District Equity

Equity in the Ossining Schools

The Ossining Union Free School District is deeply committed to advancing equity through the creation of a Culturally Responsive and Sustaining Education (CRSE) environment for all students, staff, and families. Our journey toward educational equity is long-standing and intentional, rooted in a shared belief that every learner deserves meaningful opportunities to thrive.

Our commitment began with the Ossining Plan in 1980, which brought students together in grade-level schools to promote diversity, inclusion, and equal access to learning. In 2002, we launched the Superintendent’s Advisory Council on the Achievement Gap, followed by a significant partnership in 2007 with the New York University Metropolitan Center for Research on Equity and the Transformation of Schools (NYU Metro Center) to study and strengthen equity practices at Ossining High School. These efforts reflect a legacy of thoughtful reflection, community engagement, and action.

Our Belief: What Equity Means in Ossining

In Ossining, we believe educational equity means that each student receives what they need to:

Define and experience success on their own terms
Feel joy in learning each day
See themselves reflected in the curriculum, instruction, and the educators who serve them

We strive to foster a school climate that recognizes and values race, ethnicity, language, culture, gender identity and expression, sexual orientation, religion, (dis)ability, and socioeconomic status (McCabe Zwerger, 2017). This commitment is a sustained promise to nurture a just, inclusive, and affirming learning environment for every member of our school community.

Our Essential Question

Equity Efforts

The Efforts That Guide Our Work

Our Equity Focus Areas

Our work centers around five key areas to advance equity and ensure that every student thrives in a just, inclusive, and affirming learning environment:

1. Climate Consciousness

We are committed to fostering a positive and inclusive school climate. Our efforts include:

Ongoing use of the Panorama School Climate Survey to gather feedback from students and staff
Expanding focus groups and affinity groups to elevate voices and experiences from across our community
Reviewing and revising the Code of Conduct through an equity lens, emphasizing restorative practices over exclusionary discipline whenever possible

2. Communication

We strive to communicate regularly, clearly, and inclusively about equity work. Key strategies include:

Strengthening partnerships with community organizations to reach and support all families
Publishing a bilingual district calendar online, ensuring accessibility once event dates are finalized
Expanding access to online resources to help families engage with and navigate district systems

3. Culturally Responsive and Sustaining Curriculum

We are continuously working to create a curriculum that reflects and respects the diverse identities of our students. This work includes:

Designing representative, relevant, and rigorous curriculum that supports anti-bias, anti-racist, and anti-oppressive teaching
Centering students’ cultures and identities within instructional practices
Building strong relationships among students, families, and staff
Empowering students with the knowledge, skills, and vision to lead change in their communities and beyond

4. Data-Informed Equity Work

We use data as a tool for reflection, action, and accountability. Our priorities are to:

Strengthen interoperability among local data systems to better identify and address disparities
Regularly analyze multiple forms of student data, including academic, behavioral, and engagement indicators
Go beyond numbers to examine the lived experiences and stories behind the data
Share quarterly updates with the Board of Education to promote transparency and continuous improvement

5. Racial Literacy and Professional Learning

We believe that equity begins with awareness, reflection, and learning. Our professional learning efforts focus on:

Supporting staff in developing an equity lens to recognize and interrupt bias and the impact of race across all areas of district life
Providing training in social-emotional learning to cultivate trauma-sensitive schools
Utilizing restorative circles to foster connection, healing, and trust
Embedding conversations about race, identity, and equity into our work with students and one another

Our Journey Toward Equity

1979 – Redistricting of Ossining
Initiated to address imbalances and promote greater equity across schools.
2002 – Superintendent’s Advisory Council on the Achievement Gap
Formed to examine and address disparities in student achievement.
2007 – New York University Equity Study ~ NYU Equity Report
Commissioned to provide an in-depth analysis of equity across the district.
Present – A Systemic Equity Approach
Equity efforts embedded at all levels through District, Building, and Student Equity Committees.
Ongoing – Implementation of NYU Equity Report Recommendations
Continued commitment to advancing equity based on findings and guidance from the NYU study.

Board of Education Policy

Culturally Responsive Sustaining Education (CRSE)

Culturally Responsive and Sustaining Education (CRSE)

At Ossining UFSD, Culturally Responsive and Sustaining Education (CRSE) is a central pillar of our teaching and learning. Our educators are committed to creating inclusive classrooms that honor and celebrate the rich cultural backgrounds of our students, families, and staff. By integrating diverse voices, histories, and perspectives into the curriculum, we affirm students’ identities and empower them to thrive academically, socially, and emotionally.

Click here for our webpage to learn more about how we celebrate cultural diversity through our curriculum.
Click here for a presentation on how we are building classrooms that reflect, respect, and uplift every student.