Welcome to our Equity Task Force Meeting while we wait for everyone - - PowerPoint PPT Presentation

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 Next Meeting Date: TBA via subcommittee Process Monitor: Chris Dickerson, Professional Development, Co-Chair Meeting Objectives: 1. To assess Task Force strengths and identify areas 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 Timekeeper Monitor: Kate McGlynn, Professional Development, Co-Chair

Agenda

• Welcome
• Review Meeting P.A.C.E.
• Review Task Force Structure and Targeted Areas of

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 SPECIFIC - WHO, WHAT, WHERE, WHY, HOW MEASURABLE - USE EVALUABLE METRICS

OR DATA TARGETS

ACTION-ORIENTED - INCLUDE STEPS TO

ACHIEVE THE GOAL

RELEVANT - IMPROVES THE TARGETED

GROUP’S EXPERIENCE IN SOME WAY

TIME-BOUND - BE SPECIFIC ON

DATE/DEADLINE

Forward-Thinking (What can we accomplish, and by when can we accomplish it?) Near-term (6-9 month) Short-term (12-18 months) Long-term (2-4 years)

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 Leadership Team

• Create a timeline for task force
• Synthesize subcommittee

findings and recommendations

• Develop final actionable plan
• Present an actionable plan to

UMASD School Board in March 2021 for adoption and support

• Provide accountability in

implementation and success of actionable plan

• Evolve!

Subcommittee Co-Chairs

• Create a timeline for

subcommittee

• Schedule, plan, facilitate
• Subcommittee <-> Leadership

Team communication

Subcommittee Members

• Identify root problems and

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

District Enrollment: 4,265 % Students with IEPs (not including gifted): 16.3% Gifted Enrollment: 156 Students Percent of Low Income Students: 39.6%

English as a Second Language: 225 Number of Elementary Schools: 5 Number of Middle Schools: 1 Number of High Schools: 1 Per Pupil Expenditure Based on Instruction: $13,232.76 (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%

2018-2019 2017-2018 4-year Cohort Graduation Rate 92.8% 91.6% Graduates 282 261 Cohort 304 285 5-year Cohort Graduation Rate 94.7% 97.0% Graduates 269 295 Cohort 284 304

Cohort Graduation Rate Average SATs: SAT: RW 561 Math 550 Total: 1111 HSProfile

Elementary Class Sizes* - School Year 2020-21

*may not match enrollment count due to constant changes in withdrawals, etc.

BPT Actual '20-21 Actual Class Size K 50 16.7 1st 63 21 2nd 56 18.7 3rd 55 18.3 4th 53 17.7 TOTAL 277 CALEY Actual '20-21 Actual Class Size K 66 16.5 1st 97 19.4 2nd 67 22.3 3rd 75 25 4th 77 19.3 TOTAL 382 CNDBK Actual '20-21 Actual Class Size K 47 15.7 1st 65 21.7 2nd 79 19.8 3rd 66 22 4th 69 23 TOTAL 326

Class Sizes* - School Year 2020-21

*may not match enrollment count due to constant changes in withdrawals, etc.

GULPH Actual '20-21 Actual Class Size K 94 23.5 1st 106 21.2 2nd 92 23 3rd 71 23.7 4th 76 25.3 TOTAL 439 ROBERTS Actual '20-21 Actual Class Size K 56 18.7 1st 55 18.3 2nd 48 16 3rd 61 20.3 4th 48 24 TOTAL 268

Middle and High School Class Sizes* - School Year 2020-21

*may not match enrollment count due to constant changes in withdrawals, etc.

MS

Actual '20-21 Actual Class Size 5th 283 21.77 6th 342 25.52 7th 337 23.9 8th 313 23.19 TOTAL 1275 HS Actual '20-21 Actual Class Size 9th 345 20.4 kids per homeroom based on 61 homerooms and 1245 students 10th 325 11th 299 12th 276 TOTAL 1245

ESL Students’ Home Languages Tally*

Home Language Current ESL students Portuguese 2 Russian 4 Spanish 111 Swahili 1 Tamil 3 Telugu 8 Tagalog 1 Ukrainian 2 Urdu 4 Vietnamese 6

Home Language Current ESL students

Albanian

3 Arabic 17 Chinese 5 CHICA 5 ENG* 36 Farsi 1 Filipino 1 Gujarati 4 Hindi 7 Khmer 2 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 Indian/Alaskan 2 0.3% 0.0% Asian 65 9.4% 43 27.6% Black/African American 110 15.8% 8 5.1% Hispanic (Must Have Hispanic Subgrp) 99 14.2% 4 2.6% 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

Demographic Processes Perceptions Student Learning

Student Background Purpose, mission and vision District expectations and evaluations procedures Classroom summative assessment results Race/Gender/Sex Leadership policies Student attitudes Formative strategies Gender Curriculum Teacher attitudes Teacher evaluations Student and teacher attendance Staff assignments Parent, community attitudes Benchmarks (interim) test results Staff background qualifications Professional learning, planning, collaboration School/district climate Standardized test results Student behavior data (referrals, etc.) Program offerings and access to them Perceptions, preconceived notions/expectations Common district assessment results Physical environment Instructional strategies and materials Learning style preferences Common school-wide assessment results

Types of Data

Equity Task Force Implementation Protocol

• Sub-committee determines:

○ Meeting Schedule ○ Data to be collected ○ Data analyzed ○ Action steps developed and plan written ○ Action plan shared with Leadership Team (LT)

• Reviewed action plans will be compiled by LT and submitted to the

following district stakeholders:

1. Equity Task Force 2. Principals and Administrators 3. IAC – Instructional Advisory Committee 4. School Board of Directors for review - public

Breakout Rooms

(20-25 minutes)

Meeting Post-Mortem

(per subcommittee)

• Did we meet our intended targets?
• Understand the different task force

member roles?

• Identified Task Force Strengths and

areas for development?

• Acquired foundational knowledge on key

district data?

• What worked?
• What didn’t work?
• What can we do better?

NEXT STEPS:

• Each subcommittee will establish (virtual) meeting dates for their

respective focus area.

• Subcommittee Meetings are for Subcommittee Members Only.
• Attendance will be recorded at each meeting.