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REM Assessment V 0.3

REM Assessment V 0.3

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  • 1

    We keep your data private & secure

    Discriminology uses technology that ensures your data is private and secure. The following racial equity assessment uses HIPAA compliant technology that encrypts your most sensitive data right on the form and then transfers and stores the data encrypted. The information is stored in HIPAA compliant servers which are separated from the Internet using multiple levels of protection and firewalls, and the encrypted data is stored in encrypted databases.

    Your answers will be held in strict confidentiality and will be used only for the purposes of this pilot study. The results will be reported in aggregate form only, and cannot be identified individually.

    Discriminology's HIPAA business associate agreement (BAA)

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  • 2
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  • 3
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  • 4

    About this assessment:

    Early in 2018, a coalition of three educational equity nonprofit organizations (i.e., Discriminology, Village of Wisdom, and We are) and eight community development financial institutions (i.e., Self-Help, Capital Impact Partners, LISC, Reinvestment Fund, LIIF, Boston Community Capital, NFF, IFF) that lend to charter schools embarked on a process to develop a Racial Equity Matrix (REM) designed to assess a school’s institutional commitment to supporting equitable learning environments.

    By evaluating a school’s racial equity practices across 10 research-based indicators each with 3-4 sub-indicators, the REM assessment is a significant step forward in providing educational stakeholders with a conceptual framework for assessing a schoools tangible commitment to equity.

    • Equity Focus Areas: Parent Engagement, Mindful Discipline, Culturally Relevant Curricula, Student Recruitment, Social Justice Curricula, Academic Pathways, Equitable Honors & AP, Equitable Assessments, Social-Emotional Support, and Teacher Recruitment
    • Institutional Commitments: Leadership Accountability, Support Strategies, Incentives, and Data Collection

    Likert scale examples used in this assessment:

    • Strongly Disagree = Category does not apply to this school
    • Disagree = Category is in very early stages, has not been implemented with fidelity, and/or has not been successful
    • Undecided = Existence and success of category is unclear, need more information, and/or school is unsure
    • Agree = Category has had some intial success, is off to a good start, school is excited and commitied to improving, some evidence to support the success of this category
    • Strongly Agree = Category has been highly successful, is robust and well thought out, strong evidence to support the success of this subcategory

    Resources:

    REM Question Bank (Excel/Google sheet)

    Frequently Asked Questions

    REM Screening Tool v1.5

    REM Literature Review

    REM Informational

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  • 5
    If you do not wish to use the actual name of the school, please enter a nickname instead of school name the text field below.
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  • 6
    Please Select
    • Please Select
    • Urban
    • Suburban
    • Rural
    Please Select
    • Please Select
    • Alabama - AL
    • Alaska - AK
    • Arizona - AZ
    • Arkansas - AR
    • California - CA
    • Colorado - CO
    • Connecticut - CT
    • Delaware - DE
    • Florida - FL
    • Georgia - GA
    • Hawaii - HI
    • Idaho - ID
    • Illinois - IL
    • Indiana - IN
    • Iowa - IA
    • Kansas - KS
    • Kentucky - KY
    • Louisiana - LA
    • Maine - ME
    • Maryland - MD
    • Massachusetts - MA
    • Michigan - MI
    • Minnesota - MN
    • Mississippi - MS
    • Missouri - MO
    • Montana - MT
    • Nebraska - NE
    • Nevada - NV
    • New Hampshire - NH
    • New Jersey - NJ
    • New Mexico - NM
    • New York - NY
    • North Carolina - NC
    • North Dakota - ND
    • Ohio - OH
    • Oklahoma - OK
    • Oregon - OR
    • Pennsylvania - PA
    • Rhode Island - RI
    • South Carolina - SC
    • South Dakota - SD
    • Tennessee - TN
    • Texas - TX
    • Utah - UT
    • Vermont - VT
    • Virginia - VA
    • Washington - WA
    • West Virginia - WV
    • Wisconsin - WI
    • Wyoming - WY
    • Washington, D.C.
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  • 7
    Use the fields below to select the option that best describes the school being assessed. 
    Please Select
    • Please Select
    • Start-up (< 3 years)
    • Growing (~ 3-5)
    • More mature (> 5 years)
    Please Select
    • Please Select
    • Stand-alone charter school
    • Small network (> 1 location)
    • Charter management organization
    Please Select
    • Elementary
    • Middle
    • High school
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  • 8
    Please Select
    • Please Select
    • Executive Director
    • Principal
    • CEO
    • CFO
    • Vice Principal
    • Team Leader
    • Teacher
    • Other
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  • 9
    • 2011/12
    • 2012/13
    • 2013/14
    • 2014/15
    • 2015/16
    • 2016/17
    • 2017/18
    • 2018/19
    • 2019/20
    • 2020/21
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  • 10
    Use the academic school year you selected in the previous question. 
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  • 11
    If you are a member of the Racial Equity Collaborative that is participating in the pilot study, please select equity focus categories 1-7.   
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  • 12

    Schools with equitable parent engagement have:

    • A policy and procedure to assure that no family is denied participation in extracurricular, co-curricular, or engagement activities because of financial reasons or transportation limitations
    • Active outreach to and substantive involvement of parents/families from all groups in varied aspects of the educational program, both planning and instructional
    • Opportunities for parents of color to spend time in affinity groups based on race
    • Staff members familiar with the varied demographic groups and neighborhoods represented at the school
    • In-service opportunities to provide dialogues between policymakers, administrators, teachers, support staff, parents, as well as business and community leaders, to develop comprehensive strategies for addressing equity issues

    What research says:

    "Even in those schools where parental involvement is considered strong, only some parents are involved, or they are invited to the school by the teachers or administrators. Dedicated parental involvement exists only when there is a system in place to include all parents in the life and development of the school."

    Culturally Responsive Parental Involvement

    Link to full Literature Review

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  • 13
    If the school has a strategy but it is unclear, a work in progress, and/or it needs improvement select yes.
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  • 14
    Examples: There is a parent and student led oversight committee that assist school staff in creating and reviewing engagement strategy.                                                                                                                                                                                                                                      
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    Examples: School offers accommodations to assist parents in attending engagement events such as childcare, stipends for participation, transportation, food, etc.                                                                                                                                                                                                                                                          
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  • 18
    Examples: Staff members who have the highest attendance at our next 5 parent engagement events get to dress down for a week of their choice.                                                                                                                                                                                                                                                             
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  • 20
    Examples: School tracks parents/caregivers of color that regularly attend parent engagement events.                                                                                                                                                                                                                                                      
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  • 22
    This could be data or specific language from school policy, parent handbook, or their charter
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  • 23
    Slide bar to the far left for very dissatisfied or slide it to the far right for very satisfied 
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  • 24

    Schools with mindful discipline practices have:

    • Opportunities for conversation between students who have done harm and those who have been harmed to make agreements about resolution. (e.g Restorative Practices)
    • Practices that allow students to practice clearing their mind, focusing on singular thoughts, and tracking how their bodies respond to emotion and stress (e.g., Mindfulness practices)
    • Acceptable standards for students' behavior, language, and dress that are non-discriminatory
    • Teachers that are trained to use “affective statements” in order to better connect students with how their behavior is “affecting” or impacting self or others.
    • Teachers that nurture student self-esteem through the study of student backgrounds and cultures
    • A code of student conduct that is applied fairly and equitably to all students

    What research says:

    "Restorative justice in schools supports building healthy and supportive relationships among students and adults that serve as the bedrock of growth and development for students, their families and practitioners. While aiming to develop and restore positive and relationships among the most vulnerable and marginalized students (and their families), educators and schools bear the heaviest burden of re-visioning how these students gain access to rigorous academic content and experiences, as well as opportunities to develop behaviorally, socially and emotionally. While restorative justice in schools offers a sturdy foundation for teachers and school leaders from which to begin this complex endeavor, this paper argues that culturally responsive practice must be an essential part of restorative justice practice in schools."

    Accessing Freedom: Culturally Responsive Restorative Justice Practice in Schools

    Link to full Literature Review

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  • 25
    If the school has a strategy but it is unclear, a work in progress, and/or it needs improvement select yes.
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  • 26
    Examples: There is a staff member or group that is directly responsible for ensuring students who have done harm and those who have been harmed have time to make agreements about a positive resolution. (e.g Restorative Practices)                                                                                                                                                                                                    
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    Examples: School offers multiple opportunities and resources (e.g., designated safe spaces in classrooms, mindfulness apps, behavior modification interventions) for students to fix minor disciplinary problems as well as empowers them by offering strategies on how to replace unwanted behaviors with more constructive behaviors.                                                                                                                                                                                                                                                        
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  • 30
    Examples: Teacher who has the highest percentage of student conflicts successfully resolved using small groups gets a paid pizza party for their classroom.                                                                                                                                                                                                                    
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  • 32
    Examples: School tracks number of referrals and the outcome of those referrals (e.g., suspension, small group, free time lost) by race, gender, socioeconomic and disability status.                                                                                                                                                                                                                                                       
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  • 34
    This could be data or specific language from school policy, parent handbook, or their charter
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  • 35
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  • 36

    Schools with culturally relevant curriculum have:

    • A library/media center that has recent visual, print, and non-print materials which accurately provide historical truths about people of African decent?
    • Teachers that actively seek out opportunites to introduce people of color who have made intellectual contributions to concepts covered to the course being studied
    • Instructional materials that are multicultural and nonbiased regarding gender, race, national origin, age, socioeconomic status, and disability
    • Bulletin boards with illustrations and other visual materials depict females and males of varied racial, ethnic, age, and disability groups in a variety of roles
    • School assemblies, special programs, and speakers that reflect the diverse nature of the school and larger community

    What research says:

    "As a multicultural society, the United States is rich with the stories of the diverse groups that make up this country. As a deeply racialized society, stained by structural racism, not all stories however are equally acknowledged, affirmed or valued. Many stories survive through tenacious resistance in the face of a status quo that marginalizes, and often silences, their telling thus diminishing their truths."

    The Storytelling Project Curriculum: Learning About Race and Racism through Storytelling and the Arts

    Link to full Literature Review

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  • 37
    If the school has a strategy but it is unclear, a work in progress, and/or it needs improvement select yes.
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  • 38
    Examples: Every week teachers are required to submit lesson plans that incorporate the perspectives and contributions of women, people of color, and people with disabilities as part of their curriculum, especially in Mathematics, Science, Social Studies, History, and English.                    
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  • 40
    Examples: School frequently offers professional development on how to identify and incorporate the intellectual contributions of people of color for instructional purposes.                                                                                                                                                                                                                                                     
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  • 42
    Examples: Students are encouraged (e.g., awards, special recognition, out of uniform days) to take on special projects (e.g., poem, song, rap, spoken word, play, etc) that focus on African-American contributions in mathematics (could be any subject) and are given stage time during school wide assemblies to present.                                                                                                                                                                                                                                 
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  • 44
    Examples: Vice principle keeps a log of submitted lesson plans and reviews them every quarter to ensure teachers are meeting a certain percentage of instruction time dedicated to the contributions and accomplishments of people of color. School tracks the amount and percentage of print and non-print media circulating with in the school that are written or created by persons of color.                                                                                          
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  • 46
    This could be data or specific language from school policy, parent handbook, or their charter
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    Max. file size: 10.6MB
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  • 47
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  • 48

    Schools that use social justice curriculum have:

    • Teachers that participate in practices that allow students to guide and impact how they recieve instruciton
    • Teachers that introduce concepts related to policies and issues that impact lives of the children in the school and the surrounding community
    • Teachers that use classroom lessons to increase awareness and counter the past effects of bias and discrimination
    • Lists and descriptions of resources (e.g. community organizations, parent volunteers, events, historical sites, etc.) provided to reinforce curriculum relevant to the experiences and contributions of diverse cultural groups
    • Content training offered to provide staff with curricular information and knowledge of multicultural print, non-print, and human resources that are available within the community to enhance thier ability to incorporate social justice issues into learning time

    What research says:

    "As a multicultural society, the United States is rich with the stories of the diverse groups that make up this country. As a deeply racialized society, stained by structural racism, not all stories however are equally acknowledged, affirmed or valued. Many stories survive through tenacious resistance in the face of a status quo that marginalizes, and often silences, their telling thus diminishing their truths."

    The Storytelling Project Curriculum: Learning About Race and Racism through Storytelling and the Arts

    Link to full Literature Review

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  • 49
    If the school has a strategy but it is unclear, a work in progress, and/or it needs improvement select yes.
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  • 50
    Examples: School conducts peer-to-peer observations that are intentionally set up during instruction time dedicated to local issues. Observing teacher is looking to see how engaged students are in the content and also what instructional practices the observed teacher is using.                                                                                                                                                                                                                                    
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  • 52
    Examples: School offers professional development in which community leaders are invited to discuss local issues and brain storm with teachers on how to best incorporate them into the curriculum.                                                                                                                                                                                                                                                      
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  • 53
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    Examples: School has social justice challenges throughout the year in which students compete to create real world solutions to local issues.                                                                                                                                                                                                                                                             
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    Examples: Team leaders track the amount of students from each classroom that participate in school wide social justice challenges.                                                                                                                                                                                                                                                   
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    Schools with equitable student recruitment & retention have:

    • Practices that eliminate school initiated transitions of students based on factors commonly related to implicit bias, student performance, and behavior
    • Wide variety of instructional strategies to meet differing learning styles and backgrounds
    • Teachers that provide an invitational environment where commonalities are appreciated and differences are understood and valued
    • In-service training in cross-cultural communication and group processes to increase the staff's effectiveness in working with diverse populations
    • Outreach programs that target all segments of the school community to encourage and bolster attendance and participation in school events including athletic, dramatic, service, PTA/PTO, etc.
    • School emblems, mascots, team names, and other symbols that are free from racial, ethnic, gender, or disability bias

    What research says:

    "There is a large body of work and research on school desegregation efforts, but there are limited resources that specifically focus on how to achieve student diversity in the charter school context. To contribute to this growing body of work, the National Charter School Resource Center (NCSRC) presents this toolkit for charter school leaders who are interested in creating and maintaining intentionally diverse charter schools."

    INTENTIONALLY DIVERSE CHARTER SCHOOLS: A Toolkit for Charter School Leaders

    Link to full Literature Review

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    If the school has a strategy but it is unclear, a work in progress, and/or it needs improvement select yes.
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    Examples: One or more leadership positions have performance goals tied to ensuring that the number of students leaving the school prior to graduation (i.e., moving from the school due to upward grade advancement) are not disproportionately representative of students from a particular race, gender, and/or socio-economic status.                                                                                                                                                                                                                                                        
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    Examples: School offers in-service training for early identification of students that are considering transferring as well as strategies for keeping those students enrolled.                                                                                                                                                                                                                                                       
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    Examples: Teachers with the highest percentage of student-initiated, student-led recruitment/referral  points for the year gets $100 amazon gift card.                                                                                                                                                                                                                           
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    Examples: School tracks number of students leaving school prior to graduation to ensure students of a particular race, gender, or socio-economic status are not disproportionately being pushed out (intentionally or unintentionally).                                                                                                                                                                                                                                                      
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    Schools with diverse classrooms and equitable tracking/grouping have:

    • Afterschool programs for families to better understand how their childs current class leads to long term academic trajectory and attainment (e.g., students taking Algebra I equivalents as 10th graders will likely be unable to take calculus before graduating high school)
    • Enrollment of all students into high track and honors classess (e.g., open enrollment or universal screening)
    • Flexible and heterogeneous grouping that provides enrichment and higher order thinking skills for all students in differing subjects and activities
    • Teachers that assist students in celebrating milestones and utilizing failure as constructive learning for planning
    • Teachers that structure classroom activities in order to promote the development and exercise of leadership skills among a variety of students
    • Instruction that is student-centered
    • Differentiated lesson plans

    What research says:

    "The work at the Center for Research on the Education of Students Placed At Risk (CRESPAR) has been guided by the Talent Development model, a comprehensive paradigm for school reform. The Talent Development model asserts that all students can learn in demanding, high-expectation academic settings. This goal is reachable if schools are committed to implementing multiple, evidence-based activities to "over-determine success," and if all relevant stakeholders are genuinely involved, supportive, and held accountable. First, however, the traditional function of schooling must be redirected from that of classifying, sorting, and weeding out students to maximizing every child's potential for academic development."

    The Talent Development Model of Schooling: Placing Students at Promise for Academic Success

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    Examples: There is a staff member or group that is directly responsible for ensuring families are taught how to set academic goals, identify milestones in reaching those goals, and what the result of achieving those goals means for a student's future academic path (e.g., level of class they can attain due to prerequisite requirements).                                                                                                                                                                                                                                                               
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    Examples: After school programing that helps families identify a wide range of knowledge and skills which students could acquire if they are able to meet certain academic milestones over a given period of time                                                                                                                                                                                                                                    
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    Examples: Students are rewarded for setting personal goals that demonstrate knowledge of current academic trajectory.                  
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    Examples: School tracks parents/caregivers of color that regularly attend parent engagement events.                                                                                                                                                                                                                                                      
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    Schools with equitable representation of students of color in Honors and AP classes have:

    • Policies and procedures in place to assure that no student is denied participation in honors or high track classes because of race, economic background, and/or gender
    • A honors selection process that is based upon student profiles that include parent, student, and teacher recommendations, as well as classroom tests and grades, interest inventories, and standardized tests
    • Guidance and counseling provided to encourage all students to take higher level courses, particularly in the critical filter areas of Honors, STEM, AP, and IB courses
    • Teachers that understand and recognize multiple intelligences and student strengths through academic opportunities, honors, leadership roles, and creative options

    What research says:

    "The work at the Center for Research on the Education of Students Placed At Risk (CRESPAR) has been guided by the Talent Development model, a comprehensive paradigm for school reform. The Talent Development model asserts that all students can learn in demanding, high-expectation academic settings. This goal is reachable if schools are committed to implementing multiple, evidence-based activities to "over-determine success," and if all relevant stakeholders are genuinely involved, supportive, and held accountable. First, however, the traditional function of schooling must be redirected from that of classifying, sorting, and weeding out students to maximizing every child's potential for academic development."

    The Talent Development Model of Schooling: Placing Students at Promise for Academic Success

    Link to full Literature Review

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    Examples: School has one or more leadership positions that have performance goals tied to ensuring that honors or AP class makeup in the school does not have disproportionality related to race, gender or economic status.                                                                                                                                                                                                                                                          
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    Examples: School provides professional development with a  focus on how to better identify the unique strengths and talents of students of color and how the markers of giftedness for students of color are often interpreted differently than for white students.                                                                                                                                                                                                                                                 
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    Examples: Teachers with the largest percentage of students of color that enroll and successfully complete an honors and/or AP class are given special recognition.                                                                                                                                                                                                                                                     
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    Examples: School tracks the demographic representation of students in gifted, honors, and AP classes.                                                                                                                                                                                                                                                     
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    Schools with equitable student performace assessments have:

    • An academic enviornment where student peformance can not be predicted by race, gender or economic status
    • Assessments that give students opportunities to demonstrate growth outside of traditional academic performance markers (e.g., socio-emotional growth, independent learning skills)
    • Multiple instruments they use for student assessment, including performance measures
    • Teachers that recognize and leverage multiple intelligences, strengths, and interest of its students to help them gain mastery over core concepts and principles
    • all assessment data analyzed according to individual student progress as well as disaggregated patterns and outcomes by race, gender, ethnicity, disability, socioeconomic status, and geographic location

    What research says:

    "Not all students are natural-born test takers. Any educator who has spent even a small amount of time in classrooms knows this - much in the way that different students have different learning styles. Most times, teachers can account for this in their classrooms based on the students they serve. Even if the teachers do not adjust the tests or assignments from one year to the next, their general demographic remains the same from one year to the next based on location."

    How to Create Culturally Responsive Assessments

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    Examples:                                                                                                                                                                                                                                                        
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    Examples:                                                                                                                                                                                                                                                              
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    Examples:                                                                                                                                                                                                                                                       
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    Schools with effective social-emotional & trauma informed care have:

    • Staffing levels for social-emotional support professionals that is appropriate for the amount of support that is needed within the school
    • Professional development that focuses on strategies that teachers can use to support themselves and each other through the emotionally challenging work of teaching and how to counteract the effects of "vicarious trauma".
    • In-service trainings that focus on strategies that recognize the cultural differences in how students prefer to experience social-emotional support
    • A trauma informed care professional who has been trained on racial equity and culturally responsive care strategies and/or learned to practice in a culturally affirming environment for people of color
    • Socio-emotional support staff that are trained to use a number of different exercises and/or interventions to increase awareness and counter the past effects of bias and discrimination
    • A higher percentage of social-emotional support staff than law enforcement (resource officers, security guards, police officers)

    What research says:

    "The impact of students’ life experiences on their behavior has garnered increasing attention as schools strive to develop more supportive academic environments that help youths manage stress and address the needs of at-risk youths to facilitate continued academic engagement. Few events outside the classroom have as profound an impact on multiple domains of student development as traumatic life experiences."

    "Trauma is any event experienced by an individual that is physically or emotionally harmful because the individual perceives his life or the life of someone he loves as threatened. An estimated 25% of youths in the general population have experienced a traumatic event and nearly 75% of youths involved with the juvenile justice system. In addition to traumatic life events, youths also face adverse childhood experiences and daily stressors that might further compromise their ability to navigate the academic and behavioral requirements of a school setting."

    Trauma-Informed Classrooms

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    If the school has a strategy but it is unclear, a work in progress, and/or it needs improvement select yes.
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    Examples:                                                                                                                                                                                                                                                                 
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    Examples:                                                                                                                                                                                                                                                              
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    Schools with equitable teacher recruitment have:

    • A team or advisory committee that coordinates school improvement and assures equity compliance in all phases of school management
    • Staff members of different genders, races, ethnic backgrounds, or disabilities distributed equitably across the various job classifications from administration to non-certified positions
    • Teachers of color in underrepresented fields
    • Systems and procedures to ensure critical work or staff issues are addressed in ways that do not stereotype or stigmatize particular groups
    • Safe spaces, trainings, and professional development opportunities where teachers can reflect on their participation in oppressive practices and proactively seek constructive critique from their peers
    • Hiring practices that recruit teachers and school leaders from spaces similar or equivalent to HBCUs, teacher of color listservs, and listservs dedicated to social justice in education

    What research says:

    "Research across many sectors has demonstrated the myriad benefits of diversity to organizational health and effectiveness. Diverse teams translate to higher rates of staff satisfaction and retention and more innovative ideas. In classrooms, Black and Latinx students taught by teachers who share their racial backgrounds benefit from a culture of higher expectations, fewer discipline referrals, and improved academic outcomes."

    Unrealized Impact: The Case for Diversity, Equity, and Inclusion

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    Examples:                                                                                                                                                                                                                                                                 
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    Examples:                                                                                                                                                                                                                                                   
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    quoteCreated with Sketch.
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    This could be data or specific language from school policy, parent handbook, or their charter
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    Slide bar to the far left for very dissatisfied or slide it to the far right for very satisfied 
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    You will receive a copy of your answers to this assessment at the email address you provide below. 
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REM Assessment V 0.3
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