Welcome to our Equity Task Force Meeting while we wait for everyone to join ... 1) Please add your subcommittee to your Zoom name (i.e, PD- Chris Dickerson, PCE- Treena Sadler ) CUR- Curriculum and Instruction • DIS- Disproportionality • HR- Hiring Practices • PD- Professional Development • PCE- Parent and Community Engagement • DPP- District Policies and Procedures • 2) Please complete our member survey if you haven’t yet. Thank you!
UMASD Equity Task Force Meeting Today’s Meeting Chairs: Dr. Susan Silver, Equity Task Force, Co-Chair Treena Sadler, Equity Task Force, Co-Chair Tiffany Cherry, Professional Development, Co-Chair Daryl Schumacher, Disproportionality, Co-Chair Meeting Date: 9/17/20, 4-6pm via Zoom Process Monitor: Chris Dickerson, Professional Development, Co-Chair Next Meeting Date: TBA via subcommittee Meeting Objectives: Timekeeper Monitor: 1. To assess Task Force strengths and identify areas Kate McGlynn, Professional Development, Co-Chair where improvement is needed 2. To introduce targeted areas of focus and review member roles and expectations 3. To share key district data and establish foundational knowledge for all members
• Welcome • Review Meeting P.A.C.E. • Review Task Force Structure and Targeted Areas of Agenda Focus • Present Survey Findings and Tools for Maximizing Committee Success • Review Member Roles, Responsibilities and Product • District “Report Card” and Key Data Points • Subcommittee Breakout Rooms • Meeting Post-Mortem
Task Force Structure
The Big Six: Targeted Focus Areas
WHO ARE WE?
Survey Says … Equity Task Force Survey Data
Maximizing Committee Effectiveness
CONSENSUS BUILDING … This is A GROUP Effort • CONNECT over shared values • CONDUCT research, study and assess the challenges • COMMIT to identify best practices and the best approach • CREATE a goal-centered, targeted plan
CONNECT via SHARED VALUES We believe: • Every student is capable and deserves to be challenged each day. • Uninhibited learning depends on a safe, nurturing, inclusive and flexible environment. • Critical thinking, problem solving and adaptability are necessary for students to be equipped for future challenges. • Meaningful and relevant work engages students and stafg in profound learning. • An educated citizenry is essential for equal opportunity and a prosperous society. • Education is the shared responsibility of the community and can transform and empower students to take responsibility to act as change agents. • Genuine transformation requires disruptive innovation.
CONDUCT RESEARCH & STUDY DATA STAR MEMBERS: ★ Are present and engaged (committees self-define meeting frequency) ★ Listen more than they speak (hear the disenfranchised) ★ Research and study relevant data relating to focus area ★ Analyze data to assess root cause of identified problem(s)
COMMIT to FINDING THE BEST APPROACH … then, TOGETHER , agree on a path forward “This may not be my ideal decision outcome, but I can live with and will support it.”
CREATE SMART, FORWARD-THINKING GOALS S PECIFIC - WHO, WHAT, WHERE, WHY, HOW Forward-Thinking M EASURABLE - USE EVALUABLE METRICS (What can we accomplish, OR DATA TARGETS and by when can we A CTION-ORIENTED - INCLUDE STEPS TO accomplish it?) ACHIEVE THE GOAL R ELEVANT - IMPROVES THE TARGETED Near-term (6-9 month) GROUP’S EXPERIENCE IN SOME WAY Short-term (12-18 months) T IME-BOUND - BE SPECIFIC ON Long-term (2-4 years) DATE/DEADLINE
What’s NOT a S.M.A.R.T. Goal? “Add more diversity to the staff at UM.” This is certainly an admirable goal, but it lacks the necessary characteristics to make it a SMART goal.
What IS a S.M.A.R.T. Goal? “Establish diversity targets, in every school building, that aims to reflect the diversity of the UMASD student community, with priority given to student-facing, teaching staff. Identify and benchmark current employee demographics, to incrementally evaluate future progress at designated intervals. Amplify hiring initiatives in Asian, Black, and Hispanic communities, specifically engaging at 1),2),3) … to reach the target market. Exposure to same-race teachers improves students’ experiences and outcomes. Activity 1) will be completed by DD/MM/YYYY, 2) by DD/MM/YYYY and 3) by DD/MM/YYYY.”
Member Roles, Responsibilities, and Product
Roles Responsibilities Products ● Create a timeline for task force Leadership Team ● Synthesize subcommittee findings and recommendations ● ● Develop final actionable plan Present an actionable plan to UMASD School Board in March 2021 for adoption and support ● Create a timeline for Subcommittee Co-Chairs subcommittee ● Provide accountability in ● Schedule, plan, facilitate implementation and success of ● Subcommittee <-> Leadership actionable plan Team communication ● Evolve! ● Identify root problems and Subcommittee Members causes ● Develop actionable recommendations ● Provide resources for support ● Inform Leadership Team in evolution
District Insights An Overview of District-wide Demographic and Student Learning Data (Fall 2020)
UMASD Demographic Data English as a Second Language: 225 District Enrollment: 4,265 Number of Elementary Schools: 5 % Students with IEPs (not including gifted): 16.3% Number of Middle Schools: 1 Gifted Enrollment: 156 Students Number of High Schools: 1 Percent of Low Income Students: Per Pupil Expenditure Based on Instruction: $13,232.76 39.6% (Latest FutureReadyPA.org data)
Number of Students Percent of Students American Indian/Alaskan 8 0.21% Asian 659 17.42% Black/African American 420 11.1% Hispanic 478 12.64% Multi-Racial 286 7.56% White 1930 51.04% Total* 3781 100%
Cohort Graduation Rate Average SATs: 2018-2019 2017-2018 4-year Cohort Graduation Rate 92.8% 91.6% SAT: Graduates 282 261 RW 561 Cohort 304 285 Math 550 5-year Cohort Graduation Rate 94.7% 97.0% Total: 1111 Graduates 269 295 Cohort 284 304 HSProfile
Elementary Class Sizes* - School Year 2020-21 BPT CALEY CNDBK Actual Actual Actual Actual Actual Actual '20-21 Class Size '20-21 Class Size '20-21 Class Size K 50 16.7 K 66 16.5 K 47 15.7 1st 63 21 1st 97 19.4 1st 65 21.7 2nd 56 18.7 2nd 67 22.3 2nd 79 19.8 3rd 55 18.3 3rd 75 25 3rd 66 22 4th 53 17.7 4th 77 19.3 4th 69 23 TOTAL 277 TOTAL 382 TOTAL 326 *may not match enrollment count due to constant changes in withdrawals, etc.
Class Sizes* - School Year 2020-21 GULPH ROBERTS Actual Actual Actual Actual '20-21 Class Size '20-21 Class Size K 94 23.5 K 56 18.7 1st 106 21.2 1st 55 18.3 2nd 92 23 2nd 48 16 3rd 71 23.7 3rd 61 20.3 4th 76 25.3 4th 48 24 TOTAL 439 TOTAL 268 *may not match enrollment count due to constant changes in withdrawals, etc.
Middle and High School Class Sizes* - School Year 2020-21 HS MS Actual Actual Actual Actual '20-21 Class Size '20-21 Class Size 5th 21.77 283 9th 345 20.4 kids per 6th 342 25.52 10th 325 homeroom based on 61 23.9 7th 337 11th 299 homerooms 23.19 8th 313 12th 276 and 1245 students TOTAL 1275 TOTAL 1245 *may not match enrollment count due to constant changes in withdrawals, etc.
ESL Students’ Home Languages Tally* Home Language Current ESL students Albanian 3 Home Language Current ESL students Arabic 17 Portuguese 2 Chinese 5 Russian 4 CHICA 5 Spanish 111 ENG* 36 Swahili 1 Farsi 1 Tamil 3 Filipino 1 Telugu 8 Gujarati 4 Tagalog 1 Hindi 7 Ukrainian 2 Khmer 2 Urdu 4 Vietnamese 6 Nepali 1 Punjabi 1 *Represent only current ESL students
IEP and GIEP Breakdown IEP (Total: 695) IEP % GIEP (Total: 156) GIEP % Female 232 33.4% 73 46.8% Male 463 66.6% 83 53.2% American 2 0.3% 0 0.0% Indian/Alaskan Asian 65 9.4% 43 27.6% Black/African 110 15.8% 8 5.1% American Hispanic 99 14.2% 4 2.6% (Must Have Hispanic Subgrp) Multi-Racial 51 7.3% 5 3.2% White 367 52.8% 96 61.5%
EMPLOYEE DEMOGRAPHICS ASIAN BLACK HISPANIC WHITE TOTAL EMPLOYEE CATEGORY M F M F M F M F 565 ADMINISTRATIVE 1 7 5 13 PRINCIPALS 6 1 7 ASSISTANT PRINCIPALS 1 1 1 1 4 UMAEA 3 3 7 1 77 282 373 INSTRUCTIONAL AIDES 4 1 4 1 3 7 57 77 SUPPORT - TECH 6 2 8 SUPPORT - SECRETARIAL 1 1 3 1 1 9 40 56 SUPPORT - P/T 2 2 1 1 1 20 27
Accessible Data
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