Renaissance Charter School of St.

Lucie
Schoolwide Racial Equity Plan

Created by Andrew Silbaugh

Email: asilbaugh@stluciecharter.org
 2

TABLE OF CONTENTS
Goals _________________________________________________________ 3
Schoolwide Instructional Goal for 2020-2021 ___________________________________ 3
Why Social Justice and Racial Equity? ________________________________________ 3
Tasks for Renaissance Charter School of St. Lucie ______________________________ 4
Looking Ahead ___________________________________________________________ 4

Assessment ____________________________________________________ 5
Assessment Overview _____________________________________________________ 5
Social Studies Assessment _________________________________________________ 5
Language Arts Stories/Novels _______________________________________________ 6

Instruction _____________________________________________________ 8
What is a Courageous Conversation? _________________________________________ 8

Four Agreements of Courageous Conversation________________________________ 8

Six Conditions of Courageous Conversations _________________________________ 8

Instructional Strategies ____________________________________________________ 9

Instructional Plan per Grade Level___________________________________________ 10

Leadership ____________________________________________________ 15
Role in the Plan _________________________________________________________ 15
Committee for Social Justice and Racial Equity ________________________________ 15

Professional Development________________________________________ 16
Topics for Professional Development ________________________________________ 16
Suggested Activities for Professional Development _____________________________ 16

Commitment __________________________________________________ 19
Student Expectations _____________________________________________________ 19
Communication and Input of Plan ___________________________________________ 19

Parents: _____________________________________________________________ 19
Teachers and Staff: ____________________________________________________ 19
Leadership: ___________________________________________________________ 19
Community: __________________________________________________________ 20

Monitoring Effectiveness and Review of Plan __________________________________ 20

References ___________________________________________________ 21
 3

GOALS

Schoolwide Instructional Goal for 2020-2021

With the recent increases in social justice and racial equity issues across the United States, it
is prudent that our efforts as educators reflect the need to support our non-white students.
As a result, Renaissance Charter School of St. Lucie (RCSSL) created a goal for the 2020-
2021 school year that reflects the need for social justice and racial equity within our school.
RCSSL’s goal is as follows:
All students at Renaissance Charter School of St. Lucie will be exposed to social
justice experiences and all students will be treated with equity and fairness. Students
will engage in courageous conversations and planned experiences in social justice and
racial equity.

Why Social Justice and Racial Equity?

RCSSL’s population is very diverse. RCSSL’s had in 2019-2020 1,302 students enrolled
(Florida Department of Education, 2020). The student body is 29.9% White, 32.2%
Black/African American, 31.9% Hispanic/Latino, 3.9% Multiracial, 1.4% Asian, and 0.7% other
race(s). By looking at these percentages, only 29.9% of student body is white and over 70%
is different race. Unfortunately, curriculum and school programs typically tend to focus on a
more White perspectives and cater to a more “white-centric” audience. Educators need to
focus on the development and experiences of all students. While this may be difficult for white
students, a lot of our non-white students are experiencing something completely different at
home or in the past. Additionally, RCSSL has students who are economically disadvantaged
(54.4%), students who are learning English (8.4%), and students with disabilities (5.8%).

Education is always seen as equal opportunity, but is not always the case. Issues such as
funding, segregation, and the achievement gap play a significant part in social justice
(Jochim, 2019). Schools across the United States promise free and appropriate education,
but not all schools are funded equally, staffed equally, and has the appropriate resources to
handle a diverse student body (Jochim, 2019). When thinking about the struggles of students,
the need for social justice and racial equity expands beyond the classroom. School is a safe
haven for our students and we must all work to advocate for our students and ensure that
they have equal opportunities for instruction.
 4

Tasks for Renaissance Charter School of St. Lucie

Based on the reasoning behind the school’s goal, the following tasks have been created to
support our main goal:
1. Create opportunities for courageous conversations about race.
2. Creation of a committee for Social and Racial Equity
3. Creation of a curriculum for Social and Racial Equity

“…we ought not sit back and wish away, rather than confront,
the racial inequality that exists in our society”
- Hon. Sonya Sotomayor

Looking Ahead
Transitioning to a vision of racial equity will be challenging, however, we must do what is best
for our students. As a result of this goal, we will create better opportunities for our non-white
students, allow for increased opportunities for engagement, and be able to identify and reflect
with students on a deeper level.
 5

ASSESSMENT
Assessment Overview

How do we assess social justice and racial equity? For this situation, a test or
level of proficiency will not just suffice. Students must actively engage in
opportunities for courageous conversations and opportunities for interactions
with social justice and racial equity. In order to create authentic opportunities,
each grade level will have a project/activity tied to a social justice and racial
equity topic. In order to create authentic opportunities, the following chart s
have been developed.

Each grade level has an opportunity in Social Studies to experience social

justice and racial equity instruction. More information on the instruction al
components are provided in the Instruction section of this document.
Additionally, students will have the opportu nity to explore grade -level
appropriate texts that reflect social justice and racial equity. The list of
stories/novels is available in this section.

Social Studies Assessment

The chart below shows the activity and assessment method for each grade
level. Each activity is tied to Florida Standard s from Florida State University’s
CPALMS (2020) Database.

Note: These projects are suggestion. Teachers and teams may use discretion
in creating and using these projects. These assessments are purposely left
open so that teachers can go beyond and actively engage students in the
projects suggested.

Social Studies Assessment

Grade
and Standard(s)
Level
Holiday Celebration
K SS.K.A.2.2

People of Color Project

1 SS.1.A.2.4

Ellis Island Project

2 SS.2.A.2.6
 6

Interview and Research Project

3 SS.3.G.2.6

Civil Rights Movement Project

4 SS.4.A.8.1

Slavery Research Project

5 SS.5.A.4.5

World Cultures Project

6 SS.6.W

Amendments Project
7 SS.7.C.3.7

Civil War and Slavery Project

8 SS.8.A.5.2

Language Arts Stories/Novels

This list was developed by the instructional team at RCSSL. Additional novels
have been added and are cited as necessary.

Assessment for Novel Studies will be done through discussions and teacher projects/activities
related to the novel(s).
Grade Level Current Stories/Novels Supplemental Stories/Novels
(Bassett, et al., 2017)
Kindergarten Teacher’s Choice Last Stop on Market Street
by Matt de la Peña
Strictly No Elephants
by Lisa Mantchev

1st Grade Teacher’s Choice The Crayon Box That Talked

by Shane DeRolf
Chocolate Me
By Taye Diggs
2nd Grade Teacher’s Choice Painting for Peace in Ferguson
by Carol Swartout Klein
Lillian’s Right to Vote
by Jonah Winter
3rd Grade Teacher’s Choice Sit-In: How Four Friends Stood Up by
Sitting Down by Jane Adams
Across the Alley
by Richard Michelson
4th Grade Wonder Stealing Home: The Story of Jackie
by R. J. Palacio Robinson by Barry Deneberg
Ways to Make Sunshine And the People Could Fly: American
by Renee Watson Black Folktales by Virginia Hamilton
Letters from Rifka
 7

by Karen Hesse (Cambridge

Novel)
The Talking Earth
by Jean Craighead George
(Cambridge Novel)
5th Grade The Boy in the Striped Pajamas Chain of Fire
by John Boyne by Beverly Naidoo
The Watsons Go to Birmingham
by Christopher Paul Curtis
6th Grade Harbor Me Sylvia & Aki
By Jacqueline Woodson by Winifred Conkling
Freak the Mighty
by Rodman Phillbric
7th Grade Warriors Don’t Cry Ninth Ward
by Melba Pattillo Beals by Jewell Parker Rhodes
The Diary of Anne Frank Brown Girl Dreaming
Ghost Boys by Jacqueline Woodson
By Jewell Parker Rhodes
8th Grade Night Monster
by Elie Wiesel by Walter Dean Myers
A Raisin in the Sun
by Lorraine Hansberry
 8

INSTRUCTION
In order to create an authentic environment with social justice and racial equity, teachers
must incorporate opportunities within instruction. Each grade level will create opportunities for
courageous conversations and social justice and racial equity in their instruction.

What is a Courageous Conversation?

Singleton’s work (2015) around Courageous Conversations allows for schools to allow
students, teachers, and staff to have conversations about race. The conversations may be
difficult at times, but they are essential for allowing students of color to feel comfortable and
allowing white students to be open to explore topics that may be difficult to discuss or
understand.
Singleton (2015) states that in order to begin a Courageous Conversation, one must have a
passion to look at racial matters, both personally and professionally. A person must utilize the
Four Agreements of Courageous Conversation. After mastering the Agreements, one can
practice the Conditions of Courageous Conversations. According to Singleton (2015), a
Courageous Conversation is “utilizing the agreements, conditions, and compass to engage
sustain, and deepen interracial dialogue about race in order to examine schooling and
improve student achievement”.

Four Agreements of Courageous Conversation

Singleton (2015) lists the following as agreements before engaging in a Courageous
Conversation:
• Stay Engaged
• Speak Your Truth
• Experience Discomfort
• Expect and accept non-closure

Six Conditions of Courageous Conversations

Singleton (2015) states that after mastering the Agreements, one can fully interact with
people in a Courageous Conversation
1. Establish a racial context that is persona, local, and immediate
2. Isolate race while acknowledging the broader scope of diversity and the variety of
factors and conditions that contribute to a radicalized problem.
3. Develop understanding of race as a social/political construction of knowledge, and
engage multiple racial perspectives to surface critical understanding.
4. Monitor the parameters of the conversation by being explicit and intentional about the
number of participants, prompts for discussion, and time allotted for listening,
speaking, and reflecting.
 9

5. Establish agreement around a contemporary working definition of race, one that is

clearly differentiated from ethnicity and nationality.
6. Examine the presence and role of Whiteness and its impact on the conversation and
the problem being addressed.
More information and activities for engagement in Courageous Conversations can be found in
Singleton’s book Courageous Conversations About Race: A Field Guide for Achieving Equity
in Schools.

Instructional Strategies
The teacher’s toolbox includes multiple strategies. However, some instructional strategies
may need some adjustment to allow for more focus on social justice and racial equity. The
following list is potential instructional strategies that teacher can use and is based on
research.
• Seeing the student, not the color- Teachers will teach to the student, not to the
student’s background/experiences. Every student has an opportunity to thrive.
• Create Open Dialogue for Difficult Conversations- Teachers will know how to engage
students in difficult conversations and allow for students to engage in a difficult
conversation if needed.
• Distinguish between opinions and facts- Teachers will allow students to explore facts
and opinions to explore the total truth (Lynch, 2019)
• Look at all points of view, even when challenging- Teachers will expose students to all
sides of an argument so that students can see full truths (Lynch, 2019)
• Connecting to Students- Teachers will make meaningful connections to students and
allow students to share their perspectives and experiences (Dell’ Angelo, 2014).
• Real-World Problems- Teachers will expose students to real world issues and have
active conversations and involvement with issues impacting the world (Dell’ Angel,
2014).
• Creating a Classroom Community- Teachers will make an engaging, active, and
inclusive environment for all students (Dell’ Angelo, 2014).
• Use of Social Justice Standards from Teaching Tolerance (2018)- Teachers will
incorporate the Social Justice Standards into their instruction. The link to the standards
can be found in the References section of this document.
 10

Instructional Plan per Grade Level

Grade Instructional Ideas
Level
Holidays Around the World
Introduction:
Students in Kindergarten will learn about holidays around the world. Since the standard
SS.K.A.2.2 states that students will “compare our nation’s holidays with holidays of other
cultures”, students will explore both United States holidays and holidays around the world.
Instruction:
The teacher will introduce multiple holidays from the United States and across the globe. An
emphasis will be placed on non-traditional holidays and holidays not typically celebrated in the
K United States.
Project:
After exploring multiple holidays, each classroom in Kindergarten will take on that specific
holiday and allow students to have authentic holiday celebrations by exploring each
classroom.
Assessment:
At the conclusion of the unit, students will be able to discuss the similarities and differences
between each of the holidays. Students should also be able to note how each holiday has a
place in our world and \in our cultures. Each holiday is welcome in the United States.
People of Color Project
Introduction:
Students in 1st Grade will learn about people from the past who have shown certain ideals.
Since the standard SS.1.A.2.4 states that students will “identify people from the past who
have shown character ideals and principles including honesty, courage, and responsibility ”,
students will explore multiple people who are non-white. An emphasis will be placed on
African American/Black, Latino/Hispanic, and other races.
Instruction:
1st Grade The teacher will introduce multiple people throughout history who made an impact on the
world. The teacher will focus on people who demonstrated honesty, courage, responsibility,
and other principles. However, the teacher will note that sometimes people did things that
went against those principles at the time.
Project:
After exploring multiple people, students will use books from the media center and selected
websites/articles to create a short biography about that person. The focus of the project will
be about the principles of their selected person and a short biography about their person.
Assessment:
 11

At the conclusion of the unit, students will present their project to their class and explain why
their selected person demonstrated the appropriate principles.
Ellis Island Project
Introduction:
Students in 2nd Grade will learn about Ellis Island and the history behind it. Since the standard
SS.2.A.2.6 states that students will “discuss the importance of Ellis Island and the Statue of
Liberty to immigration from 1892-1954 ”, students will engage in a simulation of Ellis Island.
Instruction:
The teacher will teach students about Ellis Island and students will read texts and stories
about Ellis Island. Students will look into their own racial identity and heritage and take on that
2nd Grade
identity in the simulation.
Project:
Teachers in 2nd grade will work together to create an authentic experience of Ellis Island.
Students will go through the process that immigrants went through immigrating to America.
Assessment:
At the conclusion of the unit, students will discuss their experiences and have an active
discussion on inclusion and discrimination. Students will discuss their thoughts and feelings
on the process and identify how we are working to remove barriers and discrimination today.
Interview/ Research Project
Introduction:
Students in 3rd Grade will learn about how people from different places perceive different
places and regions. Standard SS.3.G.2.6 states that students will “investigate how people
perceive places and regions differently by conducting interview, mental maping, and studying
news, poems, legends, and songs about a region or area ”. Students will investigate a variety
of sources to see how different countries are perceived.

Instruction:
The teacher will introduce students to a variety of countries and facts about them. Florida
3rd Grade
standards focus the United States, Canada, Mexico, and the Caribbean. However, teachers
are encouraged to expand beyond these countries as appropriate and desired. The teacher
will also teach students about biases and stereotypes.
Project:
Students will use selected books and web resources to see what people think about a
country of their choice. Additionally, students will interview members of their family,
community and/or school to find out facts and opinions about their selected country. After
collecting information, students will create a board that shows the perceived views of their
country and the actual views of their country.
Assessment:
 12

At the conclusion of the unit, students will present their project to their class. Students will be
able to explain the biases and false beliefs of their countries and how they can combat those
false beliefs.
Civil Rights Movement Project
Adapted from Larmer, 2018
Introduction:
Students in 4th grade will learn about the Civil Rights Movement. Standard SS.4.A.8.1 states
that students will “identify Florida’s role in the Civil Rights Movement”. Students will explore
perspectives, write in the perspective as someone during the Civil Rights Movement, and
make an audio recording of the project.
Instruction:
The teacher will introduce students to the Civil Rights Movement. While the standard focuses
4th Grade primarily on Florida’s role in the Civil Rights Movement, the teacher should focus on the Civil
Rights Movement as whole as appropriate.
Project:
After exploring accounts from multiple individuals, students will write their own account as
someone in the Civil Rights Movement. After writing their narrative, students will then create
an audio recording of their account.
Assessment:
Students will present their audio recordings to the class and classes will have an active
dialogue about the Civil Rights Movement and how we have overcome it and how we still
have opportunities for growth.
 13

Slavery Research Project

Introduction:
Students in 5th grade will learn about Slavery in the Colonies. Standard SS.5.A.4.6 states that
students will “identify. Students will explore perspectives and write a poem from the
perspective of someone from the colonies.
Instruction:
The teacher will teach students about slavery during the Civil War. Students will have active
discussions about the causes of the Civil War and the role that slavery played in the Civil War.
Students will read accounts from both sides of slavery in order to gain a deeper perspective.
5th Grade
Project:
After exploring accounts from multiple individuals, students will write a poem or song about
their conditions and experiences. After writing their narrative, students will then create
pictures to reflect their song or poem.
Assessment:
Students will present their poems/ songs to the class and classes will have an active dialogue
about Slavery and why we must allow freedom for all individuals and to reflect upon someone
else’s experiences.

World Cultures Project

Note: Students in 6th Grade explore world cultures. A project has been created to reflect this.
Introduction:
Students in 6th grade will learn about multiple world cultures. Students will explore multiple
world cultures from early civilizations.
Instruction:
The teacher will teach students about a variety of cultures in the past. Cultural groups include
Nile, Tigris-Euphrates, Indus, Yellow Rivers, Meso American, South American, Phoenicians,
Greeks, Romans, Chinese, Indian, etc.
6th Grade Project:
After exploring accounts from a variety of groups, students will conduct research on a group
of their choice. Students will create a presentation on that group and write in the style of that
group. Students will create a poster board project that demonstrates knowledge of that
group.
Assessment:
Students will present their projects to class. Students will engage in conversations on the
groups and their contributions to society. Students will understand and recognize that each
group, though very different, contributed to the world.

Amendments Project
 14

Note: Students in 7h Grade explore civics. A project has been created to reflect this.
Introduction:
Students in 7th grade will learn about civics in the United States. Standard SS.7.C.3.7 states
that students will be able to “analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th
7th Grade
amendments on participation of minority groups in the American political process”. Students
will explore each amendment in-depth and reflect on its contributions to society.
Instruction:
The teacher will teach students about each amendment and will teach why each amendment
was important and how it contributed to society.
Project:
Students will form small groups and research a chosen amendment. Students will create and
record a skit on their amendment and explain how it impacted each group.
Assessment:
Students will present their projects to class. Students will engage in conversations on the
amendments and how they impacted American society. Students will also discuss how the
amendment was wrong and how we can improve upon society.
Civil War Project
Note: Students in 8h Grade explore American history. A project has been created to reflect
this.
Introduction:
Students in 8th grade will learn about the role of slavery in-depth and its cause of the Civil
War. Standard SS.8.A.5.2 states that students will be able to “analyze the role of slavery in
the development of sectional conflict”. Students will explore the role of slavery in the Civil War.
Instruction:
The teacher will teach students about slavery during the Civil War. The teacher will go further
in-depth than a fifth grade lesson. Students will have active discussions about the causes of
8th Grade the Civil War and the role that slavery played in the Civil War. Students will read accounts
from both sides of slavery in order to gain a deeper perspective.
Project:
After exploring accounts from multiple individuals, students will create a project that creates
a Courageous Conversation about race. Students will compare and contrast slavery from the
Civil War to social inequity now. Students will create a board that shows the comparisions
and suggests ways to solve issues with social injustice and racial equity.
Assessment:
Students will present their board to the class and classes will have an active dialogue about
Slavery and why we must allow freedom for all individuals and to reflect upon someone else’s
experiences.
 15

LEADERSHIP

Role in the Plan

Being a leader for Social Justice and Racial Equity is essential. School administration will
need to actively engage in this plan and provide staff members with opportunities for growth.
Additionally, leaders need to comfort and have difficult conversations with teachers and
students, while also putting aside any biases and prejudices. Leaders in this plan take the
heavy role of both implementing it, navigating it, and ensuring any issues are dealt with and
resolved. Leaders at RCSSL will take an active role in the plan and ensuring equity for all
students. All leaders at RCSSL will confront issues in inequity, work to change the mindsets
of teachers and staff, and be an active voice for students.

Committee for Social Justice and Racial Equity

As part of this Social Justice and Racial Equity Plan, RCSSL will form a committee to ensure
that the plan is carried out and that supports are put in place to ensure students succeed and
have equal opportunities.
The committee will be open to all members of the RCSSL staff and will be lead by an elected
chairperson.
Some of the goals and tasks of this committee are as follows:
• Investigate allegations of inequity
• Speak up against inequity as it occurs
• Ensure that students have equal representation in advanced and accelerated
programs (Cambridge program, accelerated courses, other unique opportunities, etc.)
• Plan and lead professional development for staff members
• Ensure discipline issues are handled fairly across all students
• Develop and help implement a social justice and racial equity curriculum.
• Maintain and update this plan as appropriate

“Only a visionary leadership that can motivate “the better

angels of our nature” as Lincoln said, and activate
possibilities for freer, more efficient, and stable America-
only that leadership deserves cultivation and support”
-Cornel West
 16

PROFESSIONAL DEVELOPMENT

Topics for Professional Development

The following is a list of suggested Professional Development topics. The opportunities are
developed from the topics presented Singh’s (2019) book.
• Racial Identity
• Internalized Racism
• History of Racism and Inequity
• Consciousness of Racism and Inequity
• Racism in Relationships
• Racism in Education and Ways to Overcome
• Being a Racial Ally
• Collective Healing
• A Racially Just World
• White Privilege and Looking Beyond

Suggested Activities for Professional Development

The following is a list of suggested activities to engage staff members in social justice and
racial equity. These activities are purposely short as Professional Development opportunities
tend to be scarce or enough time is not allocated for Professional Development. These
Professional Development activities can be incorporated during choice sessions or as after-
school staff meeting opportunities. Sources are listed as appropriate.
Activity Name Description Time
Participants will answer when they first
realized they had a racial identity, what the
experience taught them about their race,
and what feelings they had.
My Earliest Memories of
After answering those questions, 10-15 mins.
Racism (Singh, 2019)
participants will debrief and listen to others
experiences

What is My Cycle of Racial
Socialization? (Singh, 2019)
Cultural and Social Norms of admitting being scared, confused, and in
Grief (Singh, 2019)
17
Participants will answer the following
questions:
1. Think about the racial scripts in the world
and what racial scripts people were
operating on when you were born.
2. Write about the racial scripts you were
taught.
3.Write about the conscious and
unconscious messages you learned from 20-30 mins.
your racial scripts.
4. Write about your racial scripts were
revised through privilege, stigma,
discrimination, and/or oppression.
5. What have you experienced as a result
of racism and dehumanization?
Participants will share and reflect on each
other’s experiences.
Participants will answer a series of
questions.
Think about a loss in your life. Write about
that experience.
Partipants will then rate the level of
acceptance in their culture/ social group in
crying/feeling depressed, expressing anger,
20-30 mins.
pain, grieving loudly, to be with people,
taking time off, and more.
Participants will reflect on their level of grief
and their norms and then how society may
impact the systems of racism.
Participants will then share and reflect
 18

Participants will evaluate how they raised

their race-consciousness in the past and
what they can do now.
After rating, participants will list three steps
they have taken with education in the past
Raising My Consciousness
to raise their consciousness, three steps
Through Education and 15-20 mins.
they can take with education now, three
People (Singh, 2019)
steps they have taken with people in the
past to raise their consciousness, and three
steps they can take with people now.
Afterwards, participants will share and
reflect.
Participants will answer the following
questions:
Think about a time when someone in your
life said something racist or reflected
internalized racism.
1. Did you respond? Why or why not?
2. What emotions came up during this
event? What did you notice about your
Becoming an Antiracist in
body and how it reacted? 30-40 mins.
the “Real World”
3. Did you share your feelings with the
person? What would you say if you did
share your feelings?
Participants will then answer questions on
how to engage in the conversation and
change the narrative.
Afterwards, participants will share and
reflect.

“We must insist upon this to give our children the fairness of a start which will
equip them with such an array of facts and such an attitude toward truth that
they can have a real change to judge what the world is and what its greater
minds have thought it might be!”
- W.E.B. DuBois
 19

COMMITMENT

Student Expectations
After engaging staff, the next challenge will be engaging students. Students come to school
with set mindsets and ideals from outside of the school’s walls. Sometimes those ideals, as
wrong as they may seem, may sneak their way into the school. In order to combat some of
these beliefs and perceived beliefs, the following expectations will be required of all students
and classrooms:
1. Allow all students to speak their truths
2. Confront disagreements as appropriate and politely disagree, with evidence
3. Speak out against injustice and inequity
4. Not everyone has the same experience. Be open!
5. Allow people the ability to grow and change

Communication and Input of Plan

Parents:
Communication: The Plan will be available publicly on the school’s website and
communicated with parents via email, social media, and
Input: Community members may request input of the plan by emailing the chair
of the committee or the principal. Parents may attend meetings of the committee
and needed and requested. Parents are most likely going to have objections to
the plan, so mitigating any issues and listening to parents will be key.
Teachers and Staff:
Communication: The Plan will be available publicly on the school’s website, will
be emailed to all staff, and will have a training on the plan.
Input: Staff members can contact a representative of the committee to bring up
any concerns.
Leadership:
Communication: Leadership will be directly involved with the plan and help
enforcing it.
Input: Leadership members can communicate with the chairperson regarding
any issues and suggest changes.
 20

Community:
Communication: The Plan will be available publicly on the school’s website and
will be announced to the general community.
Input: Community members may request input of the plan by emailing the chair
of the committee.

Monitoring Effectiveness and Review of Plan

In order to monitor effectiveness, the Committee for Social Justice and Racial Equity will meet
monthly in order to review the following as needed:
- Schoolwide Discipline
o Are consequences fair and balanced?
o Are discipline issue sounding race/equity diminishing?
- Funding
o Are students receiving adequate funding?
o Are we spending funds equally for all students?
o What areas may we need funds for to support initiatives?
- Acceleration
o Is there anyone who qualifies for acceleration
o Is the current
- Curriculum
o Is the curriculum biased? How can it be corrected?
o Are we implementing the curriculum plans effectively?
o Is there a need we have not explored yet?
- Schoolwide Focuses
o Are students being reflective?
o Are students using skills for social justice and racial equity?
o Are students being kind and supporting each other?
Other topics may be addressed as needed.
 21

REFERENCES
Bassett, K., Bigham, B., & Calvert, L. (2017). Social justice book list. NNSTOY.
http://www.nnstoy.org/wp-content/uploads/2017/08/NNSTOY-Social-Justice-Book-
List.pdf.
Dell’ Angelo, T. (2014). Creating classrooms for social justice. Edutopia.
http://edutopia.org/blog/creating-classrooms-for-social-justice-tabita-dellangelo.
Florida Department of Education (2020). Renaissance Charter School of St. Lucie: 2018-2019
Report card.
http://edudata.fldoe.org/ReportCards/Schools.html?school=0711&district=56.
Florida State University (2020). Standards. CPALMS.
https://www.cpalms.org/Public/search/Standard.
Jochim, A. (2019). Analysis- We need a new way to talk about educational equity: From
achievement gaps to out-of-school enrichment, postsecondary preparation & beyond.
The 74. http://www.the74million.org/article/analysis-we-need-a-new-way-to-talk-about-
educational-equity-from-achieevment-gaps-to-out-of-school-enrichment-
postsecondary-preparation-beyond
Larmer, J. (2018). 4 projects about the civil rights movement. PBL Works.
https://www.pblworks.org/blog/4-projects-about-civil-rights-movement.
Lynch, M. (2019). Teaching social justice in your classroom. The Edvocate.
http://theedadvocate.org/teaching-social-justice-in-your-classrom
Singh, A. A. (2019). The racial healing handbook: Practical activites to help you challenge
privilege, confront systemic racism & engage in collective healing .
Singleton, G. E. (2015). Courageous conversations about race: A field guide for achieving
equity in schools (2nd ed.).Corwin.
Teaching Tolerance (2018). Social justice standards: The teaching tolerance anti-basis
framework. http://www.tolerance.org/sites/default/files/2020-09/TT-Social-Justice-
Standards-Anti-bias-framework-2020.pdf.