Dublin City Schools Equity & Inclusion 29 September 2020 - PowerPoint PPT Presentation

Dublin City Schools Equity & Inclusion 29 September 2020

Theoretical Underpinnings: ❖ Culturally responsive teaching is one of the most powerful tools for helping students find their way out of the (achievement) gap. (Hammond, 2015) Studies demonstrate that culturally responsive education can strengthen student connectedness ❖ with school and enhance learning. (Kalyanpur, 2012; Tatum, 2009)

Theoretical Underpinnings: ❖ Educational equity (ensures that) every child receives whatever they need to develop their full academic and social potential and to thrive every day…..without predictability of success or failure that correlates with any social or cultural factor. (Aguilar, 2020) ❖ We believe that a “multicultural/inclusionary education is of vital importance to the process of the personal development of all students and staff; the achievement of harmony within our community; the stability and success of our nation” (Dublin City Schools, Policy 2211)

Framework for Work: Listen. Learn. Act. To recognize biases and inequities To redress biases and inequities in the ❖ ❖ including those that are subtle long term To respond to biases and inequities in the To create and sustain a bias-free and ❖ ❖ immediate term equitable learning environment by Paul Gorski for the Equity Literacy Institute. Revised May 22, 2020.

Two groups identified exclusively for Equity & Inclusion District Equity and Inclusion Planning Committee District Equity and Inclusion Committee ❖ 10 members (teachers & administrators) ❖ 2 members from each building Sets vision and goals Will carry out action steps ❖ ❖ ➢ In collaboration with leadership

Identified Action Steps for 2020-21: 1. Create a Code of Civility Norms for engaging in important conversations ➢ Rules of engagement for all stakeholders (internal & external) to adhere to during ➢ discussion To benefit student(s) ➢

Identified Action Steps for 2020-21: 2. Provide space for conversations, including an opportunity for students, staff, & parents to be heard Student Panorama data ➢ Student/Parent reporting hotline ➢ PTO/Key Communicator groups ➢ Creation of a District Parent Academic and Student Learning Council ➢ Involvement of district parents on the Curriculum Review Cycle: Social Studies ➢ Staff conversations, book talks ➢ STAC ➢

Identified Action Steps for 2020-21: 3. Facilitate and engage in professional learning regarding issues of Race and Equity Implicit Bias training for all ( Staff: classified and certified , SROs, BoE, PTO Presidents) ➢ November 3rd, Dr. Gholdy Mohammad keynote address ➢ ■ Title : Culturally & Historically Responsive Education for Equity and Intellectual Rigor

Identified Action Steps for 2020-21: 4. Selection and administration of a classroom/district equity audit 5. Review of policies with a possibility of recommendations for additions and revisions 6. Clear communication of our Diversity Recruiting Plan

Action step #2: Provide space for conversations including an opportunity for students, staff, & parents to be heard (via Social Emotional Learning Focus)

Ohio ODE & Collaborative for ❖ ❖ Academic, Social and Emotional Department of Learning (CASEL) Education ➢ “Social-emotional learning is the process through (ODE) which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions.”

Panorama Student SEL Survey Elementary “Teacher-Student Relationships”

Panorama Student SEL Survey Secondary “Sense of Belonging”

Panorama Student SEL Survey “How much respect do students at your school show you?”

Social Emotional Learning

Action Step #6: Clear Communication of Diversity Recruiting Plan OVERVIEW ❖ ➢ Dublin City Schools is committed to the recruitment and selection of diverse staff members. As a school district, our students are increasingly diverse, and come from many different cultures and backgrounds. Teachers and administrators who reflect and value diversity help our students develop and model behaviors that promote harmony and unity in the workplace and community.

What are Human Resources’ goals around diversity recruitment? To increase the number of diverse and minority staff members within the Dublin City School district. ❖ During annual building staffing meetings, HR shares student and teacher demographic data ➢ with building principals, in order to identify gaps and create awareness for action. Identify and monitor minority applicants, to ensure we provide interview opportunities where ➢ building vacancies exist. Whenever possible, include diverse and minority staff members on building level interview ➢ teams. Priority is given to referrals from administrators, teachers, staff, and community members, who ➢ refer diverse candidates for interviews.

To broaden our reach, and participation in organizations that promote diversity and advertise ❖ openings to underrepresented cultural groups. ➢ Utilization of online recruitment to established organizations who specialize in diversity recruitment: Nemnet.com, DiversityInEducation.com, Diversity.com, and the National Alliance of Black School Educators. ➢ Visit at least 1 HBCU inside and outside of Ohio each year, in order to attract minority talent who may be interested in a teaching career in Dublin City Schools. Partner with the Dublin Teaching Academy, in order to encourage and support Dublin minority ➢ students, who have an interest in a teaching career. ➢ Dublin City Schools actively partners with 14 colleges/universities in Ohio, to increase the number of diverse student teachers that are placed within Dublin City Schools.

Action Steps #2 & 4: Space for conversations including an opportunity for students, staff, & parents to be heard T HE CRUX OF SUCCESS OR FAILURE I S T O K N O W H W O L H Social Studies D I C O H N C O T O R A , E N A V D N A D R L E U W P E Curriculum Review H L S A I C T C H O E T W O H D E I S N C T A I Process M R D E S C H A N G E . J A R E D D I A M O N D

Curriculum Review Process What should an elementary and secondary education look like to align with our shared vision? ❖ What are the instructional best practices in Social Studies education K-12? ❖ What resources do we have and/or need to achieve our instructional goals for students? ❖

Essential Question What should a world class Social ❖ Studies education provide for our kids?

Conduct Research & Analyze Best Practice in the Field National Council of C3 Framework:Inquiry ❖ ❖ Social Studies Education Cycle/Compelling questions City Government Post secondary feedback (college and ❖ ❖ Officials/Business career) Advisory Council Student Interest ❖ Recent Graduate Winter ❖ ODE State Standards ❖ Conversation Student, Parent and Teacher Survey ❖ Student Achievement Results ❖ Data Alignment with Profile of a Learner ❖

Next Steps for Phase 1 Review Conversation with Stakeholder Groups ❖ Conduct stakeholder survey ❖ Revisit and revise vision, instructional agreements ❖ Review Course Offerings ❖ Revise units of study based on feedback ❖ Create a revised Graded Course of Study ❖ Present GCOS to the BOE ❖

Questions?