Ecological Equity Audit Response:

            The school I teach in, Intown Community School, is a small, private school in the North Druid Hills neighborhood. It is by nature a space that requires a certain socioeconomic standing in order for a family to send their children to the school. This type of entry barrier paired with the racial demographics of the neighborhood that Intown is in – a predominantly white area and then even more locally, a Jewish neighborhood – creates a racial demographic reality that is predominately white with little minority representation. The majority of the school is wealthy, white families. These families are not localized in one particular area based on my observation. There is variety in the distance that families drive and the connection that families have to other schools. Intown functions as an option for families that provides small class sizes (8-18 students per class) and a personal learning experience with strong parent-teacher relationships. The language that characterizes both communication with families and the implementation of disciplinary structures is that of “alongside,” “partnership,” “support,” and “parents are the first educators.” The ultimately responsibility to both discipline and educate the students rests on the parents of Intown students. Teachers are working with the parent to both raise of the child in the way that they should go as well as ensuring that they are equipped for success in and out of the classroom. Intown rarely suspends students, both in or out of school. We have few punitive consequences for discipline issues and instead approach students with the posture of understanding and collaboration. Students are taught to take ownership of their actions and to reflect on their behavior in order to understand the motivations and feelings that are behind the type of misbehavior that they engaged with. In the middle school, “behavior reflection sheets” are used to guide students through processing their behavior and are sent home with a student after they have had an incident at school so that the student and parent are able to discuss it together. This teaches ownership on the student’s part and also gives the parent space to enter into the conversation and guide their child as they see fit.

            Intown does not provide legally binding IEPs for students nor do they have the ability to provide extensive special education support. This means that students at Intown must function at a higher independent ability in order to be enrolled. There is not the same opportunity for students with disabilities at Intown as there would be at a school with greater resources and staff. We do, however, offer modified academic plans (MAP) in order to serve students who many need some accommodations and support in their academic pursuits. These plans include points of action for the teacher, the parent, and the student. They vary from extended time on assessments to support in chunking assignments and having directions clarified and repeated with frequent check ins. I think that both the accommodation structure of Intown and its disciplinary approach communicate to students that they are seen, known, and supported. Students consistently communicate to me that they feel safe and comfortable at school and that they trust their teachers and administration. This creates a very positive learning environment for students that also sets them up to be able to consider that what they have so good at school is not everyone else’s reality. These conversations allow me to teach students about the privilege that they hold and that while their parents are giving them this opportunity for a small and unique education experience, it is also a place and power and privilege. Guiding these students to be compassionate people who are capable of using the advantage they have for the greater good is essential in shaping an education that gives back to the community at large. School choice is something that comes from great financial advantage which means that the uniqueness of this educational experience is not an opportunity available to all. The reality of the ecosystem of Intown is that it has the opportunity to show students the world outside of their classroom and the harsher realities of the disadvantages that others experience in a way that allows them to have empathy and understanding. This is the power that I have as a teacher in such a unique school.

There are families that receive financial aid. Out of the currently enrolled 217 students, 28 of them receive aid. This means that the support for a family who may not be able to financially invest in Intown is not going to be high. The reality of the socioeconomic status of students is one that creates a culture of wealth and also contributes to the overall privilege of the school. Emphasizing that with great wealth comes great responsibility and the importance of responsible citizenship ties in with this reality of the school demographic as well. As a teacher, equipping students to have eyes that see the needs of others and are willing to act from their positions with care and compassion is paramount as I guide these students.