AWSP
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Criterion Eight: Closing the Gap

Criterion eight revolves around demonstrating commitment to closing opportunity and achievement gaps. This criterion focuses on the principal’s responsibility to analyze achievement of groups of students who have had an historical disadvantage, as well as the achievement of individual students who are not realizing learning potential. 

Key Questions for Reflection

  • Which student groups in my building are currently experiencing the largest opportunity or achievement gaps?

  • How do we identify and address the barriers (not just the symptoms) causing these gaps?

  • In what ways are my staff equipped to recognize and dismantle systemic inequities in our school?

  • What data sources (both quantitative and qualitative) are we using to track progress, and how often do we review them?

  • How do I hold myself and my team accountable for improving outcomes for students furthest from educational justice?

Quick Wins

  • Use disaggregated data to identify one student group to prioritize for support this month.

  • Facilitate a team meeting focused on uncovering barriers to achievement for a specific student subgroup.

  • Start each staff meeting with a short story or reflection from a student furthest from educational justice.

  • Highlight a staff member each week who is implementing inclusive practices that support equity goals.

  • Introduce a simple equity check protocol for teams to use when making instructional or policy decisions.

AI Prompts


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Tech Tips

  • Track subgroup progress digitally — Use a spreadsheet or collaborative doc to disaggregate data and monitor trends over time.

  • Visualize equity data — Create charts or infographics to help staff reflect on gaps in achievement, attendance, or discipline.

  • Collect anonymous input — Use digital forms or surveys to gather feedback from students and families on belonging and inclusion.

  • Share equity messages via video — Record short updates or reflections to spotlight inclusive practices or celebrate progress.

  • Communicate accessibly and inclusively — Ensure all digital messages are translated and formatted for all families to engage.

Examples of Proficient Behaviors

A proficient leader closes the gap by identifying disparities, planning targeted strategies, implementing action steps with fidelity, and documenting student progress.

In practice, they:

  • Analyze disaggregated data across multiple student groups.

  • Identify institutional and instructional barriers limiting equity.

  • Develop and co-own strategic plans with staff that target the most urgent gaps.

  • Monitor plan implementation and adjust based on evidence.

  • Use multiple measures to demonstrate measurable growth for underperforming subgroups.

Possible Evidence to Collect

  • Disaggregated data sets (attendance, achievement, behavior).

  • Documents or notes from equity-focused staff discussions or leadership team meetings.

  • Equity audits or school climate surveys highlighting targeted student groups.

  • Gap-closing plans with SMART goals and progress indicators.

  • Artifacts from equity-focused PD or coaching (e.g., agendas, feedback, reflections).

  • Evidence of student growth (test scores, graduation rates, behavior trends) by subgroup.

  • Student focus group summaries or recordings that highlight feedback related to school climate, access, or inclusion.

Continued Learning


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The AWSP Learning Lab is our online learning platform with various courses, live and asynchronous options. Check out what is available to support you learning.

Explore the Learning Lab


  • Leading Equity-Based MTSS for All Students – Amy McCart & Dawn Miller Offers a powerful systems-level guide to transforming Multi-Tiered Systems of Support (MTSS) into equity-centered models that close access and achievement gaps for all learners.

  • Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism – Tracey A. Benson & Sarah E. Fiarman
    Helps school leaders examine their own biases and shift schoolwide practices that disproportionately affect marginalized students.

  • Building Equity: Policies and Practices to Empower All Learners – Dominique Smith, Nancy Frey, Ian Pumpian & Douglas Fisher
    Provides a practical framework with clear tools for creating equitable schools, including an "Equity Walk" protocol and strategies for shifting systems.

  • Just Schools: Building Equitable Collaborations with Families and Communities – Ann M. Ishimaru
    Draws from research and real stories to help leaders partner with families—especially those traditionally marginalized—in co-designing more equitable schools.

  • Equity-Centered Trauma-Informed Education – Alex Shevrin Venet
    Offers a practical and justice-focused approach to trauma-informed practices that center equity, helping schools meet the needs of students most impacted by systemic oppression.