Determining an Aim

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What misconceptions about identity groups or social issues influence how I determine the aim?

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The aim is developed in partnership with community members, local leaders, and educators, particularly those most affected by the problem.

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Community members, particularly those most affected by the problem, are involved in determining an aim from the start of the process.

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To determine progress, the team consults with community groups, particularly those most affected by inequity.

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What implicit expectations do I have as a member of the team?

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What assumptions do I hold about the other people on my team?

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The team understands how power and privilege can be used to harm people along identity markers and can negatively affect how the team determines an aim.

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The team regularly identifies and addresses emerging power dynamics, biases, and dominant voices perpetuating inequity.

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Data and findings are accessible to all community groups, particularly those most affected by inequity.

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Who is not “in the room” when we are making decisions?

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The team has identified equitable input, process, and output measures.

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The team examines various types of data to inform the aim.

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The team revisits the aim periodically and updates it based on new information. 

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How do I ensure that the aim we develop aligns with affected communities' experiences, issues, and needs as accurately as possible?

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The aim addresses the root causes of inequity.

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The aim uses an asset-based approach to achieve social justice goals.

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The aim identifies outcomes and goals for students and community members, particularly those most negatively affected by inequity.

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