Equity Professional Learning Monitoring Report

Department of Teaching and LearningCarolyn Jackson Dr. Tara Nattrass

February 7, 2019

2018-24 Strategic Plan

Core ValuesEquity: Eliminate opportunity gaps and achieve excellence by providing access to schools, resources, and learning opportunities according to each student’s unique needs.

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Performance Objectives

Increased achievement for all reporting groups on district and state

assessments shows progress toward eliminating the opportunity gap.

Historically over-represented and under-represented groups accessing

services will be aligned with student need and proportionate with

demographics.

Strategies

Adapt curriculum and instruction to the needs of each student.

Ensure equity of access and opportunity across all school programs.

Address unconscious racial bias throughout APS.

2018-24 Strategic Plan

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Performance Objectives

Disproportionality in suspension rates by race/ethnicity, students

identified with a disability, and English Learners will be reduced and

overall suspensions will not increase.

Strategies

Deliver curriculum through innovative and relevant instruction that is

adaptable to the diverse needs of each student.

Integrate culturally relevant concepts and practices into all levels of

school interactions.

Equity Professional Learning Goals

• Leaders are skilled, knowledgeable and culturally responsive to the needs of all stakeholders.

• Families and community members are collaborative, courageous, and open to considering and potentially changing their beliefs about race, social dominance, and social justice.

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Leaders will be able to: Parents and community members will:

Model culturally responsive practices and instruction that can

be used in the classroom and meetingsForm a community of learners among the participants

Identify institutional barriers to equity and social justice Build a climate of constructive collaboration

Develop school and department action plans for transforming

professional learning and systemic changes related to race

and equity

Acknowledge and celebrate each person’s unique cultural narrative

Build a climate of constructive collaboration Build a deeper understanding of cross-culture dynamics

Explore and understand issues of privilege and power Explore issues of privilege and power

Identify and discuss the causes of educational disparities Describe the dynamics of social dominance vs. social justice

Engage in thoughtful exploration of institutional racism and its

impact on student learningLink issues of social dominance to current events

Acknowledge and celebrate each person’s unique cultural

narrative

Focus on multiple dimensions of differences including race,

culture, gender identity, language, special needs, religion,

and learning styles that impact educational outcomes

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Equity Professional Learning Outcomes

Professional Learning: Staff and Community

Deep Equity (staff) Challenging Racism (community)

• Supporting educators learning to dismantle

educational disparities through their own sustained,

collaborative efforts and courageous leadership

• Engaging in a process designed to reduce

suspensions and disciplinary referrals rates

• Addressing the dynamics of power and privilege in a

safe, engaging, and inspirational environment

• 32 hours of training

• 5 educational leaders

• Focusing on “empowering participants to disrupt

racism wherever they find it”

• Providing a deep dive for parents and community into

the issues of race, racism and equity through

facilitated conversations built upon facts, stories,

reflections, relationships and skills of listening and

holding difficult conversations

• 25 hours of training

• 2 school sites

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Deep Equity Professional Learning

Jeff Luttrell, Supervisor of Library Services

Kerri Hirsch, Supervisor of Social Studies

Sarah Putnam, Director of Curriculum and Instruction

Carolyn Jackson, Supervisor of Equity & Excellence

Tim Cotman, Equity & Excellence Coordinator

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Equity Team Leaders: creating a school culture

of inclusion, equity, and excellence and leading

school reform

Gary Howard, Author and Consultant

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• Over 40 years of experience supporting

individuals and organizations in their efforts

to achieve greater equity and social justice

• Provided extensive cultural competence and

culturally responsive training to schools,

universities, social service agencies, and

businesses in the United States and

Australia

• Author of numerous articles and books on

race, justice, and multicultural issues

Why Deep Equity?

• Intensive system-wide model for equity transformation

• Focused process that builds capacity for cultural competence and culturally responsive teaching at the building-level

• Acknowledges the need to change the culture and climate across an organization in order to achieve long-term, sustainable change that addresses the root causes of educational inequities

• Addresses implicit and explicit biases that impact systems and cause “gaps”

• Addresses constructs of race, culture, diversity, inclusion, and equitable access in schools

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Deep Equity Phases

Phase 1: Tone and Trust

Phase 2: Personal Culture and Personal Journey

Phase 3: From Social Dominance to Social Justice

Phase 4: Classroom and Job-Specific Implications and Applications

Phase 5: Systemic Transformation and Planning for Change

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Next Steps

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Train the Trainer Model

Action Steps Timeframe

Equity team leaders complete training with Gary

Howard

Winter 2019

Identify and develop school leadership teams 2019-20

School leadership teams lead school learning 2020-21

Measuring Outcomes

Implementation of self-assessment checklist

Monitoring proficiency and growth of 7 principles

Strategic Plan Performance Objectives

Additional Areas of Focus

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Key Milestones

Equity Policy

September 2018-December 2018: Policy Review Team and departments created recommendation and

drafted policy

December 2018: Plan reviewed by School Board Policy Sub-Committee

January 2019: Alignment of Equity policy with APS policies

• February 2019: Review by School Board Policy Sub-Committee and School Board Work Session

• March/April 2019: Review policy with advisory groups, Executive Leadership Team, and Principals

• May 2019: School Board Information and Action

Diversity Report • February 21 Monitoring Item

Professional

Learning

Framework

Implementation

• Professional Learning opportunities focused on:

- Equity and Excellence

- Understanding English Learners

- Why inclusive practices? What are inclusive practices?

- Young Scholars: A Focus on the Gifted Gap

- Inclusive Practices for English Learners – Fundamentals of Sheltered Instruction

- Courageous Conversations

- Culturally Responsive Teaching and Learning: SEED I and II

- FACE: Race, Class, Equity, and Family Engagement

Equity Professional Learning Monitoring Report

Department of Teaching and LearningCarolyn Jackson Dr. Tara Nattrass

February 7, 2019