Equity Audit Story Map

➤ Bright Spots

• Students, families, and staff generally report strong academic expectations and supportive learning environments, with especially positive ratings from families and elementary/middle school students around teacher support, the value of learning, and high expectations for students.
• The district has strong foundational systems for student support and access, including social-emotional and behavioral supports, accommodations for students with disabilities and English Learners, and access to learning materials across schools.
• Schools reported using student data to inform practice, including the collection and disaggregation of academic, behavioral, and enrollment-related data and making modifications to specific programs based on those findings.

Climate Survey: Instructional Staff

Academic Expectations was the second-highest rated domain among instructional staff, with a mean of 4.86 (n=114). Respondents perceived high levels of trust from parents and school administrators in the quality of their instruction. They also expressed confidence in the improvement and value of their teaching practices. 

Climate Survey: Families

Families reported very positive perceptions of the Academic Expectations domain with a mean rating of 5.23 (n=252). Respondents highly rated items on the value of their students' learning, high expectations from the school and teachers, and their comfort level communicating with teachers. 

Climate Survey: Elementary School Students

Among elementary school students, Academic Expectations was the highest rated domain, with a mean of 5.22 (n=102). Elementary school students highly rated items on support from teachers and the value of their learning.

Climate Survey: Middle School Students

Among middle school students, items in the Academic Expectations domain received the highest average ratings (tied with Safety and Relationships) with a mean of 4.91 (n=317). Middle school students highly rated items on support from teachers and the value of their learning.

Equity Audit Tool

Administrative Leadership and Student Support Systems: The district demonstrates a robust commitment to foundational equity, with all four schools (n = 4) self-identifying as either "Established" or "Advanced" in their social-emotional and behavioral frameworks. This success is anchored by a strategic focus on hiring specialized support staff, including psychologists, social workers, and nurses, alongside the implementation of restorative practices and culturally responsive PBIS. School administrators are recognized for having the necessary knowledge and training to identify equity issues and develop creative strategies for excellence. This leadership is supported by the regular collection and disaggregation of data regarding course enrollment, achievement scores, standardized tests, student discipline, and bullying or harassment. Schools have also indicated success in modifying specific programs based on the insights gained from this data.

Equitable Access and Collaborative Assessment: A strong foundation exists for ensuring students have the tools they need to succeed. All schools (n = 4) self-identified as Established or Advanced in providing access to learning materials and monitoring enrollment for disproportionate representation. This commitment extends to the assessment process, where all schools (n = 4) reported high levels of collaboration with families and the use of multi-measure instruments to evaluate student progress. Furthermore, a majority of schools (n = 3) are successfully providing academic placements based on individual talent and interest while maintaining equitable attendance policies that account for external student barriers.

Foundational Inclusive Policies: Policy-driven support for specific student populations is a notable strength. All schools (n = 4) rated themselves as Established or Advanced in maintaining formal policies for accommodations regarding students with disabilities and English Learners. Additionally, a majority of schools (n = 3) have established clear equity policy frameworks and procedures for investigating complaints, ensuring that a formal mechanism for accountability is already in place.

➤ Opportunities for Growth

• Students across grade levels reported room for growth in classroom comfort and instructional responsiveness, including asking for support, expressing themselves in class, and receiving instruction that aligns with how they learn best.
• Instructional staff identified a need for stronger support for engaging all learners, including reducing pressure tied to standardized testing and increasing support for integrating diverse perspectives into instruction. 
• The Equity Audit suggests a need to deepen inclusive and culturally responsive academic systems, especially around anti-bias curriculum, accessibility of materials, and more formal structures for equity-focused academic planning and monitoring.

Climate Survey: Instructional Staff

Responses from instructional staff (n=114) indicated the need to improve student engagement, pressure related to standardized testing, and support needed to include diverse perspectives in instruction.

Climate Survey: Elementary School Students

Although elementary school students (n=102) gave high ratings to items related to the academic environment, they reported limited comfort with asking for support and expressing themselves in the classroom.

Climate Survey: Middle School Students

Similar to elementary school students, middle school students (n=317) reported limited comfort with asking for support and expressing themselves in the classroom. Middle school students additionally rated the item on how often teachers explain things in the way they learn best the lowest in the Academic Expectations domain. 

Climate Survey: High School students

Compared to elementary and middle school students, high school students (n=613) expressed more comfort with asking questions in class, but were similar to middle school students in their responses about individualized learning and self-expression in the classroom.

Equity Audit Tool

Formalizing Governance and Expanding Data Scope: While administrative leadership is strong, there is a recognized opportunity to move toward more formalized equity structures. A majority of schools (n = 3) rated themselves as Latent or Emergent regarding the presence of dedicated personnel or advisory committees to oversee equity compliance. Similarly, while academic data is well-utilized, a majority of schools (n = 3) identified as Latent or Emergent in disaggregating data for extracurricular participation and honors. There is also a noted opportunity to better bridge the gap between data collection and curricular improvement strategies.

Modernizing Policy and Stakeholder Communication: The audit highlights a need for more modernized and accessible policy frameworks. All schools (n = 4) self-rated as Latent or Emergent in publicizing policy updates in a timely, accessible manner and in the creation of a formal equity plan of action. Specific to inclusive environments, all schools (n = 4) rated themselves as Latent or Emergent regarding facility access policies for transgender students, and a majority (n = 3) identified similarly regarding the use of students' chosen names and pronouns. Furthermore, a majority of schools (n = 3) are in the Latent or Emergent stages of involving stakeholders in plan development and monitoring policy implementation.

Deepening Curricular Inclusion and Accessibility: The transition from diverse representation to a fully anti-bias curriculum represents a significant area for development. All schools (n = 4) rated themselves as Latent or Emergent in leveraging the curriculum to address bias, embedding culturally responsive instructional practices, and ensuring the inclusion of individuals with disabilities. Additionally, a majority of schools (n = 3) identified as Latent or Emergent in areas such as:

• Ensuring online materials meet accessibility guidelines.
• Using inclusive, person-first language across subject areas.
• Establishing formal feedback loops for families and students regarding educational programs.
• Developing "crisis-ready" grading and assessment policies to ensure equity during unforeseen disruptions like COVID-19.

➤ Bright Spots

• Staff, families, and students generally described schools as respectful and welcoming environments, with positive perceptions of adult-to-adult and adult-to-student relationships, mutual respect, and fair treatment overall.
• Students across all grade levels report relatively low rates of bullying. Elementary students reported especially strong trust in teachers and confidence that adults would respond to bullying. 
• The Equity Audit points to strong foundational climate systems, including restorative and behavioral supports, a culture of professionalism among staff, and generally equitable expectations for student conduct.
• Discipline Data point to low use of exclusionary practices, with minimal suspensions and no expulsions or arrests, suggesting a generally supportive rather than punitive approach

Climate Survey - Instructional Staff

Instructional staff (n=114) rated the school environment as highly welcoming and expressed positive perceptions of mutual respect between students, families, and teachers.

Climate Survey: Non-Instructional Staff

Non-instructional staff (n=40) similarly rated the school environment as highly welcoming and expressed positive perceptions of mutual respect between students, families, and staff.

Climate Survey: Families

Similar to staff, families (n=252) highly rated items on respect. They also reported positive perceptions of fair treatment of their children and comfort in reporting incidents of sexual harassment.

*Item was reverse-coded; higher rating represents lower frequency of bullying/fighting.

Climate Survey: Elementary School Students

Elementary school students (n=102) indicated a high level of trust in teachers and confidence in their ability to address bullying. They reported low frequency of bullying, online bullying, and physical altercations in school.

*Items were reverse-coded; higher ratings represent lower frequency of bullying/fighting.

Climate Survey: Middle and High School Students

Both middle school (n=317) and high school (n=613) students reported a low frequency of being bullied themselves in the last year.

*Item was reverse-coded; higher rating represents lower frequency of bullying.

Equity Audit Tool

Professionalism and a Culture of Mutual Respect: The district’s interpersonal climate is a significant strength, with all schools (n = 4) self-rating as Established or Advanced regarding the existence of a culture of respect among staff at all levels. Furthermore, a majority of schools (n = 3) reported Established or Advanced status in maintaining effective and regular staff communication across diverse backgrounds. The district also maintains a consistent standard of quality in its human capital, with all schools (n = 4) rating themselves as Established or Advanced in ensuring the equitable distribution of highly qualified teachers.

Instructional Adaptability and Communication: Beyond administrative professionalism, the schools demonstrate strong capabilities in classroom-level relationships. A majority of schools (n = 3) rated themselves as Established or Advanced in their staff’s ability to use personalized instructional methods that cater to diverse student needs and learning preferences. This adaptability is mirrored in the district's communication efforts, where a majority of schools (n = 3) reported Established or Advanced status in maintaining effective staff communication across diverse backgrounds.

Discipline Data

The Massachusetts Department of Elementary and Secondary Education Student Discipline Data Report for Monomoy Regional School District shows that overall use of exclusionary discipline is relatively low, with about 1.7% of students receiving in-school suspension and 1.9% receiving out-of-school suspension, and no reported expulsions. This suggests the district is generally limiting the use of the most intensive disciplinary responses. Also there are no reported school-based arrests, pointing to a school environment that prioritizes supportive approaches over punitive ones.

➤ Opportunities for Growth

• Perceptions of safety and peer culture become less positive at the secondary level, with middle and high school students reporting more concerns related to cyberbullying, students’ ability to follow rules, and comfort reporting bullying or harassment.
• VOCAL findings reinforce a need for focused attention at the high school level, where students reported the least positive perceptions of safety and bullying compared with younger students.
• Student experiences related to peer interactions and fair treatment varied across grade levels and racial groups, with elementary BIPOC students reporting some more positive peer-related perceptions than White peers alongside less positive perceptions of fair treatment based on identity, while middle and high school BIPOC students reported less positive peer-to-peer experiences than White peers on measures such as respect for differences, fair treatment, and sense of value.
• Analysis of MRSD's discipline data reveals Black/African American students and Students with Disabilities are suspended at more than twice the district average, presenting an opportunity to refine equitable supports and ensure consistent disciplinary outcomes.

Climate Survey: Instructional Staff

Among instructional staff (n=114), positive perceptions were limited regarding the frequency of online bullying and their preparedness to handle physical conflict.

*Item was reverse-coded; higher ratings represent lower frequency of bullying.

Climate Survey: Non-Instructional Staff

Non-instructional staff (n=40) expressed similar, though slightly more positive perceptions on their preparedness to handle physical conflict and the prevalence of online bullying compared to instructional staff.

*Item was reverse-coded; higher ratings represent lower frequency of bullying.

Climate Survey: Elementary School Students

Elementary school students (n=102) indicated positive but less confident perceptions of fair treatment and caring actions from peers. 

Climate Survey: Elementary School Students

BIPOC-identifying elementary school students (n=16) had mixed perceptions related to peer-to-peer interactions. Compared to White-identifying peers (n=46), they expressed more positive perceptions about relationships, respect for differences, and frequency of bullying, but expressed less positive perceptions of fair treatment based on identity.

*Items are reverse-coded; higher ratings represent a more positive experience.

Climate Survey: Middle School Students

Middle school students (n=317) reported a low incidence of being bullied themselves, but reported less positive perceptions about students’ ability to follow rules and the prevalence of cyberbullying. They also reported some confidence in seeking help from adults regarding safety, but less comfort in reporting bullying and sexual harassment.

*Items are reverse-coded; higher ratings represent lower frequency of bullying.

Climate Survey: Middle School Students

BIPOC-identifying middle school students (n=55) reported lower ratings in peer-to-peer interactions compared to White-identifying peers (n=185) related to respect for differences, fair treatment, and sense of value. Specifically, students identifying as Black or African American, Hispanic or Latino, and two or more races all rated the following items lower than their White peers.

*Item is reverse-coded; higher ratings represent fairer treatment.

Climate Survey: High School Students

This trend continued at the high school level, where BIPOC-identifying students (n=163) reported less positive ratings in peer-to-peer interactions compared to White-identifying peers (n=411) related to respect for differences, fair treatment, and sense of value. At the high school level, items concerning fighting and bullying also followed this trend. 

*Items are reverse-coded; higher ratings represent a more positive experience.

Equity Audit Tool

Staff Representation and Demographic Alignment: While the district excels in teacher qualification, there is a recognized opportunity to better align the staff’s composition with the student body they serve. All schools (n = 4) rated themselves as Latent or Emergent regarding teachers and staff being representative of the student body’s diverse demographic composition. This rating also extends to the equitable distribution of diverse staff across all job classifications, suggesting that schools are in the early stages of developing a more representative workforce at every level.

Institutionalizing Equity in Performance and Responsiveness: The audit identifies a transition point for how equity is measured and practiced within the staff's daily responsibilities. All schools (n = 4) self-identified as Latent or Emergent in making educational equity competencies an integral part of formal staff performance assessments. By moving these competencies from "best practice" to a formal part of the evaluation process, the district can address the findings where a majority of schools (n = 3) rated themselves as Latent or Emergent regarding all staff members being consistently responsive to the varied needs of different demographic groups and communities in the school.

Views of Climate and Learning (VOCAL) Survey Project

VOCAL results show that high school students report the least positive views of safety and bullying compared to other grade levels. High school students reported the lowest safety climate score (42.73), compared to middle school students (51.33) and elementary school students (58.5). A similar pattern emerged for bullying, high school students reported the lowest score (41), compared to middle school students (48) and elementary students (60). These patterns are also consistent at the state level, where high school students report lower safety (42.53) and bullying (42) scores compared to middle school students (50.6 safety; 49 bullying) and elementary school students (55.2 safety; 53 bullying). These patterns suggest that perceptions of experiences related to safety and bullying at the high school level are indicative of broader trends. 

Discipline Data

Using data from the Massachusetts Department of Elementary and Secondary Education Student Discipline Data Report, a disproportionality analysis helps show how different student groups experience discipline relative to the overall student population. The Disproportionality Index (DI) is calculated by dividing a group’s suspension rate by the overall suspension rate (1.9% for out-of-school suspension). A DI of 1.0 means a group is represented proportionally, values above 1.0 indicate higher-than-average representation, and values below 1.0 indicate lower-than-average representation. In Massachusetts, the state uses a much higher threshold to formally identify “significant disproportionality” in certain contexts, such as special education discipline, where rates must be about five times higher than the state average to trigger state review. In this analysis, lower benchmarks, such as a DI around 2.0, are used as an early signal for reflection and continuous improvement.

In MRSD, this analysis shows some variation across groups. Students with disabilities and Black/African American students have a DI of 2.26, meaning they are suspended at a little more than twice the overall rate. Low-income students have a DI of 1.89, and male students have a DI of 1.37, indicating moderately higher rates. In contrast, White students (0.79) and female students (0.58) experience lower-than-average rates. While these values do not meet Massachusetts’ formal threshold for significant disproportionality, they do suggest opportunities to take a closer look at how discipline practices are applied and how supports can be strengthened to ensure consistency and equitable experiences for all students.

Student Group	Suspension Rate	Disproportionality Index
All Students (baseline)	1.9%	1.00
Students with Disabilities	4.3%	2.26
Low-Income	3.6%	1.89
Black/African American	4.3%	2.26
White	1.5%	0.79
Male	2.6%	1.37
Female	1.1%	0.58

Disproportionality Index for Out-of-School Suspension

➤ Bright Spots

• Families generally report positive relationships with school staff, especially around communication comfort, trust, and ease of sharing information with educators.
• Middle and high school students reported positive perceptions of teacher-family interactions, suggesting students generally perceive communication between school and home positively.
• The Equity Audit suggests schools have meaningful structures in place to support students and families, including targeted outreach, student support systems, and some family engagement planning.

Climate Survey: Non-Instructional Staff

Non-instructional staff (N=40) highly rated items on the effectiveness of family inclusion in the school community, the clarity of the school's family engagement policies, and the level of involvement of parents in their child(ren)'s development.

Climate Survey: Families

Families (n=252) reported positive perceptions of their relationships with school staff, especially around their comfort with staff and ease of information sharing.

Climate Survey: Middle and High School Students

The highest rated items on the middle (n=317) and high (n=613) school surveys indicated that students have highly positive perceptions of interactions between teachers and their families

Equity Audit Tool

Direct Student Support: All schools (n = 4) rated themselves as “Established” or “Advanced” in having clear structures to provide targeted student supports and reaching out to families to address learning barriers.

Family Engagement and Assessment: A majority of schools (n = 3) self-rated as “Established” or “Advanced” in having family engagement plans, encouraging community involvement in school planning, assessing community needs like food and housing, and monitoring attendance to identify barriers.

➤ Opportunities for Growth

• Community and Family Engagement emerged as a comparatively weaker area across several respondent groups, particularly for staff and families, who indicated room for growth in communication, partnerships, and understanding families’ lived contexts and experiences.
• Families reported wanting more meaningful opportunities for partnership and engagement, especially around providing input on school policy and receiving regular communication about student progress. It is important to note that the district has recently begun implementing a two-way communication tool to strengthen family engagement. While this effort is not reflected in the current data, it represents a promising step toward addressing identified gaps in communication and partnership.
• The Equity Audit suggests opportunities to strengthen access and representation, particularly around digital equity, technology navigation support for families, and ensuring that school planning and governance reflect the diversity of the community.

Climate Survey: Instructional Staff

Among instructional and non-instructional staff, items in the Community and Family Engagement domain were the lowest rated, with averages of 4.60 (n=114) and 4.87 (n=40), respectively. Responses from instructional and non-instructional staff indicate there is room for improvement in staff partnerships with families, knowledge of their context, relationships outside of school, and communication.

Climate Survey: Families

Community and Family Engagement was the lowest-rated domain among families, with an average of 4.78 (n=252). Families indicated there is room for improvement in how often they have opportunities to provide input on school policy and how frequently they receive communication about student progress.

Equity Audit Tool

Digital Equity and Technology Navigation: There is a recognized opportunity to modernize support for the digital landscape, as all schools (n=4) rated themselves as Latent or Emergent in having an actionable and timely plan to ensure that all families have access to technology and stable internet, as well as the necessary knowledge to navigate school-specific software. This is further reflected by the fact that a majority of schools (n=3) self-identified as Latent or Emergent regarding the foundational step of surveying families to identify these specific technological needs.

Representative Governance and Community Voice: There is a recognized path for growth in ensuring that the voices leading the school are as diverse as the students they serve. A majority of schools (n=3) rated themselves as Latent or Emergent in ensuring that the families and community members involved in school planning, support, and governance are representative of the school community across all demographics, including race, ethnicity, socioeconomic status, gender identity, and disability status. Strengthening this area will help ensure that school-level decision-making is informed by the varied perspectives and lived experiences of all families within the community.

➤ Bright Spots

• Staff and families report a generally positive school culture, including strong feelings of pride, welcoming environments, and positive perceptions of the overall work and learning climate.
• The Equity Audit highlights several strengths related to inclusive school climate, including respectful staff interactions, non-discriminatory conduct and dress expectations, and visual and policy-level efforts to reflect diverse identities and experiences.

Climate Survey: Instructional Staff

Among instructional staff, items in the School Attitudes and Culture domain were the second-highest rated on average, with a mean of 4.84 (n=114). Instructional staff expressed positive perceptions about pride in their roles, the responsiveness of school administrators to family and student feedback, and the work environment.

Climate Survey: Non-Instructional Staff

Among non-instructional staff, items in the School Attitudes and Culture domain were the highest rated on average, with a mean of 5.30 (n=40). Similar to instructional staff, they expressed positive perceptions of pride in their roles and the work environment. Non-instructional staff also expressed satisfaction with the school's resources.

Climate Survey: Families

Among families, items in the School Attitudes and Culture domain were the second-highest rated on average, with a mean of 5.14 (n=252).  Families expressed positive perceptions on how welcoming schools are and how comfortable they are asking for support.

Equity Audit Tool

Inclusive Environment and Equitable Discipline: The district’s school climate is characterized by a strong baseline of mutual respect. All schools (n=4) rated themselves as Established or Advanced in conveying respect for all individuals regardless of identity during staff interactions. This is reinforced by school symbols and mascots that are free from bias and library collections that provide accurate information about diverse student groups. Additionally, the majority of schools (n=3) utilize visual environments to highlight diverse roles and provide essential communications in multiple languages. Regarding student conduct, most schools report that standards for behavior and dress are non-discriminatory and applied equitably across the student body.

➤ Opportunities for Growth

• Students, especially in middle and high school, reported less positive perceptions of school culture than adults, particularly around student-teacher relationships, classroom comfort, and ease of joining clubs and activities.
• Middle and high school students also reported limited ease and interest in joining school clubs and activities, suggesting an opportunity to strengthen participation in school-based opportunities outside the classroom.

Climate Survey: Instructional Staff

Ratings from instructional staff (n=114) indicate a need for more collaboration with the school administration regarding school policy development and implementation.

Climate Survey: Families

Families (n=252) generally reported positive perceptions in the School Attitude and Culture domain. However, the two lowest-rated items among family members indicate room for growth in parent-teacher relationships and the inclusiveness of parent associations.

Climate Survey: Middle and High School Students

School Attitude and Culture was the lowest rated domain on average for both middle school and high school students, with means of 4.44 (n=317) and 4.16 (n=613), respectively. Both groups expressed room for improvement in student-teacher relationships and comfort levels in the classroom.

Climate Survey: Middle and High School Students

Both middle school (n=317) and high school (n=613) students expressed limited ease in joining and low interest in school clubs and activities.

Equity Audit Tool

Diversity in School-Wide Events and Planning: There is an opportunity to ensure that school events and the leadership teams behind them more accurately reflect the community’s full diversity. Three schools rated themselves as Emergent in ensuring that school assemblies, special programs, and guest speakers reflect the diverse nature of the school and the larger community. This finding is closely linked to a gap in the planning process itself, as the majority of schools (n = 3) also identified as Latent or Emergent regarding whether the people involved in planning school events and programs—including athletics, arts, and volunteer organizations—are demographically representative of the community. 

➤ Bright Spots

Training on Instructional Adaptability: A majority of schools (n=3) self-identified as Established or Advanced in training educators to use varied instructional approaches that meet differing learning preferences, as well as in addressing critical educational issues in ways that do not stereotype or stigmatize particular groups.

 

➤ Opportunities for Growth

• Across survey and audit findings, professional learning emerged as an area for improvement in both delivery and accessibility (e.g., usefulness and access for all staff), and content focus (e.g., culturally responsive practices, restorative approaches, and trauma-informed strategies). Despite significant district investment in professional development, findings suggest an opportunity to  strengthen the transfer of learning into day-to-day practice and classroom experiences. 

Climate Survey: Instructional Staff

Instructional staff (n=114) expressed positive perceptions about support for their growth as teachers, but rated the usefulness of professional learning opportunities lower.

Climate Survey: Non-instructional Staff

Similar to instructional staff, non-instructional staff (n=40) expressed room for improvement in the usefulness of their professional learning.

Equity Audit Tool

Linguistic Accessibility in Professional Learning: A primary opportunity for growth exists in ensuring that professional development is accessible to all participants. All schools (n=4) rated themselves as Latent or Emergent in providing translators and interpreters during professional learning events for participants from different language or disability groups. Institutionalizing these support services will ensure that equity-focused training is accessible to the entire school community.

Content – Comprehensive and Specialized Equity Training: The audit identifies several areas where professional learning can be deepened to address specific student needs. A majority of schools (n=3) rated themselves as Latent or Emergent across several critical competencies, including:

Trauma-Informed and Restorative Practices: Training all staff in trauma-informed support, restorative practices, and Collaborative Problem Solving strategies.
Identifying Equity Needs: Training staff to proactively identify equity needs and utilize instructional methods tailored to the preferences of diverse groups.
Culturally Responsive Communication: Increasing staff effectiveness through training in culturally responsive communication and practices.
Affirming Cultural Differences: Offering content-specific training that values and affirms cultural differences to enhance overall educational equity.
Delivery and Access – Authentic Engagement and Representation: There is a recognized path toward making professional learning more reflective of and relevant to the broader community. A majority of schools (n=3) self-rated as Latent or Emergent in the following areas:

Representative Facilitation: Ensuring that presenters and facilitators of in-service training reflect the diverse demographics of the student body and community.

Stakeholder Dialogue: Offering opportunities for meaningful dialogue between policymakers, staff, families, and community leaders to develop comprehensive equity strategies.

Relevance and Authenticity: Ensuring that professional learning techniques are delivered authentically and remain relevant to current events and community needs.

Universal Access to Training: Providing opportunities for staff at all levels and in all job descriptions, not just instructional staff, to receive training on equity issues relevant to specific populations.