integrated comprehensive systems for equity … · 2017. 7. 20. · cornerstone4 –leverage policy...

INTEGRATEDCOMPREHENSIVESYSTEMSFOREQUITY(ICSequity.org)

Elise Frattura

Colleen A. Capper

IntegratedComprehensiveSystemsforEquity– FourCornerstones

Cornerstone1- FocusonEquityStep1. HistoryofMarginalization/Current ModelStep2.DeficittoAssets-BasedThinkingStep3.EquityBeginsWithUs:IdentityDevelopmentforSystemsChangeStep4.ApplyEquityResearchStep5.EquityNon-NegotiablesStep6.EquityAudittoDriveChange

Cornerstone2- AlignStaff &Students

Step7.TeamingStructuresforICSStep8.Re-aligndistrictofficetoeliminateinequitiesStep9.Re-alignstaffandstudentstoeliminateinequities

Cornerstone 4– LeveragePolicyandFunding

Step12.TransformRolesandResponsibilitiesStep13.LeverageFundingtoEliminateInequitiesStep14.AlignPolicyandProcedurestoEliminateInequitiesStep15.CreatingOurActionPlans

Cornerstone3– TransformTeachingandLearning

Step10.Co-PlantoCo-ServeStep11.IdentityRelevantTeaching&Learning forAllLearners

Engage&DevelopCommunity

4AgreementsofCourageousConversations(Singleton&Linton,2006)

• Experiencediscomfort• Stayengaged• Speakyourtruth• Expectandacceptnon- closure

CommunityAgreements(cont)

• Noblame,shame,judgment

• Equityworklife-long,neverending,atindividual&organizationallevel

•Weareinthiswithyou– mutuallearning,challenginggrowingtogether

• Handsup/”thewave”tocomebacktogether

ICSCornerstone1:Step2– ShiftfromDeficitstoAssetsSystemsandPractice

Cornerstone1- FocusonEquity

Step1- HistoryofMarginalization/Current ModelStep2- DeficittoAssets-BasedThinking/SystemStep3–EquityBeginsWithUs:IdentityDevelopmentforSystemsChange–Step4– ApplytheEquityResearchStep5- EquityNon-NegotiablesStep6- EquityAudittoDriveChange

Step7.Alignschool/district teamswithEquityNon-NegotiablesStep8- Re-aligndistrictofficetoeliminateinequitiesStep9..Re-alignstaffandstudentstoeliminateinequities

Step12.TransformRolesandResponsibilitiesStep13.LeverageFundingtoEliminateInequitiesStep14.AlignPolicyandProcedurestoEliminateInequitiesStep15– CreateEquityPlan

Cornerstone1– FocusonEquityStep2– ShiftfromDeficittoAssets-BasedSystemsPracticeAssetsPerspectivewithPovertyStereotypes/AssumptionsAboutPovertyandtheResearch

Cornerstone1– FocusonEquityStep2– ShiftfromDeficittoAssets-BasedSystemsDeficitperspective/ideology(RichardValencia)

Cornerstone1– FocusonEquityStep2– ShiftfromDeficittoAssets-BasedSystems

Assetsperspective/”fundsofknowledge”(LuisMoll)

Cornerstone1– FocusonEquityStep2– ShiftfromDeficittoAssets-BasedSystems– ModuleContent

Language Drives Practice AvoidLabels/Deficit-BasedLanguage

-”interventionkids”

-”Tier1kids”“Tier2kids”

-”Extensionkids”

-”inclusionclassrooms”

-”inclusionkids”

-”push-in”

-”Minority”

-”economicallydisadvantaged”

-”subgroups”

-whatelse?

AssetsViewofFamiliesExperiencingPoverty– Listalltheassetsyousee/hear

https://www.youtube.com/watch?v=F6HJUF2aH5k

Whatdoestheresearchsayrelativetoourfrequentassumptionsaboutstudentsfromlowersocialclasshomes?

ICSEQUITY@GMAIL.COM TOOBTAINSUCHPERMISSION.

“LowIncomeStereotype:LazinessAvastmajorityofpeoplewhoarepoordowork(CDF,2008).AccordingtotheEconomicPolicyInstitute(2002),adultswhoarepoorandworkingspendmorehoursworking perweekonaveragethantheirwealthiercounterparts.”

(StereotypesAreUs,Gorski,2013)

Stereotype:Don’tValueEducation

“Parentswhoarelowincomehavetheexactsameattitudesabouteducationasparentswhoarewealthy(Compton-Lilly,2003;Lareau &Horvat,1999;Li,2010;Leichter,1978;Varenne &McDermott,1986).”

(StereotypesAreUs,Gorski,2013)

Stereotype:SubstanceAbuse

“Alcoholabuseisfarmoreprevalentamongpeoplewhoarewealththanpeoplewhoarelowincome(Galea,Ahern,Tracy,&Vlahov,2007;Humensky,2010).Anddruguseequallydistributedacrosspoor,middleclass,andwealthycommunities(Saxe,Kadushin,Tighe,Rindskopf,&Beveridge,2001).”

StereotypesAreUs(Gorski,2013)

Stereotype:CrimeandViolence

“Peoplewhoarelowincomedonotcommitmorecrimethanpeoplewhoarewealthy—theyonlycommitmorevisiblecrime(Dunawayetal,2000).Furthermore,whitecollarcrimeresultsinmuchgreatereconomic(andlife)lossesthanso-called“violent”crime.“

Stereotype:LanguageDeficient“LinguistshaveknownfordecadesthatallvarietiesofEnglish(suchas“BlackEnglishvernacular”orAppalachianvarieties)areequallycomplexinstructureandgrammar(Gee,2004;Hess,1974;Miller,Cho,&Bracey,2005;Terryetal,2010).”

Stereotype:BadParents

“Researchhascontinuedtoshowthatparentswhoarelowincomecarejustasmuchabouttheirchildren,andworkjusthashard—orharder—toadvocatefortheirchildren,asparentswhoarewealthier.”StereotypesAreUs(Gorski,2013)

Student from Low

Income Family

Deficit View of Student &

Family

Low Expectations of

StudentLabel, place

student remedial tracked

programs

Remedial Tracked

Programs Perpetuate

Failure

Blame societal poverty for

student failure

Student does not graduate, graduates low

skills, low paying job

HowSchoolsCanPerpetuatePoverty

Student from Low Income Family

Asset View of Student

and Family

High Expectations

of Student

Engage with,

Support, Learn from Family &

Community

Access to Identity

Responsive Rigorous Learning

Student Graduates, Worforce ,

Postsecondary Options

Opportunity to Not Live in Poverty

HowSchoolsCanDisruptPoverty

ICSCornerstone1:Step3- EquityBeginsWithUs:IdentityDevelopmentforSystemsChange

Step1- HistoryofMarginalization/Current ModelStep2- DeficittoAssets-BasedThinkingStep3–EquityBeginsWithUs:IdentityDevelopmentforSystemsChange–Step4– ApplytheEquityResearchStep5- EquityNon-NegotiablesStep6- EquityAudittoDriveChange

Step7.Alignschool/district teamswithEquityNon-NegotiablesStep8.Re-aligndistrictofficetoeliminateinequitiesStep9.Re-alignstaffandstudentstoeliminateinequities

Step12.TransformRolesandResponsibilitiesStep13.LeverageFundingtoEliminateInequitiesStep14.AlignPolicyandProcedurestoEliminateInequitiesStep15:EquityActionPlan

ICS – Cornerstone 1- Focus on EquityStep 3 - EquityBeginsWithUs:IdentityDevelopmentforSystemsChangeCyclicalprocess– learningaboutourselves,learningaboutanotherdifferentfromus,whichhelpsusreflectagainonourselves.

WORKWITHOUTWRITTENCONSENTFROMTHEAUTHORS.PLEASEEMAILICSEQUITY@GMAIL.COMTOOBTAINSUCHPERMISSION.

Learnaboutanother

Learnaboutself

Learnaboutanother

Learnaboutself

IStep 3:EquityBeginsWithUs:IdentityDevelopmentforSystemsChangeS – Step 3 - ItBeginsWithUs:IdentityDevelopmentforSystemsChange(cont)- ExamplesRace

Gender

Ability

SexualIdentity

GenderIdentity

Religion

Language

Intersections

ICS– Step3- EquityBeginsWithUs:IdentityDevelopmentforSystemsChange(cont)

Individual

Classroom

School

District

Community

LevelsofOppression/Marginalization

Individual

Institutional,Systems,Structural(policies,practices)

Societal

ICS– Step3- EquityBeginsWithUs:IdentityDevelopmentforSystemsChange(cont)– LevelsofRacism(cont)

Individualmarginalization/oppression–

Whatwedo:

-Obviouslydiscriminatory,stereotypicaljokes,comments,actions

-Microaggressions– implicitbias,stereotypes,assumptions,deficitthinking/language,words,bodylanguage,howwerespond

Whatwedonotdo:Whenwedonotintervene,becomecomplicit.

Ex.InstitutionalandStructuralOppression/Marginalization

EquityAuditDatathatReflectInstitutional/StructuralOppression/Marginalization-Over-representationofstudentsofcolorinspecialeducation,RTI,lowlevelcourses,lowabilitygroups,discipline,truancy,

Under-representationofstudentslabeledwithdisabilitiesorotheridentities/intersectionsin“equityinitiatives”

Under-representationofstudentsacrossidentitiesinAP,honors,etc.

LevelsofEliminatingInequities

Individual (Cornerstone1– Step3IdentityDevelopmentforSystemsChange)InstitutionalorStructural

(Cornerstone2,3,4)(structure,instruction,policies)

Societal

ICS– Step3- EquityBeginsWithUs:IdentityDevelopmentforSystemsChange

RacialAutobiography

Activity

Black/AfricanAmericanautobiographyDrawringsofatreeonyourpaper

Regardlessofrace,W\writefirstmemoryofuncomfortable/awarenessaboutBlack/AfricanAmerican– whatyousaw,messagesyouheardaboutBlack/AfricanAmerican

ThenwriteAfricanAmerican/Blackmoments/understandingsoveryourlife.

e.g.Writeapprox.age- thenmoment/understanding,whatmessagesdidyouhear(family,community,media)aboutBlack/AfricanAmerican?

SampleIdentityDevelopmentModels

AttachedtobottomofModule3

ICSCornerstone1:Step4– ApplytheEquityResearch

ICS- Cornerstone1- Step4– ApplytheEquityResearch

ThreeStrandsofResearch1.YourOwnEquityAuditData2.ResearchthatSupportsICSEquity3.ResearchfromICSEquityschoolsanddistricts

Research– spanningover45years,affirmsbenefitsofintegratedpractices

1980’s 1990’s 2000’s 2010’s

Activity–1.Selectaresearchcardatyourtable– 60+researchpieces2.Findanewpartneracrosstheroom3.Timerbegins– Person1gets75secondstoreadtheircardandanswerthequestion:

Doourcurrentpracticesreflectwhattheequityresearchsays?

4.Person2readstheircard,answersthesamequestion– 75seconds5.Switchcards6.Findnewpartner,waitforTimertobegin

ICSSchoolsandDistricts

ICS- Cornerstone1- Step4–ApplytheEquityResearch

1.PrincipallearnedaboutICSEquityinUniversitycourse2.9th gradeteamanddistrictleadershipteamattendedICSEquityInstitute3.9th gradeteamtaughtICSEquityCornerstonesandStepstoallstaff.4.Summer2016- DistricthostedInstituteforSchoolLeadershipTeams5.2016-2017DLTworkingondistrictwideimplementationthroughSchoolLeadershipTeams

RiverBluffHighSchool

LevelingUp

TransitionalMath

AppliedAlgebraY1

AppliedAlgebraY2

Algebra1

Algebra1.5

Algebra2

Algebra3

HonorsGeometry

Geometry

HonorsAlgebra2

Pre-Calculus

APCalculus

APStats

LevelingUp(cont)

TransitionalMath

AppliedAlgebraY1

AppliedAlgebraY2

Algebra1&StretchAlgebra1

Algebra1.5

Algebra2&StretchAlgebra2

Algebra3Geometry&StretchGeometryHonorsGeometryHonorsAlgebra2Pre-CalculusAPCalculusAPStats

RiverBluffH.S.APEnrollment

13% 15% 22% 21% 26% 29% 39%

2010-112011-122012-132013-14 2014-15

2015-16

2016-17

PercentofStudents

Students

RiverBluffH.S.- PercentageofStudentGroupEnrolledin1+AP/HonorsCourse

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Low-Income Middle-HighIncome

2013-14

2014-15 2015-16

39% 43%

21% 38% 42%

26% 42% 46%

ALL White StudentsofColor

2013-14

2014-15 2015-16

18.0% 27.0%

4.0% 15%

27% 34%

42% 37%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Black Hispanic TwoorMore

2013-14

2014-15 2015-16

RiverBluffH.S.IntegrationPercentofStudentsLabeledIntellectual

Disabilities

9% 11%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

2013-14 2014-15 2015-16

RiverBluffH.S.BiologyPercentageofF’s

8% 12% 4% 6%

0% 0% 0%

Sem111-12 Sem211-12 Sem114-15 Sem214-15

RiverBluffH.S.:Algebra1PercentageofF’s

7% 12% 4% 10% 9%

0% 0% 0%

Sem111-12

Sem211-12

Sem114-15

Sem214-15

AppAlg

RiverBluffH.S.:GeometryPercentageofF’s

2% 5% 6% 7% 11% 26%

0% 0% 0%

Sem111-12

Sem211-12

Sem114-15

Sem214-15

Geometry

AppAlg2

RiverBluffH.S.:English10PercentageF’s

11% 17%

5% 6% 17%

0% 0% 0%

10% 20% 30% 40% 50% 60% 70% 80% 90%

Sem111-12 Sem211-12 Sem114-15 Sem214-15

BasicEng10

RiverBluffH.S.:WorldHistoryPercentageofF’s

9% 16%

5% 7% 5% 13%

0% 0% 0%

Sem111-12

Sem211-12

Sem114-15

Sem214-15

RiverBluffH.S.- USHistoryPercentageofF’s

5% 10% 1% 5%

0% 0% 0%

Sem111-12

Sem211-12

Sem114-15

Sem214-15

ICSCornerstone1:Step5 – CreateEquityNon-Negotiables

ToInterrupttheCycleofMarginalization…Module4

OutcomeofDeficit-Based/EquityNon-Negotiable

1. Changingsystemtoeliminateinequitiesbeginswithourselves

Cornerstone1:FocusonEquity

1. Blamesandlabelsthestudents

Cornerstone1:FocusonEquity

2. Systemisresponsibleforpreventionofstudentfailure.

Tracksandmarginalizesstudentsofcolor,poverty,language,disability,andability

3. Studentsarenotsegregatedintoparticularschoolsbasedonalabel(suchasspecialeducation,linguisticallydiverse).Studentsareassignedbasedonproportionalrepresentationinallenvironments(e.g.schools,classrooms,courses,teams,clubs,etc.).

Cornerstone2:AlignStudentsandStaff

Isolatesstudentsbyabilityandlimitsaccesstohighqualityinstruction

4. Allstaffarealignedtogradelevelteams(e.g.,teacher-basedteams)includinggeneraleducators,interventionists,Titlesupports,specialeducationteachers,ELLteachers,etc.Withintheseteamstheyshareknowledgeandexpertisewitheachothertointentionallyincreaseeachothers’capacitytobettereducatealllearners

Cornerstone2:AlignStudentsandStaff

Fragmentsastudent’sday

Preventstransferofeducatorandstudentknowledgebacktointegratedenvironments

5. Theseteacher-basedteamsco-planandco-serveTM throughproactiveinstructionalpracticesforeachlearnerwithintheirgrade.

Cornerstone3:TransformTeachingandLearning

Somestudentsreceivesupportwhileother’saredenied

6. Curriculumandinstructionisrigorous,identityrelevantteachingandlearningforallstudents.

Provideslessrigor-datadoesnotreflecthelping.

7. Curriculumiscreatedforalllearnersthefirsttimetheconceptistaughtversusdevelopedforanormed-groupofstudentsandthenadaptedafter-the-fact.

Designedfornoone 8. Personalizedplansaredevelopedforalllearnerstoassisteducatorsindeterminingappropriateinstructionalpracticesanddocumentingprogressandgoals.

9. Alldistrictpolicies,procedures,andfundingalignedwithalltheaboveequitynon-negotiablesandfederalandstatelegislationisleveragedtoeliminateinequities.

Policiesoftenresultinmixedmessages

Cornerstone4:LeveragePolicyandFunding

Mequon-ThiensvilleSchoolDistrictEquityNon-Negotiables

ICSCornerstone1:Step6– EquityAudittoDriveChange

Educators“overwhelminglydonothaveaclear,accurate,orusefulunderstandingofthedegreeofinequitypresentintheirownschoolsandschooldistricts”(Skrla,McKenzie&Scheurich,2009,p.5)

Cornerstone1– FocusonEquityStep6– EquityAudittoDriveChange

1.Proportionalrepresentationanchorsaudit2.District&BuildingLevelLeadershipteamconductsaudit3.Designaudit– ICSprovidesDataForm4.Collect&analyzedata5.Prioritize&setgoals6.DevelopEquityPlantoachievegoals

ProportionalRepresentation◦#1EquityNon-Negotiable◦Centralinallpractice◦NEVERCompromiseonthis

ProportionalRepresentationEx.

Demographicsofeveryprogram/extracurricular,etc.representsthedemographicsoftheschool

§12%studentswithdisabilitiesinschool,thenallclassrooms/courses/experiencesinclude12%studentswithdisabilities

§28%studentsofcolorintheschool,thenatleast28%ofstudentsingifted,honors,AP,advancedcourses,extra-curriculars arestudentsofcolor.

Cornerstone1– FocusonEquityStep6– EquityAudittoDriveChangeProportionalRepresentation(cont)

AppliestoDisability,StudentsLabeledELL,StudentsLabeledGifted(classroomassignmentelementary/middle)

Doesnotapplytoachievement

IsminimalgoalforACT,honors,APcourses,etc.(socialclass,race,language,ability,gender)

Cornerstone1– FocusonEquityStep6– EquityAudittoDriveChangeProportionalRepresentation(graph)

19.128

010203040

InSchool SpecialEducation

Gifted RTI"AtRisk"

Percen

GroupLabel

Put%ontopofbar

Tothe1/10th

ProportionalRep.Line

Free/ReducedLunch

Cornerstone1– FocusonEquityStep6– EquityAudittoDriveChange6StepEquityAuditProcess

1.Proportionalrepresentationanchorsaudit2.District&SchoolLevelLeadershipteamconductsaudit3.Designaudit– ICSprovidesFillableDataForminModule4.Collect&analyzedata5.Prioritize&setgoals6.Developimplementationplantoachievegoals

ICSEquityAuditForm

1.Collectdataonsocialclass,race(disaggregatedbyrace),language,disability,gender,sexual/genderidentity

2.Areasa.Inprograms– specialeducation,gifted/honors/AP,ResponsetoInterventionb.Achievement– math/literacyachievement,graduation,ACT,c.Truancy/Attendance/Discipline

InadditiontoEquityAuditDataForm–

STUDENTVOICE

Studentinterviews/StudentPanels,AttendingStudentGroups(e.g.,Gay/StraightAlliance,BlackStudentUnion)

Cornerstone1– FocusonEquityStep6– EquityAudittoDriveChangeStudentVoiceExample,cont)

Student5- “....beforewecomeintohighschoolthere'salwaysthesepre-setnotionsthatifyou’reinMrs.Hartman’sgradeformiddleschool(whichistheadvancedEnglishorMath)andthroughthatyoukindofgetonthetrailofbecomingorgoingtoadvancedclassesyourwholehighschoolcareer.Whatyoukindofseeis,forexampleinEnglish,um,therearen’tmany…actuallyI'mtheonlyminorityinadvancedAP12,andyou’llseethatminoritiesareoftenskippeduponinthatrouteinmiddleschoolandtheyneverendupbeingabletoachievethatattheendoftheirsenioryearthehighestEnglishroute.Andit’sjustmaybebecausethey’renotevenconsidered.“

Cornerstone1– FocusonEquityStep6- EquityAudittoDriveChangeStudentVoiceExample(cont)

“Yeah,becauselikemaybelikelastyearforhistory,likeIaskedmyhistoryteacherifIshouldtakeAPandtheywerelikeyeahprobablynotso IthoughtIguessI’lljuststickwiththeregularhistorysoitkindoflikemademylikeconfidencegodownaboutit. ”

EliminateInequitiesSchools must have a culture ofEquity for ALL◦Race◦Disability◦Language◦Social class◦Gender◦Sexual/Gender Identity◦And their intersections

ToBuildanEquitableSociety

Thankyou!!

Icsequity.org

ICS – Step 2 - S(cont)Thankyou!!!Efrattura.ics@gmail.comCcapper.ics@gmail.com

integrated comprehensive systems for equity … · 2017. 7. 20. · cornerstone4 –leverage policy...

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