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

3. Annual Measurable Objectives (Combined 2012-2013/2013-2014)
Academic Outcomes
Annual Measurable Objectives (Combined / )
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

4. Four-Year Cohort Grad Rate Five-Year Cohort Grad Rate
Graduation
Graduation Rate ( )
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

5. % of Students with One or More Discipline Incidents in 2013-2014
Race/Ethnicity
% of Students with One or More Discipline Incidents in
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

6. Defining Education Equity

7. 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?

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

9. 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.

10. 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)

11. Activity: Cultural Responsiveness

12. 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.

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

14. 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?

15. Thank You!