welcome! [] · chesapeake public schools division/school data analysis form based on the total...
TRANSCRIPT
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Welcome!
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Underrepresentation and Overrepresentation in
Our Schools
Sheli Porter & Debbie Hunley-Stukes Chesapeake Public Schools
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Underrepresentation and Overrepresentation in
Our Schools: What is a School
Leader to Do?
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We are so glad you are here.
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It is time for schools to have important
conversations…
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…conversations about EQUITY.
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We’d like to share how CPS started the
conversations last year
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Mandatory professional development with all principals and APs in
October and February
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Principals and APs met in separate sessions
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UNDERREPRESENTATION AND
OVERREPRESENTATION
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FIRST STEPS FIRST
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OCTOBER
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We Developed Common Language
Equity
Cultural Presence
Born Experience
InvisibleBarriers
Chosen Experience
Personal Attitudes/Beliefs
Tolerance
Silenced Dialogue
Culture-Blind
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WE MADE CONNECTIONS
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WE ACKNOWLEDGED THAT SCHOOL LEADERS
HAVE INFLUENCE
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TASKED WITH SEEKING EQUITABLE ATTITUDES
Teachers, Counselors, and Other Staff members have a significant impact on how our students are
educated and treated
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Asked leaders to determine what unique messages were needed
for THEIR schools
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WE SHARED VIDEOS TO REINFORCE THE
MESSAGE
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In the following video if these were your
students, what would you do?
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WHY WE MUST TEACH TOLERANCE… from a child’s perspective
https://www.youtube.com/watch?v=C6xSyRJqIe8
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If these students were at your school, would
you do anything differently?
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We provided time to self-reflect
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When you were a K-12 student, did
you ever feel invisible or less than…
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What is something that happened in
your school days that changed your
direction?
Who was your biggest influence
in your school days?
Have you ever been
stereotyped? How?
When did you realize your ethnicity?
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BUILDING TRUST & RELATIONSHIPS…
PICK SOMEONE YOU DO NOT KNOW AND SHARE
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HOW COURAGEOUS ARE YOU?
DOES ANYONE WISH TO
SHARE WITH THE GROUP?
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What is something that happened in
your school days that changed your
direction?
Who was your biggest influence
in your school days?
Have you ever been
stereotyped? How?
When did you realize your ethnicity?
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We must intentionally work to diminish the
sense of feeling invisible or less than
in our schools
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AVOID EQUITY TRAPS
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Avoid seeing differences as
deficits
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Differences are OK
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Avoid erasing race and culture
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Avoid rationalizing bad behaviors and
unsuccessful practices
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Avoid norming the negative
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SHOW VALUE FOR ALL WE SERVE
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SCHOOL (or DIVISION) SELF-ASSESSMENT
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The checklist we used was adapted from
Promoting Cultural Competence and Cultural Diversity in Early Intervention
and Early Childhood Settings by Tawara Good
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SCHOOL or DIVISION DATA ANALYSIS
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Chesapeake Public Schools Division/School Data Analysis Form
Based on the total number and percentage of students in each category, please indicate if the data denotes underrepresentation in the subgroups listed. (Note any subgroup with 10 points or higher). If underrepresentation is
evident in the data, discuss with your group the next steps or…NOW WHAT?
Gifted Ed. Classes
(total number) %
Under-
Rep.
(Y/N)
If yes, how
much?
AP Classes (total
number) %
Under-Rep
(Y/N)
If yes, how
much?
Honors Classes
(total number) %
Under-Rep
(Y/N)
If yes, how
much?
American Indian
Asian
Black/African American
Hispanic
Multi-Racial
Hawaiian/
Pacific Island
White
Based on the total number and percentage of students in each category, please indicate if the data denotes overrepresentation in the subgroups listed. (Reminder: overrepresentation is anything greater than 10%). If
underrepresentation is evident in the data, discuss with your group the next steps or…NOW WHAT?
OSS
(total number) %
Over-
Rep.
(Y/N)
If yes, how
much?
ISS
(total number) %
Over-Rep
(Y/N)
If yes, how
much?
Special Education
(total number) %
Over-Rep
(Y/N)
If yes, how
much?
American Indian
Asian
Black/African American
Hispanic
Multi-Racial
Hawaiian/
Pacific Island
White
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DIVISION AND INDIVIDUAL SCHOOL DATA
SPECIFIC AREAS WE ANALYZED
• Overall Special Education Representation
• Enrollment in Honors Courses
• Discipline Rates in ISS and OSS
• Enrollment in AP Courses
• Gifted Identification Rates
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ASKED THE FOLLOWING
QUESTIONS TO DRIVE THE ANALYSIS:
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What can be done?
Are there apparent
strengths and weaknesses?
What patterns do
you see?
What needs to be done differently
to meet students’ needs?
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DEFINED NEEDS & WISHES FOR
THE NEXT SESSION
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TASKED TO HAVE CONVERSATIONS
WITH ADMIN TEAMS
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Determine what message is needed for YOUR staff at
YOUR school
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CHALLENGED ALL LEADERS: Take steps toward reducing and/or
increasing the participation rates by • creating awareness, • having courageous conversations, • and establishing at least one goal to
address this topic.
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FEBRUARY
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ASKED FOR UPDATES & PLANS:
What did you actually
do at your school?
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Shared Recommendations
from CPS Colleagues Obtained From October Session
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OUR SUPERINTENDENT’S
PRIORITIES for this session:
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Be Intentional
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Be Mindful of Unintentional
Bias
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Break Down Walls
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Consider this message… https://www.youtube.com/watch?v=q0qD2K2R
Wkc
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SPED DISCIPLINE DATA
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CPS PRIORITIES • Intellectual Disability • Emotional Disability
Socially Maladjusted???
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CULTURAL CONSIDERATIONS •What is the parent/family perspective of the
perceived problems? •Does the parent/family prefer a cultural specific
intervention? •What is the perspective of someone with a similar
cultural background?
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SHARED CHARACTERISTICS OF
THE CULTURALLY RESPONSIVE CLASSROOM
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CREATING CULTURALLY RESPONSIVE CLASSROOMS
Have students bring artifacts from home
that reflect their culture
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CREATING CULTURALLY RESPONSIVE CLASSROOMS
Invite community members to speak to the class about issues of interest related to the curriculum
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CREATING CULTURALLY RESPONSIVE CLASSROOMS
Ask students to write family traditions or research the origins of their community
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CREATING CULTURALLY RESPONSIVE CLASSROOMS
Post photos of students around room.
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CREATING CULTURALLY RESPONSIVE CLASSROOMS
Provide sections of the classroom for selection of books relevant to the curriculum in several reading levels.
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CREATING CULTURALLY RESPONSIVE CLASSROOMS
Provide reference material in a section of the room and allow students to check them out for home use.
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CREATING CULTURALLY RESPONSIVE CLASSROOMS
Provide the opportunity for higher and lower levels of movement and conversation in the classroom.
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CREATING CULTURALLY RESPONSIVE CLASSROOMS
Attend community events that are important to the students
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Region II Conference in Virginia Beach
Excellence Through Equity
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FINAL VIDEO MESSAGE
https://youtu.be/H2n7LT0lDSU
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QUESTIONS OR FINAL
THOUGHTS?
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THANK YOU!
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Best wishes as you move
forward with this work!