Equity Implemented Partnership Update Dr. Sarah K. Bruch November 2018
Equity Implemented Partnership Aim to create more equitable experiences and outcomes for all students in the ICCSD using a data-informed, 1 CONCEPTUALIZATION evidence-based, inclusive process of decision-making. Collect student and teacher survey data to identify patterns 2 NEEDS ASSESSMENT of disparities for students & school-specific challenges. Develop policy briefs on key focus areas detailing evidence- 3 FOCUS AREAS based strategies drawn from education policy research. Convene diverse multi-stakeholder task forces to provide 4 TASK FORCE input regarding strategies, policies, and programs. Facilitate within District communication & planning to 5 IMPLEMENTATION coordinate implementation of recommendations. Evaluate equity initiatives & assess progress on creating 6 EVALUATION more equitable experiences & outcomes for students.
Racial Equity Multi-Stakeholder Task Force Recommendations 1. Cultural competency training of educators Implicit Bias Training – 3 year contract Year 1: Restorative Justice Pilot in 3 schools 2. Restorative justice approach Year 2: Educator-initiated trainings Engaged research firm to do brief on best 3. Recruit and retain diverse teachers/staff practices; focus group of current teachers of color; support group for URM teachers/staff
Assessing Implementation and Evaluating Progress 1. Implicit Bias Year 2 Evaluation Implicit Bias Training – 3 year contract Year 1: Restorative Justice Pilot in 3 schools 2. Restorative Justice Practices Evaluation Year 2: Educator-initiated trainings Engaged research firm to do brief on best 3. Teacher Diversity Impacts Evaluation practices; focus group of current teachers of color; support group for URM teachers/staff
IB Evaluation Results: Small Impacts Knowledge of Implicit Bias Among trained teachers, some gains Comparing trained & untrained, small differences
IB Evaluation Results: Limited Results Preparedness to Discuss Race & Racism No differences when comparing trained & untrained teachers “I redirect conversations about race and racism “I feel prepared to discuss race and racism to stay on task.” with students.”
IB Evaluation Results: Small Impacts Self-Reported Competency and Knowledge about Strategies Small, positive differences when comparing trained & untrained teachers “I feel competent to address implicit bias at my school.” “I am knowledgeable about strategies to mitigate the impacts of implicit bias.”
IB Evaluation Results: Demonstration of Competence Self-Reported vs Demonstrated Knowledge about Strategies Much smaller percentages of trained teachers can describe specific strategies “I am knowledgeable about strategies to mitigate the impacts of implicit bias.”
IB Evaluation Results: Demonstration of Competence Self-Reported vs Demonstrated Practice Changes Much smaller percentages of trained teachers can describe specific changes to their practices “I have successfully implemented changes to practice to mitigate implicit bias.”
IB Evaluation Report: Recommendations Increase Knowledge of and Ability to Use Strategies and Make Changes to Practice • While the training provided more strategies in Year 2, participants’ ability to identify specific strategies to mitigate implicit bias was limited, and participant feedback suggested a desire to learn more strategies. Improve the Organization and Clarity of the Training • The three most common critiques of the training concerned the structure and organization, and logistical issues especially related to the timing of the training sessions. Implicit Bias Training is Necessary but not Sufficient • Given the limited evidence of implicit bias trainings impacting teacher practices and student experiences or outcomes, it is important for the District to consider what next steps are needed to see changes practices and reductions in inequities in student experiences and outcomes.
Restorative Practices Report Purpose • Inform the current level of knowledge and use of restorative justice practices • Assess the impact of RJ use and practices on teacher and student perception of school climate and on student behavior and discipline outcomes
Restorative Practices Results: Self-Reported Competency 100% 5% 6% 6% 7% 80% 34% 40% 42% 47% 60% 42% 40% 40% 37% 34% 20% 20% 15% 14% 11% 0% If asked, I could comfortably I am knowledgeable about I feel competent to use a I have successfully define restorative justice. restorative justice practices. restorative justice approach implemented restorative in addressing conflict. justice practices. Strongly Agree Agree Disagree Strongly Disagree
Restorative Practices Results: Not Consistent w/ RJ Collaborative Conflict Resolution Teacher Perspective Student Perspective 100% 100% Teachers and students work together to Teachers and students work together to address behavior problems or conflicts. address behavior problems or conflicts. 80% 80% 60% 60% 40% 40% 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100% I have successfully implemented restorative justice I have successfully implemented restorative justice practices. practices.
Restorative Practices Results: Not Consistent w/ RJ PowerSchool Office Referrals – Actions Taken 100% Disciplinary Actions Taken RJ: Apology/Restitution, Community Service, 80% Individualized Instruction, Interim Setting by School Personnel 59% Punitive: Bus suspension, In-School 60% 55% Suspension, Loss of Privilege, Out-of-School 48% Suspension, Saturday School, Time Out/Detention, Time in Office 40% 35% 35% 33% Other: Action Pending, Conference with Student, Parent Contact, Other 17% 20% 10% 7% Levels of RJ Practice Based on percentage of teachers reporting 0% that they have successfully implemented Low Medium High Low Medium High Low Medium High restorative justice practices. RJ action taken Punitive Other
Restorative Practices Results: Not Consistent w/ RJ Racial Disproportionalities in Discipline (PowerSchool data) Office Referrals Suspensions 7.00 12.00 10.51 6.05 6.00 10.00 8.27 5.00 4.28 8.00 3.53 4.00 6.00 3.00 3.78 4.00 2.00 1.11 0.90 1.46 0.67 2.00 0.56 1.00 0.91 0.51 0.49 0.42 0.38 0.32 0.29 0.00 0.00 Low Medium High Low Medium High Low Medium High Low Medium High Low Medium High Low Medium High White Black Hispanic White Black Hispanic
RJ Practices Report: Recommendations Research suggests that positive impacts from using restorative practices requires: • Shift in approach by buildings and district over a 3-5 year period of rigorous implementation to be effective • Alignment of existing policies • Buy-in and support from building administrators • Training and on-going support for educators in learning the skills and implementing with fidelity
Teacher Diversity Impacts Evaluation & Plan ICCSD Employee Diversity Trends 25% 23% 20% 15% 12% 11% 10% 6% 5% 4% 0% 0% 2014-15 2015-16 2016-17 2017-18 Support Staff Teachers Administration
Teacher Diversity Impacts Evaluation & Plan Are there positive impacts of greater teacher/staff diversity in ICCSD? • more positive experiences of school for all students and/or students of color • higher achievement for all students and/or students of color • less racial disproportionality in discipline Analysis is in-progress What are the best practices and evidence-based recommendations for how to increase teacher/staff diversity? • Drawn from: – national literature on how to obtain the benefits of teacher diversity – professional association recommendations for best practices – evidence from evaluations of specific programs and policy changes
LGBTQ Task Force Recommendations Ongoing Work Kingsley provided detailed update July 2018 LGBTQ Steering Committee continue guiding implementation following roadmap
Making Data-Informed Decisions Inform planning and the identification of areas of focus Identify areas of strength and opportunities for growth Disaggregating data allows us to identify inequities between groups of students Inform goal setting and assessment of progress in meeting goals Encourage accountable for progress Concrete Examples School Profiles & District Profile Safety Brief for Safety Advisory Committee Achievement analysis Discipline analysis Equity Program Manager position
School Profiles – Alignment with CSIP Academic Achievement Behavior/Discipline Climate/Culture Within each of these three sections: How to Use Your Results & Guiding Questions Key Findings page Detailed survey results from students, teachers, and parents organized by topic – Assist schools in integrating disaggregated student data into their CSIP – Inform building-level conversations about strategies to address inequities.
District Profile – Stakeholder Comparisons Inclusive Classroom Discussions Perceptions of Safety
Safety Advisory Committee & Safety Brief
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