As a district, we strive to teach students how to make informed decisions through critical thinking and reflection and the study of historical and current events. Please see the frequently asked questions below for more information about how this plays a role in the district's strategic plan.

What is the purpose of the district strategic plan for equity?

Currently, Gates Chili students are achieving at disproportionate, or different, rates. In addition, district staffing does not represent the diversity of our student population. The work to overcome this disproportionality at Gates Chili is the Strategic Plan for Equity.

What is the goal of the Strategic Plan for Equity?

The goal of the strategic plan is to improve opportunities and outcomes for all students and create an inclusive environment for staff. The current demographics in Gates Chili include 54% of our students self-reporting their race as white, 18% Black, 14% Latinx, 5% Asian/Pacific Islander, 8% multi-racial and <1% Native American. In addition, Gates Chili students represent more than 20 different home countries and speak more than 30 different home languages. Additionally, 50% of the district's students identify as economically disadvantages, nearly 12% are students with disabilities and 5% are English Language Learners (ELLs). We recognize this data does not represent all students but is an example of various groups of students throughout the district. Whereas, currently, staff members do not represent the diversity of district students. By diversifying the workforce, the district will create a system that is culturally-responsive so all students and staff members are represented and celebrated.

How will the district approach this work?

 The district formed a Root Cause Team to examine district academic and behavior data, as well as the beliefs, policies, and practices contributing to disproportionality. This team worked with New York University's Metropolitan Center for Research on Equity and the Transformation of Schools. From this partnership, the district identified five areas in need of improvement to dismantle disproportionality across the district: teaching and learning; recruitment, hiring, and retention; multi-tiered systems of support; restorative practices; and data systems. The district formed equity teams to guide the improvement of each of these areas. The charges for these teams can be found at the following link: www.gateschili.org/EquityTeams.

What is Culturally Responsive-Sustaining Education (CR-SE)?

Culturally Responsive-Sustaining Education (CR-SE) is an approach that recognizes the importance of including individual student's cultural identities and experiences in all aspects of learning. CR-SE ensures that instruction and learning environments are student-centered, intellectually rigorous, and reflect all students ethnic and racial backgrounds. This work is aligned with the New York State Culturally Responsive-Sustaining Education Framework and The NYS Board of Regents Framework on Diversity, Equity, and Inclusion. These frameworks, along with the NYS standards, guide our curriculum and instruction in the district.

What’s the difference between Culturally Responsive-Sustaining Education and Critical Race theory?

Culturally Responsive-Sustaining Education is a research-based approach to how we interact in the classroom, in an attempt to connect with each student and help create an environment where everyone reaches their full potential. Critical Race theory is about the challenging of historical approaches to the teaching of topics connected to race. Critical race theory is a social and legal construct, typically discussed in university setting.

Is critical race theory part of district curriculum?

Our curriculum is based on the New York State Standards. Critical race theory is not part of the standards or our curriculum. The work we are focused on in the district is aimed at reducing disproportionality and strengthen equity and inclusive practices. We want all students to feel a sense of belonging and connectedness in our schools and have access to the same opportunities and experiences so all students' potential for succuss is maximized. More information about NYS standards and curriculum can be reviewed at the following link: http://www.nysed.gov/curriculum-instruction. In addition, the NYSED Curriculum and Instruction office can be contacted at emscurric@nysed.gov.

Are there elements of the critical race theory being taught in the district?

Critical race theory is a social and legal construct, typically discussed in university setting. The New York State curriculum includes historical events throughout American and World history. The teaching of government, political systems and citizenship are all part of our Social Studies curriculum beginning in elementary school. Instruction aligns to the NYS Standards and the NYS Social Studies Framework. The link below provides information about the social studies framework: http://www.nysed.gov/curriculum-instruction/k-12-social-studies-framework. In addition, the NYSED Curriculum and Instruction office can be contacted at emscurric@nysed.gov.