Reflection and Evaluation

CDE Equity Toolkit - Reflection and Evaluation - with a picture of a a notepad with

Reflection & Evaluation

In this section, the following information and resources will assist you in accomplishing the following goals:

Using a reflective approach that leads the system and the individuals in it to examine how well needs are being met and then adapt
Reflecting on previously established goals, using research, data and other tools to assess if you met them and the factors that supported or challenged success

Acknowledging and celebrating goals achieved or significant progress made toward goals
Revising goals based on reflection and creating new action plan/next steps
Systematizing and institutionalizing knowledge and practices that promote equity

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What can I learn in this section?

Self Assessment

Take the assessments below to evaluate where your strengths and opportunities for improvement lie when it comes to understanding the people you are serving, especially those who might have different identities and lived experiences than you do.

Likert Scale: Never (1), Rarely (2), Sometimes (3), Frequently (4), Always (5)

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Continuous Improvement Evaluation Process

Revisiting the Focus-Evaluate-Plan-Implement cycle, the UIP Handbook suggests schools and districts engage in the cycle multiple times throughout the year in order to:

Evaluate (or monitor) performance (based on interim measures) and implementation of major improvement strategies (based on implementation benchmarks) at least quarterly
Adjust planned improvement strategies
Implement revised strategies, as needed

This toolkit provides some key guiding questions below that can help leadership teams center equity as they engage in evaluation, adjustment and implementation.

First, evaluate and reflect on the process and outcomes for ALL groups.

What were you trying to achieve or accomplish?
What data did you use to inform your goal?
What partners did you include in goal setting, planning and implementation?

What went well? Why?
What could have gone better? Why?
What are the benchmark outcomes? Final? What new data exists?

Then, probe barriers to success in order to inform adjustments.

Barriers related to “Understanding Self”
- How did the lived experiences of you, those on your team and those involved in this initiative support and/or create barriers to progress?
- Were there deficit-based beliefs that impacted success?
- Are environments of exclusion, integration or separation (rather than inclusion) a factor?

Barriers related to “Understanding Others”
- Were there particular systemic barriers for certain groups that made progress difficult? How can those be addressed in the future?
- Were the cultural identities of all students considered in an asset-based way in this plan?

Barriers related to “Understanding Context”
- Were decisions data driven?
- Were data ever used to support deficit-based thinking about particular groups rather than used to assess current context and barriers?
- Did you pursue some or all necessary policy changes to achieve your goals?

Barriers related to “Implementation”
- Did your team do a robust root-cause analysis that considered equity factors?
- Did Major Improvement Strategies align tightly with identified equity-informed root causes?
- Were all planned actions implemented? Why or why not?
- Did you include students, families and staff in implementation?

Finally, implement revised strategies using knowledge gained from an equity-based reflection. Revisit the Understanding Context section for examples of school and district policies that impact equity and the Implementation section for example equity-centered Major Improvement Strategy and Action Step ideas.