leading and learning for equity - new england secondary ......ct department of education dianna...
TRANSCRIPT
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Leading and Learning for Equity Building Understanding Across Our Network
October 21, 2016 LIS Networking MeetingLeading and Learning for Equity
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Who Are We…
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• Increase Graduation Rate • Increase College Enrollment Rate • Decrease Drop-out Rate
Goals
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• Policy • Practice • Public Will + Understanding
Strategies
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All participating schools are part of a growing network of learning institutions working to strengthen their programs, exchange professional expertise, and create better learning opportunities for their students.
Founded in 2011, the League of Innovative Schools is a regional professional learning community for schools.
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NESSC States
5League of Innovative Schools (LIS) Members
106
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106Students in LIS Schools
70,000
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Students inAll Five States17.6%70,000
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League of Innovative Schools
• 114 members across five states
• Members-only website with resources
• Regional + state level network meetings
• Regional Principals’ PLGs
• Webinars highlighting practices from LIS schools
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Connecticut
32
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27Maine
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14New Hampshire
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18Rhode Island
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23Vermont
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CT Department of Education Dianna Roberge-Wentzell + Melissa Hickey
CT NESSC Liaison Janet Garagliano
ME Department of Education Rachelle Tome + Bob Hasson
NH Department of Education Paul Leather + Chris Motika
RI Department of Education Mary Ann Snider + Cali Cornell
VT Agency of EducationHeather Bouchey + Jessica DeCarolis Veronica White + Sigrid Olsen
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Andi Summers Gwen Merrick Moises Nunez
Angela Hardy Jean Haeger Natasha Piirainen
Becky Wilusz Jon Ingram Nicole Bradeen
Christina Horner Kate Gardoqui Reed Dyer
Courtney Jacobs Ken Templeton Steve Sell
Craig Kesselheim Lauren Hinthorne Ted Hall
Erin Dukeshire Mark Kostin
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Is a non-profit support organization based in Portland working nationally with schools, districts and state agencies, providing coaching, and developing tools.
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GSP has served as the coordinator of the New England Secondary School Consortium since its inception in 2009
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In equitable, personalized, rigorous learning for all students leading to readiness for college, careers, and citizenship
We Believe
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That schools must simultaneously attend to policy, practice, and community engagement
We Believe
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School improvement is context-based, not one-size fits all
We Believe
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Leading + Learning for Equity
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Inform and support the ongoing development of the elements critical to the implementation of personalized learning
Outcomes
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Network and share ideas, resources, and successes regarding the development, implementation, and refinement of a personalized learning system
Outcomes
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NESSC Norms• Build on + support one another’s efforts
• Acknowledge, honor + encourage different approaches/perspectives as we collaborate
• Trust in the integrity of NESSC colleagues
• Monitor “air” time
• Communicate openly, clearly and directly
• Assume positive intentions
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Defining Personalization
Learner-Centered Accountability
Personalized Learning
Multiple & Flexible Pathways
+Proficiency-Based Graduation
+=
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Learning Strands
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Self-Assessment Tool for Secondary Learning
An Internationally Benchmarked
GLOBAL BEST PRACTICES2ND EDITION
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GLOBAL BEST PRACTICES
Teaching and Learning Organizational Design
School Leadership District Leadership
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Schools in the Spotlight
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Learn from an LIS school about their journey to
implement a best practice
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Nokomis Regional HighLearning + Leadership for Equity
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Sustaining the Implementation Dip
Champlain Valley Union High School
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Networking
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Learning Network SessionsConsultancy How to do re-dos and re-takes “right”
Peeling the Onion How to talk about difficult issues in school with staff and in the community
Consultancy How to roll out Mastery-Based Learning first in grades 6-8 within a preK-8 learning community
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Summer InstituteParticipants
CONNECT
REFLECT
LEARN
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Twinfield Union School + Up For Learning
Our Time: Student Voice + Youth/Adult Partnerships
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Transferable SkillsEnsuring Rigor + Consistency
How can a regional network of educators build and improve a system for measuring cross-cutting skills?
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ALL PARTICIPANTS
8:15 Registration and Refreshments Tiffany Ballroom Terrace
9:00 - 10:00
Welcome/Plenary Tiffany Ballroom
Leading and Learning For Equity: Building Understanding Across Our Network
Room 202 203 204 205/206 208/209 213 116
Session A
10:15 – 11:30
What is Your School’s Commitment to Equity? A Whole School Collaborative Assessment and Readiness
Tool. Introducing Global Best
Practices, v.2
Community Engagement How do we begin to initiate
authentic outreach and collaboration with everyone in
your school community?
School in the Spotlight:
Learning & Leadership for Equity
Nokomis Regional High Teachers & Principal
Promoting Inquiry & Higher Order
Thinking How can we use inquiry tasks to promote higher
order thinking and student engagement?
Shared Leadership
How can we create a culture of collaboration
through shared leadership?
10:15-12:00
Principals-Only Professional
Learning Group 2
(Becky Wilusz)
These groups were established prior to this
meeting
10:15-12:00
Principals-Only Professional
Learning Group 4
(Reed Dyer)
These groups were established prior to this
meeting 11:30 Lunch
Tiffany Ballroom
Session B
12:30 – 1:30
Summer Institute Networking
Connect with other participants from the Summer Institute on
Teaching & Learning to reflect on progress and re-engage with the 5 Elements
of Effective Instruction.
Proficiency- Based Instruction Self-
Assessment How can a self-assessment tool help me, as a teacher,
grow my practice and improve student outcomes?
Our Time: Student Voice & Youth/Adult
Partnerships
How can we use videos and discussion guides to
share responsibility for learning in our communities?
Twinfield Union School Students & Up for Learning
Learning Network Sessions
concurrently in large space
Tuning and Consultancy Protocols via registration;
anyone can choose to participate.
GBP District Leadership Self
Assessment Work Session
How does my district align with current research on best practices to support
personalization, equity, and rigor for all students?
1:15-3:00
Principals-Only Professional
Learning Group 1
(Becky Wilusz)
These groups were established prior to this
meeting
1:15-3:00
Principals-Only Professional
Learning Group 3
(Reed Dyer)
These groups were established prior to this
meeting
1:30 – 1:45
Break/Transition Break Areas 1 & 2
Session C
1:45-3:00
Ensuring Rigor & Consistency with
Transferable Skills How can a regional network
of educators build and improve a system for
measuring cross-cutting skills?
Actionable Feedback & Productive Student
Practice How do we craft, give, & utilize feedback to maximize learning
& personalization for all students?
School in the Spotlight:
Surviving the Implementation Dip
Champlain Valley Union High School Students & Principal
Transcripts, Profiles & Student
Recognition How can schools
strategically pay attention to the timely
development of transcripts and school
profiles?
Proficiency as a Pathway to Equity
What are the rationales for and elements of PBL as a
means to achieve equity for all?
Introduction to the principles of Proficiency-
Based Learning
TEACHING & LEARNING SCHOOL LEADERSHIP or PRINCIPALS PLG ORGANIZATIONAL DESIGN DISTRICT LEADERSHIP
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newenglandssc.org/conference
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“I believe that all students
can succeed.”
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TEAC
HIN
G +
LEA
RNIN
G©
2016 NEW ENG
LAND SECO
NDARY SCHOO
L CONSO
RTIUM
©20
16 N
EW E
NGLA
ND S
ECO
NDAR
Y SC
HOO
L CO
NSO
RTIU
M
1 INITIATING
STEP 1 >> READ THE PERFORMANCE DESCRIPTIONS
3 DEVELOPING 5 PERFORMING
STEP 4 >> SCORE YOUR SCHOOLPlace an X on the scale below to indicate your school’s performance in this dimension.
1 2 3 4 5
NOT ADDRESSED INITIATING DEVELOPING PERFORMING6GLOBAL BEST PRACTICES | 2ND EDITION 1.1 EQUITY
Teachers and staff question whether all students can or want to succeed. Academic, social, and aspirational inequities across the student body may have been identified, but no formal or strategic actions have been undertaken to address them. Students performing below grade level typically fail to catch up to their peers. The school’s courses, curricula, and instruction do not promote common high expectations or engagement for all students. The academic program is a complex hierarchy of tiered tracks and teachers are not trained in classroom differentiation or other personalization strategies. Student performance and behavioral data are collected and reviewed at the school level, but individual and demographic data are not disaggregated or analyzed to identify disparities in behavior or performance between student subgroups. School discipline structures are punitive rather than strategic or restorative, and consequences interfere with learning time. While all students have access to enriching school activities and co-curricular programs, actual participation patterns reveal that certain demographic groups participate in these programs at significantly lower rates. Some staff members, parents, guardians, and community members display considerable resistance to adopting strategies that would promote a more equitable school structure.
There is a disconnect between the school’s stated beliefs that all students can succeed and the structures, policies, and practices it has in place. While there may be clearly stated common and rigorous academic expectations for all students, there may be inconsistencies in the manner in which these are applied. Student performance data continues to reveal persistent gaps among demographic groups. The school is beginning to collect and analyze disaggregated performance and behavioral data to identify and address individual student needs on an ongoing basis. The school offers some support opportunities to academically struggling students, but interventions are not systemic or integrated into regular courses. Some academic tracks have been eliminated, but barriers to accessing higher-level courses remain in place. There is inconsistent use of instructional and assessment practices that are personalized, student-centered, and engaging. The school is beginning to reexamine and revise discipline policies and practices to be more restorative and supportive of learning. Inequities across the student body are monitored at least annually. A small number of staff, parents, guardians, and community members remain resistant to adopting strategies that promote greater equity. Participation in enriching school activities and co-curricular programs is relatively consistent across demographic groups. Community input is solicited and reviewed and personalization is considered when programs are developed or refined.
Teachers hold each other accountable for engaging in ongoing reflection and courageous conversations with colleagues and students about their own practice and beliefs, and acknowledge the role that bias and privilege play in their work. Teachers develop strong, trusting relationships with all students and employ asset-based approaches to teaching and learning. The school community has embraced the belief that all students can succeed, and this stance clearly informs the school’s actions, structures, policies, and practices. Every member of the school community is able to recognize and interrupt implicit and explicit prejudicial and harmful language and actions such as racial microaggressions or bullying based on gender identity, sexual orientation, religious affiliation, social class, or disability. Educators help build upon the experiences and strengths each student brings and promote positive self-images and high academic expectations for all learners. They take responsibility for engaging and motivating students. Every student is enrolled in academically rigorous, college-preparatory courses or learning experiences. Discipline systems and structures are restorative and instructive in their approach, leading to an increased ability for students to address differences in positive and healthy ways. The perspectives, experiences, and voices of every demographic group represented in the school community is sought out, included, and incorporated in the development and refinement of programs.
TEAC
HIN
G +
LEA
RNIN
G
©2016 NEW
ENGLAND
SECONDARY SCHO
OL CO
NSORTIUM
©20
16 N
EW E
NGLA
ND S
ECO
NDAR
Y SC
HOO
L CO
NSO
RTIU
M
1 INITIATING
STEP 1 >> READ THE PERFORMANCE DESCRIPTIONS
3 DEVELOPING 5 PERFORMING
STEP 4 >> SCORE YOUR SCHOOLPlace an X on the scale below to indicate your school’s performance in this dimension.
1 2 3 4 5
NOT ADDRESSED INITIATING DEVELOPING PERFORMING6
GLOBAL BEST PRACTICES | 2ND EDITION 1.1 EQUITY
Teachers and staff question whether all students can or want to succeed. Academic, social, and aspirational inequities across the student body may have been identified, but no formal or strategic actions have been undertaken to address them. Students performing below grade level typically fail to catch up to their peers. The school’s courses, curricula, and instruction do not promote common high expectations or engagement for all students. The academic program is a complex hierarchy of tiered tracks and teachers are not trained in classroom differentiation or other personalization strategies. Student performance and behavioral data are collected and reviewed at the school level, but individual and demographic data are not disaggregated or analyzed to identify disparities in behavior or performance between student subgroups. School discipline structures are punitive rather than strategic or restorative, and consequences interfere with learning time. While all students have access to enriching school activities and co-curricular programs, actual participation patterns reveal that certain demographic groups participate in these programs at significantly lower rates. Some staff members, parents, guardians, and community members display considerable resistance to adopting strategies that would promote a more equitable school structure.
There is a disconnect between the school’s stated beliefs that all students can succeed and the structures, policies, and practices it has in place. While there may be clearly stated common and rigorous academic expectations for all students, there may be inconsistencies in the manner in which these are applied. Student performance data continues to reveal persistent gaps among demographic groups. The school is beginning to collect and analyze disaggregated performance and behavioral data to identify and address individual student needs on an ongoing basis. The school offers some support opportunities to academically struggling students, but interventions are not systemic or integrated into regular courses. Some academic tracks have been eliminated, but barriers to accessing higher-level courses remain in place. There is inconsistent use of instructional and assessment practices that are personalized, student-centered, and engaging. The school is beginning to reexamine and revise discipline policies and practices to be more restorative and supportive of learning. Inequities across the student body are monitored at least annually. A small number of staff, parents, guardians, and community members remain resistant to adopting strategies that promote greater equity. Participation in enriching school activities and co-curricular programs is relatively consistent across demographic groups. Community input is solicited and reviewed and personalization is considered when programs are developed or refined.
Teachers hold each other accountable for engaging in ongoing reflection and courageous conversations with colleagues and students about their own practice and beliefs, and acknowledge the role that bias and privilege play in their work. Teachers develop strong, trusting relationships with all students and employ asset-based approaches to teaching and learning. The school community has embraced the belief that all students can succeed, and this stance clearly informs the school’s actions, structures, policies, and practices. Every member of the school community is able to recognize and interrupt implicit and explicit prejudicial and harmful language and actions such as racial microaggressions or bullying based on gender identity, sexual orientation, religious affiliation, social class, or disability. Educators help build upon the experiences and strengths each student brings and promote positive self-images and high academic expectations for all learners. They take responsibility for engaging and motivating students. Every student is enrolled in academically rigorous, college-preparatory courses or learning experiences. Discipline systems and structures are restorative and instructive in their approach, leading to an increased ability for students to address differences in positive and healthy ways. The perspectives, experiences, and voices of every demographic group represented in the school community is sought out, included, and incorporated in the development and refinement of programs.
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“I believe that all students
can succeed.”
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if theytalk in class
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“I believe that all students
can succeed.”
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if they take advantage of the
opportunities we offer
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“I believe that all students
can succeed.”
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if they are part of our community
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“I believe that all students
can succeed.”
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as long as everybody is comfortable
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of a student who has challenged your beliefs about equity.
Think
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How did you help that student?
What got in the way?
Write
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TEAC
HIN
G +
LEA
RNIN
G©
2016 NEW ENG
LAND SECO
NDARY SCHOO
L CONSO
RTIUM
©20
16 N
EW E
NGLA
ND S
ECO
NDAR
Y SC
HOO
L CO
NSO
RTIU
M
1 INITIATING
STEP 1 >> READ THE PERFORMANCE DESCRIPTIONS
3 DEVELOPING 5 PERFORMING
STEP 4 >> SCORE YOUR SCHOOLPlace an X on the scale below to indicate your school’s performance in this dimension.
1 2 3 4 5
NOT ADDRESSED INITIATING DEVELOPING PERFORMING6GLOBAL BEST PRACTICES | 2ND EDITION 1.1 EQUITY
Teachers and staff question whether all students can or want to succeed. Academic, social, and aspirational inequities across the student body may have been identified, but no formal or strategic actions have been undertaken to address them. Students performing below grade level typically fail to catch up to their peers. The school’s courses, curricula, and instruction do not promote common high expectations or engagement for all students. The academic program is a complex hierarchy of tiered tracks and teachers are not trained in classroom differentiation or other personalization strategies. Student performance and behavioral data are collected and reviewed at the school level, but individual and demographic data are not disaggregated or analyzed to identify disparities in behavior or performance between student subgroups. School discipline structures are punitive rather than strategic or restorative, and consequences interfere with learning time. While all students have access to enriching school activities and co-curricular programs, actual participation patterns reveal that certain demographic groups participate in these programs at significantly lower rates. Some staff members, parents, guardians, and community members display considerable resistance to adopting strategies that would promote a more equitable school structure.
There is a disconnect between the school’s stated beliefs that all students can succeed and the structures, policies, and practices it has in place. While there may be clearly stated common and rigorous academic expectations for all students, there may be inconsistencies in the manner in which these are applied. Student performance data continues to reveal persistent gaps among demographic groups. The school is beginning to collect and analyze disaggregated performance and behavioral data to identify and address individual student needs on an ongoing basis. The school offers some support opportunities to academically struggling students, but interventions are not systemic or integrated into regular courses. Some academic tracks have been eliminated, but barriers to accessing higher-level courses remain in place. There is inconsistent use of instructional and assessment practices that are personalized, student-centered, and engaging. The school is beginning to reexamine and revise discipline policies and practices to be more restorative and supportive of learning. Inequities across the student body are monitored at least annually. A small number of staff, parents, guardians, and community members remain resistant to adopting strategies that promote greater equity. Participation in enriching school activities and co-curricular programs is relatively consistent across demographic groups. Community input is solicited and reviewed and personalization is considered when programs are developed or refined.
Teachers hold each other accountable for engaging in ongoing reflection and courageous conversations with colleagues and students about their own practice and beliefs, and acknowledge the role that bias and privilege play in their work. Teachers develop strong, trusting relationships with all students and employ asset-based approaches to teaching and learning. The school community has embraced the belief that all students can succeed, and this stance clearly informs the school’s actions, structures, policies, and practices. Every member of the school community is able to recognize and interrupt implicit and explicit prejudicial and harmful language and actions such as racial microaggressions or bullying based on gender identity, sexual orientation, religious affiliation, social class, or disability. Educators help build upon the experiences and strengths each student brings and promote positive self-images and high academic expectations for all learners. They take responsibility for engaging and motivating students. Every student is enrolled in academically rigorous, college-preparatory courses or learning experiences. Discipline systems and structures are restorative and instructive in their approach, leading to an increased ability for students to address differences in positive and healthy ways. The perspectives, experiences, and voices of every demographic group represented in the school community is sought out, included, and incorporated in the development and refinement of programs.
TEAC
HIN
G +
LEA
RNIN
G
©2016 NEW
ENGLAND
SECONDARY SCHO
OL CO
NSORTIUM
©20
16 N
EW E
NGLA
ND S
ECO
NDAR
Y SC
HOO
L CO
NSO
RTIU
M
1 INITIATING
STEP 1 >> READ THE PERFORMANCE DESCRIPTIONS
3 DEVELOPING 5 PERFORMING
STEP 4 >> SCORE YOUR SCHOOLPlace an X on the scale below to indicate your school’s performance in this dimension.
1 2 3 4 5
NOT ADDRESSED INITIATING DEVELOPING PERFORMING6
GLOBAL BEST PRACTICES | 2ND EDITION 1.1 EQUITY
Teachers and staff question whether all students can or want to succeed. Academic, social, and aspirational inequities across the student body may have been identified, but no formal or strategic actions have been undertaken to address them. Students performing below grade level typically fail to catch up to their peers. The school’s courses, curricula, and instruction do not promote common high expectations or engagement for all students. The academic program is a complex hierarchy of tiered tracks and teachers are not trained in classroom differentiation or other personalization strategies. Student performance and behavioral data are collected and reviewed at the school level, but individual and demographic data are not disaggregated or analyzed to identify disparities in behavior or performance between student subgroups. School discipline structures are punitive rather than strategic or restorative, and consequences interfere with learning time. While all students have access to enriching school activities and co-curricular programs, actual participation patterns reveal that certain demographic groups participate in these programs at significantly lower rates. Some staff members, parents, guardians, and community members display considerable resistance to adopting strategies that would promote a more equitable school structure.
There is a disconnect between the school’s stated beliefs that all students can succeed and the structures, policies, and practices it has in place. While there may be clearly stated common and rigorous academic expectations for all students, there may be inconsistencies in the manner in which these are applied. Student performance data continues to reveal persistent gaps among demographic groups. The school is beginning to collect and analyze disaggregated performance and behavioral data to identify and address individual student needs on an ongoing basis. The school offers some support opportunities to academically struggling students, but interventions are not systemic or integrated into regular courses. Some academic tracks have been eliminated, but barriers to accessing higher-level courses remain in place. There is inconsistent use of instructional and assessment practices that are personalized, student-centered, and engaging. The school is beginning to reexamine and revise discipline policies and practices to be more restorative and supportive of learning. Inequities across the student body are monitored at least annually. A small number of staff, parents, guardians, and community members remain resistant to adopting strategies that promote greater equity. Participation in enriching school activities and co-curricular programs is relatively consistent across demographic groups. Community input is solicited and reviewed and personalization is considered when programs are developed or refined.
Teachers hold each other accountable for engaging in ongoing reflection and courageous conversations with colleagues and students about their own practice and beliefs, and acknowledge the role that bias and privilege play in their work. Teachers develop strong, trusting relationships with all students and employ asset-based approaches to teaching and learning. The school community has embraced the belief that all students can succeed, and this stance clearly informs the school’s actions, structures, policies, and practices. Every member of the school community is able to recognize and interrupt implicit and explicit prejudicial and harmful language and actions such as racial microaggressions or bullying based on gender identity, sexual orientation, religious affiliation, social class, or disability. Educators help build upon the experiences and strengths each student brings and promote positive self-images and high academic expectations for all learners. They take responsibility for engaging and motivating students. Every student is enrolled in academically rigorous, college-preparatory courses or learning experiences. Discipline systems and structures are restorative and instructive in their approach, leading to an increased ability for students to address differences in positive and healthy ways. The perspectives, experiences, and voices of every demographic group represented in the school community is sought out, included, and incorporated in the development and refinement of programs.
![Page 55: Leading and Learning for Equity - New England Secondary ......CT Department of Education Dianna Roberge-Wentzell + Melissa Hickey CT NESSC Liaison Janet Garagliano ME Department of](https://reader034.vdocuments.mx/reader034/viewer/2022052011/602625c45b88c734bd489d57/html5/thumbnails/55.jpg)
• Read the descriptors.
• Record some practices or policies at your school that support the success of ALL students.
• Record practices or policies that are barriers to their success.
• Share with your table.
EquityGLOBAL BEST PRACTICES
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How will you LEARN for equity? Today?
This year?
Learning for Equity
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How will you LEAD for equity? Today?
This year?
Leading for Equity
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Individual ReflectionWhat are you taking with you from this discussion?
What can you do today to Lead and Learn for Equity?
What goals for the year might you develop to Lead and Learn for Equity?
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Thank YouErin Dukeshire
Senior [email protected]
482 Congress Street, Suite 500Portland, ME 04101207.773.0505greatschoolspartnership.org
Reed DyerSenior Associate