Equity Implemented Partnership Update Dr. Sarah K. Bruch November - - PowerPoint PPT Presentation

Equity Implemented Partnership Update

• Dr. Sarah K. Bruch

November 2018

CONCEPTUALIZATION

Equity Implemented Partnership

1 2 4 3 5 6 NEEDS ASSESSMENT FOCUS AREAS TASK FORCE IMPLEMENTATION EVALUATION

Collect student and teacher survey data to identify patterns

• f disparities for students & school-specific challenges.

Develop policy briefs on key focus areas detailing evidence- based strategies drawn from education policy research. Convene diverse multi-stakeholder task forces to provide input regarding strategies, policies, and programs. Facilitate within District communication & planning to coordinate implementation of recommendations. Evaluate equity initiatives & assess progress on creating more equitable experiences & outcomes for students. Aim to create more equitable experiences and outcomes for all students in the ICCSD using a data-informed, evidence-based, inclusive process of decision-making.

• 1. Cultural competency training of educators
• 2. Restorative justice approach
• 3. Recruit and retain diverse teachers/staff

Racial Equity Multi-Stakeholder Task Force Recommendations

Implicit Bias Training – 3 year contract Year 1: Restorative Justice Pilot in 3 schools Year 2: Educator-initiated trainings Engaged research firm to do brief on best practices; focus group of current teachers of color; support group for URM teachers/staff

• 1. Implicit Bias

Year 2 Evaluation

• 2. Restorative Justice Practices Evaluation
• 3. Teacher Diversity Impacts Evaluation

Assessing Implementation and Evaluating Progress

Implicit Bias Training – 3 year contract Year 1: Restorative Justice Pilot in 3 schools Year 2: Educator-initiated trainings Engaged research firm to do brief on best 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

“I feel prepared to discuss race and racism with students.” “I redirect conversations about race and racism to stay on task.”

Preparedness to Discuss Race & Racism

No differences when comparing trained & untrained teachers

IB Evaluation Results: Small Impacts

“I feel competent to address implicit bias at my school.” “I am knowledgeable about strategies to mitigate the impacts of implicit bias.”

Self-Reported Competency and Knowledge about Strategies

Small, positive differences when comparing trained & untrained teachers

IB Evaluation Results: Demonstration of Competence

“I am knowledgeable about strategies to mitigate the impacts of implicit bias.”

Self-Reported vs Demonstrated Knowledge about Strategies

Much smaller percentages of trained teachers can describe specific strategies

IB Evaluation Results: Demonstration of Competence

“I have successfully implemented changes to practice to mitigate implicit bias.”

Self-Reported vs Demonstrated Practice Changes

Much smaller percentages of trained teachers can describe specific changes to their practices

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
• rganization, 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

20% 14% 15% 11% 42% 40% 37% 34% 34% 40% 42% 47% 5% 6% 6% 7%

0% 20% 40% 60% 80% 100%

If asked, I could comfortably define restorative justice. I am knowledgeable about restorative justice practices. I feel competent to use a restorative justice approach in addressing conflict. I have successfully implemented restorative justice practices. Strongly Agree Agree Disagree Strongly Disagree

40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

Teachers and students work together to address behavior problems or conflicts. I have successfully implemented restorative justice practices.

40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

Teachers and students work together to address behavior problems or conflicts. I have successfully implemented restorative justice practices.

Collaborative Conflict Resolution

Teacher Perspective Student Perspective

Restorative Practices Results: Not Consistent w/ RJ

Restorative Practices Results: Not Consistent w/ RJ

PowerSchool Office Referrals – Actions Taken

Levels of RJ Practice

Based on percentage of teachers reporting that they have successfully implemented restorative justice practices.

Disciplinary Actions Taken

RJ: Apology/Restitution, Community Service, Individualized Instruction, Interim Setting by School Personnel Punitive: Bus suspension, In-School Suspension, Loss of Privilege, Out-of-School Suspension, Saturday School, Time Out/Detention, Time in Office Other: Action Pending, Conference with Student, Parent Contact, Other

7% 10% 17% 33% 55% 48% 59% 35% 35%

0% 20% 40% 60% 80% 100%

Low Medium High Low Medium High Low Medium High RJ action taken Punitive Other

0.56 0.51 0.49 6.05 4.28 3.53 0.90 0.67 1.11

0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00

Low Medium High Low Medium High Low Medium High White Black Hispanic 0.29 0.42 0.38 10.51 3.78 8.27 0.91 0.32 1.46

0.00 2.00 4.00 6.00 8.00 10.00 12.00

Low Medium High Low Medium High Low Medium High White Black Hispanic

Restorative Practices Results: Not Consistent w/ RJ

Racial Disproportionalities in Discipline (PowerSchool data) Office Referrals Suspensions

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

11% 23% 4% 6% 0% 12%

0% 5% 10% 15% 20% 25%

2014-15 2015-16 2016-17 2017-18 Support Staff Teachers Administration

ICCSD Employee Diversity Trends

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

 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

Making Data-Informed Decisions

Academic Achievement Behavior/Discipline Climate/Culture

School Profiles – Alignment with CSIP

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.

Inclusive Classroom Discussions Perceptions of Safety

District Profile – Stakeholder Comparisons

Safety Advisory Committee & Safety Brief

Achievement Analysis: Moving Beyond Description Understanding School-Based Predictors

We know that ICCSD has substantial achievement disparities, but we can know more!  Use student and teacher survey data to identify the school experiences and school climate indicators that are most predictive of achievement.  Use this information to target specific efforts to increase achievement for all students and reduce disparities in achievement.

FRPL 64% FRPL 38% FRPL 41% FRPL 83% Not 91% Not 72% Not 72% Not 94%

White Black Latino Asian

2018 Iowa Assessment Math Achievement Race x FRPL

Discipline Analysis: Unpacking the Process to Identify Where Disparities Occur

We know that ICCSD has substantial disciplinary disproportionalities, but we can know more!  Use Powerschool data to determine where in the process disproportionality

• ccurs: referral rate, referral reason,

action taken given referral reason.  Use student and teacher survey data to to identify the school experiences and school climate indicators that are most predictive of office referrals.  Use this information to target specific efforts to reduce disproportionalities.

Enhance District Capacity for Data Analysis  Data management including student administrative records and merging of administrative records with student survey data  Assist with design and analysis of evaluations for equity programming initiatives  Provide periodic analysis of district data to leadership to inform decisions

Spencer Grant-Funded Equity Program Manager

Increase Alignment w/ District Goals, CSIP, & Current Initiatives – Equity goals embedded within each, not as separate goals Increase Use of Data Metrics to Assess Progress

– Use existing data to track and monitor progress – Student and teacher survey currently used to evaluate and assess equity initiatives (IB, RJ, AVID, LGBTQ, and anti-bullying/responsiveness) – Discuss using to assess implementation and impacts of other programs (PBIS, SEL, etc.)

Update of the Comprehensive Equity Plan

Equity Implemented Partnership https://uiowa.edu/equityimplemented/