1. Photos by Susie Fitzhugh Ensuring Educational and Racial Equity Bell Times Task Force June 13, 2016

2. Objectives Task Force members will: Become familiar with the Ensuring Educational & Racial Equity Policy No. 0030 Increase their understanding of Racial Equity in education Engage in meaningful discussions about how we will ensure educational and racial equity in our recommendations to Dr. Nyland

3. Institutional Equity Teachers/Support Staff/Students/Community Superintendent’s Cabinet/Principals Board Policy #0030/Equity Analysis Tool/District wide Policy Revisions Strategic Plan Goals

4. Equity Conversation Agreements  Stay engaged  Speak your truth  Experience discomfort  Expect and accept non- closure  Listen for understanding  Maintain confidentiality

5. Ice Breaker Scattered Numbers 7 minutes total

6. https://www.youtube.com/watch?v=APDxrppv tKQ Equity vs. Equality 6

7. Read Turn, talk and engage with Partner Share out Policy #0030 7

8. Moving from either/or thinking to both/and:  Individual Group  SamenessDifference  Support Challenge  Not my faultCollective Responsibility Four Paradoxes 8

9. Pre-judgment, bias, stereotypes about an individual or group based on race. The impacts of racism on individuals include white people internalizing privilege and people of color internalizing oppression. Individual Racism 9

10. Institutional Racism When organizational programs or policies work to the benefit of certain racial groups and to the detriment of people of color, usually unintentionally or inadvertently.

11. The interplay of policies, practices, and programs of multiple institutions which leads to adverse outcomes and conditions for communities of color compared to white communities. This occurs within the context of racialized historical and cultural conditions Structural Racism 11

12. Later Start Time: Pros The Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota conducted a study on the impact of changing school start times on academic performance, behavior and safety in urban and suburban schools (Wahlstrom, 2002). Results from three years of data from both Edina and Minneapolis showed: Improved attendance Increase in continuous enrollment Less tardiness Students making fewer trips to the school nurse

13. Later Start Time: Cons Parent Work Schedules Parent work schedules. – Teens – Younger children – Change in responsibilities Transportation Logistics Bus schedules and transportation logistics. – Elementary school start times – Added costs Effects on Extracurricular Activities

14. Media Clips http://youtu.be/WDg3OkWsg_U

15. Are we using the “Platinum Rule”? “While there are clearly general overarching principles that can (and should) be applied across diverse communities, it should also be emphasized that the extent to which changing school start times impacts a given community and the relative importance of the different challenges and benefits (anticipated and experienced) varies widely across school districts. Thus, it follows that there is also no “one-size-fits-all” or singular optimal approach to tackling this issue.”

16. Are we using the “Platinum Rule”? Some variables to be considered case-by-case: average (and range of) student commute times, number and length of school bus routes, availability of public transportation, traffic patterns, community use of school recreational facilities, number of students enrolled in free breakfast programs, impact of later dismissal times on after-school programming both for disadvantaged students and for high-achieving students seeking additional academic enrichment opportunities.

17. Are we using the “Platinum Rule”?.... concerns about access to personal transportation tend to be more prevalent in less affluent school districts than in more affluent ones. Similarly, modes of transportation are typically much more of an issue for larger districts, especially those in urban or metropolitan centers with high traffic congestion (Denver, CO). The Children’s National Medical Center’s Blueprint for Change Team

18. Think-Pair-Share How would we know if we are making an equitable recommendation? What are some of the things we must do as a Task Force that this recommendation is equitable? What would it look like if we made an equitable recommendation?

19. Consensus Building Important to inform and engage all stakeholders early in the process Notify these groups of any changes Continue to engage them throughout implementation Racial Equity Analysis Toolkit?

20. http://www.mpls.k12.mn.us/performance Minneapolis Student Data 20

21. Anecdotes from other Districts “We changed our school start times in 2012-13 and The State Education Department made changes in the way we report student discipline data We made changes in instructional practices I wish I could provide you with the data you have requested, but I am unable to do so at this time.” Dr. Kiawana Kennedy, Chief Operating Officer, City Schools of Decatur, (near Atlanta ) Georgia

22. Anecdotes from other Districts We are in the process of considering adjusting our bell times. Our Chief Operating Officer will be leading a team to address this work and implement bell time changes. It is our hope that these changes will provide a more equitable environment that leads to increased student achievement, reduced discipline and closing the opportunity gap. I anticipate that we will build into our system metrics to measure these and more key performance indicators. James C. Burroughs II, Executive Director Equity and Diversity Minneapolis Public Schools