skip to main content


Policy 1080 Implementation Procedures - Educational Equity

Implementation Procedures

I. Funding and Allocation of Resources

  1. The Superintendent/designee will recommend priorities and develop procedures for differentiating school funding, The District Level School Support Team (SST) will identify and allocate resources based on, but not limited to:

    1. Academic outcomes aligned with the federally accountable student groups.

    2. Mental health and behavioral needs.

  2. Howard County Public School System (HCPSS) schools and offices will seek grants and partnerships to supplement funding for innovative programs and supports to decrease opportunity gaps.

  3. HCPSS offices will seek local, state, and federal funding to supplement and support educational equity.

  4. The Division of Operations will provide equitable services at each individual school to ensure all school facilities are safe, healthy, efficient and conducive to student learning.

  5. Principals will utilize data to request and advocate for community and Central Office supports, based on the unique needs of the school population.

  6. The Offices of Budget and Finance, in compliance with the federal Every Student Succeeds Act (ESSA), will report expenditures by school to the Maryland State Department of Education (MSDE) for comparing per-pupil spending between schools.

  7. The Offices of Budget and Finance will propose an annual budget that allocates resources in a manner that promotes the principles of education equity. The equity information will be part of each program budget where applicable and include an analysis of resources that addresses disparities in education outcomes.

II. Access and Opportunity

See June 5, 2019 Board Report, Equity: Responding to Performance and Opportunity Gaps in HCPSS, for a detailed examination of instructional strategies and interventions supporting access and opportunity.

  1. The Division of Academics, in collaboration with the Division of School Management and Instructional Leadership, will develop equitable placement processes that utilize student input, parent input, teacher input and multiple data points to ensure equitable access to advanced coursework. Parents will have the opportunity to examine the multiple data points and submit their recommendation for their child to ensure equitable access for their child.

  2. The Division of Academics will work with school leadership teams and communities to encourage families to engage in early reading and programming available to support student success from Birth-Grade 12.

  3. The Early Childhood Office will collaborate with childcare providers, families, and pre-K programs to support student readiness for kindergarten.

  4. The Division of Academics and Division of School Management and Instructional Leadership will work to examine current supports and determine innovative resources and supports for increasing graduation rates for all students.

  5. The Division of Academics will partner with local postsecondary institutions to expand innovative pathways, such as dual enrollment options and Career and Technical Education (CTE) programs to ensure postsecondary success for all students.

  6. The Division of Human Resources and Professional Development will identify partners and strategies to recruit and retain a diverse workforce, which includes, but is not limited to, racial, ethnic, and linguistic diversity.

III. Diversity, Equity, and Inclusion Supports

  1. The Office of Diversity, Equity and Inclusion (ODEI) will coordinate systemic planning, development, and execution of professional learning related to HCPSS educational equity goals. The professional learning will be in collaboration with HCPSS divisions. The professional learning will cover such areas as anti-bias, anti-racism, racial equity, cultural proficiency and responsiveness, disability acceptance, equity facilitation and leadership, equity focused leadership for district and site-based leaders, microaggressions, restorative justice practices, trauma-informed/healing-centered practices, student voice, and other diversity, equity, and inclusion-related professional development.

  2. The ODEI will consult with HCPSS divisions and offices on initiatives and programs to support HCPSS educational equity goals.

  3. The ODEI will work collaboratively with HCPSS offices to intentionally uplift diverse role models, so that all students see themselves and the global society represented.

  4. The ODEI will partner with parent and community organizations and government agencies to support mutual equity goals.

  5. Principals will designate a Diversity, Equity, and Inclusion Liaison to lead school-based professional learning, support school improvement planning, and work with the ODEI on district-level initiatives.

IV. Data Reporting and Accountability

  1. SST will establish/maintain a school improvement planning process that requires school improvement teams to:

    1. Analyze trends within disaggregated student data, which may include (but not be limited to):

      1. Gap analysis to identify and address any emergent inequitable educational outcomes.

      2. Disproportionality in discipline practices.

      3. Under representation in advanced course enrollment.

      4. Progress towards increasing graduation rates for all students.

      5. Disproportionality in special education identification rates.

      6. Staff professional development needs.

    2. Perform root cause analysis that includes cultural and structural factors.

    3. Strategize solutions that focus on educational equity.

    4. Track targets and milestones to close equity gaps.

    5. Modify school improve plans as needed to support closing inequitable educational outcomes.

  2. School-based leadership teams will perform equity-focused data analysis to identify current gaps in educational outcomes, programming, supports, and interventions in order to develop and implement school improvement plans.

  3. Annual reporting of staff data to the Board will include teacher and staff demographics, recruitment initiatives, successful retention efforts for teachers of color, and additional innovative strategies utilized by the Division of Human Resources and Professional Development to recruit and retain a diverse workforce.

  4. The Superintendent/designee will develop a Local ESSA Consolidated Plan that will utilize disaggregated student data to determine school system needs, identify areas of focus, and track progress towards equity goals.

  5. The Superintendent/designee will develop system-wide goals, activities, and track progress towards measurable targets to achieve educational equity. Updates will be provided to the Board through information items, memorandums and Board reports that include disaggregated data.

V. Addressing Concerns and Non-Compliance

  1. Individuals who have been subjected to or observe behaviors that are a violation of this policy are first encouraged to respectfully share the concern/issue with the person or persons directly involved, in a manner that reflects a restorative approach.

  2. If the matter is not resolved using the process described above in Section V.A. individuals may follow the Formal Parent Concern Form & Process and/or utilize the HCPSS policies and procedures that may relate, including the following:

VI. Monitoring

Policy 1080 implementation procedures will be overseen by The Division of Human Resources and Professional Development.

VII. Definitions

Within the context of these implementation procedures, the following definitions apply:

  1. Cultural Proficiency - The ongoing process of becoming knowledgeable of one’s assumptions, biases, values, beliefs, own cultural identities, as well as the cultures of others in order to foster an appreciation, understanding, and respect for varying cultural expressions that exist in the actions and interactions of an organization. Culturally proficient practices are guided by the tools of cultural proficiency.

  2. Microaggressions - Everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, that communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership.

  3. Root Cause Analysis - A process by which an issue is examined by going deeper into why the problem exists. Causal factors contributing to the issue are explored to assist with identification of action steps that address the original cause of the issue and not just the symptoms or outcomes.

  4. District Level School Support Team (SST) - A cross-divisional team with representation from various offices within the HCPSS that are tasked with overseeing school improvement plans and developing supports for schools.

  5. Trauma-Informed/Healing-Centered Practices - Practices that reflect an understanding of the basics of how adverse childhood experiences affect a person throughout their life and focus on collective approaches to healing.

VIII. History

ADOPTED: October 8, 2020




EFFECTIVE: October 8, 2020

Policy History Key

  • Adopted-Original date the Board took action to approve a policy
  • Reviewed-The date the status of a policy was assessed by the Superintendent’s Standing Policy Group
  • Modified-The date the Board took action to alter a policy that based on the recommendation of the Superintendent/designee did not require a comprehensive examination
  • Revised-The date the Board took action on a that policy based on the recommendation of the Superintendent/designee needed a comprehensive examination
  • Effective-The date a policy is implemented throughout the HCPSS, typically July 1 following Board action.