Achieving Cultural Proficiency – A Leadership Perspective

Friday, October 2, 2015Presenters:

Dr. James P. Lee, SuperintendentDr. Drew Davis, Director of Student ServicesRita Tantillo, Director of Language Acquisition

Introduction

• PV Schools has initiated an ambitious study and pursuit of equity and cultural proficiency in our district.

• The Superintendent and Governing Board worked collaboratively on a goal that focused on a renewed commitment to each and every student in our schools.

At the heart of it all:Governing Board Belief Statement

Superintendent and Governing Board Goal

2014-2015 Develop cultural proficiency in PV Schools staff so that every adult exhibits cultural competence. Cultural competence is the ability to understand cultural differences and effectively interact with a diverse population in an effort to understand the unique needs of all students. By developing cultural proficiency, we will be better able to support the students of PV Schools on their journey of excellence.

District Action Steps

• Created and administered student and staff surveys to gauge issues of climate, access to opportunity, and availability of resources to staff and students.

• The PV Schools Equity Task Force researched and reviewed survey, achievement, and program data to develop recommendations for the 2015-16 school year.

Paradise Valley Unified School District Demographics

As of Spring 2015

32,316District

enrollment

45Number of

schools

School breakdown

30 elementary

7 middle

5 high schools 2 alternative

1 online

3698Total Staff

Staff breakdown

2054 certified

1540 classified

104 administrators

74 National Board Certified

100 sqmNth Phoenix/Scottsdale

Location

Ethnicity

59% Caucasian

30% Hispanic

3.6% Asian

3% African American

1.2% other

Specials

37% Free/reduced

12% Gifted students

18 Title I schools

-STAFF/STUDENT SURVEY-SAMPLE QUESTION -DATA

Survey• A student and staff survey was developed in the Fall, 2014 to

measure perceptions of climate, accessibility, and availability of resources.

• Created 10 Likert questions with responses ranging from strongly disagree to strongly agree.

• Adapted items from the California School Climate Survey, the Minneapolis Public Schools Positive School Climate Tool Kit, and the Colorado Department of Education Equity Tool Kit for School Administrators.

• Survey provided electronically to every employee and grade 7-12 student via Google Survey.

Race/Ethnic Breakdown of HS Respondents Staff N= 2039, Students N= 5542

Staff

Student

• Student Item

• Staff

K-12 DEMOGRAPHIC ANALYSIS BY CATEGORY/PROGRAM -ATTENDANCE -ELL -FREE AND REDUCED LUNCH-GPA -HONORS/AP-SPECIAL EDUCATION-SPORTS -SUSPENSION

1 Hispanic

2 American Indian/ Alaskan Native

3 Asian

4 Black/African American

5 Native Hawaiian/Pacific Islander

6 White

7 Two or more races

20.1

.9 3.7 4.5.3

66.3

4.3

1 Hispanic

2 American Indian/ Alaskan Native

3 Asian

4 Black/African American

5 Native Hawaiian/Pacific Islander

6 White

7 Two or more races

AIMS RESULTS3-12 READING3-12 MATH

All White Hispanic Asian Af. Amer. Nat. Amer. ELL FRL SPED Male Female0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PVUSD AIMS HS Reading- Percent Proficient by Subgroup

2012 2013 2014

All White Hispanic Asian Af. Amer. Nat. Amer. ELL FRL SPED Male Female0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PVUSD AIMS HS Math- Percent Proficient by Subgroup

2012 2013 2014

EQUITY TASK FORCE RECOMMENDATIONS

Recommendation One

• Action Step: Create a stakeholder District Equity Leadership Team of Advisors (DELTA) to lead equity work in PV Schools. – District Admin (3), School Admin (3), Teacher (3),

ESP (3), Parent (3), Student (3)– Engage West Ed Region IX Equity Assistance Center– Create a common equity language that serves as a

foundation for district professional development

Recommendation Two:• Create a stakeholder work group with the

mission to provide learning opportunities for the staff, students, and community of PV Schools regarding equity in our district. – Equity Centered Middle School Student Conference

facilitated by high school students.– Leadership in a Diverse World -High School course that

provides opportunities for HS students to mentor MS students.

– Equity centered Staff Professional Development

Recommendation Three, Four

• Action Step: Create a stakeholder work group with the mission to research, analyze, describe, and develop strategies to address discipline disparities in PV Schools.

• Action Step: Create a stakeholder work group to research, analyze, describe, and develop strategies to address Gifted/Honors/AP program disparities in PV Schools.

Equity Exploration Activity

• Rita Tantillo, Director of Language Acquisition

The Journey for PV Schools Continues...

• Collaboration with the Minority Student Achievement Network

• Region IX Equity Assistance Center at WestEd• DELTA Work• New equity centered Superintendent and

Governing Board Goal

15-16 Superintendent’s GoalGoal I. Expand Continued Focus on Student Achievement

• Objective I.a. Create a structure to revisit the vision and mission of PVSchools and establish goals and objectives for the district’s long-range plan that align with that vision and mission.

• Objective I.b. Improve cultural proficiency across the district through training for district leadership.

• Objective I.c. Develop new programs and opportunities to support student achievement needs while addressing equity for every student.

Lessons Learned• Organic, grassroots effort is a strength• Need for district-wide equity awareness and

training, including Governing Board • Ongoing personal and systemic learning

process• Supportive resources (MSAN, WestEd) are

available• Student voice is critical• Questions?

Thank You!