or finish the initiative have been started but are not yet complete)	Ongoing (This is an ongoing initiative designed to continue as a school program)	Notes/Updates
25	⬤ Strategic Goal Two: Evaluate Structures and Systems to Address Programmatic Gaps
26	⬤ Strategic Goal Three: Broaden EJC Practice
27	⬤	⬤	⬤	Professional development: Continue with SEED training and mandatory EJC training; ensure that professional development days incorporate EJC values and practices.				A successful professional development half-day program was conducted on December 14th. Faculty and staff had the opportunity to choose from several workshops that focussed on social justice, art, leadership, and the environment.
28	⬤	⬤		Faculty evaluation: Initiate growth and evaluation procedure reviews.				The new faculty and staff evaluation tools and protocols have been rolled out.
29	⬤	⬤	⬤	Create affinity spaces and small-group and one-on-one engagements, including employee resource groups.
30	⬤		⬤	Create a resource page in Canvas for EJC materials, such as resources for teaching anti-racism.				The canvas page has been created and we will continue to update it with relevant resources as they become available.
31	⬤	⬤	⬤	Establish the Señora Supervía Chair for Spanish and Latin American Studies and work to establish the African and African American Studies Chair.				Slivana Niazi has been named the Endowed Chair for Spanish and Latin American Studies. She has led our community through a variety of engagine activities and events throughout the fall in celebration of Hispanic Heritage Month.
32	⬤	⬤	⬤	Leverage the Howard University partnership in order to supplement and enhance the Center for Teaching and Learning and professional development.				Howard University professors are consistently invited to participate in our professional development offerings.
33	⬤	⬤	⬤	Expand the relationship with the Howard University School of Education to sponsor student teachers and to develop possible future employees.				Howard University student teachers assisted in the Lower School during the 2020-21 School year.
34	⬤		⬤	Create and implement an US course supplement lesson to standardize the contextualization of and use of appropriate code words for racial and other offensive slurs in literature, historical contexts, and social settings.				The MS currently has a supplemental lesson to proceed the teaching of "To Kill A Mockingbird"
35	Broader Community Programming to Include Parents and/or Alumni
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37	⬤ Strategic Goal One: Focus on Directly Supporting a Student-Centered Experience				Completed (Tasks to launch or finish the initiative have been completed)	In Progress (Tasks to launch or finish the initiative have been started but are not yet complete)	Ongoing (This is an ongoing initiative designed to continue as a school program)	Notes/Updates
38	⬤ Strategic Goal Two: Evaluate Structures and Systems to Address Programmatic Gaps
39	⬤ Strategic Goal Three: Broaden EJC Practice
40	⬤	⬤	⬤	EJC Discussion Events: Invite and engage the broader community in various areas of discussion.				Examples: New Roads partnership, Immigrant History community presentation, My Beautiful Black Hair presentation.
41	⬤	⬤	⬤	Work with the community’s affinity, EJC, and Quaker Life committees.
42	⬤	⬤	⬤	Support community-based affinity group and parent initiatives.
43	⬤	⬤	⬤	Collect qualitative data through focus groups with community stakeholders.				Focus group information will be collected in conjunction with the Mental Health Task Force work.
44	⬤		⬤	Work with the Immigrant History Initiative(IHI) to provide community education around the histories of immigrant diasporas and issues around anti-immigrant hate.				We held a successful parent workshop facilitated by the IHI for all parents in December that focussed on issues affecting the Asian American and Pacific Islander community and how to address them at home. We will continue to work with IHI for parent engagement.
45				Work with Howard University to plan and produce a summer race and equity conference for local educators and workforce leaders				The inaugural LEAD Conference was a success. It was held at Sidwell Friends in August of 2022. We are now in preparation to hold our second conference on July 31 - August 2, 2023.
46			⬤	Partner with the New Roads School in Santa Monica, California to co-host the Critical Conversations Speaker Series. This series will feature three speakers for the 2021-22 school year. This year, our speakers were Professor Loretta Ross, Van Jones, and Mark Bradford.				We were happy to help sponsor three conversations this school year. Please see the following website for transcripts and videos of the conversations. https://www.criticalconversations.com/#previous
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48	Institutional Initiatives and Programming to Include Administration, the Board of Trustees, and Non-Academic Departments
49	⬤ Strategic Goal One: Focus on Directly Supporting a Student-Centered Experience				Completed (Tasks to launch or finish the initiative have been completed)	In Progress (Tasks to launch or finish the initiative have been started but are not yet complete)	Ongoing (This is an ongoing initiative designed to continue as a school program)	Notes/Updates
50	⬤ Strategic Goal Two: Evaluate Structures and Systems to Address Programmatic Gaps
51	⬤ Strategic Goal Three: Broaden EJC Practice
52	⬤	⬤	⬤	Implement the Student First Framework across all divisions and departments.				All professional development workshops are focussed on questions or themes from the Student First Framework.
53	⬤	⬤		Create and communicate a redefined administrative process and structure to receive, evaluate, address, and resolve complaints and concerns of equity with clearly communicated expectations for response and mitigation.				We will re-invigorate this initiative once we have adjusted more fully to the dynamics of the pandemic.
54	⬤	⬤		Identify areas that are in need of implementing evaluation and data-collection protocols. Create data-collection systems and protocols that target information necessary to answer essential questions.				New data collection protocols have been implemented across divisions for Student Support Teams and discipline tracking. We are in the proceess of analyzing the data from the 2021-22 school year.
55	⬤	⬤		Collect quantitative and qualitative data in order to answer essential questions.				Data collection around discipline issues and student support has begun and is currently being analyzed. The next portion of data to be collected and analyzed will be academic data.
56	⬤	⬤	⬤	Evaluate and assess departmental practices and policies for equity using the Student First Framework as a guide, and make recommendations for change or adjustment.				Department heads and student support teams have been using this framework as a tool to discuss student success and innovate solutions.
57	⬤	⬤		Restart the curriculum review process.				The Center for Teaching and Learning will lead this process for the History and Math curricula. The Math curriculum review process was completed and new curricula have been implemented in the Lower and Middel Schools. During the 2022-23 school year, placement practices will be reviewd and refined.