Superintendent’s Update Community/Superintendent Council December 4, 2018

Update on Equity Work Closing the Gaps

Championing Education Equity Focus of school boards is on student achievement. School leaders have the responsibility to know where gaps exist. Understand the systemic factors that exist which may impact equity. School systems are designed to serve students with “mainstream” identities. Jan The focus of school boards is on student achievement. Pursuing education equity is what is necessary to achieve positive student outcomes. Equity gaps exist in every school and every school district. School leaders have the responsibility to know where gaps exist. We must use our data to understand the systemic factors that exist which may impact equity. Systems are most effective when they respond respectfully and effectively to people of all cultures, languages, classes, races, ethnic backgrounds, religions and other diversity factors in a manner that recognizes, affirms and values the worth of individuals, families and communities, and protects and preserves the dignity of each. Public schools and districts are no exception. We want all students to be welcomed at their schools but students may not feel it. Is our curriculum culturally relevant? Do teachers look like our students? Do we provide social/emotional professional development and support for our students?  

Psychological & Emotional Factors Out-of-School Factors Contributing Factors Teacher Effectiveness School Policies Learning Differences Student Experience School Based Factors Racial Bias Oppression Disadvantages of Poverty Psychological & Emotional Factors Parents and Families Health and Well-being Access to “Boosters” Out-of-School Factors The analysis from the Public Impact report identified three factors that seem to impact achievement gaps the most. School-based factors that contribute to a child’s academic growth and experience as a learner such as: Teacher Effectiveness Unequal access to excellent teachers Teacher bias and low expectations Cultural mismatch School Policies Educational equity ensures that policies are responsive to the needs of all students, ensuring each individual has the skills, knowledge, and proficiencies to be prepared for success in school and life. Learning Differences Alternate methodologies to identify aptitude and giftedness for appropriate placement to address learning opportunities. Providing the supplemental services such as Tier III interventions and tutoring. Teacher training to provide cultural competent instruction Student Experience Peer and teacher discrimination Psychological & Emotional Factors Racism and the perpetual disadvantages of poverty have more than academic, economic, and political impact: Decades of research show that people who perceive racial bias against them—whether personal or systemic/structural—are far more likely to suffer significant mental and physical health challenges. Many studies indicate a co-correlation with stress, harmful for any individual but even greater when racial bias is felt in concert with practical stresses of life without enough money to cover practical needs. Out-of-school factors that contribute to a child’s health, well-being, and academic readiness and success. Parents and Families Parental engagement Exposure to vocabulary and language Health and Well-being Physical health Mental health, including exposure to trauma Housing Access to “Boosters” Enrichment programs, such as tutoring Identification of developmental delays early and seeking interventions

How is Kyrene working on addressing these factors?

Work in Place Series of presentations to Governing Board (October 23, November 13 and November 27) Addressing School Based Factors Addressing Out of School Factors Addressing Psychological and Emotional Factors Request for Proposal (RFP) on Equity

Addressing School Based Factors Talent Management Data Driven Instruction Advanced math for grades 4/5 at all elementary schools RFP for services and curriculum for diversity, equity, inclusion and restorative practice transformation Response to Learning (RtL) Differentiated Professional Development Catalog (Cultural Diversity Focus) Middle School Advanced Courses Gifted Identification Strategies Curriculum, Assessment and Instruction Policy Revisions Equity Institutes Progressive discipline training Differentiated Curriculum Guides Restorative practice and peer mediation training Culturally Relevant Curriculum Review School Based Factors What we have identified to improve teacher effectiveness practices in Kyrene: Our Talent Management strategies within our strategic plan addresses equal access to excellent teachers and principals through systemic professional development. Distribution of the most effective teachers to the schools with highest needs. Reduce cultural mismatch through the recruitment of teachers whom represent the underrepresented populations. RFP addresses Professional development to reduce teacher bias and low expectations and build understanding of anti-bias, multicultural and culturally responsive pedagogies. Training for restorative practices to address discipline bias. Using teaching methods and school practices that work, including screening for and addressing learning differences, personalizing instruction, and responding to trauma. District wide, aligned, high standards materials to ensure access and learning to grade level expectations. Curriculum management plan which addresses theory of action for student learning. School Policies Access to advanced instruction in all elementary and middle schools. Remove discipline bias through training in restorative practices and refinement of discipline matrix. Continued district wide use of Positive Behavior and Intervention Support and development of student agency. Relentless focus on subgroup-level metrics and accountability focused on closing gaps through formal and informal interim assessments to understand and monitor student learning. This analysis will generate teacher created Response to Learning Plans to address next steps in addressing learning gaps through targeted instruction. Alternative gifted testing methodologies to identify gifted learners within all sub-groups and appropriate placement for gifted services. Fostering wellness and joy via social emotional learning and other building blocks of academic success and addressing mental health challenges. Learning Differences Reduce disproportionate diagnoses and improve outreach to support early learning needs for preschool children through programming to support dyslexia and other learning disabilities. Access to supplemental services such as tutoring, in school interventions, summer programming. Teacher training and support to differentiate and remediate learning as a component of in-class instruction. Student Experience Offering culturally relevant assignments and audit of curriculum for bias. Professional development to recognize and mitigate peer and teacher discrimination Climate/Environment Using School Climate indicators to monitor levels of student engagement, school connectedness, students’ perception of safety, academic and other supports Meeting basic needs, including meals and reducing school transitions from housing changes.

Addressing School Based Factors Social Emotional Learning (SEL) supports Early Warning System- EduClimber University of Virginia Partnership to close achievement gaps and enhance hiring practices to hire staff with student demographic makeup as consideration Positive Behavior Intervention Supports (PBIS) Counselors/Social workers Second Step Revised Behavior Matrix Non-cognitive assessment Revised Alternative Program and Policy Multi-tiered Systems of Support (MTSS) Student Agency & Advisory Programs Interventionists Curricular Intervention Resources International Baccalaureate at KMS Academic and Behavior Specialists ASU/Kyrene Innovative School-Diversity School Based Factors What we have identified to improve teacher effectiveness practices in Kyrene: Equal access to excellent teachers and principals through systemic professional development to improve effectiveness by ensuring significant growth of ALL students. Distribution of the most effective teachers to the schools with highest needs. The teaching force in the U.S. is disproportionately white. Reduce cultural mismatch through the recruitment of teachers whom represent the underrepresented populations. Reduce teacher bias and low expectations through professional development to build understanding of anti-bias, multicultural and culturally responsive pedagogies via consistent, ongoing anti-bias training. Using teaching methods and school practices that work, including screening for and addressing learning differences, personalizing instruction, and responding to trauma. District wide, aligned, high standards materials to ensure access and learning to grade level expectations. Curriculum management plan which addresses theory of action for student learning. School Policies Access to advanced instruction in all elementary and middle schools. Remove discipline bias through training in restorative practices and refinement of discipline matrix. Continued district wide use of Positive Behavior and Intervention Support and development of student agency. Relentless focus on subgroup-level metrics and accountability focused on closing gaps through formal and informal interim assessments to understand and monitor student learning. This analysis will generate teacher created Response to Learning Plans to address next steps in addressing learning gaps through targeted instruction. Alternative gifted testing methodologies to identify gifted learners within all sub-groups and appropriate placement for gifted services. Fostering wellness and joy via social emotional learning and other building blocks of academic success and addressing mental health challenges. Learning Differences Reduce disproportionate diagnoses and improve outreach to support early learning needs for preschool children through programming to support dyslexia and other learning disabilities. Access to supplemental services such as tutoring, in school interventions, summer programming. Teacher training and support to differentiate and remediate learning as a component of in-class instruction. Student Experience Offering culturally relevant assignments and audit of curriculum for bias. Professional development to recognize and mitigate peer and teacher discrimination Climate/Environment Using School Climate indicators to monitor levels of student engagement, school connectedness, students’ perception of safety, academic and other supports Meeting basic needs, including meals and reducing school transitions from housing changes.

Addressing Psychological & Emotional Factors Superintendent Councils Student Parent Teachers Community Business Positive Parenting Series Requires multiple partnerships from community partners to identify and provide services Requires a statewide focus and effort Systemic racism and the perpetual disadvantages of poverty have more than academic, economic, and political impact: The damage is deeply personal and strongly negative. Decades of research show that people who perceive racial bias against them—whether personal or systemic/structural—are far more likely to suffer significant mental and physical health challenges. Many studies indicate a co-correlation with stress, harmful for any individual but even greater when racial bias is felt in concert with practical stresses of life without enough money to cover practical needs. Our strategic plan fosters community accountability via shared leadership that truly empowers by adding the voice of students, parents, teachers and Kyrene community members. These partnerships such as Tempe’s Care 7, Gurian Institute, and Tempe Community Council have offered sessions in our Positive Parenting series and we continue to seek community support for continued parent development. We have also engaged with multiple partners through intergovernmental agreements such as Arizona State University, Southwest Behavioral, _______what other IGA’s which address social-emotional, behavorial, mental health and social services. Our strategic plan calls for additional input/voice from other partners during community forums. Psychological & Emotional Factors

Addressing Out-of-School Factors Community Education Support from our Title programs to support homelessness and ensure continuation of school services Title I Summer and Tutoring Summer and Out of School time - Tutoring and Enrichment Programs Dyslexia Preschools ESS Preschools Community Partners Tutors, mentoring, advocacy (Native American) Preschool Programs Parent Trainings Positive Parenting Series Boys to Men mentoring program Title I Parenting Classes Suicide Prevention Program (M.S.) Out-of-School Factors Parents and Families Parental classes on engagement, early childhood needs such as exposure to vocabulary and language, ea Health and Well-being School nurses and physical education programs which focus on physical health School psychologists which focus on mental health needs, assessment for personal threat Support for homeless families continuation of education services. Boys to Men Mentoring is a nonprofit organization that is committed to creating communities of dedicated men who are able to guide and support at-risk, often fatherless, boys on their journey to school success. Access to “Boosters” Enrichment programs, such as tutoring Identification of developmental delays early and seeking interventions

Request for Proposal--Equity

Response to the Community Requests from Black Mothers’ Forum Seat on the Community/Superintendent Council District forum on equity Survey of African-American families

Next Steps for the CSC Reopen recruitment/add representatives to CSC Monitoring progress of District efforts to address equity Continued dialogue around topics identified by CSC for discussion: Consistency among schools and grade levels Professional development for teachers/staff Improved supports for students and families Parental engagement Improved communication with parents/community Address cultural differences Improved data collection/root cause analysis

Discussion

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