We are excited to share a draft narrative of our equity journey that describes our history and commitment to equity, as well as our current work. This will soon be designed into a formal document.
This document reflects our beliefs and practices, which are foundational to our culture and practice of equity. These convictions and actions are a response to the unfortunate reality that due to society’s long-standing racism and injustice, class and ethnicity continue to be strong predictors of student achievement, career and college success and successful life experiences. It’s paramount that our own institutional practices and beliefs intentionally address these disparities. We are committed to confronting any systemic racism by cultivating a Glenbard culture of inclusion, belonging and high achievement for every student.
State education organizations that we partner with have powerful equity statements that guide our equity work:
Illinois State Board of Education Equity Statement
Illinois has an urgent and collective responsibility to achieve educational equity by ensuring that all policies, programs, and practices affirm the strengths that each and every child brings within their diverse backgrounds and life experiences, and by delivering the comprehensive support, programs, and educational opportunities they need to succeed.
Illinois Association of School Boards Equity Statement
Educational equity means that every student has access to the educational resources and rigor they need at the right moment in their education, and students’ needs are not going unmet due to race, ethnicity, dominant language, disability, gender, sexual orientation, religion, family background, and/or family income.
Illinois Principals Association Equity Statement
The IPA values diversity and equity in our schools and in our Association. The IPA’s Diversity and Equity Committee oversees the Association’s diversity and equity efforts which includes ensuring the IPA’s leadership and membership are reflective of the profession. Further, the Committee provides critical input into the development of the IPA’s professional learning program, Model Student Handbook procedures, and legislative positions.
We are fortunate to have a student population and community that is diverse and culturally rich. Our demographics include:
Through our Glenbard culture and practice of equity, our students, families and staff will be affirmed, treated fairly, impartially and non-judgmentally. Each student will receive the tools and resources they need to develop their full academic potential. Organizational equity will be achieved through shifting, adjusting and investing in policies, procedures, academic and cocurricular programing, intentional professional development and strategic hiring practices.
The actionable indicators of advancing our work around Glenbard culture and practice of equity will ensure we:
Our Profile of a Graduate and Profile of an Educator guide our work, including our vision of equity. Our Profile of a Graduate is a collection of capabilities that characterize our graduates, and our Profile of an Educator identifies the key qualities of the outstanding educators who work with our students and their families.
Profile of a Glenbard Graduate
Our Profile of a Graduate is our vision for the knowledge, skills and experiences our graduates will need to be successful in learning, work and life. Our graduates will: create, think critically, collaborate, communicate, embrace diversity and be self-empowered. The Profile of a Graduate is embedded in all unit design work, professional development, teacher evaluations and annual district goals in our Work Plan.
We are guided by the following key descriptions from our Profile of a Graduate trait of Embraces Diversity:
Profile of a Glenbard Educator
A racially conscious, diverse and culturally competent educator is critical in our equity and inclusion work. Our Profile of a Glenbard Educator features these attributes:
In the past 15 years, the initiatives and programs noted below have contributed to Glenbard’s culture and practice of equity. The progress of our relevant and effective equity and inclusion work today is, in part, due to the following efforts:
Minority Student Achievement Committee – This foundational district-wide committee, made up of students, staff, parents, community leaders and Board of Education members, met regularly from 2007 through 2016. This 70-member task force organized its work into groups that focused on:
The Minority Student Achievement Committee’s recommendations provided us with the momentum needed to continue this valuable conversation around equitable practices and beliefs throughout the district. A significant change in vocabulary to the Equity and Inclusion Committee and students and staff of color was made to convey our evolving understanding of purpose and affirming and respectful language in our work.
Courageous Conversations about Race Professional Development – Our staff is being trained in structured conversations to engage in, sustain and deepen interracial dialogue. Licensed staff, support staff and administrators are being trained in the Courageous Conversations protocol, which addresses racial disparities through safe, authentic and effective cross-racial dialogue. From 2018-2020, approximately 40% of staff have participated in this professional development.
Guaranteed and Viable Curriculum and a Course Sequence that Supports the Growth of Every Student – From 2008-11, all of our courses were aligned with the Common Core Standards to ensure that each student receives a guaranteed and viable curriculum. Basic classes were collapsed, and all students were provided with a guaranteed and viable curriculum in either regular or honors level courses.
Today, the curriculum is continuously improved to best reflect the needs of each of our students and align with our goals of equity and inclusion.
Board Commitments (formerly Beliefs and Convictions)
During the 2012-13 school year, the Board of Education and administration had an extensive discussion about our beliefs and convictions and collaboratively developed a document that details the following key principles:
8. We are committed to building a staff that reflects the diversity of our student body and our community.
The above commitments guided our work in establishing our ambitious goals for student achievement.
Board of Education Metric Scorecard and National Rankings
We have a legacy of setting ambitious goals for student achievement. In 2013, the Board of Education began a district scorecard that designated key annual achievement targets, including:
Also, each school tracks and updates its individual scorecard. Each school contributes to the progress on the overall district scorecard by identifying disproportionate performance by student groups and implementing key strategies and interventions.
Between 2013 and 2020, key gains in the Board of Education metrics included:
We believe that by giving more students access to advanced coursework, student achievement increases. Our schools have consistently ranked among the top high schools in the nation. We have been recognized for our students’ growth and achievement by:
Equal Opportunity Schools and Increasing AP Enrollment – To increase Advanced Placement enrollment among Black, Latinx and underserved students, we began a partnership with Equal Opportunity Schools (EOS) in 2014. EOS, which is a nonprofit organization, provides customized insight into identifying students who have the skills to succeed in AP coursework, recruiting strategies and support structures for students. Our partnership with EOS generated the following results from 2015-19:
Access and Opportunities through Student Leadership Experiences Each year, our Equity & Inclusion Committee develops programs to support our students of color and first generation students. Students who are the first in their family to attend college are known as first generation. Events include:
Glenbard Parent Series – Outreach to Families – Almost 50 Glenbard Parent Series (GPS) Navigating Healthy Families programs are offered annually for caregivers, staff and students. GPS is an educational consortium dedicated to presenting distinguished, relevant clinicians and educators who share research-based knowledge to enhance positive youth development, social-emotional learning and well-being. Free events are held during the day, evening and on Saturdays. There are programs for families of teens, middle school children and children as young as age 3.
We also offer a GPS Spanish series of programs in partnership with our Bilingual Parent Advisory Committee (B-PAC). Additionally, events are hosted by our Families United in Support of Equity and Excellence (FUSE) for all students, especially those who identify as Black or African American. FUSE is co-sponsored by the DuPage County Branch NAACP.
Recruitment, Hiring, Mentoring and Retaining Diverse Staff Research has shown the importance of having a licensed staff that reflects the diversity of the student population. We have made and continue to make a concerted effort to recruit, hire, mentor and retain the most qualified applicants and increase the percentage of licensed staff of color. This can be accomplished in the following ways:
Moving forward, we will continue the work of aligning our systems and processes where equity is a priority. Through continuous improvement, we are committed to building an environment where diversity is valued, families are appreciated and each student is respected, encouraged and supported in achieving educational outcomes. In addition, we are committed to integrating the competencies of our Profile of a Graduate and Profile of an Educator into our actions, Glenbard culture and all teaching and learning experiences.
The following are nine key work areas that will enable us to continue to build a Glenbard culture and practice of equity.
As the Board of Education fulfills its governance role, board members will ensure the goal of equity for all students is integrated into all policies and procedures. All written language will advance our students, families and staff being affirmed, treated fairly, impartially and non-judgmentally. Additionally, policies and procedures will ensure all students receive the tools and resources they need to develop their full academic potential.
Embraces Diversity is one of six key competencies for our Profile of an Educator. We are supporting this by:
These focus areas are embodied in numerous settings and provide opportunities to amplify student voices, provide brave spaces and strengthen connections to school communities.
Our goal for the 2020-21 school year encompasses encouraging leadership among our students. Our students have engaged in workshops and been instrumental in committees that have brought change to and increased awareness in our school district.
2020-21 School-Based Student Equity Teams
596 Crescent Blvd
Glen Ellyn, IL 60137