the common core standards: a civil rights perspective bradley scott, ph.d. director idra south...
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The Common Core Standards:
A Civil Rights Perspective
Bradley Scott, Ph.D.Director
IDRA South Central Collaborative for Equity
[email protected] Antonio, Texas
Sixth Generation of Civil Rights and Educational Equity
2012-Future
Systemic Equity
Transformed ways systems and individuals habitually operate to ensure that every student has the greatest opportunity to learn supported by the appropriate resources.
Quality Schools Action Framework
“A Quality Schools Action Framework – Framing Systems Change for Student Success,” IDRA Newsletter, Nov-Dec 2005.©2005, Intercultural Development Research Association
Parent Involvement/Community Engagement
TeachingQuality
Student Engagemen
t
Curriculum Quality and
Access
Actionable Knowledge
Community Capacity Building
CoalitionBuilding
School Capacity Building
Governance Efficacy
StrategicAdministrative
Leadership
Fair Funding
School Holding PowerGraduation and College going
Student Success• College Graduation• Life success• Global competence
Levers of Change
Change Strategies
School SystemFundamentals
School System
Indicators
OutcomeIndicators
What do we need? How do we make change happen?
Which fundamentals must
be secured?
Where do we focus systems
change?
What outcomes will result?
Engaged Citizens
Accountable Leadership
Enlightened Public PolicyE
qui
ty L
ens
an
d
Go
als
of E
duca
tiona
l Eq
uity
Equity Lens and
Goals of Educational Equity
The Equity Context and Lens
The Lens
The optic through which all of the business of the organization is filtered.
Focusing the Equity Lens How does this (activity) impact all
learners? What might create a negative or
adverse impact on any identifiable population?
How do we address any adverse impact?
How might that adverse impact be avoided?
What precautions should we take as we move forward? and,
How do we monitor our work and comparable outcomes for all students?
This lens: Protects the civil rights of every learner;Guarantees equitable educational opportunity for all; Provides appropriate supports for school success.
The Equity Context and Lens The Equity Context
The systems and structures that are put in place ensure that no learner is denied the fair and equitable benefit afforded to all other students regardless of race, gender, national origin, economic level, and disability .
The Sixth Generation of Civil
Rights and Educational Equity Equity Concerns:Strategic and focused implementation of the Goals
Goal 1: Comparably High Achievement and Other Student Outcomes
Goal 2: Equitable Access and InclusionGoal 3: Equitable TreatmentGoal 4: Equitable Opportunity to LearnGoal 5: Equitable Resource DistributionGoal 6: Equitable Shared Accountability
Pre-k through 20 education and school completion
Resolution of persistent “gap” issues
Institutionalizing innovations
Eradicating barriers that block high achievement
Transformed curriculum that is relevant, meaningful, powerful, and dynamic
Mastery of English language literacy
Mastery of core content at a global competence level
Technology equity for management, instruction, creation and development
Heightened stakeholder collaboration
Parental involvement and engagement
Safe, secure, non-hostile learning environments
Reformed, expanded, and targeted professional development, staff renewal and staff support systems
Confronting new discrimination Confronting “isms” in school Embracing the civil rights concerns Creating cultures of positive change Building 21st century efficacy
Creating good community and school health
Creating a cradle to college and career pipeline
Eradicating the cradle to prison pipeline
. . .
The Common Core Standards The Common Core Standards lay a foundation
for system-wide education reform The standards reflect knowledge most critical
for college and career success The standards bring consistency across states The standards are more rigorous than most
state standards. The standards increase the coherence and rigor
of what is expected of American students.
BUT . . . There Are Some Concerns
By their own admission, the standards:1.Do not address interventions for students well below grade level;2.Do not delineate the full range of support for English language learners;3.Do not describe how teachers should teach
(CCSSO and NGA)
There are Other Civil Rights Concerns
The equity lens needs cleaning How does this (activity) impact all learners? What might create a negative or adverse impact on any
identifiable population? How do we address any adverse impact? How might that adverse impact be avoided? What precautions should we take as we move forward?
and, How do we monitor our work and comparable outcomes
for all students?
The equity context is perforated
The systems and structures that are put in place ensure that no learner is denied the fair and equitable benefit afforded to all other students regardless of race, gender, national origin, economic level, and
handicap . Race to the Top Other competitive grants
The performance field is uneven
Where do ELLs start? Where do the Low performers start? What do these standards look like in rural and remote
areas? What do these standards really look like in inner city
(distressed urban) versus suburban areas? What do they look like in tribal settings on and off
reservations? What do these standards look like in alternative school
settings?
The goals of equity are fractured
Goal 1: Comparably High Achievement and Other Student Outcomes
Goal 2: Equitable Access and InclusionGoal 3: Equitable TreatmentGoal 4: Equitable Opportunity to LearnGoal 5: Equitable Resource DistributionGoal 6: Equitable Shared Accountability
Teaching quality may fail some students
Knowledge and skills in first and second language acquisition
Skills for teaching the challenged learner Pedagogy that supports success in low
performing learners The use of culturally competent pedagogy PD for the “challenged pedagogue” Mis-alignment of practice, and Skewed expectations
Quality leadership may fail to manifest itself
Teacher evaluation systems The principal as Learning Leader Assurance of protection of civil rightsunder
the law for non-discrimination Guarantees of equal protection under the
law and equal treatment The right to learn The appropriate distribution of resources to
support excellence for all (not just some) Accountability – Who’s responsible, who’s to
blame?
In Truth . . .
Transforming systems requires: Moving from a different place to a
different place with the right intentionality
Dislodging our habits Seeing with a different lens Acting in a different way Being a professional who asserts “the
right”
Creating schools that work for all children
Intercultural Development Research Association5815 Callaghan Road, Suite 101
San Antonio, Texas 78228
www.idra.org
[email protected] 210.444.1710