DISRUPTING INEQUITY A K 12 P l a y b o o k
Practices that Empower School Communities to Move from Inequity Disruption to Equity Construction Sarah B. Calveric, Ph.D.
Table of Contents Introduction: Why Equity is Needed in K12 Education • • • • • • • • • • • • • • • • • • • • • • • • 4 How To: Using the K12 Playbook • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 6 PREPARE: Before Your Begin • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 12 Process: Organizing for Disruption • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 13 Roots: A Timeline of Oppression • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 14 Engage: Powerful Participants and Partnerships • • • • • • • • • • • • • • • • • • • • • • • • • 20 Proficiency as a Continuum: Cultural Competence Self-Awareness • • • • • • 22 Assess with Audits: Understanding Current Reality • • • • • • • • • • • • • • • • • • • • • • • 28 Reflect and Reframe • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 36 Equity Commitments • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 40 The Process of Becoming: Aspects of Doing the Hard Work • • • • • • • • • • • • • • • • 42 Developing Common Language • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 42 Facilitating Growth Conversations • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 43 Professional Development • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ? Digging Into the Data • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ? Developing Equity Action Plans • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ? Assessing and Adjusting • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ? Inequity Disrupted: Evidence and Artifacts of Impact • • • • • • • • • • • • • • • • • • • • • • • • 44 Students… • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 44 Staff • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ? Leaders • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ? School Board • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ? Curriculum • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ? Strategic Planning • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ? The Toolbox: Additional Resources and Supports for Sustainability • • • • • • • • • ?
INTRODUCTION
Why Equity is Needed in K12 Education 1964
1944
1917
1877 1865
1779 Thomas Jefferson proposed a two-track educational system with different tracks for the laboring and the learned.
The Thirteenth Amendment to the United States Constitution abolished slavery and involuntary servitude, except as punishment for a crime.
Jim Crow Laws were a collection of local and state laws that legalized racial segregation and marginalized African Americans by denying them the right to vote, hold jobs, get an education or other opportunities.
The Rosenwald School project built more than 5,000 schools, shops, and teacher homes in the United States primarily for the education of African-American children in the South during the early 20th century.
The G.I. Bill aimed to help American World War II veterans adjust to civilian life by providing low-cost mortgages, low-interest loans, and educational access. African Americans did not benefit nearly as much as White Americans due to the GI Bill accommodating Jim Crow Laws.
1965
1954
1920
1896
1870 1863
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Emancipation Proclamation proclaimed freedom from slavery for African-Americans; however, educational access for African Americans remained in opposition by many whites resulting in school burnings, teacher intimidation, and murders or lynching of educated Blacks.
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President Lyndon B. Johnson signed the Civil Rights Act of 1964 which provided additional financial support to schools working toward desegregation.
15th Amendment to the U.S. Constitution granted African American men the right to vote.
The Plessy v. Ferguson ruled U.S. Supreme Court decision upheld the constitutionality of racial segregation of public facilities, such as schools, under the “separate but equal” doctrine.
Ratification of the 19th Amendment to the U.S. Constitution declares the right of citizens of the United States to vote shall not be denied or abridged on account of sex.
US Supreme Court ruled in Brown v Board of Education to abolish segregated schools with deliberate speed.
President Johnson signed Affirmative Action Executive Order 11246 requiring non-discriminatory hiring practices related to race, religion, national origin, and gender.
1990 1972
1965 The Elementary and Secondary Education Act (ESEA) provides federal funding to primary and secondary education with an emphasis on equal access to education, aiming to shorten the achievement gaps between students by providing federal funding to support schools with children from impoverished families.
Title IX of the Education Amendments prohibits any person to be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education programs or activity receiving Federal financial assistance based on the basis of sex.
American’s with Disabilities Act of 1990 (Public Law 101-336) prohibits discrimination based on disability, race, religion, sex, national origin, and later sexual orientation. ADA also requires employers to provide reasonable accommodations to employees with disabilities.
1996
2011
2016
The Defense of Marriage Act banned same-sex marriage.
The “Don’t Ask, Don’t Tell” policy was repealed allowing openly gay men and women to serve in the military.
Pentagon lifted the ban permitting transgender individuals to serve in the military.
2015
2001
1993
1975
1972 The National Education Association reports Black children in integrated schools were disproportionately disciplined and excluded.
Education of All Handicapped Children Act of 1975 (Public Law 94-142) requires all states receiving federal funds to provide equal access to education for children with disabilities.
The “Don’t Ask, Don’t Tell” military policy was signed forbidding openly gay or lesbian individuals from serving in the military.
The US Supreme Court legalized same-sex marriage nationwide.
No Child Left Behind Act (NCLB) reauthorized ESEA and held schools accountable for student achievement levels and required schools to make adequate yearly progress for all students and adequate for specific groups: economically disadvantaged students, students with disabilities, and students with limited English proficiency.
A Timeline of Oppression A historical examination of K12 educational access and opportunity yields stark evidence of deeply entrenched inequities for traditionally marginalized groups: race, ethnicity, gender, religion, sexual orientation, religion, and socio-economic status. To disrupt inequity, educational organizations must believe and act upon the fundamental belief that all children want and deserve a high quality, fair, and equitable education resulting in academic achievement, post-secondary success, and economic advancement.
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HOW TO
Using the K12 Playbook
Inequity is a product of design. As such, it can be redesigned with a school division’s persistent commitment to right now change and intentional, long-term pursuit. Disrupting Inequity: A K12 Playbook recognizes the path to organizational equity reflects contextualspecific dynamics, resulting in the critical need for versatility in process implementation and resource selection. A K12 Playbook offers schools and districts the specificity needed to undertake the complexities of equity work while simultaneously addressing matters unique to individual, group, and institutional growth. The Playbook provides resources and supports aimed at removing barriers that dis-empower K12 students and hamper their ability to access educational opportunities and realize post-secondary readiness. Understanding the why, how, and what of equity work will help cultivate essential continuous improvement efforts.
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INEQUITY IS A PRODUCT OF DESIGN.
IT CAN BE REDESIGNED.
WHY
Why must K12 educational institutions disrupt inequity?
icroaggressions Privilege M
Systemic Oppression Cultural Personal Racism Incompetence Bias
KEY TERMS Microaggression: an intentional or unintentional act (verbal, behavioral, or environmental) of exclusion that negatively targets a marginalized group of people Privilege: Unearned access to conditions/resources that are only readily available to members of dominant groups at the expense of members of target groups; granted to people who have membership in one or more of these social identity groups whether desired or not: White people; Able-bodied people, Heterosexuals, Males, Christians, Middle or owning class people, Middle-aged people, English-speaking people; often invisible to people who have it Systemic Racism: Societal patterns, policies, practices, and structures that reinforce, impose, or perpetuate oppressive conditions on marginalized groups Cultural Incompetence: Cultural incompetence is the inability to understand and interact effectively with people from other cultures. To counter incompetence, you/your organization must have: a basic understanding of your own/organization’s culture; a willingness to learn about the cultural practices and worldview of others; a positive attitude toward cultural differences and a readiness to accept and respect those differences Personal Bias: implicit (subconscious) or explicit (aware) prejudices, stereotypes, or beliefs influenced and shaped by a person’s experiences; often expressed in real-life situations through a person’s actions and attitudes DISRUPTING INEQUITY
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ACTIVITY
Quotation Nation The WHY of the Work WHY
PURPOSE To develop a deeper understanding of the roots of K12 equity work. Quotation Nation promotes small group discussion regarding barriers to access and opportunity. Each quote can be tied to key terms: microaggression, priviledge, systemic racism, oppression, cultural incompetence, and/or personal bias.
DIRECTIONS The facilitator will hang the six quotes on the wall/board. Upon entry, each participant will read each quote and select a copy of the quote that is most intriguing to them. The number of quote copies should be limited to ensure each quote has an appropriate number of participants. Participants are divided into quote groups and sit in a fire circle (no tables or desks in between participants; chair in a circle like sitting around a campfire; nothing in hands except for a quote sheet). (1 minute per speaker) Each small group completes the following steps. Whoever goes first answers question 1, person two gets question 2, etc. Continue until everyone has had a chance to speak - some questions may need to be repeated. Step 1: Why did you choose the quote? Step 2: What do you think the quote means? Step 3: How does the quote connect to K12 education? Step 4: What implications does this quote have for our work in creating a more equitable student experience? Step 5: Make a connection between a participant’s comment and your thoughts. Step 6: Summarize some key takeaways. Repeat as needed. Return to the whole group. Conduct a 60-Second Summary for each quote.
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We don’t see things as they are. We see things as we are.
When you’re accustomed to privilege, equality feels like oppression.
-Anais Nin
-AfroPunk Preservation of one’s own culture does not require contempt or disrespect for other cultures. -Cesar Chavez
When you’re the only minority in the room, you become keenly aware of the responsibility that comes with it. -Notes on microaggressions from a black woman in finance
In the end, we will remember not the words of our enemies, but the silence of our friends. -Martin Luther King, Jr.
We can’t control the filters that others choose when they look at us. -Rachel Wilchin
Prejudice is a burden that confuses the past, threatens the future, and renders the present inaccessible. -Maya Angelou DISRUPTING INEQUITY
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HOW TO
Using the K12 Playbook
HOW can school divisions disrupt inequity? HOW
To humanize data - numbers represent real lives of real students, families and educators. To explore culture, specifically as it relates to marginalized people. To establish collective definitions of equity-related terms. To investigate past and current systems, practices, and data through the use of equity audits. To cultivate opportunities for courageous conversations and critical reflection. To action plan, implement, and assess and adjust around identified equity commitments. 10
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WHAT
Competence Curriculum
Sensitivity
Awareness
Culturally Responsive Teaching
Awards & Recognition
Public Relations
Discipline Access
Policies & Practices
Staff Diversity
Clubs & Extra-Curricular
Advanced Coursework
Multicultural Resources
Positive Self Identity
Community of Learners
Recruiting
Engagement
Trust Inclusion
Reflection
High Expectations
Diversity Celebration
Caring & Empathy
WHAT are the desired equity outcomes for your K12 organization?
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BEFORE YOU BEGIN
PREPARE
Pre-work is essential to developing a growth-minded culture open to intentional collaboration, ongoing action, assessment, and adjustment, and a relentless focus on evidence. Disrupting inequities requires deliberate preparations for managing the potential emotional, mental, and psychological “messiness” resulting from the deep probing of marginalization in K12 spaces. participants could well grow weary. Prior thought and planning help embed actions and behaviors in the school culture and help minimize the potential for participants to grow weary with the long-term continuous improvement required of true inequity dismantling and equity reconstruction.
Before your equity journey begins, spend time engaged in the following (order can vary):
Process Roots Engage and Empower Proficiency as a Continuum Assess with Audits Reflect and Reframe Equity Commitments 12
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Process SETTING THE TABLE FOR EQUITY, DIVERSITY, AND INCLUSION
Beliefs, Vision, Mission collective values that define how we work together, what is important to the organization, and how we operationalize the vision/mission
Norms standard operating procedures; how we do business
Establish/Reaffirm an Inspirational and Aspirational Path • • • •
Propel equity, diversity, and inclusion work forward Connect emotionally with stakeholders Unify through a greater purpose Ground dialogue and action
Grow Comfort with Discomfort • • •
Assume best intentions Forgive oneself and others (accept imperfection, expect continued growth) Normalize discomfort through direct teaching, modeling, explicitly naming, discussing, and anchoring work to beliefs/ vision and better student outcomes
Acknowledge Risk • •
Expect, receive, and give affection (nurturing), protection (monitoring), and correction (accountability) while becoming aware of and learning to resolve inequity Create a brave space for authentic conversations (see Facilitating Growth Conversations)
Anticipate and Accept Lack of Closure • • •
Prepare for ambiguity and complexity of issues Grow in increased understanding over time Embrace ongoing dialogue as a necessity to action
Demonstrate Personal Commitment • •
Predictable Routines structures and routines provide consistency, empowerment, and accountability and promote the creation of brave spaces
Are my words, body language, or actions or those of others promoting equity or perpetuating inequity? Am I or others part of the problem or part of the solution to ending inequities and creating greater cultural competence? What can I/we do?
A Predictable Pattern for Doing the Work • • • • • •
Review Norms and Group Vision/Mission Introduce Exercise (Topic, Purpose, Terms, Activity, Time) Implement Exercise (Listen, Probe, Nurture, Monitor, Hold Accountable) Debrief and Share Out (Protocol Use, Conversation Norms) Takeaways and Action (Coherence, Differences, Trends, Action Steps) Extension/Homework (Reflection, New Learning, Research) DISRUPTING INEQUITY
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R
Roots
Individual and collective understanding and agency are strengthened through honoring personal journeys and reflecting on historical, local, and national narratives. Engaging in practices that encourage individual and group reflection helps develop a community of collaboration and pays homage to people’s lived experience. Everyone has one - these experiences are the fabric of our stakeholders’ lives and ultimately create how our school community views societal norms and chooses to support and lead in the K12 setting. How Can We Do This? •
Professional Learning •
Identify trainings/education on Equity, Diversity, Inclusion
• •
Explore EDI literature for future book talks Develop a local, national, and international timeline of K12 oppression and its impact on your organization • Personal Storytelling • Gift individuals with brave spaces to discuss and share • Consider how personal narratives create one’s social lens and potential “blind spots” or innate biases • •
Enhance empathy and understanding through active listening
Succession Planning •
Present new educators/leaders with EDI commitments, practices, and artifacts and data
•
Institutionalize EDI commitments to withstand leadership transition
ACTIVITY
5-Finger Frame OBJECTIVE: Personal experience molds our view of societal norms. The 5-Finger Frame protocol encourages self-reflection and increased trust and vulnerability among participants. The well defined parameters invite 100% participation and “framing” of one’s social lenses, blind spots, and innate bias. DIRECTIONS: Draw your hand on a piece of paper. Fill in the fingers, thumb and palm with the information listed to the right.
Middle Finger 3: Ethnicity/Race Index Finger 4: Faith/Spiritual
Ring Finger 2: Education
Pinky Finger 1: Upbringing
Thumb 5: Profession Palm 6: Family
CONVERSATION STARTERS/REFLECTION QUESTIONS: • Do you have any potential blind spots? • Is it hard to see what you haven’t seen/lived? • How has your lived experience minimized or contributed to innate bias? • How can one’s personal journey present itself in the K12 environment?
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ACTIVITY
Timeline Trip OBJECTIVE: Timeline Trip engages participants in a review of profoundly entrenched inequalities that have resulted in diminished access and opportunity for diverse student groups for centuries. The use of prediction, observation, and inference will guide participants to a better understanding of equity gaps in educational achievement, economic prosperity, civic engagement, and health and wellness and powerful practices for improving social justice conditions within K12 education. The facilitator will also build awareness and understanding of participant’s viewpoints, beliefs, and assumptions about historical inequity. DIRECTIONS: Phase 1: Predict (3-4 minutes) Reflect privately and record several of your preliminary thoughts about historical and current conditions of inequity. One or more of the following sentence starters may help you: • I wonder... • I assume... • I predict… • I imagine the timeline will… Depending on the number of participants, each person/group shares one idea out loud. No follow up discussion is held at this time. Phase 2: Observe (5-7 minutes) Distribute and individually examine the timeline from pages 4-5. One or more of the following sentence starters may help you focus on the data/facts - no inferring: • I observe that… • Some patterns/trends I notice are… • I see the following similarities/differences between my predictions and the data… • I am surprised that I see/don’t see… Depending on the number of participants, each person/group shares one idea out loud. No follow up discussion is held at this time. Phase 3: Inferences (20-30 minutes) Individually use one or more of the following sentence starters to generate connections, confirm or contradict explanations, identify the need for more information, propose action steps/ideas, and monitor effectiveness of previously implemented equity strategies. • I believe the timeline data suggest… because… • Additional timeline data that would help me confirm/verify my explanation is… • I think… should be included in the timeline, because… • I think the following are needed actions/responses to the timeline data, because… Share ideas in small groups. Divide poster paper into four quadrants labeled: Findings/Trends, Implications for K12 Education, Action Steps, Questions/Other. Share out or conduct a gallery walk.
IP TIMELINE TR
and current t historical ou ab ts gh ou ) ary th may help you: ct (3-4 minutes your prelimin ce starters n te n se Phase 1: Predi privately and record several of g in llow ore of the fo • Reflect ty. One or m ui eq in of s • condition ine will… ine the timel t… I imag ic ed pr I e… r… I assum • I wonde • • • • • • • ters may ntence star se g ) in es w ut llo in fo m erve (5-7 more of the Phase 2: Obs ly examine the timeline. One or ta/facts - no inferring: Individual s on the da help you focu don’t see… d that I see/ se ri rp su am I the data… notice are… ictions and ns/trends I ed er pr tt y m pa e n m ee tw at… So ifferences be I observe th similarities/d g in w llo fo e • I see th • • • • • • • nfirm or nnections, co co e ) es at er ut n in ge itor to 30 m ferences (20- the following sentence starters ose action steps/ideas, and mon Phase 3: In op p. pr of ou , e ion all gr e one or mor ore informat e in your sm Individually us e need for m ared to shar th ep pr fy ti Be . en id es tegi planations, d equity stra contradict ex ly implemente us io ev pr of s e… effectivenes est… becaus ine data sugg el m ti e th I believe
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ACTIVITY
Vibe In Your Tribe OBJECTIVE Educators’ unconscious biases can impact equity, diversity, and inclusion within the K12 classroom and school community. Addressing these unconscious biases is difficult but may be mitigated by raising individuals’ awareness of the makeup of their personal and professional networks and reflecting on any necessary enhancements.
DIRECTIONS 1. Reflect on the following sentence starters: •
I define diversity by…
•
The diversity within my personal circle is....
•
The diversity within my professional circle is…
2. Complete the Vibe In Your Tribe Activity Sheet. 3. Gather in small groups to discuss the experience and the reflective questions:
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•
Did your Vibe In Your Tribe results align with your introductory sentence starters? Why or why not?
•
What was the greatest affirmation or surprise from your Vibe In Your Tribe responses?
•
Why is it important to work and live with people that are different from you?
•
How do your results inform or impact your work as an educator?
Vibe In Your Tribe Activity Sheet White
Black/ African American
Latino
Asian
Native/ Pacific Islander
American Indian/ Alaskan Native
LGBTQ+
Disabled
Native English Speaker
Other (Write In)
I am
m
m
m
m
m
m
m
m
m
m
The people that live in my home are
m
m
m
m
m
m
m
m
m
m
My neighbors are
m
m
m
m
m
m
m
m
m
m
The people in my social circle are predominantly
m
m
m
m
m
m
m
m
m
m
My dentist/doctor are
m
m
m
m
m
m
m
m
m
m
My favorite band or song artist is
m
m
m
m
m
m
m
m
m
m
The characters in my favorite show are
m
m
m
m
m
m
m
m
m
m
The author of the last book I read is
m
m
m
m
m
m
m
m
m
m
Your religious community (if applicable)
m
m
m
m
m
m
m
m
m
m
The majority of my teachers have been
m
m
m
m
m
m
m
m
m
m
The majority of my K12 administrators have been
m
m
m
m
m
m
m
m
m
m
The people who lived in my childhood community were
m
m
m
m
m
m
m
m
m
m
The majority of the students in our school/division are
m
m
m
m
m
m
m
m
m
m
E
Engage and Empower
An Equity, Diversity, and Inclusion (EDI) team composed of empowered participants will yield clearly defined commitments and structures essential to sustainability. When developing an EDI committee, the following considerations may support the identification of committed and engaged members. Members represent the school community (race, ethnicity, religion, gender, special education, etc.). Members have time and mental, physical, and emotional energy to do the long-term work. Members represent various school stakeholders (students, support staff, administrators, teachers, parents, community members). Members are open to deep reflection, powerful discussions, and active listening as methods for individual and collective growth. Members are committed to using data to identify EDI commitments and action plans. Members accept the responsibility of helping to create greater EDI literacy within the school community. Members are open to authentic collaboration (honest and vulnerable) supported by purposeful routines and structures. Additional considerations when establishing an EDI Committee: •
Who is currently engaging in EDI work in your school community?
•
Are there any community agencies or organizations that could enhance the EDI work?
•
What are the benefits/barriers of an open application process versus appointed/selected? If using an open application process, what types of questions should be asked?
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Equity, Diversity, and Inclusion (EDI) Committee Application COMMITTEE PURPOSE: PROMOTE and CELEBRATE diversity, inclusion, and multiculturalism: cultural events, workshops, staff/parent trainings and community conversations. FACILITATE communication within a supportive space to learn about, discuss, and ask questions about issues and topics related to diversity, equity, and inclusion. COLLABORATE with our faculty, staff and parents in the ongoing pursuit of evolving and growing an inclusive and diverse school environment. CREATE accountability for the implementation of our diversity and inclusivity goals.
GENERAL COMMITTEE MEMBER REQUIREMENTS: • • • • •
Committee membership is a one-year commitment with the option for renewal. Members are expected to commit at least 2-hours per month to the EDI Committee. The committee meets once a month. Meetings are the second Thursday of the month from 6:00-7:30. There will be times when additional gatherings are required for subcommittee work, EDI events, and the annual summer retreat (4 hours). Members must attend EDI Committee meetings and be prepared to engage.
Name: ________________________________________________________ Date: ___________________________________ Home phone: _______________________________________ Cell/Work Phone: ___________________________________ Email address:_____________________________________________________________________________________________ Role (check all that apply): Teacher
Administrator
Religious Leader
Parent/Guardian
Civic Organization
Support Staff
Student
Community Member
Business Partner
Higher Education
School Affiliation (if applicable): List School Names, Zones, or ES/MS/HS __________________________________________________________________________________________________________ 1. Why are you interested in serving on the EDI committee? 2. List some skills, personal characteristics, and/or areas of expertise that you feel would contribute to this work. 3. What experience do you have working with issues of equity, diversity, and inclusion? 4. In relation to future EDI work, check all boxes that apply to your areas of interest: Student Discipline
Special Education
Advanced Coursework
English Language Learners
Gifted
Student Leadership
Resource Appropriation Graduation Rates Post-secondary Opportunities
Diverse Workforce
Policy/Procedures
Cultural Competence
Instructional Materials and Curriculum
Community Allies
5. What role do you think the EDI Committee should play in our school community? DISRUPTING INEQUITY
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Proficiency as a Continuum
Vernita Mayfield, author of Cultural Competence NOW: 56 Exercises to Help Educators Understand and Challenge Bias, Racism, and Privilege, outlines the importance of assessing your team’s cultural competence before delving into the heavy lifting. Specifically, Mayfield utilizes the Cultural Proficiency Continuum to help individuals and organizations identify their level of aptitude with the following three skills: •
The ability to use critical thinking skills to interpret how cultural values and beliefs influence conscious and unconscious behaviors;
•
The understanding of inequity can be and has been perpetuated through socialized behaviors; and
•
The knowledge and determined disposition to disrupt inequitable practices to achieve greater personal and professional success for yourself and others (Mayfield, 2020; Clark, Zygmunt, & Howard, 2016; Gay 2010; Howard; 2010)
CULTURAL PROFICIENCY CONTINUUM Cultural Destructiveness
Cultural Incapacity
Cultural Blindness
Cultural Pre-Competence
Cultural Competence
Cultural Proficiency
The continuum provides a visual representation of the six phases to cultural proficiency. To recognize and celebrate growth, it is critical to acknowledge individual and organizational entry points. Ask yourself, where do I land? My team, department, and school? The school board? The school division? The community?
Cultural Destructiveness
Sees individual and group differences as problems; views dominant/agent groups as superior
Cultural Incompetency
Sustains stereotype usage and adopts a dominant attitude toward historically marginalized/target groups
Cultural Blindness
Ignores or is insensitive to cultural differences; does not acknowledge the value or importance of - sees differences as neither good or bad
Cultural Pre-Competence
Views culture as important and values diversity; Recognizes differences but is unaware how to change behavior to meet needs
Cultural Competence
Values diversity and sees culture as a part of everything; utilizes current knowledge and new learning to support respectful interactions; seeks out diverse opinions
Cultural Proficiency
Utilizes culturally competent skills to navigate surroundings; seeks opportunities to help the less informed and regularly engages those with diverse ideas and thoughts
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ACTIVITY
A K12 Cultural Proficiency Continuum Sort OBJECTIVE: To enhance understanding of the phases of cultural proficiency through the use of k12 scenarios. DIRECTIONS: 1. Print and cut out the number of sort sets needed for your group size. 2. Lay the 6 Phases of Cultural Proficiency cards out. Read each K12 definition card. 3. Now read the example statement cards and match each with the appropriate cultural competence phase. 4. Move into small groups, share answers, and reflect together on the following questions: • What was similar or different? • Why might differences occur? • How can K12 Cultural Continuum Proficency help your school/staff with EDI work? DEFINITION CARDS
Cultural Destructiveness
Cultural Incapacity
Cultural Blindness
Cultural Pre-competence
Cultural Competence
Cultural Proficiency
Seeking to eliminate the cultures of others in all aspects of the school and in relationship to the community served
Trivializing and stereotyping other cultures; seeking to make the cultures of others appear to be wrong or inferior to the dominant culture
Not noticing or acknowledging the cultures of others within the school community; treating everyone in the educational system without recognizing the needs that require differentiated interaction
Increasing awareness of what you and the school don’t know about working in diverse settings; at this level of development, you and the school can move in a positive, constructive direction, or you can falter, stop, and possibly regress
Aligning your personal values and behaviors, and the school’s policies and practices in a manner that is inclusive of cultures that are new or different from yours and the school’s; enables healthy and productive interactions
Holding the vision that you and the school are instruments for creating a socially just democracy; interacting with your colleagues, students, families, and the community as an advocate for life-long learning to serve effectively the educational needs of all cultural groups
STATEMENT CARDS
“In this class, we speak English only.”
“A student made a derogatory remark and I used it as a teachable moment to remind students of the right thing to do.”
See the difference and stomp it out.
“Racism and discrimination don’t exist anymore. I really hate it when parents use the race card.”
“If we could get rid of our special needs students, our scores would improve.”
See the difference and act like you don’t.
“You know that those parents never show up to school functions.”
“We value all cultures. We have a night where parents bring food representing their country.”
See the difference and make it wrong.
“My job as an educator is not only to teach content. I also openly embrace my role as an advocate for each child and their family.”
“Our school’s Social Justice and Equity Vertical Team is doing a great job of embedding culturally relevant lessons into our curriculum.”
“The co-teach model with the push-in Special Education teacher is allowing us to have honest conversations about differentiation in the classroom.”
“Asian students come to this country and succeed. Why wouldn’t the other students do so as well?”
See the difference and value it.
“I don’t see color. I just see kids.”
“During Christmas time I have a menorah in my classroom.”
Seek the difference and esteem it as an advocate for equity.
See the difference and at times, respond inappropriately.
A K12 Cultural Proficiency Continuum Sort ANSWER KEY
Cultural Proficiency: The Continuum Cultural Destructiveness
Cultural Incapacity
Cultural Blindness
Cultural Pre-Competence
Cultural Competence
Cultural Proficiency
Seeking to eliminate the cultures of others in all aspects of the school and in relationship to the community served
Trivializing and stereotyping other cultures; seeking to make the cultures of others appear to be wrong or inferior to the dominant culture
Not noticing or acknowledging the cultures of others within the school community; treating everyone in the educational system without recognizing the needs that require differentiated interaction
Increasing awareness of what you and the school don’t know about working in diverse settings; at this level of development, you and the school can move in a positive, constructive direction, or you can falter, stop, and possibly regress
Aligning your personal values and behaviors, and the school’s policies and practices in a manner that is inclusive of cultures that are new or different from yours and the school’s; enables healthy and productive interactions
Holding the vision that you and the school are instruments for creating a socially just democracy; interacting with your colleagues, students, families, and the community as an advocate for life-long learning to serve effectively the educational needs of all cultural groups
See the difference and stomp it out.
See the difference and make it wrong.
See the difference and act like you don’t.
See the difference and at times, respond inappropriately.
See the difference and value it.
Seek the difference and esteem it as an advocate for equity.
“In this class, we speak English only.”
“You know that those parents never show up to school functions.”
“I don’t see color. I just see kids.”
“During Christmas time I have a menorah in my classroom.”
“A student made a derogatory remark and I used it as a teachable moment to remind students of the right thing to do.”
“Our school’s Social Justice and Equity Vertical Team is doing a great job of embedding culturally relevant lessons into our curriculum.”
“If we could get rid of our special needs students, our scores would improve.”
“Asian students come to this country and succeed. Why wouldn’t the other students do so as well?”
“Racism and discrimination don’t exist anymore. I really hate it when parents use the race card.”
“We value all cultures. We have a night where parents bring food representing their country.”
“The co-teach model with the push-in Special Education teacher is allowing us to have honest conversations about differentiation in the classroom.”
“My job as an educator is not only to teach content. I also openly embrace my role as an advocate for each child and their family.”
Adapted from Lindsey, Robins, and Terrell (2009) • ©2016 Center for Applied Linguistics
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ACTIVITY
Cultural Competency Checklist OBJECTIVE Now that you have a working understanding of the Cultural Proficiency Continuum and the associated definitions and characteristics, utilize the “Cultural Competency Continuum: Knowledge, Behaviors, and Dispositions for Educators” checklist to examine how your current approach impacts educational justice, anti racism advocacy, and the dismantling of inequities (Mayfield, 2020, pp. 18-19). DIRECTIONS 1. Read each section and place a checkmark next to every knowledge, behavior, and disposition you possess. 2. After completing the checklist, work in a small group to complete discuss the following questions: a. Which step was your greatest strength: Awaken and Assess, Apply and Act, Analyze and Align, or Advocate and Lead? Greatest opportunity for development? b. How do these knowledge, behaviors, and dispositions apply to your educational role? Give an example of how you model each step in your workplace/classroom.
THE CULTURAL COMPETENCY CONTINUUM: KNOWLEDGE, BEHAVIORS, & DISPOSITIONS FOR EDUCATORS Culturally competent professionals acknowledge and continually examine the influence of culture, race, power, and privilege and how that influence manifests itself in their personal and professional decisions.
STEP 1: Awaken and Assess
____ I can recognize how past historical actions are affecting current social and economic circumstances. ____ I am aware of my own values, beliefs, stereotypes, and biases. ____ I can recognize how my cultural beliefs and biases may be affecting my decision making, behavior, and perceptions of others. ____ I have unpacked my feelings about language acquisition, language barriers, and language bias and support linguistic diversity. ____ I can recognize privilege in society and organizations. ____ I understand how white privilege and racism affect me and others. ____ I can identify and discuss several strengths of diverse culture, ethnicity, language, and identity. ____ I understand the varied cultural values of my colleagues and students. ____ I recognize the various kinds of racism. ____ I understand the changing racial and ethnic demographics and am prepared to be culturally responsive to all of my students and colleagues. ____ I understand the role of power in organizations and in the construction of race. ____ I affirm and respect cultures other than my own. ____ I value culture as an integral part of a person’s identity and maintain cultural curiosity rather than fear or avoidance. ____ I regularly and experientially explore the histories, accomplishments, interests, perceptions, and lived experiences of people of different cultural and racial identities. ____ I actively seek to foster meaningful relationships with people of different cultural and racial identities.
Culturally competent professionals recognize the relevance of culture and adapt professional practices to meet the needs of students from all backgrounds.
STEP 2: Apply and Act
____ I regularly examine student data relative to gender, race, ethnicity, and language to monitor and manage equitable access and support services. ____ I am intentional about incorporating relevant cultural knowledge into instruction, curriculum, resources, learning environment, outreach, and assessment. ____ I use communication skills to facilitate, manage, and participate in discussions on race, culture, and difference. ____ I help make all cultural groups feel welcomed and valued. ____ I acknowledge, recognize, and seek diverse strengths among staff and students. ____ I exercise strategies that create an inclusive, caring, and equitable environment. ____ I regularly assess if my students feel respected and valued in class by asking them for feedback. ____ I encourage students to raise my awareness by questioning biased assumptions or behaviors when observed in our school environment. Then I take action to positively address those assumptions or behaviors.
Culturally competent professionals analyze policies, procedures, and programs that inhibit access and opportunity for historically marginalized students and staff and align resources to eradicate inequity in the school community.
STEP 3: Analyze and Align
____ I know the legal issues surrounding racism, bullying, and fostering a hostile environment, and I examine policies and procedures to ensure my practices are fair and legally defensible. ____ I work with my colleagues in the selection of future personnel whose values align with the school’s goals and vision- inclusive of increasing equity and access for students of color. ____ I volunteer to work with colleagues in aligning budgetary allocations with school goals and visioninclusive of increasing equity and access for students of color. ____ I understand that my destiny is intertwined with the success or failure of all my students, and I work tirelessly to ensure that they are all successful. ____ I can effectively challenge racism, inequity, or discriminatory practices in a professional and proactive manner. ____ I own the responsibility for building an authentically inclusive and just classroom and school environment ____ I empower parents to engage and lead. ____ I have critiqued various schoolwide policies and practices and worked to reduce or eliminate any that may perpetuate in equitable outcomes.
Culturally competent professionals have participatory, collaborative partnerships with stakeholders and are fervent advocates for equitable access and opportunities for all.
STEP 4: Advocate and Lead
____ I reach out to parents and the community regularly and engage diverse stakeholders in the decision-making process for anything that affects them or the students. ____ I empower all stakeholders and encourage open dialogue and dissent. ____ I identify barriers that prevent certain populations from full access to services and have taught colleagues ways to remove them. ____ I confront racism when I see it. ____ I advocate for cultural competency and social justice effectively and professionally. ____ I reject any privileges that come with white racial identity and actively work to ensure everyone has equal access and opportunities. ____ I am a brave equity warrior (And I’ve got the scars to prove it)
Source: Mayfield, V. (2020). Cultural Competence NOW: 56 exercises to help educators understand and challenge bias, racism, and privilege. ASCD. DISRUPTING INEQUITY
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A
Assess with Audits Why Equity Audits? FACILITATING THE DISCUSSION Developing a culture open to vulnerable conversations, aware of the “why” behind equity work, and desiring the equitable outcomes. GATHERING OUR CURRENT REALITY Doing a deep dive into what CCPS sees and hears qualitatively (visible/listening), by the numbers (data), and in writing and practice (policy). IDENTIFYING STRENGTHS & OPPORTUNITIES Just the facts! What reveals itself as a success (purposeful and unintended)? Where are our growth areas? ESTABLISHING GOALS FOR THE EQUITY COMM. Now what? What goals are necessary to close the equity gaps? How do we replicate powerful and purposeful practices across the division? What resources are needed? How do we measure success?
1ST QUARTER
2ND QUARTER
3RD QUARTER
4TH QUARTER
Visit advanced, on-grade level, intervention, alternative, CTE programs. Who is there? Who is not there?
Talk to students about access to programs, clubs, classes, recognitions.
Are your assessment gaps known by all? How do you know? What venues do you use to share information?
Are your P&P inclusive or “select/sort”?
Visual
Hallways and display cases what is valued? What is absent? Honors and academic award programs? Who is there? Who is not there? Student clubs - who is there? Who is not there? Visual and performing arts What is your community seeing? Parent programs, committees, activities - who is there? Who is not there? Staff, teachers, teacher leaders, admin. - who is there? Who is not there?
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Listening
Talk to your students about diversity - how is diversity celebrated, recognized, and viewed? Listen to yourself/teachers/leaders speak. Are you/we reinforcing low expectations or inequities?
Data
Do you monitor and discuss report card grades by sub-group? Where is this discussion occurring? Frequency? How do you respond?
Listen to your announcements. How are we promoting/not promoting equity, high expectations?
Do you monitor and discuss discipline referrals, suspensions, and expulsions by subgroup? Where is this discussion occurring? Frequency? How do you respond as a team to the findings?
Listen to your advisory committees are they reinforcing low expectations and inequities?
What is your enrollment data by subgroup for advanced courses, CTE, AP/DE, etc. Do you monitor and discuss chronic absenteeism data? Where is this discussion occurring? Frequency? How do you respond?
Policy
Do you view equity versus parity (=) in your P&P? Are barriers such as transportation, time, tech., language, outside resources, prior knowledge and experiences mitigated? Are HW policies fair to all? Are your HR procedures intentional to employ a diverse workforce? Is there an equity lens embedded within school/division PD, celebrations, and curriculum? Are our School Bd. policies committed to equitable, safe, and inclusive learning for ALL children?
EQUITY AUDITS AUDIT RESOURCES EQUITY AUDIT RESOURCES
Visual Educational equity means that every student has access to the educational resources and rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, sexual orientation, family background and/ or family income. DIRECTIONS: Work with your team to conduct the audit. Document your findings and work collaboratively to brainstorm next steps. Bring a copy of the completed audit to share at our next meeting. VISUAL AUDIT
FINDINGS
NEXT STEPS/ACTION ITEMS/OTHER
Visit advanced, on-grade level, intervention, alternative, CTE programs. Who is there? Who is not there?
Hallways and display cases - what is valued? What is absent?
Honors and academic award programs? Who is there? Who is not there?
Student clubs - who is there? Who is not there?
Visual and performing arts What is your community seeing?
Parent programs, committees, activities - who is there? Who is not there?
Staff, teachers, teacher leaders, admin. - who is there? Who is not there? ***View through various equity lenses - gender, ethnicity, race, ability, socio-economic status, etc.***
ACTIVITY EQUITY AUDITS AUDIT RESOURCES
Listening Educational equity means that every student has access to the educational resources and rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, sexual orientation, family background and/ or family income. DIRECTIONS: Work with your team to conduct the audit. Document your findings and work collaboratively to brainstorm next steps. Bring a copy of the completed audit to share at our next meeting.
LISTENING AUDIT
FINDINGS
NEXT STEPS/ACTION ITEMS/OTHER
Talk to students about access to programs, clubs, classes, recognitions.
Talk to your students about diversity how is diversity celebrated, recognized, and viewed?
Listen to yourself/teachers/leaders speak. Are you/we reinforcing low expectations or inequities?
Listen to your announcements. How are we promoting/not promoting equity, high expectations?
Listen to your advisory committees are they reinforcing low expectations and inequities?
Conduct some student empathy interviews.
***View through various equity lenses - gender, ethnicity, race, ability, ELL, socio-economic status, etc.***
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ACTIVITY EQUITY AUDITS AUDIT RESOURCES
Listening: Empathy Interviews GOAL: To gain a deeper understanding of a participant’s experience related to a focus topic: what has your experience been, what has worked, and what has not worked. Results can inform K12 educators on how to establish conditions supportive of an inclusive and equitable learning environment. NORMS FOR EQUITY EMPATHY INTERVIEWS: ● •
Have a conversation for 10-20 minutes per student
•
Ensure that students feel safe sharing their perspective - no repercussions for information shared.
•
Encourage stories. Focus on asking open-ended questions that elicit a story or feelings. Ask why.
•
Don’t be afraid of silence. Consider gentle probes such as, “Tell me more…” What was that like for you?”
•
Focus on qualitative facts and quotes. Avoid inferential note taking.
EQUITY EMPATHY INTERVIEW QUESTIONS:● •
Tell me a story about your ____ grade experience... Why is that?
•
Tell me about the part of your school experience that you feel the best about or most success in?
•
Tell me about a time when something was hard. How did that feel? Why was that hard? How did you react? What do you wish would have happened? What would have helped?
•
When do you feel most/least engaged at school? Why do you think that is?
•
Do you feel heard in school? Give an example. What would you change in that regard?
•
Do you participate in extracurriculars/clubs at school? Which ones? Do you feel the offerings meet students’ interests? What would you change in that regard?
•
How would you describe your access to clubs, sports, activities, advanced courses, and academic supports?
•
What does diversity mean to you? How is diversity celebrated or recognized at your school? What ideas do you have to increase diversity celebrations?
•
Who is an adult that you think cares about you at school? Why did you identify this person?
•
What are your hopes and plans beyond high school? Why? How is school helping you to achieve these goals? What do you need more help with in order to be successful?
CONDUCT INTERVIEWS (20 MINUTES): Add your “low inference” notes to your interview sheet or enter into Google Forms. REFLECTION (5 MINUTES): Content - What did we hear? What are we learning about the root causes that contribute to the problem? Process - Are there questions we wish we would have asked? Are there questions that were particularly fruitful? Did we probe effectively?
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EQUITY ACTIVITY EQUITYAUDITS AUDIT RESOURCES
Data Educational equity means that every student has access to the educational resources and rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, sexual orientation, family background and/ or family income. DIRECTIONS: Work with your team to conduct the audit. Document your findings and work collaboratively to brainstorm next steps. Bring a copy of the completed audit to share at our next meeting.
DATA AUDIT
FINDINGS
NEXT STEPS/ACTION ITEMS/OTHER
Are your assessment gaps known by all? How do you know? What venues do you use to share information?
Do you monitor and discuss report card grades by sub-group? Where is this discussion occurring? Frequency? How do you respond to findings?
Do you monitor and discuss discipline referrals, suspensions, and expulsions by subgroup? Where is this discussion occurring? Frequency? How do you respond as a team to the findings?
What is your enrollment data by subgroup for advanced courses, CTE, AP/DE, etc.
Do you monitor and discuss chronic absenteeism data? Where is this discussion occurring? Frequency? How do you respond to findings?
***View through various equity lenses - gender, ethnicity, race, ability, ELL, socio-economic status, etc.***
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Educational equity means that EVERY student has access to needed educational resources and rigor.
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EQUITY AUDITS
Policy and Procedure Educational equity means that every student has access to the educational resources and rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, sexual orientation, family background and/ or family income. DIRECTIONS: Work with your team to conduct the audit. Document your findings and work collaboratively to brainstorm next steps. Bring a copy of the completed audit to share at our next meeting. POLICY AND PROCEDURE AUDIT
FINDINGS
NEXT STEPS/ACTION ITEMS/OTHER
Are your P&P inclusive or “select/ sort”? Give examples.
Do you view equity versus parity (=) in your P&P? Give examples.
Are barriers such as transportation, time, tech., language, outside resources, prior knowledge and experiences mitigated?
Are HW policies fair to all?
Are your HR procedures intentional to employ a diverse workforce?
Is there an equity lens embedded within school/division PD, celebrations, and curriculum discussions?
Are our School Board policies committed to equitable, safe, and inclusive learning for ALL children? ***View through various equity lenses - gender, ethnicity, race, ability, ELL, socio-economic status, etc.***
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Equity, Diversity, Inclusion Policy Review Checklist _________________ Public School Division’s shared equity mission is to end the predictability of social and cultural factors on student success by working together with families and communities to ensure each individual student’s success. Policy Name: ____________________________________________________________________________ Policy Code: ____________________________________________________________________________ Reviewer: _______________________________________________________________________________ Steps: • Review the policy against the checklist. If you can answer “yes” to item 1, “no” to item 2, and “yes” to item 3, then the equity threshold has been met; if not, proceed to step 2. • Make revisions to the policy. • Review the revised policy against the checklist. • After the second review, if you cannot answer “yes” to item 1, “no” to item 2, and “yes” to item 3, or if you are unsure what changes to make, refer the policy to the equity, diversity, and inclusion committee. EQUITY POLICY REVIEW
YES
NO
1. Will the policy have a positive impact on equity, inclusion, and full participation of all people?
m
m
2. Is there a likelihood of adverse impacts with respect to equity and/or inclusion?
m
m
m Sex If yes, which “groups” might be affected?
m
COMMENTS
m Gender (Identity and/or Expression) m Ethnicity
Disabilities
m
Disability
m Race m Religion
m Age m English Language Status m Socio-economic Status m
Sexual Orientation
3. Are there mechanisms in place to ensure accountability (such as equity-focused benchmarks or indicators)?
m
m
4. Should changes be made to make the policy more equitable and inclusive?
m
m
5. Should this policy be referred to the Equity, Diversity and Inclusion Committee for review?
m
m
m All Classes
m No Class Identified
R
Reflect and Reframe TOOL #1: SWOT ANALYSIS
You’ve completed the equity audits and empathy interviews. It’s now time to reflect and reframe to develop clear problems of practice. Finding trends among your school and division data will support you in this work. Using protocols and data dig tools will provide structure to the process and empower participants to identify the greatest needs which will ultimately serve as annual equity commitments (final E in PREPARE).
OBJECTIVE A SWOT Analysis assists organizations with identifying Strengths, Weaknesses, Opportunities, and Threats. Performing a SWOT analysis helps determine data trends that inform recommendations and strategies while overcoming internal and external threats and weaknesses. Although a useful planning tool, SWOT has some innate limitations. While a strong planning technique, a SWOT does not account for the weight or value of each point documented within the four categories. As a result, it should be paired with an additional technique to support prioritization of recorded information. DIRECTIONS 1. There are multiple ways to implement a SWOT Analysis. Consider the number of data sources that are being used to determine if each small group is reviewing all data or a single source. 2. Have small groups work together to complete the SWOT. Guiding questions may support deeper analysis. S - strengths
What are we doing well? What is our strongest asset? What resources do we have? What trends are evident?
W - weaknesses
Where can we improve? Where are we underperforming? What resources are we lacking? Where trends are evident?
O - opportunities
What can we do to improve? Can we expand services/access? What new resources/training can we explore?
T - threats
What regulatory/policy items are threatening success? What is hindering future progress? What is detracting from current success? What internal/external threats exist?
3. Share out findings, listening for similarities and differences. If each group analyzed the same data sets, common findings may support the collective group’s identification of priorities. These may readily translate into the development of focused equity commitments. If each group analyzed different data sources, additional dialogue may be needed to support prioritization.
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S - STRENGTHS
W - WEAKNESS
What are we doing well? What is our strongest asset? What resources do we have? What trends are evident?
Where can we improve? Where are we underperforming? What resources are we lacking? Where trends are evident?
O - OPPORTUNITIES
T - THREATS
What can we do to improve? Can we expand services/access? What new resources/training can we explore?
What regulatory/policy items are threatening success? What is hindering future progress? What is detracting from current success? What internal/external threats exist?
R
Reflect and Reframe
TOOL #2: DATA DRIVEN DIALOGUE PROTOCOL
OBJECTIVE This protocol builds awareness and understanding of the participant’s viewpoints, beliefs, and assumptions about data while suspending judgments. All participants have equal voice. The 3 phases of data-driven dialogue assist groups in making shared meaning of data. The dialogue tool helps to replace hunches and feelings with data-based facts, examine patterns and trends of performance indicators, and generate “root-cause” discussions that move from identifying symptoms to possible causes of inequity. The protocol is broken into three key phases: • • •
Phase I Predictions - Surfacing perspectives, beliefs, assumptions, predictions, possibilities, questions, and expectations. Phase II Observations - Analyzing the data for patterns, trends, surprises, and new questions that “jump” out. Phase III Inferences - Generating hypotheses, inferring, explaining, and drawing conclusions. Defining new actions and interactions and the data needed to guide their implementation. Building ownership for decisions.
DIRECTIONS 1. Utilize the Data Driven Dialogue worksheet to walk your participants through each phase. 2. Have the individuals fill out the Phase I Prediction section of the worksheet (approximately 3 minutes). Have each person share out one prediction. Chart the ideas. 3. The facilitator passes out the data and provides 7-8 minutes for examination. This can be done individually, in pairs, or in small groups depending on group size and the amount of data. Fill out the Phase II Observation portion of the sheet (5 minutes). Report-out and chart observations (5 minutes). 4. In Phase III Inferences, participants fill out the inference section of the worksheet (5 minutes). Report-out and chart the inferences. 5. Close out with the following reflective questions: • What new thoughts are you having about the data now? • What are your next steps? • Implications for equity, diversity, and inclusion work?
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DISRUPTING INEQUITY
DATA DRIVEN DIALOGUE PROTOCOL Phase I Predictions occurs before you see the data. During this time, you activate prior knowledge, surface assumptions, and make predictions, thus creating readiness to examine and discuss the data. You hear and honor all assumptions and ideas as building blocks for new learning.
DIRECTIONS: Reflect privately and record several of your preliminary thoughts about what the data may show. One or more of the following sentence starters may be helpful. I wonder… My questions/expectations are influenced by… I assume… I predict… Some possibilities for learning that this data may present…
Phase II Predictions has participants engaging with the actual data and noting only the facts that can be observed. Conjectures, explanations, conclusions, and inferences are off-limits.
DIRECTIONS: Please study the data privately and record several of your observations. Remember, just the facts! If you catch yourself using terms such as because, therefore, it seems, or however - STOP as you have moved out of factual observation and into Phase III Inference. One or more of the following sentence starters may be helpful. I observe that…
Some patterns/trends I notice… I can count… I’m surprised that I see
Phase III Predictions afford participants with the opportunity to generate multiple explanations for Phase II observations. During this phase additional data needs may be identified to confirm or contradict and solutions/responses may be proposed.
DIRECTIONS: Use one or more of the following sentence starters to reflect privately. Be prepared to share ideas with your small group and the collective team. I believe the data suggests - because… New data that would help verify trends are… These solutions/action steps address the needs identified in the data because…
Source: https://www.nsrfharmony.org/wp-content/uploads/2017/10/data_driven_dialogue_0.pdf DISRUPTING INEQUITY
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E
Equity Commitments
While every K12 organization should utilize audit information and data analysis to determine the presence of educational inequities, it is essential to evaluate the breadth and depth of each to identify the EDI areas in need of the greatest focus. Like observing in a classroom, feedback to a teacher should be succinct, action oriented, timely, and impactful. It is about quality not quantity - so to produce growth, aim to identify no more than 3 to 4 equity commitments to anchor your annual work. Live these breathe these by building them into your strategic plan, your school-wide plans, your professional learning community and leadership conversations, and in various divisionwide advisory meetings. Make it how you do business in order to yield measurable outcomes that positively demonstrate greater levels of systemic equity, inclusion, and diversity. The following equity commitments are not exhaustive; however, they provide a thorough overview for K12 entities to consider when narrowing the expansive body of EDI work that lays every school and school division. . Student Discipline
Advanced Coursework
Gifted Services
Special Education
English Language Learners
Recognition and Celebration
Resource Appropriation
Graduation Rates
Post-secondary Opportunities
Diverse Workforce (Recruit/Retain)
Cultural Competence
Community Allies
Policy and Procedures
Curriculum and Instructional Materials
Facilities/Learning Environment
Teacher Assignments (Qualifications, Experience, Location)
Extracurriculars, Clubs, Student Leadership (Access and Offerings)
Culturally Responsive Teaching Practices
Chronic Absenteeism
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EQUITY COMMITMENT Student Discipline: Reduce disproportionate disciplinary outcomes
Advanced Coursework: Increase access and representation (AP/DE/IB)
COMMON MISCONCEPTION
EQUITY MINDSET (RESEARCH STATES)
At-risk students’ family structure and socio-economics yield less structured environments outside of school resulting in the need for more exclusionary discipline measures that instill respect and order. 1
As educators, we believe and understand students’ lived experiences vary and do not
Ethnic minority students’ parents, peers, and communities do not support academic achievement.
As educators, we believe schools and classrooms characterized by meaningful relationships between teachers and students, high expectations by teachers, and rigorous curriculums support under-represented students’ academic excellence.
Schools with lower suspension rates increase graduation rates and post-secondary labor force opportunities while decreasing incarceration.1
Students of color with extensive networks of teachers, peers, parents, and siblings who support advanced academics contributes to success.
Gifted Services: Increase access and representation
As educators, we must hold high expectations for all students and recognize giftedness in diverse populations. Teacher discretion plays a significant role in gifted referrals and identification. Non-Black teachers are systematically less likely to recognize and refer students of color than non-White educators.
Students with Disabilities: Reduce overidentification
of marginalized groups
English Language Learner (ELL):
The ability to speak English (or not) is a measure of intelligence. Students who do not speak or understand directions may have a speech and language disorder, learning disability, or auditory processing concern.
Recognition and Celebration: Resource Appropriation: Provide equitable resource
appropriation
Graduation Rates: Maximize on-time graduation rates Postsecondary Opportunities: Increase postsecondary opportunities (3E Ready - enrolled, enlisted, or employed) Diverse Workforce: Enhance recruitment and retention of a diverse workforce Cultural Competence: Embed cultural competence in all aspects of the school division Community Allies: Partner with community allies Policy and Procedures: Increase implementation of equitable policies and processes
Curriculum and Instructional Materials: Offer
relevant and diverse curriculum and resources
Facilities and Learning Environment: Teacher Assignments: Provide equitable access to
effective teachers based on experience and qualifications; utilize school demographics to support equity in staffing
Extracurriculars, Clubs, and Student Leadership:
Provide diverse offerings that are accessible and align to student interests, promote engagement and voice, and support community involvement
Chronic Absenteeism: Decrease chronic
absenteeism
At-promise families value school less and therefore do not value regular attendance
As educators we must believe that all families value education while understanding external conditions can negatively impact attendance. When low income elementary students attend school regularly, they can see outside literacy gains - 8% more growth in K and 7% more growth in 1st than their higher income peers.
Culturally Responsive Teaching Practices:
STRATEGIES PBIS; Discipline Response Matrix; Mentor Programs; Culturally Responsive Teaching
Enhanced enrichment opportunities; Peer tutoring cooperatives; High levels of counseling, mentoring, and guidance; Rigorous interactive instruction; Adequate financial aid; Caring classroom climates; Focus on talents verses deficiencies; Reduce advanced class “ isolation” for marginalized group participants Enhanced awareness and access to the gifted referral process; Consider universal gifted screeners Evaluate screening processes to support inclusion of multiple measures of intelligence; Diversify teaching staff by experience, ethnicity, race, genderf; Culturally responsive referral training for staff; Evaluate the presence and impact of tracking and ability grouping;
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