Resource reallocation may be needed to address support gaps.Ģ. We should be soliciting feedback from groups who are most impacted. With that, we can determine where policy changes are needed and targeted supports need to be directed. We need to report data for all marginalized groups and disaggregate within those groups, at minimum, by race. We fail to consistently pair equity work with an intersectional lens thus, we do not center our most marginalized students in this work. We tout equity work related to trans, gender-expansive and non-binary students while these students routinely encounter restroom access issues for which they are told to “self-advocate” against we lack safeguards in our policies and administrative procedures to protect students who need gender support plans but are unable to secure parent/guardian support. Even when disabled student data are included, they are often not discussed, despite the fact that our data show we are failing to address the needs of these students. Well-being and advanced coursework categories, as assessed in the Achievement Report/Year in Review, do not include data for low income students, English language learners or students on 504s/IEPs. Some examples include: unhoused students not being included in any reports.
At the board level, student groups are effectively being erased and excluded from conversations that impact them the most. What do you see as the top three challenges facing District 202 in the next few years, and how would you address them?ġ. PhD, materials science and engineering, Northwestern University, exp.BS, psychology, Northwestern University.Provide your educational background, occupation, recent civic/volunteer activities, time you have lived in Evanston and whether you have children attending District 202. Kristen Scotti Credit: Kristen Scotti Campaign Facebook site
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