pdf of jeanne collins report - diversity: our gift and our future

7/31/2019 PDF of Jeanne Collins report - Diversity: Our Gift and Our Future

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Diversity:OurGiftandOurFuture

APlanforClosingtheAchievementGapinBurlingtonSchools

Burlington,Vermont

June1,2012


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EEO: This material is available in alternate formats for persons with disabilities.To request an accommodation, please call 1. 800.253.0101 (TTY) or 1.800.253.0195 (voice).

JEANN COLLINS ~ SUPERINTENDENT150 COLCHESTER AVE..~BURLINGTON VT 05401

PHONE:802-865-5332~FAX:802-864-8501~WEBSITE: WWW.BSDVT.ORG

June1,2012

DearFriends,

Racism,bullyingandharassmenthavenoplaceinaschoolsettingwhereallchildrenhavetherightto

feelsafeandexcelintheireducation.Ourgoalourdutyistoeradicatecultural,racial,andother

barriersthatstandinthewayofstudentachievement.

Thisisaproblemthatafflictseverycommunity.ButwehavetheabilityandthetalentinBurlingtonsolve

ithereandleadthenation.

Amajortaskistoensurethatchildrenofallculturesandbackgroundsaresuccessfulinourschools.In

theattachedreportyouwillseeaninitiativetoaggressivelyinstituteanenvironmentofculturalcompetency,leadershiptrainingandmanyotherstepstoimprovethewayweconnectwithstudents

andfamiliesatalllevels.

InthecomingyearsIintendtoeliminaterace,ethnicity,class,gender,andsexualorientationas

predictorsofacademicperformance,discipline,andco-curricularparticipation.Wewillenterthecoming

schoolyearwithmomentumgeneratedbytrainingandprofessionaldevelopmentduringthesummer.

BySeptember1,Iexpectthatproceduresandpoliciesaboutequityanddiversity,introducedinthefinal

weeksofthepreviousyearanddevelopedduringthesummer,willbecommonknowledgeonthepartof

administrativeandteachingstaff.Ipersonallywillbeundergoingaseriesofleadershiptrainingsonthis

topic.Iplantomeetwithstudentsthroughouttheschoolyeartoassessprogressonmycommitment.

Thediversityofourstudentsisagifttothiscommunity.Anyfearofthisdiversitywillbeaddressedwith

bothsensitivityandfirmness.Thereisnoturningbackfromatotalcommitmenttothiscause.Wenow

mustworktogetherandshareinthisopportunity.InthatspiritIwelcomeanyparticipation,feedback,

andinputonthisplanfrommembersofthecommunity,nowandinthecomingmonths.Mydooris

[email protected].

Sincerely,

JeanneCollins,Superintendent


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2 Diversity:OurGiftandOurFuture(June1,2012)

INTRODUCTION

ByOctober2012,theBurlingtonSchoolBoardwillpresentastrategicplantothecommunity.

ThatplanwillbeinformedbythefindingsoftheTaskForceReportonEquityandDiversity

alongwithadditionalcommunityinput.Whilewelookforwardtotheresultsofthatexcellent

work,wecannotaffordtowaituntilOctobertorespondtotheissuesofequityanddiversityinourschoolsandbyextension,ourcommunity.

Weneedaboldapproachthataffordseverystudenttheopportunitytograduatefromhigh

schoolwiththeacademicandsocialskillsneededtothriveinoureconomyandsociety.This

workwillnotbeeasy,anditwilltaketime.Beginningimmediately,wehavetoshiftgearsand

moveforwardwithlaserfocusandclarityofexpectations.Wemustdothisworkwithinour

existingresources.Wedonotexpectanyadditionalsupportfromthefederalgovernment,and

needtohonorthegenerosityandsupportwehavereceivedfromBurlingtonresidentsinthe

recentbudgetvote.

TheessenceofourvaluesintheBurlingtonSchoolsistoembracethedifferencesamongour

studentsandtheirfamilies.Thatracial,cultural,religious,economic,andeducationaldiversity

isagiftwhichmustbecentraltothemissionofourDistrict.

ThediversityofourstudentsandtheirfamiliesdefineswhoweareastheBurlingtonSchools.

Weneedintentionalleadershipandanorganizationalstructurethatembracesthese

differencesandprovidesuswithconcretewaystorespondeffectivelybothtothewidely

recognizedachievementgapandthetensionintheclimateofourschools.

AstheTaskForceReportontheRecommendedStrategicPlanforDiversity,EquityandInclusion

fortheBurlingtonSchoolDistrictclearlysays,ourresponsetodiversitycannotbeanadd-ontoanexistingframework.Itmustbethecoreofthemissionofourschools.Iagreewiththat

statementandendorseitwholeheartedly.

Tothisend,myplanbeginswithequity.Equityshallbecomethelensthroughwhichwedoour

work.ItmustbeacorevalueofourDistrict.EveryaspectoftheBurlingtonSchoolDistrictwill

beseenthroughthelensofequity,fromcurriculumtohumanresources,budgeting,

professionaldevelopment,parentinvolvement,hiringandretention.Inthenextyear,working

undercurrentcontractualobligations,Iintendtore-imagineourorganizationalstructureto

bettersupporttheDistrict'sworktoclosetheachievementgapofourstudentsthroughthe

lensofequity.

Thisplanhasfivemajorcomponents:

AWelcomingClimateforAllStudents:Aschoolclimatethatdoesnottolerateracismor

bullyingwhileimprovingthecomplaintprocess,communicatingittoparentsandstudents,and

holdingallfaculty,administration,andstaffaccountableasmandatoryreporters.


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Diversity:OurGiftandOurFuture(June1,2012) 3

ProfessionalDevelopment:Educatedistrictstaffonhowtobeaculturallyresponsiveteacher,

teammemberoradministratorwithongoingopportunitiestodiscussracismandcultural

differencesamongourcommunity.

OrganizationalChange:Revisitourtoporganizationalstructureoverthenextyeartoensurewe

havetherightpeopleinplacetoclosetheachievementgapandaddresssocialandeducationalequityintheDistrict.Wherethereisracismandculturalbiasthathurtsourstudents,wewill

addressit.

RecruitmentandRetention:ContinuetheworkbegunonAffirmativeRecruitmentandincrease

ourfocusonRetentiontoensurewearedevelopingandmaintainingadiverseandculturally

competentfacultyinallofourschools.Wehavesetagoalof20%candidatesofcolorineach

poolandweclearlycommunicatethecriteriathatmustbemettoworkintheBurlington

schools,withaspecialfocusonculturalcompetence.

DataCollection:Inordertoasseswheremoreworkisneededandevaluateprogress,weneed

toimplementandsharedatacollectionintheareasof:

1.achievementofstudentsandidentificationofgapsthatmayexist;1. incidentsofharassmentordiscriminationandtheirfollow-upaswellas

disciplinereferralstoreviewfordisparitiesthatmayexist;and

2. hiringandretentionofadiverseandculturallycompetentfaculty.

CLIMATE

Wemustimmediatelyimprovetheclimateinourschoolsthroughdirectconversationand

explicitexpectationswithfaculty,parentsandstudents.RecentlyIgatheredalladministrative

stafftoemphasizethisDistrictsrejectionandresistancetoracism.Iaskedtheprincipalstomeetwithallstaffintheirbuildingsbeforetheendoftheschoolyeartoconveythemessageof

notoleranceofracialintoleranceandallexpressionsofhatredandbullyinginourschools.

Followupwillincluderevisitedandstrengthenedcomplaintproceduresunderthenewly

approvedBoardpolicyonharassment.Eachschoolismandatedtoidentifytwodesignated

employeestorespondtocomplaintsandcarryoutinvestigations.Trainingontheupdated

complaintprocedureswilltakeplaceforalladministratorsanddesignatedemployeesonJune

21atanall-dayretreat.Trainingwillincludethespecificsoftheprocedures,howto

communicatecomplaintprocedurestoparentsandstudents,theroleofallemployeesto

reportincidentswitnessed,howtorespondtocomplaintsinamannerthatisrespectfulandopen,andhowtofollow-up.

Inaddition,wewillexpectthateveryincidentreportedwillbelogged,withfollowup,for

reviewbytheEquityClimateTeamIwilldescribelaterinthisplan.Inthefirstmonthofschool,

allfacultyandstaffwillbetrainedinthenewprocedureandhowtorespond.Employeesmust

reportincidentsobservedandwillbeheldaccountablefordoingso.


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Thenewproceduresandprocessesforrespondingtocomplaintswillbeimplementedthefirst

dayofschoolinAugust,withthegoalofimmediatechangeinourclimate.Thisstepwillrequire

additionalsupportfromtheBoard,sinceexpectationsareenforcedadministratively.Our

immediateconcernmustbeforthesafetyofallofourchildren,particularlychildrenofcolor,

culturesnewtotheBurlingtoncommunity,andunderrepresentedpopulations.

PROFESSIONALDEVELOPMENT

Ouraffirmativehiringpracticesthathavebeenputintoplaceoverthelasttwoyearsensure

thatwearehiringculturallycompetentqualityfaculty.However,culturalcompetenceisnota

one-timedesignation.Withourrapidlychangingdemographic,wemustcontinuallyimprove

ourskills.Professionaldevelopmentisnotaone-size-fits-allapproach.Eachpersonneeds

personalizedlearningandgrowthopportunities.

WorkingwithDr.BillHowe,aneducationconsultantforculturallyresponsiveeducation,

multiculturaleducation,genderequityandcivilrightsattheConnecticutStateDepartmentof

EducationandDanBalon,ourDiversityDirector,wearedesigningaprofessionaldevelopment

planfortheDistricttocommencethissummer.Dr.Howewillbeginwithoverviewtrainingfor

administratorsonJune22,rightafterthetrainingonthecomplaintproceduresasnotedabove.

OnAugust13and14,hewillcontinuethisworkandincludetheBoardandkeystaffpersonnel

asweembarkonayear-longprofessionaldevelopmentplan.Teacherswillbeintroducedto

thisworkattheAugust24WelcomeBackOrientation.Professionaldevelopmentwillcontinue

throughouttheyearandwillbemandatory.Attendanceandparticipationwillbepartofall

employeegoalsandperformancereview.

ORGANIZATIONALSTRUCTURE

TounderlinetherecognitionofthecorevalueofequityintheBurlingtonSchools,Iam

reorganizingthestructureofcentralofficedepartmentsthatareresponsibleforthevarious

aspectsofequityintheDistrict.Thisreorganizationisindependentofparticularpersonnel

currentlyresponsibleforparticularfunctions.Wewillfindforeachpositionthepersonbest

abletobringbothpassionandcompetencetotheirresponsibilities.Henceforth,ratherthan

beingoneofmanyofficesintheDistrict,equitywillbecentraltofulfillingthemissionofour

schools.

Iamgoingtousethecomingyeartore-imaginehowtheDistrictisorganizedtobetterreflect

thisvision.IwillbeworkingwiththeBoard,seniorleadershipandwithinourcontractualresourcestoputinplaceastructurethatbettersuitstheneedsofourstudentstoday.

ThefirststepwillstartwiththeOfficeofDiversityandEquity.Ienvisionthreeprongstothis

office:

TheDirectorofDiversity,whowillfocusondiversity,educationandprofessionaldevelopmentforstudentsandstaff.ThisindividualwillworkcloselywithDr.Howeto

developtheplanfortheDistrict,willbeinschoolsandclassroomstalkingwithteachers


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andstudents,andwillcontinuallyassessourprofessionaldevelopmentneeds,reporting

tothesuperintendentonaregularbasis.Thegoalistohavevisibleresultsofaclimate

thatisrespectfulandwelcoming,andonewheretheadultsaswellasthestudentscan

learnandgrowandbesuccessful;

ADirectorofEquity,whowillconnectwithfamiliesandstudentstoaddressissuesofconcernearlyonandwillleadtheEquityClimateTeam,asdescribedbelow;and

ARecruitmentandRetentionSpecialist,whowillcontinuetheworkwehavebegunonouraffirmativerecruitmentprocess,workingtoachievethegoalofa20%poolof

diversecandidatesforeachteacherpositionposting.Thisindividualwilltakeonthe

retentionworkthatneedstobedoneasoutlinedinourrecentpilotstudyonretention

offacultyofcolor.

Thisofficewillfunctionasawhole.Allpositionslistedexistinoneformoranotherinthe

Districtalready,butwillrequiresomeshiftinresponsibilitiesandminorfundingchangesto

makehappen.

AnessentialaspectofthisplanisthecreationofanEquityClimateTeam,tobeledbythe

DirectorofEquity.ThisTeamwillconsistofthedesignatedemployeesineachschoolandthe

PositiveBehaviorCoachfortheDistrict.TheTeamwillmeetmonthlytoreviewallincidentlogs

anddisciplinereportsfromeachschool,analyzethemforinequitiesandfollowthrough,

providetechnicalassistancetoeachschool,anddevelopstrong,consistentinvestigationduties

throughouttheDistrict.ThisTeamwillreportdataresultstothesuperintendentmonthly,and

anaggregatereportofthesefindingswillbepresentedtotheBoardandmadeavailable

publiclyatregularintervalsthroughouttheyear.Thiswillensurethatwearetakingincidents

seriously,consistentlyrespondingtoallincidentsintheDistrict,andprovidingconsistent,

thoroughandtimelyinvestigationsandsupportateachschool.

PARENTOUTREACH

Onewaytoensurewearemeetingtheneedsofallstudentsandfamiliesandcreatingequitable

policiesandeducationalopportunitiesisthroughparentinvolvement,withafocusonstudent

achievement.Tothisend,wewillcontinueourworkwiththeFamilySchoolPartnershipteams

ateachschool,asledbyaDistrictFamilySchoolPartnershipCoordinator.Inaddition,our

BilingualLiaisonswillbeusedingreatercapacityforparentoutreachthroughoutthedistrictto

ensureparentvoicesareheard,servicesareunderstoodandweareworkingtogetherforthe

successofourstudents.

AFFIRMATIVERECRUITMENTANDRETENTION

TheDistricthasachievedmoderatesuccessinrecruitingdiversefacultywiththe

implementationofourintentionalaffirmativehiringprocesses.Foryears,theDistrictmade

attemptsbutdidnotinstitutionalizethem.Wesharethegoalofhavingaqualified,culturally

competentanddiversefacultythatrepresentsourstudentsofcolor.Westriveforcandidate

poolsof100%culturallycompetentcandidatesand20%candidatesofcolorfromwhichto

choosethemostqualifiedteacher.ThisprocessisthefirstsustainableprocessintheBurlington


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schoolsandlikelyinVermontthathasembeddedculturalcompetenceintothehiringprocess

itselfandattemptedtoremoveallbiasfromthechoiceofthefinalcandidates.Asaffirmative

recruitmentisinitsearlystages,weneedtocontinuethisimportantwork.

Morethanjustrecruitment,however,theDistrictneedstofocusonretentionofthecandidates

wedohire.ArecentpilotstudyidentifieschallengesandinstitutionalbarrierstosuccessfulretentionofadultsofcolorintheDistrictthatwemustaddress.Retentioneffortsarethe

responsibilityofeveryadultinthisDistrict.Fromthesupportofadministrators,tomentorsfor

eachteacher,weneedtointentionallyfocusonchangingourclimatetoonethatisinclusiveof

adults.TheRecruitmentandRetentionSpecialistwillworkwithourCurriculumDirectorto

assignmentors,andwillworkwiththementorstoensurewearemeetingtheneedsofournew

facultyofcolor,meetwithnewteachersandadministratorsthroughouttheyeartodetermine

ifsupportisadequateandtimely,andwillreportbacktothesuperintendentonfindings

throughouttheyear.

DATAANDACCOUNTABILITY

Weareintheprocessofdeterminingappropriatedatapointsforanalysisofachievementgaps

anddisparitiesinoursystemthroughthecreationofanAnnualEquityReportCard.The

DiversityDirectorhasbegunthisworkandwillcontinueit.Thereportwillbereleasedannually,

startinginOctober2012.Itwillbeusedtoidentifywhereachievementgapsanddisparities

existintheDistrict,helpingussetgoalstoeliminatethem.

TheEquityClimateTeamdatareviewwilladdtothisreport.ThroughtheworkofthisTeam,we

willcollectdataonallincidentsofracism,harassmentanddiscriminationintheDistrict,and

reviewalldisciplinedatathroughthelensofequityregardingrace,poverty,andEnglish

LanguageLearners.AggregatesummariesofthisworkwillalsobesharedwiththeBoardandthecommunity,andwewillbeheldaccountableforprogressonthisdata.

Therehasbeendisagreementinthepastoverdatathathasbeenreleased.Wehavebeen

workingonimprovingourdatasystem.WiththerolloutoftheMunissoftwareforbusiness

andhumanresources,alongwiththeworkinourtechnologyofficeonsettingstandardsfor

data,wewillcontinuetoimproveourdatareportingandwillholdschoolsaccountableforthe

dataentryattheschoollevel.

ELLPROGRAM

OurELLstaffhasbegunworkonaStrategicPlanthatusesdatatoidentifytheprogressofourstudentswhoarenewesttoEnglish,andtosetgoalsandtrackprogress.Thissummer,ELLstaff

willreviewthecurrentservicedeliverymodel,alongwithcriteriaforenteringandexitingeach

levelofservicedelivery,andensureallofourstudentshaveequalaccesstoeducational

opportunitiesatanappropriateacademiclevel.Wewillusedatatoreviewtheeffectivenessof

ourvariedmodelsofsupport,includingshelteredcontentclasses,whichareintendedfor

studentswhonewlyarriveinthecountryathighschool,andtoidentifyanybarrierstoaccess


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tomainstreamclasses.ProgressonthisplanwillbepublishedaspartoftheAnnualEquity

ReportCard.

Foroversightandresponsibility,ICoordinatorofEnglishLanguageLearning(ELL)willbe

promotedtoaDirectorofELL,whichwillbeapromotiontoapositionofgreaterresponsibility.

ThisrolewillworktoimplementtheStrategicPlanonELLServices,monitorandreportondataandreviewourcurrentmodelsofELLservicesinallofourschools,beginningwiththehigh

school.

ACHIEVEMENTGAPSUMMIT

Asweimproveourowndatakeepingandanalysis,wewillleadanAchievementGapSummit

forlocalschoolDistrictsandbeyondasrecommendedbyDiversityNow.Weanticipatealso

attractingnon-educationalpartnerstothissummit,manyofwhomworkwithourstudentsand

familiesbeforeandafterschoolandduringthesummer.BurlingtonSchoolDistricthaslearned

muchalongthethisjourneyofequityinourschoolsandcanmakeadifferencethroughoutthe

restofthestateinclosingtheachievementgapforallstudentsandineradicatingracisminthe

publicschools.Ianticipatethefirstsummittobeheldinearlywinter2013.

CONCLUSION

OurgoalistocloseachievementgapsintheBurlingtonschoolsandcreatewelcomingschool

climatewithoutracism,discrimination,harassmentandbullyingtothebestextentpossible.

WorkingcloselywithDr.HoweandournewDiversityandEquityOfficestructure,BSDwillalso

closethecommunicationgapsbetweenschool,homeandcommunity.Iwanttothankthead

hocDiversityTaskForcefortheresearchedbestpracticesrecommendationthatwere

presentedintheirOctober2011reporttotheBoard.Thisdocumentplayedheavilyinthisplan

development,asdidothercommunityleadervoicesinBurlington.

Iwelcomecommunityfeedback,inputandparticipationasweworktogethertoimprovethe

outcomesforallourstudents.Pleasecontactmedirectlyatsuperintendent@bsdvt.org.

Iabsolutelybelievethatifweworktogetherasacommunityinthiseffort,Burlingtoncansurely

leadthestate,andeventhecountry,asamodeltoaddressequityandracisminpublicschools.

Ilookforwardtothatopportunity.

APPENDICES

APPENDIXA:TIMELINEANDWORKPLANAPPENDIXB:CHECKLISTFORPROFESSIONALTEACHINGHIRES

APPENDIXC:DEFINITIONOFRACISMFROMTASKFORCEREPORT

APPENDIXD:COMMITMENTTODIVERSITY&EQUITYBOARDPOLICY

APPENDIXE:DR.BILLA.HOWEBIOGRAPHY


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Diversity:OurGiftandOurFuture One-YearTimeline(June2012)

Jun-12 Jul-12 Aug-12 Sep-12 Oct-12 Nov-12 Dec -12 Jan-13 Feb-13 Mar-13 Apr-13 May-13 Jun-13 Ongoing Annually

POLICY

Updateddistrictharassmentpolicy.

Administratorstrainedinimplementationandinvestigations.

Administratorstrainedinimmediateresponsetoacomplaint.

Allfacultyandstaff,includingSROs,trainedinimplementingthepolicyandimmediate

response.

Ensurecomplaintprocessisclearandavailabletoallparents,inmultiplelanguages.

Developanti-bullyingpolicy.

Ensurepolicyandcomplaintprocessisaccessibletoparentsinhandbooks,onweb,inschools

withspecifiedtimeframesandappealprocessaswellaswhotodirectcomplaintsto.Provide

inmultiplelanguages.

Offertrainingtoparentsandliaisonsinthecomplaintprocess.

Setupemailaddressand/orphonenumbertoreceivecomplaintsoutsideofschoolhours.

Haveanumberofmonitorsandmonitoritdaily.

Ensureeachschoolhastwodesignatedemployeestoreceiveandrespondtocomplaints.

TrackdataoncomplaintsmadeandreportalldatatotheDiversityandEquityDirectorandthe

superintendentmonthly.

Ensurenon-discriminationstatementplacedinallofficialpublicationsandthewebofthe

Districttoincludename,title,andphonenumberoftheTitleIXcoordinator.

Districtlevelombudsmanroleavailabletoassistparents/studentsincomplaintprocess.

Includeeducationforstudentsintheresponsetoharassment,bullyinganddiscrimination.

PROFESSIONALDEVELOPMENT

ProfessionalDevelopmentonculturallyresponsiveeducationandmulticulturaleducationis

mandatedforallfaculty,staffandadministration.

Onresponsestoincidentsobservedandcomplaints.

YearlongfocuswithkickoffinAugustatwelcomebackmeeting.

AdministratorstoreceivetrainingwithBoardandteacherleaders.Teacherleadersinclude

BEAexecutivecommittee,EquityCouncil.

EquityCouncilassistsprincipalsinbringingtrainingtoindividualschoolssystematically.

Trainingofferedtoparentsandcommunityleaders.

Parenttrainingoneducationalrights,civilrights,andhowtoeffectivelyfileacomplaint.

Trainingforstudentsonhowtofileacomplaint,andhowtostopwhenobservinganincident.

Developsustainabletrainingplan.

Superintendenttoparticipateinprofessionalgroupwithotherwhiteprofessionalleaders

focusedonequityinleadership.AFFIRMATIVERECRUITMENT&RETENTION

Hirenewaffirmativerecruitmentandretentionspecialist.

Continuecurrentworkonaffirmativerecruitingwithdataonrecruitmentandhiringpools.

Continuecurrenthiringpractices,reviewingaftereachseasontoseeifchangesareneeded.

ReportouttotheBoardinOctoberofeachyearofsuccessesandfailuresofeachcandidate

search.

Continuetoevolvementoringplan,toidentifymorecompletelywhatinformationmustbe

impartedinorientation,frequencyofmeetingswithmentors,checkinsandexitsurveys.

Provideexitsurveystoeachteacherwhoexitsthedistricttogetdataonretentionclimate.

Continuemid-yearandend-of-yearcheck-insfornewteacherstosupportandtweakas

needed.

Gatherstudentvoicessuperintendentwillholdforumsandfindwaystomeetwithstudents

toheartheirperspectiveontheoutcomesofthesesteps.

THEPLAN

APPENDIX A: MEASURABLE ACTION STEPS


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Diversity:OurGiftandOurFuture One-YearTimeline(June2012)

Jun-12 Jul-12 Aug-12 Sep-12 Oct-12 Nov-12 Dec -12 Jan-13 Feb-13 Mar-13 Apr-13 May-13 Jun-13 Ongoing Annually

CURRICULUM

UsePLCmodeltoreviewstudentachievementonregularbasisineachschool,withsummary

progressmonitoringreportstosuperintendentonquarterlybasisbyeachschool.

Mapoutdiversitywithinthecurriculumtoidentifygapsandarticulateculturaldiversityfocus

withinthecurriculumtothepublic.

Implementannualwelcomingandinclusivewalkthroughtoincludeenvironment,curriculum

andlibrarymaterialstobedonebyFSPwithreporttosuperintendent.

Establishminimumexpectationsforeverybuildingasahallmarkofexcellenceondiversity.

ENGLISHLANGUAGELEARNERS

FinalizeandimplementtheELLStrategicPlanwithSMARTgoals.

ReviewmodelsofELLservicetoensurestudentsareplacedwhereacademicallycapable,not

justforEnglishproficiency.Thismayincludeassessmentsinacademicskillsattransitional

points.ELLDirectorandstaff.

UsedatatotrackprogressandeffectivenessofELLstrategicactionsandprogramswithannual

progressreport.

ExplorewhatitwouldtaketorequireELLprofessionaldevelopmentordistrictcertificationof

allteachersinthedistrict.Developaplanwithbarriers,costandimplementationtimeline.

ACCOUNTABILITY

AnnualEquityandInclusionReportCardtoreportondataforachievementgap.

ImplementDistrictEquityTeamledbyEquityDirector.

PromoteELLCoordinatortoELLDirectortogivemoredirectlineofauthoritytoprincipalsand

ELLstaff.

Includemulticulturalclimaterubricforadministratorwalkthroughsandrequirequarterly

reportstothesuperintendent.

Incorporateculturalcompetenciesintoteacherevaluationsystem.

CLIMATE

Requireeachadministratortodiscusscurrentissuesofequityandracewithfaculty.

Createtoolsforreportsofincidentsoutsideofschoolhours,suchasemailandphone

message.

Teachstudentstoolstorespondtoincidents.

Createsuperintendentlisteningtourforstudentandparentvoices.

ContinueFamilySchoolPartnershipTeamsateachschoolwithannualactionplanforstudent

achievement.

ContinueimplementationtimelineofPositiveBehaviorSupportsystemineachschoolwith

disciplinedatatobereviewedatschoollevelandbyEquityTeam.

Provideaccesstoanombudsmantoworkasindependentcontractoroutsideofthedistrict

structurewhoreportsdirectlytothesuperintendent.

Developacodeofethicsforallfacultyandstafftoreview,understandandsignannually.

LocatetheBilingualLiaisonsatBHScampusforeasyaccesstostudentsandteachersasa

resourceandtoensurecommunitycommunicationsareoccurring.Liaisonswillbedeployed

district-wide,butwillhaveahomebaseatBHS.

ADVOCACY

WorkwiththeBoardtoadvocateforlegislationthatrequiresstatewidedataonteachersof

colorandrequireseachdistricttoworktowardsagoalofafacultyasdiverseasitsstudent

body,withanannualreporttotheCommissioner.

WiththeBoard,advocateforstatewideaffirmativerecruitmentofficerattheDOE.

Leadaregionalfallsymposiumonequityandstudentachievementtosharebestpractices

acrossthestateandbeyond.

EnsuretheBoardhasaccesstoregularreportsthatdemonstrateprogress,suchasannual

equityreportcardtoincludedatafromtheCivilRightsDataCollection,affirmative

recruitmentandretention,studentachievement,aswellasprogressreportsonthisplan.

AdvocatewiththeBoardforresourcesneededtomeettheneedsofallstudentswithan

equitylensandtoaddressschoolclimate.

THEPLAN


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APPENDIXB

BurlingtonSchoolDistrictPrincipalandDirectors

ChecklistforProfessionalTeachingHires2012-13

TheBurlingtonSchoolDistrictiscommittedtodevelopingafacultyandstaffdemographicthatisconsistentwithstudentdemographics.Currentstudentdemographicsincludea

studentpopulationthatisover25%studentsofcolor,andnearly20%EnglishLanguage

Learners.TheDistrictseekstoachieveaculturallycompetentschoolcommunitythatreflects

thevoices,perspectivesanddifferencesthatarisefromourdiversecommunityandthe

world.Tothisend,theBSDseekstoachieveagoalof20%facultyofcolorand100%culturally

competentfacultyandstaff.Thisprocessisintendedtohelpimproveandachievethese

goals.

I-PostingProcess

1. Principal/DirectoridentifiesopenpositionandsendsRequesttoPosttoHRSpecialist.Subjecttosuperintendent(schoolboard)approvalandidentifiedbudgetline

2. PrincipalreviewsReductioninForce(RIF)Recalllist,ifany,withHRforeligibleemployeerecall,pernegotiatedagreement

IfRIFrecallexists,HRnotifiesteacherandpositioncloses IfnoRIFrecallexists,planningforasearchbegins

2. PrincipaldeterminesstaffSearchAdvisoryCommittee(referredtoinrestofchecklistasSAC).PrincipalchairstheSAC.

3. Principalensuresthatallfacultyhavereceivedthe"AffirmativeRecruitmenttraining

throughEquityOfficeforEmploymentandRetention.Annualtrainingmustbecompleted

beforeinterviewsbegin.Thistrainingworkstoreducebiasinthesearchprocess.

4. Principalsubmitscriteriagridforevaluationofcandidateapplications.Districtcriticalcriteriamustbeinthegrid.Valueaddedcriteriaattheschoollevelmustbeapprovedbythe

RecruitmentandRetentionSpecialist.

5. Usingthecriteriagrid,HRpostsandadvertisespositionforaminimumof10schooldayswithagoalofincreasingdiversityofthecandidatepool,includingbutnotlimitedto:HROffice EquityOfficeandPrincipals

InternalPosting Informalnetworking WebsiteBSD/SchoolSpring Listserves Commercialpapers/magazines Colleges/Universities


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Interviewsareconducted

Uponcompletionofinterviews,SACprovidesinputoncandidatestothePrincipalwhodetermineswhomtoinvitebackforobservationlessonsorsitevisits,dependingonthe

position.

Principalconductsrelevantreferencechecksifnotyetcompleted.

SACdiscussesimpressionsofcandidatesfollowingobservations.Principaldetermines1-3finalcandidatesforthepositiontorecommendtothesuperintendent.

PrincipalfillsoutSectionIVofDiversityDataFormtosendtoSuperintendentaspartoftheRectoHirePacket.

Foranycandidatesofcolorandanycandidatewhoscoresa4or5ontheDiversityAwarenessandCulturalCompetencyCriteriawhoarenotrecommendedtothesuperintendentforhire,thePrincipalwillprovidetothesuperintendnetadetailed

summaryofevidencefromtheCandidateFeedbackForms,lessonobservations,and

post-interviewandobservationsdiscussionstoexplainwhytheyarenotbeing

recommended.ThiscanbesummarizedinCommentsinSectionIVoftheDiversity

DataForm.

FinalHiringProcess

ThePrincipalmakesfinalrecommendationstotheSuperintendent,whohastheresponsibilitytodoafinalreviewofallinformationanddetermineifthesearchis

completeandtoscheduleasuperintendentinterview.

ThesuccessfulcandidatecontactedbyPrincipalandofferedthejob.

TheSchoolBoardactsontheSuperintendentsrecommendationtohireatthenextregularSchoolBoardmeeting.


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APPENDIXC:DEFINITIONOFRACISMFROMTASKFORCEREPORT

Racismisthesetofmistakenassumptions,opinionsandactionsresultingfromthebeliefthat

onegroupofpeoplecategorizedbycolororancestryisinherentlysuperiortoanother.Racism

maybepresentinorganizationalandinstitutionalpolicies,programsandpractices,aswellasin

theattitudesandbehaviorofindividuals.Itisanyactorsituationthat,evenunwittingly,tolerates,accepts,orreinforcesraciallyunequalopportunitiesforchildrentolearnandthrive;

allowsracialinequalitiesinopportunityasiftheyarenormalandacceptable;andtreatspeople

ofcoloraslessworthyorlesscomplexthanwhitepeople.Byconvention,thetermracismhas

beenreservedtodescribethemistreatmentofmembersofracialandethnicgroupsthathave

experiencedahistoryofdiscrimination.


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APPENDIXD:COMMITMENTTODIVERSITY&EQUITYBOARDPOLICY

TheBurlingtonSchoolDistrictrecognizesandvaluesthediversityofourstudents,staffand

community.TheDistrictiscommittedtoacultureofdiversitythatreflectsthevoices,

perspectivesanddifferencesarisingfromourdiversecommunityandtheworld.Webelievethat

itisimportantforstudentstounderstandandappreciatehumandiversity,developacapacityforculturalcompetence,andcommittoencouraginginclusionintheirfuturelives.

TheDistrictwilladoptproceduresandimplementstafftrainingintendedtoachieveadiverse

andculturallycompetentschoolcommunity,inclusiveofdiverseraces,ethnicities,genders,

sexualorientations,religiousandspiritualbelieves,agesandphysicalandlearningabilities.The

administrationshallreporttotheBoardannuallyonitsprogress,barriersandoutcomes

CULTURALCOMPETENCEDEFINITION:

Aculturallycompetentprofessionalisonewhoisactivelyintheprocessof:

beingawareofonesownassumptionsabouthumanbehavior,values,biases,preconceivednotions,personallimitations,andsoforth;

understandingtheworldviewofculturallydiverseandmarginalizedpopulations(values,assumptions,practices,communicationstyles,groupnorms,biases,experiences,

perspectives,etc.);

developingandpracticingappropriate,relevant,andsensitivestrategiesandskillsinworkingwithculturallydiversestudents,families,communitiesandcolleagues.

OurDistrictsdefinitionisbasedupontheNationalEducatorAssociationsstanceoncultural

competenceandcanbedownloadedfromtheirwebsite

www.nea.org/assets/docs/PB13_CulturalCompetence08.pdf.


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APPENDIXE:DR.WILLIAMA.HOWEBIOGRAPHY

Dr.WilliamA.Howeistheprogrammanagerforculturallyresponsiveeducation,multicultural

education,genderequityandcivilrightsattheConnecticutStateDepartmentofEducation.He

isalsoanadjunctprofessorofeducationattheUniversityofConnecticut,AlbertusMagnus

CollegeandQuinnipiacUniversity.HeisChairoftheConnecticutAsianPacificAmericanAffairsCommission.

Dr.HoweisthefounderoftheNewEnglandConferenceonMulticulturalEducation(NECME)

andPastPresidentoftheNationalAssociationforMulticulturalEducation(NAME).In2006he

wasnamedtheG.PritchySmithMulticulturalEducatoroftheYearattheAnnualNAME

ConferenceinPhoenix,AZ.HewasanHonoreeatthe11thannualImmigrantDayattheState

Capitolin2008,adaytohonorimmigrantsfromthroughoutConnecticutwhohavemade

valuablecontributionstotheircommunitiesand/orprofessions.

Heisontheboardsofseveralorganizations,includingtheAnti-DefamationLeaguesMaking

DiversityCountAdvisoryBoard,NationalAdvisoryBoardSTEMEquityPipeline,NativeVillage

BoardofAdvisors,UniversityofConnecticutAsianAmericanStudiesInstitute;theeditorial

boardofMulticulturalPerspectives,theofficialjournaloftheNationalAssociationfor

MulticulturalEducation(NAME);andSeniorAdvisoryCouncilforTheNationalAssociationof

AsianAmericanProfessionals(NAAAP)Connecticut.

Hehasbeenaneducatorfor35yearsintheU.S.andCanadaandhasmadeseventripstoChina

andonetoSouthAfricatostudymulticulturaleducation.In2007hemadehisfirsttriptoIsrael

tostudytheHolocaust.Hehasgivenover350workshops,lecturesandkeynotesondiversity,

multiculturaleducationandorganizationaldevelopment.Heisaregularpresenteratstateand

nationalconferences,hasappearedonbothradioandtelevisionondiversityissues.Overthepastfifteenyears,hehastrainedover14,000educatorsinmulticulturaleducation.

HeiscoauthoringatextbookonmulticulturaleducationandwasacoauthoroftheHandbook

forAchievingGenderEquitythroughEducation,2ndEdition.

pdf of jeanne collins report - diversity: our gift and our future

Documents