IEG representatives met with the school board at a recent conference to outline the audit’s mission and four-phase plan launched earlier this month. The group seeks to use an equitable framework to not only identify opportunities available to students and educators, but also to determine the level of access to readily available opportunities for everyone.

“I often hear people say that our high school offers AP classes, but when you look at the students in the classroom and see which students have access to those classes, it tells a different story. It’s an example of how we look at opportunities and access,” IEG partnerships manager Kathleen England said in a presentation to the school board.

Their research framework has five main pillars, each focused on improving equity within the district. IEG determines the impact of power structures, policies, and organizational systems on creating equitable learning and working environments.

They also focus on school culture and community, racial equality in the workplace, recruitment and retention, and curriculum within schools. Last year, the Springfield School Board voted down a resolution aimed at banning critical racial theories being taught in the district. Palmer was reported to have said the committee intended to bring in a group to conduct stock audits as well as hold community-wide conversations to bring the community together.

IEG provided a timeline for the phases in which the audit will be completed. The district is currently in phase one, during which IEG will accumulate as much documentation as possible regarding academic performance, discipline, staffing, demographics, and employee retention.

They also inspect handbooks and policies aimed at stock management. Once you have a complete overview of your district, Phase 2 will begin in October and continue through November. During this time, IEG will conduct surveys of interested parties, including school leaders, educators, staff, families, and middle school students.

The survey includes questions centered around the audit framework. Following this, in November and December, the group can conduct focus groups to add narrative to the data collected during the collection and research process.

Finally, the group integrates all the data it receives and produces findings. From here, the school district can begin a discussion with the school district on how best to follow the IEG’s recommendations.

Stock audits are not unheard of in Vermont. Prior to this, the City of Winoski, VT conducted an audit that focused on the entire city, not just schools. The town of Winooski was reported to be diverse, but not considered inclusive.