collaborative equity & diversity planning equity commitment leadership collaboration ...

Collaborative Equity & Diversity Planning

Equity Commitment Leadership Collaboration Integrity

Presented by

Lane ESD Equity Advisory Committee Members



Let’s look at the data…

• Student Demographics

• Student Achievement

• Impact Beyond K12

Why is this important?



Student Demographics

Percentage of All StudentsOregon Public Schools

83.7

2.68.1

3.6 2.1

69.1

3

16.8

4.7

0102030405060708090

White African American Hispanic Asian/PacificIslander

Native American

1997-1998 2007-2008

Source: Oregon Statewide Report Card 2007-2008


Percentage Change in 10 Years Oregon Public Schools

Total Enrollment by Ethnicity

-13.4

18.9

117.7

38

7

-20

0

20

40

60

80

100

120

140

White AfricanAmerican

Hispanic Asian/PacificIslander

NativeAmerican

1997-98 to 2007-08



Percentage Increase in 10 Years Oregon Public Schools

Special Education, English Language Learners and Economically Disadvantaged

14.2

405

37.7

050

100150200250300350400450

SpecialEducation

English languageLearners

Free/ReducedLunch

Percent Change 1997-98 to 20007-08Source: Oregon Statewide Report Card 2007-2008


As of the 2007-2008 school year …

there were just under 68,000 Oregon public school students for whom English is not their language of origin.

Source: Oregon State Report card 2007-2008


2008 Oregon K-12 top 50 languages in order of highest number of speakers:

Source: Oregon State Report card 2007-2008

EnglishSpanishRussianVietnameseFantiChinese KoreanUkrainianSomaliRomanianDualaHmongChuukeseArabic

JapaneseMarshalleseTagalogGalleganLaoThaiHindiGeezPersianHebrewSamoanOromoFrenchTelugu

GermanTurkishBosnianPunjabiChechenNorth American IndianBurmesePortugueseAmharicUrduDravidianAustralian languagesKarenSouth American Indian


Percent Minority EnrollmentLane County Districts 2001/2009

0

5

10

15

20

25

Eu

ge

ne

Sp

rin

gfi

eld

Be

the

l

So

uth

La

ne

Ju

nc

tio

n C

ity

Fe

rn R

idg

e

Siu

sla

w

Ple

as

an

t H

ill

Ma

ple

ton

Ma

rco

la/C

row

Bla

ch

ly

Mc

ke

nzi

e

Oa

kri

dg

e/L

ow

ell

Cre

sw

ell

2001-02 2008-09


While generally minority enrollment increased…

5 rural districts experienced a decrease in minority enrollment

Minority Students and TeachersOregon Public Schools

1997-2008

16.3

28.9

3.9 5.3

0

5

10

15

20

25

30

35

1997-1998 2007-08

Percent Minority Students Percent Minority Teachers





Student Achievement

Oregon Reading: Grade 3Percent Meeting State Standards

88

7570

9079

87

0

20

40

60

80

100



AmericanIndian/Alaska

Multi-ethnic

Reading 2007-08



Oregon Math: Grade 3Percent Meeting State Standards

82

63 60

85

66

78

0102030405060708090




Multi-ethnic

Math 2007-08



Oregon Math: Grade 10Percent Meeting State Standards

57

2530

68

36

52

0

10

20

30

40

50

60

70

80




Multi-ethnic

Math 2007-08



Oregon Reading: Grade 10Percent Meeting State Standards

71

40 39

67

53

63

0

10

20

30

40

50

60

70

80




Multi-ethnic

Reading 2007-08



Oregon Writing: Grade 10Percent Meeting State Standards

61

3733

63

42

57

0

10

20

30

40

50

60

70




Multi-ethnic

Writing 2007-08



Middle and High School Suspensions by

Ethnicity and Gender 2004-2006Oregon school district of approx. 16,000 students

0%5%

10%15%20%25%30%35%

2003-04

2004-05

2005-06


Middle and High School Suspensions* by Ethnicity 2005-2008

Oregon school district of approx. 16,000 students

*Suspensions defined as out of school suspensions or suspensions pending expulsion.

18Equity Commitment Leadership Collaboration Integrity

2008 Oregon SAT scores

400

450

500

550

600

CriticalReading

Math Writing

White Mexican American

African American Asian American

American IndianSource: Oregon Statewide Report Card 2007-08


Disproportionate representation in TAG Enrollment – Oregon 2007

Percent of TAG students

Percent of All students

White 79.9 69.1Hispanic 5.3 16.8Native American 1.0 2.1Asian/Pacific Islander

8.5 4.7

African American 4.6 3.0Economically disadvantaged

18.3 42.7Source: Oregon State Report card 2007-2008


Percent of Total Enrollment per Ethnicity in Special Education, Oregon 2007-08

19.1

9

22.625.3

11

0

5

10

15

20

25

30

Native American Asian/PacificIslander

AfricanAmerican

Hispanic White

2007-2008Source: Oregon Statewide Report Card 2007-2008 and 2007-2008 IDEA Data Childcount


Graduation Rates by EthnicityOregon 2006-07

71.7

87.2

68.1 64.4

84.8

0

20

40

60

80

100

Native American Asian PacificIslander

AfricanAmerican

Hispanic White

2006-2007Source: Oregon Statewide Report Card 2007-2008




Impact Beyond K12

100%

44%

62%60%

89%

62%

46%43%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

White Only Hispanic Black AIAN Asian NHOPI Other Two or more

Pe

rce

nt

of

Wh

ite

On

ly

Source: U.S. Census Bureau 2005 American Community Survey


Oregon Per Capita Income as Percent of White Only Per Capita Income

6-Year Graduation Rates for first-time, full-time freshmen entering U/O, 1999

35

68

5450

64

05

10152025303540455055606570

AfAm Asian Latino AmInd White


410

3,188

1,419

487

3,042

1,261

0

500

1,000

1,500

2,000

2,500

3,000

3,500


Latino

20002006

Incarceration Rates for Male Prisoners Sentenced to More Than One Year in

State or Federal Prison

Source: U.S Dept. of Justice, Bureau of Justice Statistics Bulletin “Prisoners in 2006”


per 10,000 of total US population as of January 1, 2007



So….

What’s Happening at Lane ESD and Within Lane County?


What’s Happening… Core Values

Equity

Commitment

Leadership

Collaboration

Integrity

– Hired an Equity Specialist – Formed Equity Committees

• Internal • External

– Created an Equity Plan– Implementing Plan

Lane ESD’s journey …

Hired an Equity Specialist


Position created to…

Accommodate existing professional development needs within the ESD and component districts.

Initially the primary services were to the largest component district

Formed Equity Committees


Equity Advisory Committee (EAC) – “External” Committee

– Membership including community members, representatives from higher education and K12.

– Brings a breadth and depth of experience to advise Lane ESD on Equity Issues.

See “Equity Advisory Committee” on Page 2 of the ESD’s Equity Plan


Internal Committee– Membership includes Lane ESD’s Superintendent,

Executive Management and Equity Specialist

– Provides a “communication hub” to and from the Equity Advisory Committee (EAC)

– Develops strategies for internal staff development

See “Equity Advisory Committee” on Page 2 of the ESD’s Equity Plan

Formed Equity Committees

Created an Equity Plan


Plan Development

– Multi-year Plan – Currently in Phase 1

– Developed jointly by the Equity Advisory Committee and Lane ESD’s Internal Committee

– Focus in Phase 1 – Leadership Development on Equity Issues



GoalLane ESD is committed to help increase the capacity of our

component districts to implement research-based best practices for all students, thereby eliminating gaps in student achievement and disproportionate representation in special

services, discipline and graduation rates based on race, ethnicity and socio-economic status.

See “Goal” on Page 3 of the ESD’s Equity Plan



Goal

Multi-Year Plan

Alignment with Local Service Plan

Emphasis on Equitable Education

Leadership Focus

See “Goal” on Page 3 of the ESD’s Equity Plan



Focus - Phase 1

-District Leadership Development-ESD Staff Development-Integration into ESD’s delivery of Professional Development -Development of Equitable Education Resource Materials -Expanded Opportunities for Community Partnerships

See “Objectives” on Page 3 of the ESD’s Equity Plan



Developed Common Language

- Multicultural- Student Achievement- Equitable Education

Refer to “Definition of Terms” on Page 8 of the ESD’s Equity Plan

Implementing Plan


- Integration with Consolidation Improvement Plan- Executive Leadership Development

- ESD Leadership Development- Administrator’s Academy- Administrator’s Continuing Education Series

- State Leadership in Race & Ethnicity Guidelines - Language Minority Initiative- Biliteracy Conference



So….

We’re Continuing our Journey…

We have much to learn…

And the journey will never be complete!

Thank You!


Lane ESD Contact InformationDebbie Egan, Superintendent, Lane ESD

[email protected] (541)461-8212

Lane ESD Equity Advisory Committee Co-Chairs

Jane Waite, Equity Specialist, Lane ESD [email protected] (541)461-8269

Emilio Hernandez, Asst. Vice President, OIED, U/O [email protected] (541)346-2170.

mailto:[email protected]



For Discussion…


What are some of the possible factors that lead to the academic achievement gap between African American, Latino, Native American, and economically disadvantaged students and their White and Asian peers.

What strategies do you currently use or could you use that would lead to more predicable outcomes for these students?

For Discussion…


Name and discuss as many reasons you can think of for the disproportionate rate that Latino, African American and Native American children are suspended as a disciplinary action.

What are the academic, social and emotional results of suspensions, especially repeated suspensions?

Now discuss alternatives to suspension and strategies to close the discipline gap with your peers. Be prepared to share your results with the large group.

For Discussion…


What is the connection between Instructional Leadership and closing the gaps between the demographic groups that we have looked at today?

Discuss this connection and describe some strategies you are using now or could use that would improve the quality and impact of your Instructional Leadership on outcomes for students.

For Discussion…


Why is cultural fluency based in educational equity principles a critical leadership skill for school administrators?

Please discuss this in-depth with your peers and come up with some scenarios where cultural fluency skills in administration would make a difference in outcomes for students.

For Discussion…


Name and discuss as many reasons you can think of for why Latino, African American and Native American children are identified for Special Education at rates up to 3 times higher than other student groups.

What are the academic, social and emotional implications of initial mis-identification and the inappropriate entrenchment of students in Special Education?

What are some strategies for eliminating mis-identification and entrenchment. Please discuss and be prepared to share your results with the large group.

collaborative equity & diversity planning equity commitment leadership collaboration ...

Documents

oregon statewide report

oregon state report

oregon school district

oregon public school

school year

high school suspensions

english language learners

rural districts