Delivering on Equity & Cultural Responsiveness by Being Intentional and Courageous Markisha Smith, EdD & Rudyane Rivera-Lindstrom, MEd Oregon Department of Education

Annual Measurable Objectives (Combined 2012-2013/2013-2014) Academic Outcomes Annual Measurable Objectives (Combined 2012-2013/2013-2014) Race/Ethnicity Grades 3-5-Reading Grades 3-5-Math Grades 6-8-Reading Grades 6-8-Math Grade 11-Reading Grade 11-Math Black/African-American 53.9 40.7 50.4 39.7 66.2 42.1 Hispanic/Latino 51.5 44.9 51.7 46.9 74.3 56.8 American Indian/Alaska Native 57.5 47.9 55.4 46.0 80.4 58.3 Native Hawaiian/Pacific Islander 56.9 47.8 54.1 52.1 73.4 56.5 White 77.7 68.2 75.6 67.2 89.6 74.6 Asian 79.4 79.1 81.0 86.2 84.6

Four-Year Cohort Grad Rate Five-Year Cohort Grad Rate Graduation Graduation Rate (2013-2014) Race/Ethnicity Four-Year Cohort Grad Rate Five-Year Cohort Grad Rate Black/African American 57.1 59.4 Hispanic/Latino 60.8 67.0 American Indian/Alaska Native 51.7 55.7 Native Hawaiian/Pacific Islander 63.6 69.7 White 71.0 75.2 Asian 83.8 84.9

% of Students with One or More Discipline Incidents in 2013-2014 Race/Ethnicity % of Students with One or More Discipline Incidents in 2013-2014 Black/African American 11.0% Hispanic/Latino 7.2% American Indian/Alaska Native 10.3% Native Hawaiian/Pacific Islander 6.5% White 5.4 Asian 1.7

Defining Education Equity

Exploring Equality vs. Equity How do the concepts of equality and equity differ?  Can you think of a real world example of each? What do the boxes represent?  The figures? The trees?  The apples?

Exploring Equality vs. Equity Sameness Identical resources Exact division Quantity Individuality Resources tailored to need Reallocation of resources Quality

Operatizing the Oregon Equity Lens Purpose: The purpose of the Equity Lens is to clearly articulate the shared goals we have for our state, the intentional investments we will make to reach our goals of an equitable educational system, and to create clear accountability structures to ensure that we are actively making progress and correcting where there is not progress. The Equity Lens will confirm the importance of recognizing institutional and systemic barriers and discriminatory practices that have limited access for many students in the Oregon education system. The equity lens emphasizes underserved students, such as out of school youth, English Language Learners, and students in some communities of color and some rural geographical locations, with a particular focus on racial equity.

Equity Lens Questions to Consider How have you intentionally involved stakeholders who are also members of the communities affected by the strategic investment or resource allocation? How do you validate your assessment in (1), (2) and (3)? How will you modify or enhance your strategies to ensure each learner and communities’ individual and cultural needs are met? How are you collecting data on race, ethnicity, and native language? What is your commitment to P-20 professional learning for equity? What resources are you allocating for training in cultural responsive instruction? Who are the racial/ethnic and underserved groups affected? What is the potential impact of the resource allocation and strategic investment to these groups? Does the decision being made ignore or worsen existing disparities or produce other unintended consequences? What is the impact on eliminating the opportunity gap? How does the investment or resource allocation advance the 40/40/20 goal? What are the barriers to more equitable outcomes? (e.g. mandated, political, emotional, financial, programmatic or managerial)

Activity: Cultural Responsiveness

Understanding Cultural Responsiveness Culture refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes and religion by a group of people generally without thinking about them. Culturally Responsive refers to the implicit use of the cultural knowledge, prior experiences, frames of reference, and performance styles of diverse individuals (students) in order to make learning more appropriate and effective for them. http://www.youtube.com/watch?v=nGTVjJuRaZ8

Consider This Intent VS Impact The Belief Gap Asset or Deficit Thinking

Ask Yourself As you approach supports for your students, are you protecting them or enabling? Are you truly considering all aspects of the individual student?

Thank You!