If your school, district, or charter management organization is already racially and economically diverse and you are trying to become more truly integrated, you are ready to get started putting RIDES into practice.

Are you ready to move beyond desegregation to real integration? Here are some options:



Five Stages to Reimagining Integration:

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1 | Create a working group that really works.

When groups talk about being more equitable without a clear vision for where they wish to go, they struggle to make progress. Here’s how to organize to do equity work more effectively by building shared community ownership from the start.

2 | Diagnose equity in your system.

It’s easier to move forward once you understand your starting point. RIDES provides two interrelated tools for assessing your school, district, or organization’s current reality:

  • An illustration and explanation of how the different factors in developing an equitable school fit together. Get the RIDES Systemic Improvement Map
  • A survey based on the roadmap, for diagnostic input on each factor from teachers, parents, administrators, or students. Get a feel for the survey by taking it as an individual (you won't receive a report). When your team is ready to go forward with this RIDES diagnostic, let us know and our project coordinator will set up a special link to the survey for you (your team's responses will be compiled and you will receive a report).

3 | Think globally and act locally.

Effective working groups build on what they have learned in the diagnostic process. We suggest identifying one or two specific, “local” things to work to improve—keeping the “global” systemic improvement roadmap in mind.

4 | Make specific improvements.

Once you have identified one or two high-leverage action areas, you’ll move from visioning to diagnosis, planning, and follow-up. In other words, improvement is a process. The RIDES project can help you through it with  additional research and tools for practice.

5 | Reflect and build continuous systemic improvement.

Now your working group looks at how your “local” improvements are fulfilling your “global” goals, considers what you are learning from the process, and looks ahead to the next cycle.

“We feel so very fortunate to be part of the RIDES network. While we have been working on creating an inclusive school culture and examining racism as a staff for a number of years, using the diagnostic rubric really helped us look at what our next steps needed to be.”

—Mary Anton-Oldenburg, Principal
Bowman Elementary School