Phase 3

Bolstered by the inquiry work of the prior two phases, the team establishes a shared vision for their equitable school. Teams then undergo a strategic design and planning process before exploring possibilities for new school structures and policies, as well as student-centered and culturally responsive school and classroom practices.

Selected Tools:
Rapid Prototyping for Classroom Innovations

Decision-Making Table

Vision of a Graduate Protocol

Continue to Phase 4

An approach to teaching and learning that is flexible and adaptable, adjusting the system to the individual students and what they need to be successful in today's diverse, global world.
Students exercise voice and choice in their learning, embracing their individual strengths, needs, interests, and cultural backgrounds.
The ability to use the cultural characteristics, experiences, and perspectives of culturally and linguistically diverse learners as conduits for teaching them more effectively. (Geneva Gay, 2002)
Developed in a way that ensures a barrier-free environment for all students, ensuring that every student, particularly those within historically underserved groups, has what they need to be successful. To be truly equitable, schools must not only have equity of opportunity, but of outcomes.
The process of envisioning, designing, and implementing a school model, either from scratch as a way of redesigning and disrupting the existing educational system, or as part of the transformation of an existing school.