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Equity
VISION 2020Strategic Action Goal Belonging & Equity
Equality and equity are not the same thing. Equality in education is achieved when all students are provided exactly the same opportunity, treatment, access and resources. In contrast, equity is achieved when all students receive what they need, when they need it, so they are college, career and life ready. For example, some kindergartners need extra support to learn to identify letters while other kindergartners are already reading and need enrichment. Equality is giving every student the same book to read at the same time while equity is matching the level of the text to the reading level of the student. In AHISD, equity means promoting a deep sense of belonging for all students and creating the conditions in which everyone can participate, prosper and reach his or her full potential. Promoting equity and belonging has been at the core of our work in Alamo Heights for many years. In 2008, AHISD’s Strategic Plan, a comprehensive, community-wide effort to map out our strategic direction, included a strategy about equity and access. At that time, the focus was that every AHISD student had equity of access to our programs, resources, and academic services. Many positive outcomes for our students grew out of this work. Our district began a late bus service so all students could stay after school to participate in tutorials and activities. Library hours were extended beyond the school day so students had access to computers and the internet to complete their school assignments. At that time, the district also revised the policies around enrollment in advanced course work so all students, who were willing to dedicate the time and are able to meet the minimum required grade average, could participate in Advanced Placement (AP) and Pre-Advanced Placement (PAP) courses. Over the years enrollment in AP courses has increased and student achievement on AP national exams has likewise increased. We can trace the roots of our award-winning dual language program as an enrichment model of bilingual education to our strategic planning process. Our autism and inclusion offerings for students were similarly strengthened. Our district’s focus on equity and access continued into the fall of 2019 when AHISD engaged in an updated strategic planning process. As a result of the input from our community through the district-wide survey, 50 focus groups, and community volunteers who met several times, our community called us into action around four updated goal areas, which included one goal focused around belonging and equity. In July 2020, our AHISD Trustees passed a resolution to prioritize the formation of an AHISD Equity Council to continue this work, encouraging a commitment to diversity, equity and inclusion to be apparent in our organizational structure and in the school experience for every one of our students and staff. With a district-wide invitation to all stakeholders in October 2021, the Equity Council was formed and included all parents, staff and students who wanted to be a partner in this important work. In an attempt to identify areas to improve equity, the council worked to review multiple data sources. Upon review of the data, and with the AHISD beliefs and parameters at the core, three strategy areas were developed to include:
Equitable Academics: The disaggregated data on academic achievement should show high comparable performance for all identified groups of learners Equitable Access: Records of student participation should show unobstructed entrance, involvement and full participation of all identified groups of learners in courses, programs and activities Equitable Treatment: Students and staff perceptions and observed patterns of interactions between individuals should be accepting, valuing, supporting, and safe so that all students feel challenged and engaged
Members of the three different work teams will come together on May 7 and 8 for a synthesis meeting to articulate strategic action recommendations. Progress of the AHISD Equity Council will continue to be shared through our district communications and publications.
Members of the Equity Council Work Teams met to identify areas to imporve equity, reviewing multiple data sources, with the AHISD beliefs and parameters at the core, developing three strategy areas, noted above.
2021 Teachers of the Year
Alamo Heights ISD announced the Campus Teachers of the Year for each of the district’s five campuses. Honorees were selected by their peers and will represent their campus throughout 2021. Honorees included: Bryan Stanton, Alamo Heights High School; Michael McElrath, Alamo Heights Junior School; Carly Leech, Howard Early Childhood Center; Mariana Medaris, Cambridge Elementary; and, Barbara Iverson, Woodridge Elementary. The district honored these outstanding teachers during the board meeting in February, announcing the district-level Teacher of the Year, Bryan Stanton, in an announcement also presented live on Facebook and YouTube. Meet AHISD’s extraordinary Campus Teachers of the Year!
“I have the unique honor of being able to help students find their voice and passion. I tell students, in this space, you are allowed to be your authentic self, unapologetically. This an environment where you are free to take risks and explore. As you grow into yourselves, as an actor, technician, and person, you will explore characters and social situations that may be different from your own. This allows you to use your character acting experience to understand the perspective of others in the world. One distinct difference between my theatre class and others you may have experienced is that your learning will be applied realistically by doing philanthropic theatre work in which we tie non-profit organizations to our curriculum and performances. This bridge allows you to not only make an impact on the greater community but grow in your empathy for fellow human beings and the natural world. By doing this, our AHISD “Profile of a Learner” comes to life.”
AHHS Principal, Cory Smith, shares,“Bryan has found a way to connect theatre to philanthropic work in both the local and global communities through his work, and as a result has received recognition from Character.org. Mr. Stanton makes himself available for students and colleagues alike, understanding the importance of social-emotional well-being and the role it plays in academic success. He has become the “go-to guy” on campus; a reliable, trusted professional and friend to many in these uncertain times. Bryan Stanton has added a bright spark to our Theatre department, one that continues to spread through his example of kindness, inclusion, and compassion.” Bryan Stanton represents Alamo Heights ISD as the 2021 District Teacher of the YearAHISD Honoreee for Trinity Prize for Secondary EducationAHISD Nominee for Region 20 ESC Teacher of the Year Principle Auto’s Car-4-All-Seasons Teacher of the Year
MICHAEL MCELRATH Texas History Teacher, Alamo Heights Junior School Football & Track Coach, Alamo Heights High School
“I believe one of the most important aspects of teaching is building relationships and rapport with my students and colleagues. It is important to first establish a solid base of trust and mutual respect to build the educational process upon. I want to be known for my ability to motivate and teach any individual into their best performance and version of themselves. Teaching makes me better and I am blessed to give that back to my students.” Principal, Laura Ancira, shared, “Michael models and practices his values and beliefs every day with a caring heart. This speaks volumes about his teaching philosophy: respect, love, empathy, courage, dignity, resilience and humility, are the values he models and teaches all of his students. Not only does he passionately teach his content and coach sports, he also teaches students about the soft skills they need to survive and thrive in our world.”
CARLY LEECH Campus Bilingual Coordinator/Bilingual Interventionist, Howard Early Childhood Center
“I became enthralled by the idea of bilingual education, which eventually led me to San Antonio in pursuit of a career helping English learners reach high levels of achievement, bilingualism, and biliteracy in English and Spanish. In addition to my passion for supporting emerging bilingual students, I have become deeply involved in weekend volunteer work supporting families seeking asylum in the United States. I work with the Interfaith Welcome Coalition (IWC) to help immigrant families who were approved by the U.S. Immigration and Customs Enforcement (ICE) to plead their cases in court in order to be released from Texas family detention centers to travel to their sponsors. “ Principal, Susan Peery, shares, “ As an Interventionist, Carly has embraced our children with special needs and persevered to provide extra support in reading from a general education perspective. She demonstrates passion, persistence and seeks help and support from her colleagues in special education so she can best serve the children. When identifying her core values, Carly embraces love and advocacy. She leans into these two values in all that she does. She has a gentle strength and a loving heart for children, their families and her colleagues.”
MARIANA MEDARIS Campus Bilingual Coordinator/Bilingual Interventionist, Cambridge Elementary
“An outstanding teacher seeks to understand and know their students. An exceptional teacher creates a culturally inclusive classroom learning environment where students become compassionate, confident citizens with a strong sense of identity and worth. An exceptional teacher inspires lifelong learning by offering engaging, challenging and culturally relevant experiences where students feel successful and empowered.” Principal, Jana Hawkins, shares,“When we have new English Learner (EL) families that register at Cambridge, Mariana spends time with them and helps develop their sense of belonging. Starting with her very first introduction she builds a relationship with the family. She makes great classroom placement decisions based on student abilities that ensure the student the best start to their learning at Cambridge. She has taken a personal interest in making sure that all of our EL Families are fully informed and feel comfortable with their child’s learning. Her heart for helping students, teachers, and families is genuine. She has a passion for making sure that there is equity in their opportunities and learning.”
“Physical Education (PE) teachers are fortunate in that we have the privilege of serving the entire student body. For me, building relationships with every child that enters my gym and embracing opportunities to support the integration of whole group game instruction and differentiated skills stations to meet the needs of my students, allows them to be successful, challenge themselves to step outside of their comfort zones, and, most of all, have fun! I love watching my students engage and grow physically and socially while enjoying new, innovative activities.” Principal, Gerrie Spellmann, shares,“Barbara Iverson makes an impact on the lives of her students in PE. She not only works to develop skills within the physical realm but fosters relationships with students. She makes PE fun and exciting no matter the time of year! She is a team player in every sense of the word. She helps develop innovative initiatives from which all students can benefit and is always dependable and well organized. She is conscientious, dedicated and one that serves our students and school community with an upbeat attitude and big heart.”
