“walking to the edge together” - mike · pdf filedr. ammar saheli, vice...
TRANSCRIPT
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Presented by Christine Lim, SuperintendentDaniel Chaja, Assistant Director, Research & Program EvaluationByron Isaac, Assistant Superintendent, Human ResourcesDavid Lorden, Director, Student Support ServicesBelen Magers, Principal, John Muir Middle SchoolDr. Ammar Saheli, Vice Principal, San Leandro High SchoolMary Ann Valles, Principal, Bancroft Middle School
San Leandro Unified School District www.sanleandro.k12.ca.us
“Walking to the Edge Together”Equity Work: Our Story
ACSA Leadership SummitNovember 8, 2007
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We are from…
The District’s student population is 38% Hispanic/Latino17% African American15% Asian14% White8% Filipino2% Pacific Islander26% English Learners48.1% Free or Reduced Lunch37+ languages spoken in the homes
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Equity Work = ResultsThe highest gains among the 18 districts in Alameda County – a 13 point gain for SLUSD!
79% of our 10th grade students taking the California High School Exit Exam (CAHSEE) for the first time passed the English Language Arts section, and 79% passed the Math section.
80% of our tenth grade African-American female students passed the ELA section of CAHSEE, which is higher than the passing rate for all tenth grade students combined!
An 8% gain in 10th grade students passing English Language Arts, and a 1% increase in the number of students passing the Math section.
A 10% gain in African American students passing the English Language Arts section, and a 2% gain in Math.
A 12% gain in Hispanic/Latino students passing in English Language Arts, and a 1% gain in Math.
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Equity Work = Results10th grade Algebra II students made a 27% gain in the number scoring proficient or advanced
Students enrolled in the course increased by 48%
5th graders increased by 10% in proficient or advanced in math
African American fifth graders increased 14%
4th graders increased by 3% in proficient or advanced in math
Hispanic/Latino students increased 7%
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Using Race-Based Data
Racial Autobiographies
Family EngagementStudent Voice
Walk-throughs& Can’t
Continues
CourageousConversations
Equity Teams
Board on board
Building Safety Nets That Work
Walking to the edge
Adapted from Pacific Educational Group
Culturally Responsive
Teaching
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Anti-Racism is…..
Our conscious and deliberate, individual and collective action that challenges the impact and perpetuation of institutional White racial power, position and privilege. Walking
to the edge
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Equity is……
Raising the achievement of all students while narrowing the gap between the highest and lowest performing students; andElimination of the racial predictability and disproportion of which student groups occupy the highest and lowest achievement categories.
Walking to the edge
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Courageous Conversation is the…
Utilization of the Four Agreements, Six Conditions and Compass in order to:
Engage,Sustain,and Deepeninterracial dialogue about race
Source: Pacific Educational Group
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Four Agreements
1. Stay Engaged2. Experience Discomfort3. Speak Your Truth4. Expect/Accept
Non-Closure
Source: Pacific Educational Group
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Six Conditions1. Focus on Personal, Local, and Immediate2. Isolate Race3. Normalize Social Construction & Multiple
Perspectives4. Monitor Agreements, Conditions, and
Establish Parameters5. Use a “Working Definition”
for Race6. Examine the Presence
and Role of “Whiteness”
Source: Pacific Educational Group
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Year 1: Beginning the JourneyDeveloped a Road MapBuilt the Principals’ Foundation
Beyond Diversity TrainingLearned and Practiced the Four Agreements and the Six ConditionsBegan Equity Walk-Throughs
Introduced the Racial Autobiographies
Glenn Singleton and Superintendent Christine Lim
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Introduced Racial Autobiographies
To share our perspectives and experiences related to race
To raise our awareness of the individual and collective racial experienceTo deepen our dialogue around raceTo change the way we interact as culturally
responsive and responsible educatorsTo eliminate the racial predictability of the
achievement gap
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Byron Isaac’s Racial AutobiographyGrew up in Compton, CA
Parents migrated from Mississippi and TennesseePredominately black neighborhood until age 8Moved to other side of the tracks –only black family on the blockCould no longer play out front or sit on the curb to visit with family
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Byron Isaac’s Racial Autobiography
Pepperdine University
Things I heard: “Blacks don’t love their children.”“Black don’t pay taxes.”“Blacks don’t have a soul.”
America, the Land of Opportunity
My Days in Court
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Byron Isaac’s Racial Autobiography
Adventures in Flying“Who’s the pilot?”“You must be the porter.”The control tower
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Byron Isaac’s Racial Autobiography
“ I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character.”
- Martin Luther King, Jr.
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Year 2: Equity Teams
Formed District-wide Equity Teams
Parallel inter-session work at school sites and District Office staff
“Fish Bowl” Board Workshop
Equity Team: Anti-racist school leaders, led by the principal, who design and deliver professional development activities which shift the culture of the school toward embracing school-wide equity transformation.
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Year 3: Equity Walk-Throughs, Can’t Continues & Must Do’s
Created and conducted walk-throughsusing the lens of equity in order to create a sense of urgency around black and brown student achievementEstablished and Communicated the “Can’t Continues”
The level of engagement of black and brown studentsThe quality of teacher/student interactionThe physical environment
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Equity Walk-Throughs
First Equity Walk-Through with Glenn SingletonExplicitly observed
The level of engagement of black and brown studentsThe quality of teacher/student interactionThe physical environment
Established and communicated the “Can’t Continues”
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As a Result of the Equity Walk-Throughs, Rolled out Can’t Continues & Must Do’s
Observe, guide, question, challenge and change practices of white teaching by using the lens of equity
Increased Walk-ThroughsAdministrators developed a list of “Can’t Continues”
Isolating, separating and/or segregating students of colorAllowing students to check out
Every principal shared with staff and received buy-inDeveloped “Must Do’s” (use of culturally relevant strategies, positive relationships, adherance to pacing schedule)
Conducted site-based Walk-Throughs with site based leadersIdentified focal students, classroom reconfiguration needs
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Year 4: Building Safety Nets that WorkFocused Culturally Responsive Staff DevelopmentRace-Based DataC.A.R.E. TeamsP.A.S.S. WorkBuilding Safety Nets for Students That WorkHiring Practices
“Who speaks for the children?”Dr. Will Walker, Pacific Educational Group
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C.A.R.E. TeamCollaborative Action Research for Equity
Anti-racist teacher leaders who participate in collaborative action research to discover, develop, document, deliver and disseminate culturally responsive teaching and learning strategies.
Identify and share strategies that enhance relevance, rigor and relationships for black and brown students
Academic language / Personal ThesaurusModels and Representations
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Family Engagement: P.A.S.S. TeamThe Partnerships for Academically Successful Students Team
Engage a team of African American and Latino parent leaders at each site to:
Study the site’s race-based dataListen to their perspective on the dataJointly develop a course of action to increase student achievement
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Family Engagement Inviting Parents into the Conversation…African American Parent Group
Lay groundwork, identify key parentsCreate a welcoming, respectful spaceAllow parents to leadKeep staff in the loopExpect the unexpectedBring parent voice
to the staff
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Celebrating Our Growing SuccessAfrican-American Achievement Night
Recognizing African-American Honor Roll students grades 6-12
English Learner Celebration
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Use of Race-Based Data
We began to use race-based data to close the achievement gap
Identify trends in student performanceDevelop strategic interventions for black/brown/EL/Special Ed and SES studentsProvide access to the highest level of classes for all studentsClose the relationship gap
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Use of Race-Based DataProvide a Starting Point for School Walk-ThroughsInform Leadership Decision Making (District & School
Sites)Inform InstructionProvide Greater Access to Higher Level Courses for Our Black and Brown Students
API WorksheetEighth Graders in General Math Algebra I
Strategically Targeted Intervention Lists of FFB Students Lists of Basic Students
Using data to close the Achievement Gap
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Use of Race-Based DataSLUSD Subgroup API Trends Over a 4-Year Period: 2003-04 to 2006-07
0
100
200
300
400
500
600
700
800
900A
PI S
core
Ethnic Subgroup
2003-04 Growth API 2006-07 Growth API API Difference % Change in API
2003-04 Growth API 609 797 734 620 7262006-07 Growth API 648 823 776 654 764API Difference 39 26 42 34 38% Change in API 6.40% 3.26% 5.72% 5.48% 5.23%
African Am. Asian Filipino Hispl/Latino White
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“Closing The Achievement Gap”
Program
EvaluatIon
Overall OverallFemale 75% Female 80%Male 66% Male 76%Female FemaleMale MaleFemale FemaleMale Male
Overall OverallFemale 83% Female 81%Male 75% Male 78%Female 80% Female 73%Male 62% Male 66%Female 76% Female 74%Male 70% Male 71%
Overall OverallFemale 8% Female 1%Male 9% Male 2%Female FemaleMale MaleFemale FemaleMale Male
African American Gr 10 10% 2%
Latino/Hispanic Gr 10 12% 1%
ELA Math
All Grade 10 Students 8% 1%
Latino/Hispanic Gr 10 61% 71%
Percent Difference in Student Passing Rate Between March 2006 & Feb 2007
Percent of SLUSD Grade 10 Students Passing the Census CAHSEE in Feb 2007ELA Math
African American Gr 10
Latino/Hispanic Gr 10
All Grade 10 Students
All Grade 10 Students 71% 78%
African American Gr 10 61% 68%
Percent of SLUSD Grade 10 Students Passing the Census CAHSEE in March 2006
79%
70%
72%
ELA Math
71%
73%
79%
Data
= Closing the Achievement Gap
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Walk-Through Data Packet
The Team begins every Walkthrough by looking at data tailor-made for each school
DemographicsSchool APR, AYP, APISchool Trends – Focus on SubgroupsForecast Model – to meet NCLB Proficiency TargetsFocal Students
This provides insight to each school’s successes and challenges
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Building Safety Nets That Work: Student Voice
Year 1 – first semesterRecruitment ProcessMeetings on School Time
Year 1 – second semester Meetings on Their TimeStudent Narratives, Student Voice
Year 2 – first semesterStudent Voice, Opening DayRecruitment ProcessFormat
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Student Narratives
StudentVoice
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Year 1
Year 2
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Building Safety Nets That WorkHow Equity Work translates into PracticeThe Creation and Implementation of the Uniform Discipline Policy
Initiating one-on-one pre-expulsion meetings with parents and site leadersRe-vamping our Residency Verification Process to be equitableRe-vamping our Inter/Intra District Policy to ensure equity
Began monthly meeting with counselors and vice principals to address the Achievement Gap
Provides an equity lens to inform internal and external relationships
and work environments
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Results have significantWitnessed the dramatic reductionof suspensions and expulsions
Created a collaborative, inclusive environment
Developed new strategies and ways of looking at things
Counselors, Vice PrincipalsFemale group for disenfranchised studentsMeet twice weekly with black and brown students who are Far Below Basic and Below Basic Work with African American Alliance Group: kids need to know where they stand academically; conduct separate assemblies
Became more creative and innovative in how we work with, support and meet the needs of our at-risk studentsand their families
Learned, been open, coached, prodded, confronted, and CARED
272006-2007
822005-2006
TotalYear
San Leandro Unified School District Secondary Expulsions
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Top Ten Things I Learned as a White Man Coming to SLUSD
1. We need to stop thinking that throwing out a life vest will solve the problem; we need to fundamentally change the way we deal with race in order to affect lasting, significant and meaningful change!
2. That I must have a racial autobiography tucked away somewhere.
3. We too often approach race with pre-conceived attitudes and beliefs. This impedes our work!
4. We all need to talk about race & create a sense of urgency.
5. We are all racist to one degree or another
6. Whiteness cannot take up all the space
7. Black and Brown students are receiving a disproportionate number of suspensions and expulsions and something can be done about it, but we have to possess the will to commit to work harder, smarter, and fairer.
8. The achievement gap is real; it affects our black and brown students and we have the power and ability to do something about it if we will have the will to do it.
9. It is acceptable to refer to our African American and Latino students as black and brown students.
10.There is a term that is called white privilege & I have been the recipient of it for the past 40 or so years, and I was too blind to even recognize it or see its negative impact on society, and especially color.
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Equity Work in the WASC Process
John Doe School needs to hold onto the vision that all students can achieve at high levels and that all stakeholders play a critical role in making this happen. Currently there is a sharp disparity in the school population in regards to kids of color. The dichotomy is apparent in several key areas:
• AP enrollment trends• Non-graduation rates• Suspensions and expulsions• Special Education Placement
While John Doe School recognizes this issue, it does not fully understand its ability to effect change in these areas. The staff needs to develop and implement a plan to address this complex issue, so that:
• There is a proportionate representation of all populations in AP courses• The racial achievement gap narrows more aggressively• The disproportionate number of students of color suspended and
expelled diminishes
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SLUSD Leadership Team
77% of change
19% leadership of color when I arrived
35% leadership of color now
50% of the new teachers in the last three years have been teachers of color
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Pushing Forward &Addressing Challenges
More direct feedback to staff lay ground workframing a message that can be heardD.O. Equity Team divided up sites to provide direct support one-on-one conversationsbuilt relationships
Making it a daily part of how we do businessNot just giving it lip serviceInstilling a sense of urgency
Consistent high quality instruction in every classroomEstablish what “non-negotiable/must do’s” look like in classroomsFollow-through How do we support & check?
Explicitly state action steps within school plans
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Appendix
Walk-Through Observation Protocol formCan’t Continues and Common AgreementsSample DataHiring Practices: Additional Sample Interview QuestionsUniform Discipline PolicyExpulsion ProcessAdditional Resources
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Walkthrough Rubric
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Can’t Continues / Must Do’sUse of Board approved materials HM/REACH/Avenues/Sadlier
Use of staggered reading time:Adherence to pacing schedule
Use of culturally relevant strategies
Tools for Schools Strategies/Agenda posted
Rules posted/procedures posted/used
Positive Relationships (teacher/student & student/student)
Adults allowing students to check out
Lack of bell to bell teaching
Adults isolating, separating and/or segregating students of color
Adults not treating students with respect
Excessive/inappropriate use of videos
Lack of planning
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Walk-through Data
The Team begins every Walkthrough by looking at data tailor-made for each school
This provides insight to each school’s successes and challenges
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Walk-through Data
Also provides insight on
Program Trends
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Student Subgroups
Perc
ent o
f Stu
dent
s
Advanced Math 0.13% 40.29% 0.66% 14.89% 20.08% 8.91% 15.03% 0.00%Advanced Science 0.15% 31.45% 1.04% 10.68% 24.63% 18.25% 13.65% 0.15%Advanced Other 0.00% 21.69% 0.60% 8.43% 37.95% 11.45% 19.88% 0.00%% of Student Population 0.44% 19.80% 1.70% 9.90% 33.09% 19.07% 15.56% 0.44%
Native American Asian Pacific
Islander Filipino Latino African American White Other
Advanced M ath = Adv. Algebra, Adv. Alg/Trig, Trig/Stat/Fctns, Pre-Calculus, Calculus APAdvanced Science = Biology AP, Forens ic Bio, Chem istry, Chem istry AP, Physics, Physics Honors, Physiology, Physiology CPAdvanced Other = Adv. Auto Mech, Adv. Wood, Adv. Draw /Paint, AP Studio Art, Adv. Com puter Science
SLHS Students Taking Advanced Courses by Ethnicity
0%
10%
20%
30%
40%
50%
60%
70%
Student Subgroups
Perc
ent o
f Stu
dent
s
Honors Courses 0.39% 33.86% 0.81% 12.50% 22.37% 12.93% 17.07% 0.08%AP Courses 0.00% 60.36% 0.30% 4.44% 17.46% 5.92% 11.54% 0.00%% of Student Population 0.44% 19.80% 1.70% 9.90% 33.09% 19.07% 15.56% 0.44%
Native American Asian Pacific Islander Filipino Latino African American White Other
SLHS Students Taking Honors and Advance Placement Courses By Ethnicity
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Walk-through Data
Provides insight on trends
SubgroupsSchool
Other, 2.50%White,
17.50%
Asian, 5.00%
Pacific Islander, 1.25%
Filipino, 2.50%
Latino, 61.25%
African-American,
10.00%
Jefferson Elementary Grade K Studentsby Ethnicity
Based on 80 Students
African-American,
21.88%
Latino, 52.08%
Filipino, 5.21%
Pacific Islander, 5.21%
Asian, 8.33%
White, 5.21%
Other, 2.08%
Jefferson Elementary Grade 1 Studentsby Ethnicity
Based on 96 Students
African-American,
21.62% Latino, 40.54%
Filipino, 4.05%
Pacific Islander, 6.76%
Asian, 9.46%White,
13.51%
Other, 4.05%
Jefferson Elementary Grade 2 Students by Ethnicity
Based on 74 Students
African-American,
13.92%
Latino, 62.03%
Filipino, 1.27%
Pacific Islander, 3.80%
Asian, 12.66%
White, 6.33%
Other, 0.00%
Jefferson Elementary Grade 3 Studentsby Ethnicity
Based on 79 Students
African-American,
20.48%
Latino, 54.22%
Filipino, 3.61%
Pacific Islander, 3.61%
Asian, 10.84%
White, 7.23%
Other, 0.00%
Jefferson Elementary Grade 4 Studentsby Ethnicity
Based on 83 Students
African-American,
26.19% Latino, 48.81%
Filipino, 3.57%
Pacific Islander, 2.38%
Asian, 5.95%
White, 10.71%
Other, 2.38%
Jefferson Elementary Grade 5 Students by Ethnicity
Based on 84 Students
95.58% 95.49%
94.95%
96.33%
94.0%
94.5%
95.0%
95.5%
96.0%
96.5%
2003-2004 2004-2005 2005-2006 2006-2007School Year
San Leandro High School Average Student Attendance During the First 107 Days of School Over a Four-year Period
Per
cent
of
Ave
rage
Stu
dent
Dai
ly A
tten
danc
e
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Hiring Practices: Additional Sample Interview Questions1. What do you see as the role of parents in a school system? How would you
include parents from underrepresented groups in the school system?
2. In San Leandro we have an achievement gap. African American and Latino students perform at a lower level than their peer groups. What steps would you take to eliminate the predictability of this achievement gap?
3. This district has been on a four year journey to eliminate the racial achievement gap that exists. Most of our leadership team has been involved in the work which has included the sharing of racial autobiographies, engaging in courageous conversations, conducting equity walkthroughs and reading extensive research articles. What would you do to quickly assimilate in order to effectively participate in this journey?
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ResourcesCampbell, D. (2004) Choosing Democracy: a practical guide to
multicultural education
Delpit, L. (2002) Other People’s Children: Cultural Conflict in the Classroom
Espinoza-Herold, M. (2003) Issues in Latino Education: race, school culture, and the politics of academic success
Hale, J. (2001) Learning While Black: Creating EducationalExcellence for African American Children
King, J. (1994) Teaching Diverse Populations: Formulating aKnowledge Base
Ladson-Billings, G. (1994) The Dreamkeepers: Successful Teachers of African American Children
Perry, T., Steele, C. and Hilliard, A. (2003) Young, Gifted and Black: promoting high achievement among African-American students
Singleton, G. and Linton, C. (2005) Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools