Antiracist System Audit

[Anonymous]

Anonymous wrote:Another study costing a ton of money that will sit on a shelf. Or be studied some more. Or create more studies. MCPS wastes so much time and money!

+1. Let's shelve all these studies for 10 years and use the money to get more teachers in classrooms and reduce classroom sizes. ES class sizes at focus schools need to be cut in half. If that doesn't work at all, then they go back to doing studies.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Any specific recommendations come out of the newly released anti-racist audit?

Report Recommendations
To succeed, the audit findings suggest that MCPS organize around a series of recommendations that do not add more programs or initiatives.

The recommendations are:

Coherence: The district must develop a systemic, coherent plan to address the issues identified. This plan should be co-constructed with the community and articulate a vision and strategy for district improvement across the organization. MCPS should develop a theory of change centered on racial equity that represents what matters most to the community.

Accountability for Racial Equity Work: MCPS must create mechanisms and processes for consistent outward accountability of its racial equity work to ensure the consistent implementation of the district’s racial equity-centered vision across organizational levels.

Equity-Centered Capacity Building: The successful planning and implementation of a districtwide racial equity vision and coherent strategy require equity-centered capacity building. Professional learning needs to be systematic and ongoing. Families, students and community members must be included in professional learning opportunities to create authentic collaborations and partnerships.

Continuous Data Collection: The successful planning and implementation of a districtwide strategy for racial equity requires ongoing data collection to evaluate the effectiveness of strategies and determine areas for revision. Interim and formative data points are critical to ensure MCPS is being adaptive and responsive to district needs.

Relational Trust: The successful planning and implementation of a districtwide racial equity strategy requires MCPS to develop systems, procedures and practices that increase relational trust between the district and the community. Relational trust relies on multiple factors, including continuous communications, opportunities for feedback, deliberate conversations, transparency and execution of stated objectives.

Other Recommended Actions
Beyond these recommendations, the report states that it is equally important to ensure the district has:

Ongoing Community Engagement: MCPS should continue its commitment to ongoing, repeat, two-way community engagement to build trust and meet system goals for antiracism.

Next Steps: Development of a comprehensive plan created with the community and presented by March 2023. This provides the time to engage the whole community and develop specific strategies, measures and milestones.

https://ww2.montgomeryschoolsmd.org/press/index.aspx?pagetype=showrelease&id=13206&type=&startYear=&pageNumber=&mode=

These proposals amount to platitudes. You know New Zealand is implementing a “plain language” in government? That might be a good idea here. Just clearly convey the exact things you want.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Any specific recommendations come out of the newly released anti-racist audit?

Report Recommendations
To succeed, the audit findings suggest that MCPS organize around a series of recommendations that do not add more programs or initiatives.

The recommendations are:

Coherence: The district must develop a systemic, coherent plan to address the issues identified. This plan should be co-constructed with the community and articulate a vision and strategy for district improvement across the organization. MCPS should develop a theory of change centered on racial equity that represents what matters most to the community.

Accountability for Racial Equity Work: MCPS must create mechanisms and processes for consistent outward accountability of its racial equity work to ensure the consistent implementation of the district’s racial equity-centered vision across organizational levels.

Equity-Centered Capacity Building: The successful planning and implementation of a districtwide racial equity vision and coherent strategy require equity-centered capacity building. Professional learning needs to be systematic and ongoing. Families, students and community members must be included in professional learning opportunities to create authentic collaborations and partnerships.

Continuous Data Collection: The successful planning and implementation of a districtwide strategy for racial equity requires ongoing data collection to evaluate the effectiveness of strategies and determine areas for revision. Interim and formative data points are critical to ensure MCPS is being adaptive and responsive to district needs.

Relational Trust: The successful planning and implementation of a districtwide racial equity strategy requires MCPS to develop systems, procedures and practices that increase relational trust between the district and the community. Relational trust relies on multiple factors, including continuous communications, opportunities for feedback, deliberate conversations, transparency and execution of stated objectives.

Other Recommended Actions
Beyond these recommendations, the report states that it is equally important to ensure the district has:

Ongoing Community Engagement: MCPS should continue its commitment to ongoing, repeat, two-way community engagement to build trust and meet system goals for antiracism.

Next Steps: Development of a comprehensive plan created with the community and presented by March 2023. This provides the time to engage the whole community and develop specific strategies, measures and milestones.

https://ww2.montgomeryschoolsmd.org/press/index.aspx?pagetype=showrelease&id=13206&type=&startYear=&pageNumber=&mode=

Literally what does any of this mean / are there any actual actions, beyond a lot of packaged buzzwords?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What does racial equity work look like when there is no proof that disparities in any particular measure means there is bias?

Why not just meet every child where they are and go from there?

This is such a racist dog whistle. Any such disparities are due to systemic inquities in the classroom.

It isn't racist. It's intelligent inquiry. Association is not causation.

But if you build policy on association, you end up with unintended, and often harmful impacts. And no guarantee you actually fix anything.

Schools can't equalize outcomes when some kids are born and remain in poverty when others come from outrageous wealth.
Schools can't equalize outcomes when some kids have robust health insurance coverage that pays for neuropsych exams and years of therapy when other kids have nothing.
Schools can't equalize outcomes when some kids are homeless and others have stable homes, stable transportation, etc.
Schools can't equalize outcomes when some kids have parents with mental health or substance misuse disorders and other kids have parents with no additional medical needs.
Schools can't equalize outcomes when some kids have parents who can run to the store for the supplies they need for a last minute project and others can't.


If we ignore those systematic inequities outside of school, we have no hope of improving things within schools.

There is plenty of evidence nationally, and MCPS data is consistent with this though what they release is limited, that race by itself predicts outcomes (independent from class). When you break down the data by race and income, you see that Black children from high-income families do significantly worse than White children from high-income families. You insist that there's no proof, but you haven't even looked.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any specific recommendations come out of the newly released anti-racist audit?

Report Recommendations
To succeed, the audit findings suggest that MCPS organize around a series of recommendations that do not add more programs or initiatives.

The recommendations are:

Coherence: The district must develop a systemic, coherent plan to address the issues identified. This plan should be co-constructed with the community and articulate a vision and strategy for district improvement across the organization. MCPS should develop a theory of change centered on racial equity that represents what matters most to the community.

Accountability for Racial Equity Work: MCPS must create mechanisms and processes for consistent outward accountability of its racial equity work to ensure the consistent implementation of the district’s racial equity-centered vision across organizational levels.

Equity-Centered Capacity Building: The successful planning and implementation of a districtwide racial equity vision and coherent strategy require equity-centered capacity building. Professional learning needs to be systematic and ongoing. Families, students and community members must be included in professional learning opportunities to create authentic collaborations and partnerships.

Continuous Data Collection: The successful planning and implementation of a districtwide strategy for racial equity requires ongoing data collection to evaluate the effectiveness of strategies and determine areas for revision. Interim and formative data points are critical to ensure MCPS is being adaptive and responsive to district needs.

Relational Trust: The successful planning and implementation of a districtwide racial equity strategy requires MCPS to develop systems, procedures and practices that increase relational trust between the district and the community. Relational trust relies on multiple factors, including continuous communications, opportunities for feedback, deliberate conversations, transparency and execution of stated objectives.

Other Recommended Actions
Beyond these recommendations, the report states that it is equally important to ensure the district has:

Ongoing Community Engagement: MCPS should continue its commitment to ongoing, repeat, two-way community engagement to build trust and meet system goals for antiracism.

Next Steps: Development of a comprehensive plan created with the community and presented by March 2023. This provides the time to engage the whole community and develop specific strategies, measures and milestones.

https://ww2.montgomeryschoolsmd.org/press/index.aspx?pagetype=showrelease&id=13206&type=&startYear=&pageNumber=&mode=

Literally what does any of this mean / are there any actual actions, beyond a lot of packaged buzzwords?

Isn't the purpose of the audit to find the issues? The solutions need to be determined in collaboration with the community - that's a central aspect of anti-racist work. And that's what this audit is recommending. Not that I have any faith at all that MCPS will do this in any meaningful way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any specific recommendations come out of the newly released anti-racist audit?

Report Recommendations
To succeed, the audit findings suggest that MCPS organize around a series of recommendations that do not add more programs or initiatives.

The recommendations are:

Coherence: The district must develop a systemic, coherent plan to address the issues identified. This plan should be co-constructed with the community and articulate a vision and strategy for district improvement across the organization. MCPS should develop a theory of change centered on racial equity that represents what matters most to the community.

Accountability for Racial Equity Work: MCPS must create mechanisms and processes for consistent outward accountability of its racial equity work to ensure the consistent implementation of the district’s racial equity-centered vision across organizational levels.

Equity-Centered Capacity Building: The successful planning and implementation of a districtwide racial equity vision and coherent strategy require equity-centered capacity building. Professional learning needs to be systematic and ongoing. Families, students and community members must be included in professional learning opportunities to create authentic collaborations and partnerships.

Continuous Data Collection: The successful planning and implementation of a districtwide strategy for racial equity requires ongoing data collection to evaluate the effectiveness of strategies and determine areas for revision. Interim and formative data points are critical to ensure MCPS is being adaptive and responsive to district needs.

Relational Trust: The successful planning and implementation of a districtwide racial equity strategy requires MCPS to develop systems, procedures and practices that increase relational trust between the district and the community. Relational trust relies on multiple factors, including continuous communications, opportunities for feedback, deliberate conversations, transparency and execution of stated objectives.

Other Recommended Actions
Beyond these recommendations, the report states that it is equally important to ensure the district has:

Ongoing Community Engagement: MCPS should continue its commitment to ongoing, repeat, two-way community engagement to build trust and meet system goals for antiracism.

Next Steps: Development of a comprehensive plan created with the community and presented by March 2023. This provides the time to engage the whole community and develop specific strategies, measures and milestones.

https://ww2.montgomeryschoolsmd.org/press/index.aspx?pagetype=showrelease&id=13206&type=&startYear=&pageNumber=&mode=

These proposals amount to platitudes. You know New Zealand is implementing a “plain language” in government? That might be a good idea here. Just clearly convey the exact things you want.

You're presuming they want to convey things. If they spell things out clearly, there might be public dissent. By phrasing things in incomprehensible ways, there is less public reaction, but when actual substantive policies are introduced, advocates can cite the vague word salad as having provided direction for their particular policy.

[Anonymous]

The far-right shills are on a real tear today, dredging up all these non-issues.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What does racial equity work look like when there is no proof that disparities in any particular measure means there is bias?

Why not just meet every child where they are and go from there?

This is such a racist dog whistle. Any such disparities are due to systemic inquities in the classroom.

It isn't racist. It's intelligent inquiry. Association is not causation.

But if you build policy on association, you end up with unintended, and often harmful impacts. And no guarantee you actually fix anything.

Schools can't equalize outcomes when some kids are born and remain in poverty when others come from outrageous wealth.
Schools can't equalize outcomes when some kids have robust health insurance coverage that pays for neuropsych exams and years of therapy when other kids have nothing.
Schools can't equalize outcomes when some kids are homeless and others have stable homes, stable transportation, etc.
Schools can't equalize outcomes when some kids have parents with mental health or substance misuse disorders and other kids have parents with no additional medical needs.
Schools can't equalize outcomes when some kids have parents who can run to the store for the supplies they need for a last minute project and others can't.


If we ignore those systematic inequities outside of school, we have no hope of improving things within schools.

There is plenty of evidence nationally, and MCPS data is consistent with this though what they release is limited, that race by itself predicts outcomes (independent from class). When you break down the data by race and income, you see that Black children from high-income families do significantly worse than White children from high-income families. You insist that there's no proof, but you haven't even looked.

Association isn’t causation.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What does racial equity work look like when there is no proof that disparities in any particular measure means there is bias?

Why not just meet every child where they are and go from there?

This is such a racist dog whistle. Any such disparities are due to systemic inquities in the classroom.

It isn't racist. It's intelligent inquiry. Association is not causation.

But if you build policy on association, you end up with unintended, and often harmful impacts. And no guarantee you actually fix anything.

Schools can't equalize outcomes when some kids are born and remain in poverty when others come from outrageous wealth.
Schools can't equalize outcomes when some kids have robust health insurance coverage that pays for neuropsych exams and years of therapy when other kids have nothing.
Schools can't equalize outcomes when some kids are homeless and others have stable homes, stable transportation, etc.
Schools can't equalize outcomes when some kids have parents with mental health or substance misuse disorders and other kids have parents with no additional medical needs.
Schools can't equalize outcomes when some kids have parents who can run to the store for the supplies they need for a last minute project and others can't.


If we ignore those systematic inequities outside of school, we have no hope of improving things within schools.

There is plenty of evidence nationally, and MCPS data is consistent with this though what they release is limited, that race by itself predicts outcomes (independent from class). When you break down the data by race and income, you see that Black children from high-income families do significantly worse than White children from high-income families. You insist that there's no proof, but you haven't even looked.

Association isn’t causation.

I mean there are a lot of studies showing the mechanism of how things work. Studies that show PRESCHOOL teachers look for bad behaviors in Black boys in ways they do not for White boys. This is not rocket science. To throw your hands up and say, "whelp, we can't do a double blind randomized trial, so let's just not address this" is a really disingenuous approach and I would argue you are intentionally upholding systematic racism. It is just too ridiculous, sorry.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What does racial equity work look like when there is no proof that disparities in any particular measure means there is bias?

Why not just meet every child where they are and go from there?

This is such a racist dog whistle. Any such disparities are due to systemic inquities in the classroom.

It isn't racist. It's intelligent inquiry. Association is not causation.

But if you build policy on association, you end up with unintended, and often harmful impacts. And no guarantee you actually fix anything.

Schools can't equalize outcomes when some kids are born and remain in poverty when others come from outrageous wealth.
Schools can't equalize outcomes when some kids have robust health insurance coverage that pays for neuropsych exams and years of therapy when other kids have nothing.
Schools can't equalize outcomes when some kids are homeless and others have stable homes, stable transportation, etc.
Schools can't equalize outcomes when some kids have parents with mental health or substance misuse disorders and other kids have parents with no additional medical needs.
Schools can't equalize outcomes when some kids have parents who can run to the store for the supplies they need for a last minute project and others can't.


If we ignore those systematic inequities outside of school, we have no hope of improving things within schools.

There is plenty of evidence nationally, and MCPS data is consistent with this though what they release is limited, that race by itself predicts outcomes (independent from class). When you break down the data by race and income, you see that Black children from high-income families do significantly worse than White children from high-income families. You insist that there's no proof, but you haven't even looked.

But just like we discussed in the Education forum, there are lots of potential reasons for this that do not necessarily mean racism. But that would involve some uncomfortable discussions and research.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What does racial equity work look like when there is no proof that disparities in any particular measure means there is bias?

Why not just meet every child where they are and go from there?

This is such a racist dog whistle. Any such disparities are due to systemic inquities in the classroom.

It isn't racist. It's intelligent inquiry. Association is not causation.

But if you build policy on association, you end up with unintended, and often harmful impacts. And no guarantee you actually fix anything.

Schools can't equalize outcomes when some kids are born and remain in poverty when others come from outrageous wealth.
Schools can't equalize outcomes when some kids have robust health insurance coverage that pays for neuropsych exams and years of therapy when other kids have nothing.
Schools can't equalize outcomes when some kids are homeless and others have stable homes, stable transportation, etc.
Schools can't equalize outcomes when some kids have parents with mental health or substance misuse disorders and other kids have parents with no additional medical needs.
Schools can't equalize outcomes when some kids have parents who can run to the store for the supplies they need for a last minute project and others can't.


If we ignore those systematic inequities outside of school, we have no hope of improving things within schools.

There is plenty of evidence nationally, and MCPS data is consistent with this though what they release is limited, that race by itself predicts outcomes (independent from class). When you break down the data by race and income, you see that Black children from high-income families do significantly worse than White children from high-income families. You insist that there's no proof, but you haven't even looked.

But just like we discussed in the Education forum, there are lots of potential reasons for this that do not necessarily mean racism. But that would involve some uncomfortable discussions and research.

It's funny that you seem to think if it's racism, that would be a comfortable conversation, but if it's not, then it would be "uncomfortable".

What "uncomfortable conversations" do you think this situation elicits?

Researchers led by Yale professor Walter Gilliam showed 135 educators videos of children in a classroom setting. Each video had a black boy and girl, and a white boy and girl. The teachers were told the following:

We are interested in learning about how teachers detect challenging behavior in the classroom. Sometimes this involves seeing behavior before it becomes problematic. The video segments you are about to view are of preschoolers engaging in various activities. Some clips may or may not contain challenging behaviors. Your job is to press the enter key on the external keypad every time you see a behavior that could become a potential challenge.

While the teachers were asked to detect “challenging behavior”, no such behavior existed in any of the videos. Yet when asked which children required the most attention, 42% of the teachers identified the black boy.

The participants’ conscious appraisal of whom they believed required the most attention closely mirrored the independent results of an eye-tracking technology used by the research team, which noted that preschool teachers “show a tendency to more closely observe black students, and especially boys, when challenging behaviors are expected”.

https://www.theguardian.com/world/2016/oct/04/black-students-teachers-implicit-racial-bias-preschool-study

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any specific recommendations come out of the newly released anti-racist audit?

Report Recommendations
To succeed, the audit findings suggest that MCPS organize around a series of recommendations that do not add more programs or initiatives.

The recommendations are:

Coherence: The district must develop a systemic, coherent plan to address the issues identified. This plan should be co-constructed with the community and articulate a vision and strategy for district improvement across the organization. MCPS should develop a theory of change centered on racial equity that represents what matters most to the community.

Accountability for Racial Equity Work: MCPS must create mechanisms and processes for consistent outward accountability of its racial equity work to ensure the consistent implementation of the district’s racial equity-centered vision across organizational levels.

Equity-Centered Capacity Building: The successful planning and implementation of a districtwide racial equity vision and coherent strategy require equity-centered capacity building. Professional learning needs to be systematic and ongoing. Families, students and community members must be included in professional learning opportunities to create authentic collaborations and partnerships.

Continuous Data Collection: The successful planning and implementation of a districtwide strategy for racial equity requires ongoing data collection to evaluate the effectiveness of strategies and determine areas for revision. Interim and formative data points are critical to ensure MCPS is being adaptive and responsive to district needs.

Relational Trust: The successful planning and implementation of a districtwide racial equity strategy requires MCPS to develop systems, procedures and practices that increase relational trust between the district and the community. Relational trust relies on multiple factors, including continuous communications, opportunities for feedback, deliberate conversations, transparency and execution of stated objectives.

Other Recommended Actions
Beyond these recommendations, the report states that it is equally important to ensure the district has:

Ongoing Community Engagement: MCPS should continue its commitment to ongoing, repeat, two-way community engagement to build trust and meet system goals for antiracism.

Next Steps: Development of a comprehensive plan created with the community and presented by March 2023. This provides the time to engage the whole community and develop specific strategies, measures and milestones.

https://ww2.montgomeryschoolsmd.org/press/index.aspx?pagetype=showrelease&id=13206&type=&startYear=&pageNumber=&mode=

Literally what does any of this mean / are there any actual actions, beyond a lot of packaged buzzwords?

Isn't the purpose of the audit to find the issues? The solutions need to be determined in collaboration with the community - that's a central aspect of anti-racist work. And that's what this audit is recommending. Not that I have any faith at all that MCPS will do this in any meaningful way.

Maybe but is it really MCPS's job to solve the problems with our society? Maybe they should focus more on educating kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What does racial equity work look like when there is no proof that disparities in any particular measure means there is bias?

Why not just meet every child where they are and go from there?

This is such a racist dog whistle. Any such disparities are due to systemic inquities in the classroom.

It isn't racist. It's intelligent inquiry. Association is not causation.

But if you build policy on association, you end up with unintended, and often harmful impacts. And no guarantee you actually fix anything.

Schools can't equalize outcomes when some kids are born and remain in poverty when others come from outrageous wealth.
Schools can't equalize outcomes when some kids have robust health insurance coverage that pays for neuropsych exams and years of therapy when other kids have nothing.
Schools can't equalize outcomes when some kids are homeless and others have stable homes, stable transportation, etc.
Schools can't equalize outcomes when some kids have parents with mental health or substance misuse disorders and other kids have parents with no additional medical needs.
Schools can't equalize outcomes when some kids have parents who can run to the store for the supplies they need for a last minute project and others can't.


If we ignore those systematic inequities outside of school, we have no hope of improving things within schools.

Maybe it's just me, but I don't think a goal of any school should be equalized outcomes. Equalized opportunities sure, but not outcomes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any specific recommendations come out of the newly released anti-racist audit?

Report Recommendations
To succeed, the audit findings suggest that MCPS organize around a series of recommendations that do not add more programs or initiatives.

The recommendations are:

Coherence: The district must develop a systemic, coherent plan to address the issues identified. This plan should be co-constructed with the community and articulate a vision and strategy for district improvement across the organization. MCPS should develop a theory of change centered on racial equity that represents what matters most to the community.

Accountability for Racial Equity Work: MCPS must create mechanisms and processes for consistent outward accountability of its racial equity work to ensure the consistent implementation of the district’s racial equity-centered vision across organizational levels.

Equity-Centered Capacity Building: The successful planning and implementation of a districtwide racial equity vision and coherent strategy require equity-centered capacity building. Professional learning needs to be systematic and ongoing. Families, students and community members must be included in professional learning opportunities to create authentic collaborations and partnerships.

Continuous Data Collection: The successful planning and implementation of a districtwide strategy for racial equity requires ongoing data collection to evaluate the effectiveness of strategies and determine areas for revision. Interim and formative data points are critical to ensure MCPS is being adaptive and responsive to district needs.

Relational Trust: The successful planning and implementation of a districtwide racial equity strategy requires MCPS to develop systems, procedures and practices that increase relational trust between the district and the community. Relational trust relies on multiple factors, including continuous communications, opportunities for feedback, deliberate conversations, transparency and execution of stated objectives.

Other Recommended Actions
Beyond these recommendations, the report states that it is equally important to ensure the district has:

Ongoing Community Engagement: MCPS should continue its commitment to ongoing, repeat, two-way community engagement to build trust and meet system goals for antiracism.

Next Steps: Development of a comprehensive plan created with the community and presented by March 2023. This provides the time to engage the whole community and develop specific strategies, measures and milestones.

https://ww2.montgomeryschoolsmd.org/press/index.aspx?pagetype=showrelease&id=13206&type=&startYear=&pageNumber=&mode=

Literally what does any of this mean / are there any actual actions, beyond a lot of packaged buzzwords?

Isn't the purpose of the audit to find the issues? The solutions need to be determined in collaboration with the community - that's a central aspect of anti-racist work. And that's what this audit is recommending. Not that I have any faith at all that MCPS will do this in any meaningful way.

Maybe but is it really MCPS's job to solve the problems with our society? Maybe they should focus more on educating kids.

You didn't even bother to read the audit did you? It identified problems in MCPS, not society at large.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any specific recommendations come out of the newly released anti-racist audit?

Report Recommendations
To succeed, the audit findings suggest that MCPS organize around a series of recommendations that do not add more programs or initiatives.

The recommendations are:

Coherence: The district must develop a systemic, coherent plan to address the issues identified. This plan should be co-constructed with the community and articulate a vision and strategy for district improvement across the organization. MCPS should develop a theory of change centered on racial equity that represents what matters most to the community.

Accountability for Racial Equity Work: MCPS must create mechanisms and processes for consistent outward accountability of its racial equity work to ensure the consistent implementation of the district’s racial equity-centered vision across organizational levels.

Equity-Centered Capacity Building: The successful planning and implementation of a districtwide racial equity vision and coherent strategy require equity-centered capacity building. Professional learning needs to be systematic and ongoing. Families, students and community members must be included in professional learning opportunities to create authentic collaborations and partnerships.

Continuous Data Collection: The successful planning and implementation of a districtwide strategy for racial equity requires ongoing data collection to evaluate the effectiveness of strategies and determine areas for revision. Interim and formative data points are critical to ensure MCPS is being adaptive and responsive to district needs.

Relational Trust: The successful planning and implementation of a districtwide racial equity strategy requires MCPS to develop systems, procedures and practices that increase relational trust between the district and the community. Relational trust relies on multiple factors, including continuous communications, opportunities for feedback, deliberate conversations, transparency and execution of stated objectives.

Other Recommended Actions
Beyond these recommendations, the report states that it is equally important to ensure the district has:

Ongoing Community Engagement: MCPS should continue its commitment to ongoing, repeat, two-way community engagement to build trust and meet system goals for antiracism.

Next Steps: Development of a comprehensive plan created with the community and presented by March 2023. This provides the time to engage the whole community and develop specific strategies, measures and milestones.

https://ww2.montgomeryschoolsmd.org/press/index.aspx?pagetype=showrelease&id=13206&type=&startYear=&pageNumber=&mode=

Literally what does any of this mean / are there any actual actions, beyond a lot of packaged buzzwords?

Isn't the purpose of the audit to find the issues? The solutions need to be determined in collaboration with the community - that's a central aspect of anti-racist work. And that's what this audit is recommending. Not that I have any faith at all that MCPS will do this in any meaningful way.

Maybe but is it really MCPS's job to solve the problems with our society? Maybe they should focus more on educating kids.

You didn't even bother to read the audit did you? It identified problems in MCPS, not society at large.

And you didn't even bother to read my post did you? I was responding to a precious poster, not the audit. Take a minute and think before you post snide remarks.