Putting Race at the Forefront March 27, 2019 – Safe and Supportive Schools Conference

Putting Race at the Forefront 01 Introduction 02 Putting Race at the Forefront CONTENTS 03 School & Student support 04 Questions and Answers

Introduction 01

Dr. Osly Flores – DESE Office of College, Career & Technical Education Who is in the room? Dr. Osly Flores – DESE Office of College, Career & Technical Education Dr. Kenann McKenzie – Director of the Aspire Institute & Adjunct Assistant Professor Dr. Kahris McLaughlin – Boston University Wheelock College for Education and Human Development at Boston University

Putting Race at the Forefront 02

Putting Race at the forefront in CCTE Program Advisory Committee (PAC): Districts that apply for new Chapter 74 CTE programs are required to have PACs for each specific program: Type of Representation: Business, Organized Labor, Postsecondary Institution, Registered Apprenticeship, Parent/Guardian, and Student. Composition: Person with Disabilities, Racial or Linguistic Minority, and Non-traditional by gender (if applicable). We interview the PAC members as part of the approval process. We recently updated our interview protocol to include a specific question around diversity.

Putting Race at the forefront in CCTE This is the protocol we use when we interview Program Advisory Committee members from last year to this year. This year we include the question, “How will the PAC maintain and/or expand the diversity of its members?” The question to the audience is what CRT are relevant to this work?

Putting Race at the forefront in CCTE Discuss how we have used elements of CRT in our work.

Equitable Access Onsite Monitoring Reviews: Every six-years, our office conduct onsite CVTE program reviews. We are disaggregating enrollment data before our visits. Kinds of CVTE Reports: CVTE Enrollment by Gender/Ethnicity CVTE Enrollment by Race CVTE Enrollment by Special Populations CVTE Nontraditional Enrollment by Gender by Race/Ethnicity CVTE Nontraditional Enrollment by Gender in Special Populations CVTE Graduate Follow-up Survey Results Engage districts with conversations.

CVTE Enrollment by Race (example*) CIP Code Program Description Total Enrolled African American Asian Hispanic White Native American Native Hawaiian, Pacific Islander Multi-Race, Non-Hispanic School A Oct 2018 Enrollment 315 30 9.23% 20 6.15% 225 69.23% 0% 10 3.07% 470604 Automotive Technology 28 1 3.33% 3 15% 4 13.33% 8.88% 2 20% 460201 Carpentry 26 6.66% 10% 990100 Exploratory 67 5 16.66% 16.67% 50 22.22% 30% 100301 Graphic Communication 11 4.44% 510000 Health Assisting 27 15 1121 Programming 7 Web Development 24   190203 Marketing 6.67% 2.22% 01060 Horticulture 35 33.33% 460302 Electricity 16 480501 Machine Tool Technology 21 010599 Animal Science 520901 Culinary Arts 6

School & Student support 03

Kenann F. McKenzie, Ph.D., Director ASPIRE INSTITUTE at BU Wheelock Aspire Institute Safe & Supportive Schools Conference Massachusetts Department of Elementary and Secondary Education Kenann F. McKenzie, Ph.D., Director ASPIRE INSTITUTE at BU Wheelock

What is the Aspire Institute? Our mission is to advance knowledge and solutions in response to social and educational challenges. To fulfill this mission, we collaborate with schools, the local community, faculty partners and other trained experts to envision and develop effective practice in the fields of education, human development and community wellness. All programs share the common theme of bringing culturally responsive, socially just practices to the forefront. Aspire@BU.edu

Areas of School & Student support: Building capacity to reach vulnerable students and reduce opportunity gaps Aspire@BU.edu

Areas of Support & Monitoring to Enhance Access Transformation towards more Culturally and Linguistically Sustaining Practices (CLSP) Classroom and school climate management rooted in social justice, building student agency and restorative practices Building civic capacity for community engagement with families and other caregivers Capacity-building of teachers and school leaders to support in healthy socio-emotional development of students Aspire@BU.edu

Supporting School Personnel to Support Children CLSP: Objective is to create environments that are welcoming and are based on an asset model. We can use research and data to ensure we know our school communities. Ex. Hammond We offer mentoring to teachers who are new to the profession who need both classroom and ‘moral’ support. Our goal is to improve practice, increase retention in the field and to reduce turnover/absenteeism. High turnover and absenteeism because of burnout, stress and other factors being experienced by the adults also add to stress and uncertainty for children. We support school leaders in developing adaptive skills that allow them to be flexible and skilled enough to adjust to dynamic and systemic demands; to increase trauma sensitivity and to build a healthy school culture and climate. We are committed to assisting with the development and retention of a diverse pipeline of educators and school leaders. Aspire@BU.edu

Partnerships and the need for embedded support Our goal is to create school transformation over time by helping schools to build internal and external capacity leveraging the necessary partnerships needed to enhance the well-being of children. To model this, we need to collaborate with community-based organizations, schools and the District to identify areas of resource gaps that need to be closed in order to ensure stronger equity in supporting all children. Aspire@BU.edu

Thank you! Thank you! Please email Aspire@BU.edu with your additional comments and questions. Aspire@BU.edu

#1 For Some Dr. Kahris McLaughlin Boston University Wheelock College for Education and Human Development at Boston University

Questions and Answers 05