2. An 80-90% Response Rate Isn’t Enough! Uncovering inequity in schools
Deidra Gorman
Emilie O’Connor
@EmilieKOC

3. Assessment Connection
The content of this session connects to the Tiered Fidelity Inventory: 1.13: Data-Based Decision Making 2.10: Level of Use

4. Agenda Setting the stage Examining data Digging deeper
Committing to act

5. Courageous Conversation Agreements
Stay engaged
Experience discomfort
Speak your truth
Expect and accept non-closure
Singleton G.E. & Linton C. (2006). Courageous conversations about race:  a field guide for achieving equity in schools. Thousand Oaks, CA: Corwin.

6. Adaptive vs Technical Changes
Systemic change initiatives are always a mix of technical and adaptive challenges.
Technical challenges may be very complex and important to solve, but can be addressed by present day knowledge and current organization structures and processes.
In contrast, adaptive challenges lack clear agreement on what the problem is and solutions are unlikely to be found in the present ways of work.
--SISEP

7. Overall 2015-16 graduation rate (4 year): 88.2%
Wisconsin Data
Overall graduation rate (4 year): 88.2%
Students with disabilities: 68.5%
Economically disadvantaged: 77.4%
Limited English Proficiency: 65.5%
Females: 90.2%; Males: 86.3%
Migrant: 87.0 %
American Indian: 77.8%
Asian: 88.9%
Black: 64.2%
Hispanic: 79.9%
Pacific Isle: 80.4%
Two or More: 85.3%
White: 92.7%

8. Wisconsin’s Reality: We create systems in which…
Behavior (OSS data from Dignity in Schools)
Black students are 8 times more likely to be suspended than white students
American Indian students are 3 times more likely to be suspended than white students
Hispanic/Latinx students are twice as likely to be suspended than white students
Academic
(Wisconsin Forward Exam)
Hispanic/Latinx students in grade 3 (Reading) are 1.45 times more likely to be below benchmark than white students
Black students in grade 8 (Mathematics) are 5 times more likely to be below benchmark than white students

9. Elbow partner; large group share out
What are some reasons for disparities in educational outcome?
Share the explanations that people typically give (the reasons might not be ones that you believe, but ones that you have heard before).
Be prepared to share out
Stay engaged,
Experience discomfort,
Speak your truth, and
Expect and accept non-closure

10. Discussion
Deficit Ideology: Beliefs and justification that outcome inequalities are caused by perceived moral, intellectual, and/or cultural deficiencies (often based on stereotypes) within students/families/communities. Structural Ideology: Recognition that educational outcome disparities are predominantly the result of structural barriers resulting in inequitable distribution of outcome and access.
Source: Paul C. Gorski (2016)

11. What is the nature of the conversation in your school about disproportionality?
Underperforming
Underserving
Describe and deflect
Inspect and reflect

12. When a flower doesn’t bloom you fix the environment in which it grows, not the flower.
Alexander Den Heijer

14. Agenda Setting the stage Examining data Digging deeper
Committing to act

15. 1. Problem Identification
2. Problem Analysis
3. Plan Implementation
4. Plan Evaluation
1. Problem Identification
Is there a problem?
Why is it happening?
Is the plan working?
What should be done?
(All data use slides adopted from Kelsey Morris; Using Data Presentation;

16. Wisconsin’s Reality: We create systems in which…
Behavior (OSS data from Dignity in Schools)
Black students are 8 times more likely to be suspended than white students
American Indian students are 3 times more likely to be suspended than white students
Academic
(Wisconsin Forward Exam)
Hispanic/Latinx students in grade 3 (Reading) are almost 1.5 times more likely to be below benchmark than white students
Black students in grade 8 (Mathematics) are 5 times more likely to be below benchmark than white students

17. Tier 3/Intensive 1-5% Tier 2/Selected 5-15% Tier 1/Universal 80-90%
All students
Preventive, proactive
0-1 ODR in a school year
Tier 2/Selected 5-15%
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
2-5 ODR in a school year
Tier 3/Intensive 1-5%
Individual students
Assessment-based
High intensity
6+ ODR in a school year

18. Is the Universal Serving All?
Race/Ethnicity
Enrollment
(total 500)
# students w/ 0-1 ODRs
(total 425)
# students w/ 2-5 ODRs
(total 50)
Hispanic/Latino 60 38 15
White
350
339 10
Black 45 17 14
Asian 20 16 4
American Indian or Alaska Native 5 2
Two or more 13

19. Tier 1 Systems Check
Do 80-90% of all student groups experience success at the Universal?
Total: 425/500 = 85%
Hispanic/Latino: 38/60 = 63%
White: 339/350 = 97%
Black: 17/45 = 38%
Asian: 16/20 = 80%
American Indian: 2/5 = 40%
Two or more: 13/20 = 65%

20. Similar to our student groups by school enrollment
Tier 2 Systems Check
Of the students to whom we provide tier 2 support, are student groups equitably represented?
Similar to our student groups by school enrollment
Total students receiving tier 2 supports: 50
Hispanic/Latinx: 15/50
White: 10/50
Black: 14/50
Asian: 4/50
American Indian: 2/50
Two or more: 5/50

21. Tier 2 Systems Check
School Enrollment
Tier 2

22. Examining Data
What are some potential disparities in your school that you might want to verify using this problem identification process?
How might you share this disparate data with key stakeholders to compel action?
reflect

23. Agenda Setting the stage Examining data Digging deeper
Committing to act

24. “If I were given one hour to save the planet, I would spend 59 minutes defining the problem and one minute resolving it.”

25. 1. Problem Identification
2. Problem Analysis
3. Plan Implementation
4. Plan Evaluation
1. Problem Identification
Is there a problem?
Why is it happening?
Is the plan working?
What should be done?
(All data use slides adopted from Kelsey Morris; Using Data Presentation;

26. Disproportionality has more than one cause and more than one solution
Beliefs
Practices
Policies
Disproportionality is the result of the interactions among policies, practices, and beliefs that manifest across educational areas.
Technical Assistance Center on Disproportionality

27. Inequities in outcomes
What is it about our educational system that is reinforcing differential outcomes or failing to eliminate them?
Beliefs
What’s thought to be true…
Practices
What’s done…
Policies, Programs, Procedures
What’s written…
…about teaching, learning, students, families
Expectations, biases, mindsets, misconceptions, nature of conversations
Instruction, tasks,
assessment, collaboration, learning environment, classroom management
Access, courses, teacher licensure, collaboration schedule, services, grading, discipline, homework, staff capacity
Adapted from NYU Steinhardt Identifying the Root Causes of Disproportionality

28. The Causes of Inequities are complex Policies, Programs, & Procedures
Beliefs
What’s thought to be true…
…about teaching, learning, behavior, students, families
Policies, Programs, & Procedures
What’s written…
Practices
What’s done…

29. Policies, Programs, Procedures
Beliefs
What’s thought to be true…
Practices
What’s done…
Policies, Programs, Procedures
What’s written…
OR inspect and reflect
Describe and deflect?

30. What might we be missing?

32. Who might we be missing? Student focus groups and interviews
Observations of classrooms and schools getting better results
Family and community focus groups and interviews
Team representation or “Accountability Board”

33. Agenda Setting the stage Examining data Digging deeper
Committing to act

34. “Research suggests that more generic consciousness of
…inequality can actually be deadening for both educators and students
unless analysis pinpoints concrete ways of counteracting” inequities.
Source: Pollock, M., Deckman, S., Mira, M., & Shalaby, C. ( 2010). "But what can I do?" Three necessary tensions in teaching teachers about race. Journal of Teacher Education, 61,

35. Committing to Act
What actions will you commit to as a result of what you’ve reflected on or learned today?
What are the consequences if you don’t?
reflect

36. “Making significant progress in improving student learning and closing achievement gaps is a moral responsibility and a real possibility in a relatively short amount of time—two to five years. It is not children’s poverty or race or ethnic background that stands in the way of achievement; it is school practices and policies and the beliefs that underlie them that pose the biggest obstacles.”
-Nancy Love,  Data Coaches Guide to Improving Learning for All Students

37. Let’s read it once more…
Every decision is an equity decision whether we are intentional about it or not.
Now, let’s read it aloud, together
reflect

38. bsession.questionpro.com