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

2. Putting Race at the Forefront01
Introduction 02
Putting Race at the Forefront
CONTENTS 03
School & Student support 04
Questions and Answers

3. Introduction 01

4. 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

5. Putting Race at the Forefront02

6. 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.

7. 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?

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

9. 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.

10. 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

11. School & Student support03

12. 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

13. 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.

14. Areas of School & Student support:
Building capacity to reach vulnerable students and reduce opportunity gaps

15. 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

16. 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.

17. 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.

18. Thank you!
Thank you! Please with your additional comments and questions.

19. #1 For Some
Dr. Kahris McLaughlin
Boston University Wheelock College for Education and Human Development at Boston University

20. Questions and Answers 05