Overview

Identity 

Advancing knowledge of self and others through cultural and academic competence

Does the text/task support students to:

• Develop a positive self-image by engaging in history and cultural background that reflects students (without treating others as inferior)?
• See representation of their own culture(s)? 
• Access inclusive texts? Do your texts highlight non-dominant identities and voices that will expose students to experiences beyond their own?  
• Recognize the traits of the dominant culture (racism, sexism, ableism), the student’s home culture, and allow the student to be conscious of how they express their identity as they move between different spaces?

Skills 

Advancing content area skills and proficiencies

Does the text/task support students to:

• Access rigorous ...
• Build discipline-specific skills through content knowledge to advance students’ academic proficiencies and active participation in democracy? 
• Research, and gather evidence to critique the dominant discourse?
• Access all text across subject areas with the proper support (from both a language/ literacy perspective and a cultural perspective)? Is it accessible for students with different learning and language abilities? 
• Build academic confidence in their abilities as a learner and creator of knowledge as they move between different spaces?

Criticality 

Advancing students understanding of oppression, equity, and anti-racism

Does the task/text support students to:

• Identify leaders, groups, strategies, and philosophies relevant to the history of social justice around the world and define their own definition of justice?
• Identify the intersections of race, class, gender, sexuality, and immigration status?
• Recognize, describe, and challenge unfairness and injustice at different levels of society through the use of research and evidence?
• Explain the short and long-term impact of biased words and behaviors, unjust practices, laws, and institutions that limit the rights and freedoms of people based on their identity groups?
• Reflect on the advantages and disadvantages that individuals and groups have in a society based on race, class, gender, sexuality, and immigration status- 

Action Advancing knowledge into action

Does the task/text support students to:

• Question societal norms or academic rules? that are accepted as truth, challenge injustice, and/or critically analyze structures of power? Is it revolutionary?
• Critically interact with or learn from all people, whether they are similar to or different from them? 
• Plan and carry out collective action in the community against exclusion, prejudice, and discrimination, and be thoughtful and creative in our actions to achieve collective goals?

Identity 

Advancing knowledge of self and others through cultural and academic competence

Students are provided the opportunity to… 

• Develop a positive self-image, affirm their identity, and lived experiences through authentic opportunities 
• Cultivate a growth mindset and sense of self-efficacy
• Critique the traits of the dominant culture (racism, sexism, ableism) and oppression
• Use home language, culture, idioms, and vernacular language to build or sustain their communities
• Work in a learning environment that is intellectually and socially safe for learning (space for risk taking)

Skills 

Advancing content area skills and proficiencies

Students are provided the opportunity to… 

• Take ownership of their learning through collaboration, discourse, and engagement with the task/text
• Receive formative assessments and feedback to increase intellectual capacity
• Engage in student to student discourse
• Challenge their own intellectual capacity through high expectations

Criticality 

Advancing students understanding of oppression, equity, and anti-racism

Students are provided the opportunity to...

• Use voice and develop agency in the classroom (support students to self-advocate)
• Engage with classmates to engage in productive struggle
• Engage in oral and written discussions to analyze, criticize and synthesize
• Reflect and recognize their own brain’s triggers around race and culture
• Process new content using a variety of methods

Action Advancing knowledge into action

Students are provided the opportunity to… 

• Understand and interrupt social-emotional stress from stereotype threat and microaggressions
• Build classroom culture and learning around communal (sociocultural) talk and task structures
• Engage in classroom rituals and routines to support a culture of learning
• Lead in the classroom, take ownership of their work or learning experience, and form a partnership with the teacher and peers 
• Manage conflicts and redirect negative behavior through restorative justice practices
• Provide teachers with feedback