Culture of Belonging

A culture of dignity, equity, and belonging is the foundation for equity and inclusion. Profound change for equity in schools will require a healthy culture where dignity is honored through:

  • Intrapersonal (within self)
  • Interpersonal (between peers, teacher-student, colleagues, etc.)
  • Institutional (practices & policies)
  • Structural (inter-institutional; field of education, employment).

 

Your Voice Matters

Our commitment to equity in our schools starts with listening and amplifying the voices of our students.

 

Waukee Equity Standards

The Waukee Equity Standards are a set of anchor standards and learning outcomes divided into four domains: identity, diversity, justice, and action. The standards provide a common language and organizational structure to help reduce prejudice and advocate for positive change. In today’s world, these are essential skills for all humans. Teachers will use the standards to guide classroom discussions and learning opportunities making our schools more inclusive and safe.

Identity

K-2nd I know and like who I am and can talk about my family and myself. I can name some of my identities.

3rd-5th I know about my family history and culture and our current and past contributions.

6th-9th I know about my family history and culture and how I am connected to the people within my culture.

10th-12th I know my family history and cultural background and can describe how my own identity is informed and shaped by my history and culture.

K-2nd I know that the multiple elements of my identities are part of me, but that I am always ALL me. I can feel good about myself without being mean or making other people feel bad.

3rd-5th I know that the multiple elements of my identities are part of who I am, but none of them fully describe me and this is true for other people too. I can affirm my identity and the identity of others with empathy, kindness, and respect.

6th-9th I know that overlapping identities combine to make me who I am and that none of my identities on their own fully define me and that is true for other people too. I recognize identity as unique and complex to humanity. 

10th-12th I know that all my identities and the overlapping elements of those identities create unique aspects of who I am and that this is true for other people too. I can describe identity as unique and complex to humanity. 

K-2nd I know that all aspects of identity create the unique aspects of who I am. I know how to notice, respect, and see the humanity in the identity of others.

3rd-5th I know that all aspects of identity create the unique aspects of our world. I know how to notice, respect, and see the humanity in the identity of others.

6th-9th I know there are similarities and differences between my identities and the identities I encounter. I understand those identities can be expressed differently in multiple spaces.

10th-12th I recognize the unique aspects of identity in multiple spaces in society.  I am conscious of how I express my identity and respect the identity of others as I move between those spaces.

Diversity

K-2nd I like being around people who are similar to me and different from me. I can be respectful to everyone.

3rd-5th I have respectful words and actions to describe how I am similar to and different from people who share my identities and those who have other identities.

6th-9th I interact with people who are similar to and different from me. I show respect to all people.

10th-12th I have the language and knowledge to interact responsively and respectfully with all people, whether they are similar to or different from me.

K-2nd I want to know about other people and get along with people who are similar to and different from me.

3rd-5th I want to know more about other people’s lives and experiences. I know how to ask questions respectfully and listen carefully and non-judgmentally.

6th-9th I am curious and want to know more about other people’s histories and lived experiences. I ask questions respectfully, listen carefully, and non-judgmentally because I know we are all connected.

10th-12th I respectfully express curiosity about the history and lived experiences of others and exchange ideas and beliefs in an open-minded way in order to build connections.

K-2nd I respect that people believe different things and live their daily lives in different ways.

3rd-5th I understand that the way people are treated today, and the way they have been treated in the past is a part of what makes them who they are.

6th-9th I can explain how the way people are treated today, and the way they have been treated in the past, shapes their identity and culture.

10th-12th I understand that diversity includes the topics of discrimination as well as the enactment and enforcement of laws which impacted the development of identities and cultures.

Justice

K-2nd I know when people are treated unfairly.

3rd-5th I learn to get to know people as individuals. I know it is unfair to think that elements of a person’s identity can determine how they are treated.

6th-9th I can recognize and describe unfairness and injustices in many forms including attitudes, speech, behaviors, practices, and laws.

10th-12th I recognize all people as individuals and can recognize, describe, and distinguish unfairness and injustice at different levels of society.

K-2nd I know true stories about how people have been treated based on their identity.

3rd-5th I know that words, behaviors, rules, circumstances, and laws can influence relationships among others.

6th-9th I am aware that words, behaviors, unjust practices and laws can affect people in society, based on group or individual identities.

10th-12th I can explain the short and long-term impact of certain words, behaviors, unjust practices and laws that act to limit the rights and freedoms of a person’s identity.

K-2nd I know about people who helped work toward fairness to make lives better for themselves and others.

3rd-5th I know about the actions of people and groups who have worked throughout history to bring justice and fairness to the world.

6th-9th I know about the people, groups, and events in civil rights history and about the beliefs and ideas that influenced them.

10th-12th I can identify figures, groups, events, and a variety of strategies and philosophies relevant to the history of civil and human rights around the world.

Action

K-2nd I can and will do something when I see unfairness – this includes telling an adult.

3rd-5th I know it’s important for me to stand up for myself and for others. I know how to get help if I need ideas on how to do this.

6th-9th I stand up for myself and for others when faced with exclusion, prejudice, and injustice.

10th-12th I express empathy and take responsibility for standing up when people are excluded or mistreated because of their identities.

K-2nd I will say something or tell an adult if someone is being hurtful and will do my part to be kind even if my peers do not.

3rd-5th I will speak up or do something when I see unfairness, and I will not let others convince me to go along with injustice.

6th-9th I will respectfully speak up or take action when I see unfairness, even if those around me do not. I will not let others convince me to go along with injustice.

10th-12th I have the courage to speak up to people when their words, actions, or views are biased and hurtful. I will communicate with respect even when we disagree.

K-2nd I will join with peers to make our classroom fair for everyone.

3rd-5th I will work with my peers and family to help make our school and community fair for everyone. We will work hard and cooperate in order to achieve our goals.

6th-9th I will work with my peers, family, and community members to make our world more equitable for everyone. We will plan and coordinate our actions in order to achieve our goals.

10th-12th I will join with peers, family, and community members to plan and carry out action against exclusion, prejudice, and discrimination. We will be thoughtful and creative in our actions in order to achieve our goals.

 

Important Definitions: Equity & Inclusion

The Waukee Community School District is dedicated to building an environment of inclusive excellence to ensure everyone feels appreciated, validated, accepted, and treated fairly.

  • Equity – Equity refers to fair treatment for all people, so that the norms, practices, and policies in place ensure identity is not predictive of opportunities or outcomes.
  • Diversity – Human differences or variations in ability, identity, and experience.
  • Inclusion – Inclusion refers to engagement within a community where the equal worth and inherent dignity of each person is valued. An inclusive community promotes and sustains a sense of belonging; it affirms the talents, beliefs, backgrounds, and ways of living of its members.
  • Identity – The characteristics that define who people are, the way they think about themselves, and how they are viewed by the world. Some identity elements may include but are not limited to ethnicity, physical features, personality, culture, religion, gender, race, age, education, language, nationality, interests, aspirations, talents, generation, passions, name, perspectives, beliefs, occupation, family, traditions, genetics, challenges, strengths, groups/teams in which you belong (i.e. sister, athlete, bilingual, reader).

 

Staff

Photo of Lindsay Law
Lindsay Law
Director Of Student Well-Being
Administration, Directors, School Improvement Department
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