INTEGRATED COMPREHENSIVE SYSTEMS FOR EQUITY … · 2017. 7. 20. · Cornerstone4 –Leverage Policy and Funding Step 12. Transform Roles and Responsibilities Step 13. Leverage Funding

©2017ELISEM.FRATTURAANDCOLLEENA.CAPPER.ALLRIGHTSRESERVED.YOUMAYNOTREPRODUCE,MODIFY,ORDISTRIBUTETHISWORKWITHOUTWRITTENCONSENTFROMTHEAUTHORS.PLEASEEMAILICSEQUITY@GMAIL.COMTOOBTAINSUCHPERMISSION.

INTEGRATEDCOMPREHENSIVESYSTEMSFOREQUITY(ICSequity.org)

Elise Frattura

Colleen A. Capper


IntegratedComprehensiveSystemsforEquity– FourCornerstones

Cornerstone1- FocusonEquityStep1. HistoryofMarginalization/Current ModelStep2.DeficittoAssets-BasedThinkingStep3.EquityBeginsWithUs:IdentityDevelopmentforSystemsChangeStep4.ApplyEquityResearchStep5.EquityNon-NegotiablesStep6.EquityAudittoDriveChange

Cornerstone2- AlignStaff &Students

Step7.TeamingStructuresforICSStep8.Re-aligndistrictofficetoeliminateinequitiesStep9.Re-alignstaffandstudentstoeliminateinequities

Cornerstone 4– LeveragePolicyandFunding

Step12.TransformRolesandResponsibilitiesStep13.LeverageFundingtoEliminateInequitiesStep14.AlignPolicyandProcedurestoEliminateInequitiesStep15.CreatingOurActionPlans

Cornerstone3– TransformTeachingandLearning

Step10.Co-PlantoCo-ServeStep11.IdentityRelevantTeaching&Learning forAllLearners

Engage&DevelopCommunity

4AgreementsofCourageousConversations(Singleton&Linton,2006)

• Experiencediscomfort• Stayengaged• Speakyourtruth• Expectandacceptnon- closure


CommunityAgreements(cont)

• Noblame,shame,judgment

• Equityworklife-long,neverending,atindividual&organizationallevel

•Weareinthiswithyou– mutuallearning,challenginggrowingtogether

• Handsup/”thewave”tocomebacktogether



ICSCornerstone1:Step2– ShiftfromDeficitstoAssetsSystemsandPractice

Cornerstone1- FocusonEquity

Step1- HistoryofMarginalization/Current ModelStep2- DeficittoAssets-BasedThinking/SystemStep3–EquityBeginsWithUs:IdentityDevelopmentforSystemsChange–Step4– ApplytheEquityResearchStep5- EquityNon-NegotiablesStep6- EquityAudittoDriveChange


Step7.Alignschool/district teamswithEquityNon-NegotiablesStep8- Re-aligndistrictofficetoeliminateinequitiesStep9..Re-alignstaffandstudentstoeliminateinequities


Step12.TransformRolesandResponsibilitiesStep13.LeverageFundingtoEliminateInequitiesStep14.AlignPolicyandProcedurestoEliminateInequitiesStep15– CreateEquityPlan





Cornerstone1– FocusonEquityStep2– ShiftfromDeficittoAssets-BasedSystemsPracticeAssetsPerspectivewithPovertyStereotypes/AssumptionsAboutPovertyandtheResearch

Cornerstone1– FocusonEquityStep2– ShiftfromDeficittoAssets-BasedSystemsDeficitperspective/ideology(RichardValencia)

Cornerstone1– FocusonEquityStep2– ShiftfromDeficittoAssets-BasedSystems

Assetsperspective/”fundsofknowledge”(LuisMoll)

Cornerstone1– FocusonEquityStep2– ShiftfromDeficittoAssets-BasedSystems– ModuleContent

Language Drives Practice AvoidLabels/Deficit-BasedLanguage

-”interventionkids”

-”Tier1kids”“Tier2kids”

-”Extensionkids”

-”inclusionclassrooms”

-”inclusionkids”

-”push-in”

-”Minority”

-”economicallydisadvantaged”

-”subgroups”

-whatelse?

AssetsViewofFamiliesExperiencingPoverty– Listalltheassetsyousee/hear

©2016EliseM.Frattura andColleenA.Capper.Allrightsreserved.Youmaynotreproduce,modify,ordistributethisworkwithoutwrittenconsentfromtheauthors.Pleaseemailicsequity@gmail.com toobtainsuchpermission.

https://www.youtube.com/watch?v=F6HJUF2aH5k


Whatdoestheresearchsayrelativetoourfrequentassumptionsaboutstudentsfromlowersocialclasshomes?

©2016ELISEM.FRATTURA ANDCOLLEENA.CAPPER.ALLRIGHTSRESERVED.YOUMAYNOTREPRODUCE,MODIFY,ORDISTRIBUTETHISWORKWITHOUTWRITTENCONSENTFROMTHEAUTHORS.PLEASEEMAIL

[email protected] TOOBTAINSUCHPERMISSION.


“LowIncomeStereotype:LazinessAvastmajorityofpeoplewhoarepoordowork(CDF,2008).AccordingtotheEconomicPolicyInstitute(2002),adultswhoarepoorandworkingspendmorehoursworking perweekonaveragethantheirwealthiercounterparts.”

(StereotypesAreUs,Gorski,2013)


Stereotype:Don’tValueEducation

“Parentswhoarelowincomehavetheexactsameattitudesabouteducationasparentswhoarewealthy(Compton-Lilly,2003;Lareau &Horvat,1999;Li,2010;Leichter,1978;Varenne &McDermott,1986).”

(StereotypesAreUs,Gorski,2013)


Stereotype:SubstanceAbuse

“Alcoholabuseisfarmoreprevalentamongpeoplewhoarewealththanpeoplewhoarelowincome(Galea,Ahern,Tracy,&Vlahov,2007;Humensky,2010).Anddruguseequallydistributedacrosspoor,middleclass,andwealthycommunities(Saxe,Kadushin,Tighe,Rindskopf,&Beveridge,2001).”

StereotypesAreUs(Gorski,2013)


Stereotype:CrimeandViolence

“Peoplewhoarelowincomedonotcommitmorecrimethanpeoplewhoarewealthy—theyonlycommitmorevisiblecrime(Dunawayetal,2000).Furthermore,whitecollarcrimeresultsinmuchgreatereconomic(andlife)lossesthanso-called“violent”crime.“



Stereotype:LanguageDeficient“LinguistshaveknownfordecadesthatallvarietiesofEnglish(suchas“BlackEnglishvernacular”orAppalachianvarieties)areequallycomplexinstructureandgrammar(Gee,2004;Hess,1974;Miller,Cho,&Bracey,2005;Terryetal,2010).”



Stereotype:BadParents

“Researchhascontinuedtoshowthatparentswhoarelowincomecarejustasmuchabouttheirchildren,andworkjusthashard—orharder—toadvocatefortheirchildren,asparentswhoarewealthier.”StereotypesAreUs(Gorski,2013)

Student from Low

Income Family

Deficit View of Student &

Family

Low Expectations of

StudentLabel, place

student remedial tracked

programs

Remedial Tracked

Programs Perpetuate

Failure

Blame societal poverty for

student failure

Student does not graduate, graduates low

skills, low paying job

HowSchoolsCanPerpetuatePoverty

Student from Low Income Family

Asset View of Student

and Family

High Expectations

of Student

Engage with,

Support, Learn from Family &

Community

Access to Identity

Responsive Rigorous Learning

Student Graduates, Worforce ,

Postsecondary Options

Opportunity to Not Live in Poverty

HowSchoolsCanDisruptPoverty


ICSCornerstone1:Step3- EquityBeginsWithUs:IdentityDevelopmentforSystemsChange


Step1- HistoryofMarginalization/Current ModelStep2- DeficittoAssets-BasedThinkingStep3–EquityBeginsWithUs:IdentityDevelopmentforSystemsChange–Step4– ApplytheEquityResearchStep5- EquityNon-NegotiablesStep6- EquityAudittoDriveChange


Step7.Alignschool/district teamswithEquityNon-NegotiablesStep8.Re-aligndistrictofficetoeliminateinequitiesStep9.Re-alignstaffandstudentstoeliminateinequities


Step12.TransformRolesandResponsibilitiesStep13.LeverageFundingtoEliminateInequitiesStep14.AlignPolicyandProcedurestoEliminateInequitiesStep15:EquityActionPlan





ICS – Cornerstone 1- Focus on EquityStep 3 - EquityBeginsWithUs:IdentityDevelopmentforSystemsChangeCyclicalprocess– learningaboutourselves,learningaboutanotherdifferentfromus,whichhelpsusreflectagainonourselves.

©2016ELISEM.FRATTURAANDCOLLEENA.CAPPER.ALLRIGHTSRESERVED.YOUMAYNOTREPRODUCE,MODIFY,ORDISTRIBUTETHIS

WORKWITHOUTWRITTENCONSENTFROMTHEAUTHORS.PLEASEEMAILICSEQUITY@GMAIL.COMTOOBTAINSUCHPERMISSION.

Learnaboutanother

Learnaboutself

Learnaboutanother

Learnaboutself

IStep 3:EquityBeginsWithUs:IdentityDevelopmentforSystemsChangeS – Step 3 - ItBeginsWithUs:IdentityDevelopmentforSystemsChange(cont)- ExamplesRace

Class

Gender

Ability

SexualIdentity

GenderIdentity

Religion

Language

Intersections

©2016EliseM.Frattura andColleenA.Capper.Allrightsreserved.Youmaynotreproduce,modify,ordistributethisworkwithoutwrittenconsentfrom [email protected].

ICS– Step3- EquityBeginsWithUs:IdentityDevelopmentforSystemsChange(cont)

Individual

Classroom

School

District

Community



LevelsofOppression/Marginalization


Individual

Institutional,Systems,Structural(policies,practices)

Societal

ICS– Step3- EquityBeginsWithUs:IdentityDevelopmentforSystemsChange(cont)– LevelsofRacism(cont)

Individualmarginalization/oppression–

Whatwedo:

-Obviouslydiscriminatory,stereotypicaljokes,comments,actions

-Microaggressions– implicitbias,stereotypes,assumptions,deficitthinking/language,words,bodylanguage,howwerespond

Whatwedonotdo:Whenwedonotintervene,becomecomplicit.



Ex.InstitutionalandStructuralOppression/Marginalization

EquityAuditDatathatReflectInstitutional/StructuralOppression/Marginalization-Over-representationofstudentsofcolorinspecialeducation,RTI,lowlevelcourses,lowabilitygroups,discipline,truancy,

Under-representationofstudentslabeledwithdisabilitiesorotheridentities/intersectionsin“equityinitiatives”

Under-representationofstudentsacrossidentitiesinAP,honors,etc.


LevelsofEliminatingInequities


Individual (Cornerstone1– Step3IdentityDevelopmentforSystemsChange)InstitutionalorStructural

(Cornerstone2,3,4)(structure,instruction,policies)

Societal

ICS– Step3- EquityBeginsWithUs:IdentityDevelopmentforSystemsChange

RacialAutobiography

Activity

Black/AfricanAmericanautobiographyDrawringsofatreeonyourpaper

Regardlessofrace,W\writefirstmemoryofuncomfortable/awarenessaboutBlack/AfricanAmerican– whatyousaw,messagesyouheardaboutBlack/AfricanAmerican

ThenwriteAfricanAmerican/Blackmoments/understandingsoveryourlife.

e.g.Writeapprox.age- thenmoment/understanding,whatmessagesdidyouhear(family,community,media)aboutBlack/AfricanAmerican?


SampleIdentityDevelopmentModels


AttachedtobottomofModule3


ICSCornerstone1:Step4– ApplytheEquityResearch











ICS- Cornerstone1- Step4– ApplytheEquityResearch

ThreeStrandsofResearch1.YourOwnEquityAuditData2.ResearchthatSupportsICSEquity3.ResearchfromICSEquityschoolsanddistricts



Research– spanningover45years,affirmsbenefitsofintegratedpractices

1980’s 1990’s 2000’s 2010’s



Activity–1.Selectaresearchcardatyourtable– 60+researchpieces2.Findanewpartneracrosstheroom3.Timerbegins– Person1gets75secondstoreadtheircardandanswerthequestion:

Doourcurrentpracticesreflectwhattheequityresearchsays?

4.Person2readstheircard,answersthesamequestion– 75seconds5.Switchcards6.Findnewpartner,waitforTimertobegin


ICSSchoolsandDistricts

ICS- Cornerstone1- Step4–ApplytheEquityResearch


1.PrincipallearnedaboutICSEquityinUniversitycourse2.9th gradeteamanddistrictleadershipteamattendedICSEquityInstitute3.9th gradeteamtaughtICSEquityCornerstonesandStepstoallstaff.4.Summer2016- DistricthostedInstituteforSchoolLeadershipTeams5.2016-2017DLTworkingondistrictwideimplementationthroughSchoolLeadershipTeams

RiverBluffHighSchool



LevelingUp

TransitionalMath

AppliedAlgebraY1

AppliedAlgebraY2

Algebra1

Algebra1.5

Algebra2

Algebra3

HonorsGeometry

Geometry

HonorsAlgebra2

Pre-Calculus

APCalculus

APStats



LevelingUp(cont)

TransitionalMath

AppliedAlgebraY1

AppliedAlgebraY2

Algebra1&StretchAlgebra1

Algebra1.5

Algebra2&StretchAlgebra2

Algebra3Geometry&StretchGeometryHonorsGeometryHonorsAlgebra2Pre-CalculusAPCalculusAPStats

©2016EliseM.Frattura andColleenA.Capper.Allrightsreserved.Youmaynotreproduce,modify,ordistributethisworkwithoutwrittenconsentfromtheauthors.Pleaseemailicsequity@gmail.comtoobtainsuchpermission.

RiverBluffH.S.APEnrollment

13% 15% 22% 21% 26% 29% 39%

0%

20%

40%

60%

80%

100%

2010-112011-122012-132013-14 2014-15

2015-16

2016-17

PercentofStudents

Students


RiverBluffH.S.- PercentageofStudentGroupEnrolledin1+AP/HonorsCourse

19.9%

50.4%

18.5%

51.9%

25.8%

51.7%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Low-Income Middle-HighIncome

2013-14

2014-15 2015-16



39% 43%

21% 38% 42%

26% 42% 46%

29%

0%

20%

40%

60%

80%

100%

ALL White StudentsofColor

2013-14

2014-15 2015-16



18.0% 27.0%

4.0% 15%

27% 34%

23%

42% 37%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Black Hispanic TwoorMore

2013-14

2014-15 2015-16


RiverBluffH.S.IntegrationPercentofStudentsLabeledIntellectual

Disabilities

9% 11%

56%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

2013-14 2014-15 2015-16


RiverBluffH.S.BiologyPercentageofF’s

8% 12% 4% 6%

15%

35%

0% 0% 0%

20%

40%

60%

80%

100%

Sem111-12 Sem211-12 Sem114-15 Sem214-15

Bio

BioT


RiverBluffH.S.:Algebra1PercentageofF’s

7% 12% 4% 10% 9%

18%

0% 0% 0%

20%

40%

60%

80%

100%

Sem111-12

Sem211-12

Sem114-15

Sem214-15

Alg1

AppAlg


RiverBluffH.S.:GeometryPercentageofF’s

2% 5% 6% 7% 11% 26%

0% 0% 0%

20%

40%

60%

80%

100%

Sem111-12

Sem211-12

Sem114-15

Sem214-15

Geometry

AppAlg2


RiverBluffH.S.:English10PercentageF’s

11% 17%

5% 6% 17%

33%

0% 0% 0%

10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Sem111-12 Sem211-12 Sem114-15 Sem214-15

Eng10

BasicEng10


RiverBluffH.S.:WorldHistoryPercentageofF’s

9% 16%

5% 7% 5% 13%

0% 0% 0%

20%

40%

60%

80%

100%

Sem111-12

Sem211-12

Sem114-15

Sem214-15

WH

SBWH


RiverBluffH.S.- USHistoryPercentageofF’s

5% 10% 1% 5%

16%

50%

0% 0% 0%

20%

40%

60%

80%

100%

Sem111-12

Sem211-12

Sem114-15

Sem214-15

US

SBUS



ICSCornerstone1:Step5 – CreateEquityNon-Negotiables











ToInterrupttheCycleofMarginalization…Module4

OutcomeofDeficit-Based/EquityNon-Negotiable

1. Changingsystemtoeliminateinequitiesbeginswithourselves

Cornerstone1:FocusonEquity

1. Blamesandlabelsthestudents

©2016ELISEM.FRATTURA ANDCOLLEENA.CAPPER.ALLRIGHTSRESERVED.YOUMAYNOTREPRODUCE,MODIFY,ORDISTRIBUTETHISWORKWITHOUTWRITTENCONSENTFROMTHEAUTHORS.PLEASEEMAILICSEQUITY@GMAIL.COM TOOBTAINSUCHPERMISSION.


Cornerstone1:FocusonEquity


2. Systemisresponsibleforpreventionofstudentfailure.

Tracksandmarginalizesstudentsofcolor,poverty,language,disability,andability


3. Studentsarenotsegregatedintoparticularschoolsbasedonalabel(suchasspecialeducation,linguisticallydiverse).Studentsareassignedbasedonproportionalrepresentationinallenvironments(e.g.schools,classrooms,courses,teams,clubs,etc.).

Cornerstone2:AlignStudentsandStaff

Isolatesstudentsbyabilityandlimitsaccesstohighqualityinstruction



4. Allstaffarealignedtogradelevelteams(e.g.,teacher-basedteams)includinggeneraleducators,interventionists,Titlesupports,specialeducationteachers,ELLteachers,etc.Withintheseteamstheyshareknowledgeandexpertisewitheachothertointentionallyincreaseeachothers’capacitytobettereducatealllearners

Cornerstone2:AlignStudentsandStaff

Fragmentsastudent’sday



Preventstransferofeducatorandstudentknowledgebacktointegratedenvironments

5. Theseteacher-basedteamsco-planandco-serveTM throughproactiveinstructionalpracticesforeachlearnerwithintheirgrade.


Cornerstone3:TransformTeachingandLearning


Somestudentsreceivesupportwhileother’saredenied

6. Curriculumandinstructionisrigorous,identityrelevantteachingandlearningforallstudents.




Provideslessrigor-datadoesnotreflecthelping.

7. Curriculumiscreatedforalllearnersthefirsttimetheconceptistaughtversusdevelopedforanormed-groupofstudentsandthenadaptedafter-the-fact.




Designedfornoone 8. Personalizedplansaredevelopedforalllearnerstoassisteducatorsindeterminingappropriateinstructionalpracticesanddocumentingprogressandgoals.




9. Alldistrictpolicies,procedures,andfundingalignedwithalltheaboveequitynon-negotiablesandfederalandstatelegislationisleveragedtoeliminateinequities.

Policiesoftenresultinmixedmessages

Cornerstone4:LeveragePolicyandFunding


Mequon-ThiensvilleSchoolDistrictEquityNon-Negotiables



ICSCornerstone1:Step6– EquityAudittoDriveChange











Educators“overwhelminglydonothaveaclear,accurate,orusefulunderstandingofthedegreeofinequitypresentintheirownschoolsandschooldistricts”(Skrla,McKenzie&Scheurich,2009,p.5)

Cornerstone1– FocusonEquityStep6– EquityAudittoDriveChange



1.Proportionalrepresentationanchorsaudit2.District&BuildingLevelLeadershipteamconductsaudit3.Designaudit– ICSprovidesDataForm4.Collect&analyzedata5.Prioritize&setgoals6.DevelopEquityPlantoachievegoals



ProportionalRepresentation◦#1EquityNon-Negotiable◦Centralinallpractice◦NEVERCompromiseonthis



ProportionalRepresentationEx.

Demographicsofeveryprogram/extracurricular,etc.representsthedemographicsoftheschool

§12%studentswithdisabilitiesinschool,thenallclassrooms/courses/experiencesinclude12%studentswithdisabilities

§28%studentsofcolorintheschool,thenatleast28%ofstudentsingifted,honors,AP,advancedcourses,extra-curriculars arestudentsofcolor.


Cornerstone1– FocusonEquityStep6– EquityAudittoDriveChangeProportionalRepresentation(cont)

AppliestoDisability,StudentsLabeledELL,StudentsLabeledGifted(classroomassignmentelementary/middle)

Doesnotapplytoachievement

IsminimalgoalforACT,honors,APcourses,etc.(socialclass,race,language,ability,gender)


Cornerstone1– FocusonEquityStep6– EquityAudittoDriveChangeProportionalRepresentation(graph)

19.128

6.8

33.8

010203040

InSchool SpecialEducation

Gifted RTI"AtRisk"

Percen

tage

GroupLabel

74

Put%ontopofbar

Tothe1/10th

ProportionalRep.Line

Free/ReducedLunch


Cornerstone1– FocusonEquityStep6– EquityAudittoDriveChange6StepEquityAuditProcess

1.Proportionalrepresentationanchorsaudit2.District&SchoolLevelLeadershipteamconductsaudit3.Designaudit– ICSprovidesFillableDataForminModule4.Collect&analyzedata5.Prioritize&setgoals6.Developimplementationplantoachievegoals



ICSEquityAuditForm

1.Collectdataonsocialclass,race(disaggregatedbyrace),language,disability,gender,sexual/genderidentity

2.Areasa.Inprograms– specialeducation,gifted/honors/AP,ResponsetoInterventionb.Achievement– math/literacyachievement,graduation,ACT,c.Truancy/Attendance/Discipline



InadditiontoEquityAuditDataForm–

STUDENTVOICE

Studentinterviews/StudentPanels,AttendingStudentGroups(e.g.,Gay/StraightAlliance,BlackStudentUnion)


Cornerstone1– FocusonEquityStep6– EquityAudittoDriveChangeStudentVoiceExample,cont)

Student5- “....beforewecomeintohighschoolthere'salwaysthesepre-setnotionsthatifyou’reinMrs.Hartman’sgradeformiddleschool(whichistheadvancedEnglishorMath)andthroughthatyoukindofgetonthetrailofbecomingorgoingtoadvancedclassesyourwholehighschoolcareer.Whatyoukindofseeis,forexampleinEnglish,um,therearen’tmany…actuallyI'mtheonlyminorityinadvancedAP12,andyou’llseethatminoritiesareoftenskippeduponinthatrouteinmiddleschoolandtheyneverendupbeingabletoachievethatattheendoftheirsenioryearthehighestEnglishroute.Andit’sjustmaybebecausethey’renotevenconsidered.“


Cornerstone1– FocusonEquityStep6- EquityAudittoDriveChangeStudentVoiceExample(cont)

“Yeah,becauselikemaybelikelastyearforhistory,likeIaskedmyhistoryteacherifIshouldtakeAPandtheywerelikeyeahprobablynotso IthoughtIguessI’lljuststickwiththeregularhistorysoitkindoflikemademylikeconfidencegodownaboutit. ”


EliminateInequitiesSchools must have a culture ofEquity for ALL◦Race◦Disability◦Language◦Social class◦Gender◦Sexual/Gender Identity◦And their intersections


ToBuildanEquitableSociety

Thankyou!!

Icsequity.org

ICS – Step 2 - S(cont)[email protected]@gmail.com


Documents

INTEGRATED COMPREHENSIVE SYSTEMS FOR EQUITY … · 2017. 7. 20. · Cornerstone4 –Leverage Policy and Funding Step 12. Transform Roles and Responsibilities Step 13. Leverage Funding