July 2011 Apr Dec May-June Aug. 2011June Winter 2010 Mar Board Study Session on Equity that included student panel, Q&A and draft Board policies The Equity Journey in Mt. Diablo Unified Where we have been Board approved Equity & Disproportionality polices Mary Bacon presents to staff on Cultural Proficiency & shares Student Voice videos and their journey in MDUSD at the Leadership Institute Equity Advisory Team formed and convened monthly to provide input, support and analysis to the district Mary Bacon interviewed and videoed MDUSD students to share their experience as a student in the district MDUSD awarded a $45,000 CDE grant to address Disproportionality Superintendent, Council and Dr. Mary Bacon (Equity TA consultant) met and made the decision to work with the School Board to address and learn more about Equity in the district Disproportionality & Equity Policies vetted through Stakeholder groups MDUSD Identified as Disproportionate in the over-identification of African Americans in Special Education MDUSD has identified Equity as one of its core values and has begun the journey to ensure every student is successful in its school system and that equity is imbedded into our school and district culture. District continues to use data and students voice to identify root causes to Disproportionality

July 2012 Jan-Mar Apr. 2012June 2012 Aug Sept Oct.-Nov Nov.-Dec 2011 The Equity Journey in Mt. Diablo Unified Where we have been Schools shared best practices on creating positive school climate and culture to advisory team Response to Intervention professional development begins with schools teams & Principals Sub-Group created a Draft Equity Plan to identify needs and recommended strategies & actions Stephanie Graham- Rivas, Cultural Proficiency consultant presents to classified and certificated management staff on Equity & Cultural Proficiency School & District suspension and discipline data reviewed with Equity Advisory Equity Advisory Team convenes monthly to address the disproportionality issue, facilitate process & provide input “CREATE Wisconsin” Equity and self- assessment Survey completed by administrators to assess district needs Dan Losen, Dir. of Civil Rights Project presented survey results and findings. Advisory Team and District committees analyzed survey data. MDUSD has made a commitment to ensure “Every Student Learns Everyday”. To ensure all students will learn, the analysis of why certain subgroups of students are not achieving has driven the district to focus on Equity & Cultural Proficiency and to answer the four essential Professional Learning Community Questions. What do students need to learn? How do we know they have learned them? What do we do when they do not learn? What do we do to expand their learning? District identified as Significantly Disproportionate for over-identification of African Americans as Emotionally Disturbed Superintendent & Council met to assess Equity work and plans for year Provide schools with Student Voice video series & Facilitative Guide to contine dialogue Community agencies presented on successful strategies to work with diverse students

July 2013 Oct.-Dec 2012 Dec Jan Mar.-June 2013 Sept Oct Oct-Dec Gather input and feedback to the Draft Equity Plan by Stakeholder groups The Equity Journey in Mt. Diablo Unified Where we are going Professional Development on Response to Intervention (RtI) Behavior Support & culturally relevant resonses to address specific needs of target population Begin implementation of the Equity plan strategies & action steps Develop and present Equity Plan to the School Board Continue convening the monthly Equity Advisory Team meetings to gather stakeholder input Complete an audit of files African American student files identified as Emotionally Disturbed (ED) and make recommendation for appropriate intervention Development of the Equity Leadership Team to provide oversight & implementation of the Equity Plan Over the next two years ( ), MDUSD will focus on two primary areas to address Equity and Student Achievement: Response to Instruction and Intervention (RtI) Cultural Proficiency and Positive School Climate Continued Professional Development throughout the school year on RtI for School Teams and Principals Convene the Equity Implementation Team to monitor & inform Equity Leadership Team and School Board Submit the Significantly Disproportionality Corrective Action Plan to CDE

Root Causes of Disproportionality Data Points CREATE Wisconsin Self- Assessment ROOT CAUSES File Audit

Root Causes of Disproportionality Response to Instruction & Intervention (RtI) Inconsistent Implementation of Academic & Behavior Interventions Absence or Inconsistent Implementation and understanding of district policies, procedures and practices at the schools Positive Behavior Intervention Supports (PBIS) Inconsistent implementation of support systems to develop positive behavior intervention and supports in the school environments Absence or Inconsistent Implementation and understanding of district policies, procedures and practices at the schools Culturally Responsive School Environment Inconsistent implementation of support systems to develop culturally responsive school environments Parent involvement and knowledge about the school system and how to support student leaning All Professional development needs of staff Communication, collaboration and alignment among district departments on expectations Consistent utilization of the data to inform instruction & interventions

Root Causes of Disproportionality Response to Instruction & Intervention (RtI) Develop a district-wide Response to Intervention (RtI) model for academic and behavior interventions and supports Each school will create a RtI model of support and interventions by June 2013 Develop menu of district and community support services for students will be made available through the Positive Behavior Support Team Develop Tier 1 (universal) and 2 (high risk) pre-referral school-based support interventions prior to referral for Special Education Positive Behavior Intervention Supports (PBIS) Development of district policies, procedures and practices that ensure intervention and supports are in place Engage in the creation of a District-wide Behavior Expectation & Consequence Matrix by a sub-group of principals/co- administrators, Pilot and full implementation Implement district-wide alternatives to suspension Implement Positive Behavior Intervention Supports (PBIS) previously referred to as Building Effective Schools Together (BEST). Implement “Support Calls” as an immediate response to behavior and an alternative to referral at the secondary level. Culturally Responsive School Environment Develop systems and supports to create a culturally responsive school environment Develop core components and expectations for every K-12 and Alternative school to have a functioning Coordinated CARE Team Develop School Climate Plans outlining how schools will create culturally responsive school environments and survey staff and students Review and revise all district documents to ensure equity and cultural proficiency language is clear and evident. Parent involvement and knowledge about the school system and how to support student leaning All Professional development for staff to include site principals, school teams and coaches to support implementation and sustainability of Equity Plan. Professional development for teachers and parents on RtI (academic and behavior supports), Cultural Proficiency, and Special Education. Communication, collaboration and alignment among district departments on expectations Consistent utilization of and accurate data to inform instruction & interventions Create district support responsible for implementing, monitoring and evaluating district efforts.