powerpoint presentation...defining equity, access and social justice 5 • equity, access and social...

LCAP Parent Advisory Committee October 30th, 2017

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Iris Time: 1 Minute Materials: NA Notes Introduce yourself and ask participants to introduce themselves Their name The grade level(s) of their children

SCUSD CORE VALUEWe recognize that our system is inequitable by design and we vigilantly work to confront and

interrupt inequities that exist to level the playing field and provide opportunities for everyone

to learn, grow and reach their greatness.

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Facilitator: Iris Time: 5 minutes Materials Needed: Data analysis handout Notes/Talking Points: Have team members select roles for round 1 analysis and have the recorder record this on the handout Have the recorder then record responsibilities for subsequent rounds, but shift the names down so that the person who facilitates in round 1 records in round 2. etc. This allows for a sharing of the roles and responsibilities

"It's always about everything, but not always with equal intensity and focus"

Equity & AccessGuiding Principle

All students are given an equal opportunity to graduate

with the greatest number of postsecondary choices from

the widest array of options

Equity, Access and Social Justice Theory of Change

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First Show “all students ,,,, “ Split to 2nd The greatest number …

Defining Equity, Access andSocial Justice

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• Equity, Access and Social Justice requires displaying data in real-time in such a way that data triggers a moral call to action irrespective of parent advocacy or (in)ability to navigate our Sac City Unified

• Equity, Access, and Social Justice act as a “check and balance” to ensure that “downdrafting” practices, procedures, processes, and traditions are identified and researched to determine the purpose of their continued use

• Equity, Access, and Social Justice is about respecting the value of data and establishing a continuous improvement and accountability framework that is transparent and looks at data by student, by name, by need, and byinequity and injustice!

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Briefly, I’d like to review with you our Equity and Access Theory of Action. We have established a four-step theory of action that states the following: Build real-time data, interdependent, data measurement tools that allow us to measure levels of current inequities – you will see a couple of examples today; Analyze extent to which current practices and procedures – as well as traditions - are leading to those inequities; Establish goals and objectives based on outcomes of step #2 to close equity gaps by negotiating thresholds/cutoff points for individual areas of work; and lastly Build monitoring tools that monitor whether school/district personnel meet the goals associated with individual areas of work.

• Committed to closing the gap between accountability in K-12 and higher education

• “Pipeline” of neither segment incentivized to “fit” together

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Every system is perfectly designed

to get the results that it gets

A ratio higher than 1 indicates overrepresentation

Outcome Patterns

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Graduation rates have also increased for significant subgroups, including Hispanic, Asian, and African-American. For example, graduation rates for: Hispanic students’ increased by 10.8 percent over the past five years to 82.3% percent; Asian students’ graduation rates rose 9.9 percent in five years to 90.9 percent; African-American students’ improved graduation rates by 15.2% percent to 82.1 percent

* Projected

Equity, Access and Social Justice Theory of ChangeC

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Pre-Intervention (8.20.17) Mix Post-Intervention (9.15.17) Mix

Sacramento City USDChange in A-G Mix by Level

Window for Targeted Intervention: Aug 21 - Sept 15, 2017Grade 12 Students

On-Track

Subject Borderline

Off-Track

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Pre-Intervention (8.20.17) Post-Intervention (9.15.17)

Sacramento City USDChange in A-G Mix by Level

Window for Targeted Intervention: Aug 21 - Sept 15, 2017Grade 12 Students

On Track

Defining Equity, Access andSocial Justice

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• Equity, Access and Social Justice requires displaying data in real-time in such a way that data triggers a moral call to action irrespective of parent advocacy or (in)ability to navigate our Sac City Unified

• Equity, Access, and Social Justice act as a “check and balance” to ensure that “downdrafting” practices, procedures, processes, and traditions are identified and researched to determine the purpose of their continued use

• Equity, Access, and Social Justice is about respecting the value of data and establishing a continuous improvement and accountability framework that is transparent and looks at data by student, by name, by need, and byinequity and injustice!

Presenter

Presentation Notes


By Student, By Name, By Need, and ByInequity and Injustice

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"It's always about everything, but not always with equal intensity and focus"

Equity, Access and Social Justice Theory of Change


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Curriculum and Instruction Tenet Student B meets the AP Eligibility Pool Profile, was placed in multiple AP courses, passed most courses with a C or better, and took all end-of-course AP exams. (1st animation transition) Student B demonstrates competency of content knowledge in AP Biology. Student received a D and F in the course, took the end-of-course exam and passed with a qualifying score of 3. (2nd animation transition) Student B demonstrates competency of content knowledge in the following courses: AP US History, AP Calculus AB, and AP Chemistry. However, student receives a non-qualifying score of 1 and 2’s. Student also attempted AP Chemistry twice and still received a non-qualifying score of 2.

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C&I Student passed higher level math class (AP Calculus) with A’s BUT scored Conditionally Ready on the EAP. Could this be grade inflation, lack of articulation between what’s being taught in the classroom as ”advanced” and the skills that the CSU is expecting students to enter the system with?

Why is this important to spotlight?

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"Nothing matters more than results"

Except for:• Community, contribution and what our friends

think• Trust• The perception of quality• Side effects• and self-esteem.• Also...doing work that matters, with people we

care about.

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http://feeds.feedblitz.com/%7E/455468558/0/sethsblog%7ENothing-matters-more-than-results.html

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Scored Conditionally Ready onSBAC Math

Enrolled in an Advanced LevelMath Course

Not Enrolled in an AdvancedLevel Math Course

SCUSD Students Scoring Conditionally Ready on SBAC Math; Senior Year Math Course

Status

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Integrated Math 1, 2, 3

Class of 2018 EL Feeder Relationships

Jane DoeKennedy Class of

2018

GRADE CELDT YEAR

RESULT SCHOOL

06 2011 4 - Early Advanced Caroline Wenzel

07 2012 5 – Advanced Caroline Wenzel

08 2013 No Data Genevieve Didion

09 2014 5 – Advanced Genevieve Didion

10 2015 5 – Advanced Kennedy

11 2016 5 – Advanced Kennedy

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Individual campus opt outs

CSU/UC Eligibility Match Profiles in Local Context

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CSU Group A CSU Group B CSU Group C

CSU Eligibility, Application and Admission Data

Overall Eligible Low-Income Eligible Overall AppliedLow-Income Applied Overall Admitted Low-Income AdmittedC

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CSU Group A CSU Group B CSU Group C

CSU Eligibility, Application and Admission Data

Overall Eligible Low-Income Eligible Overall AppliedLow-Income Applied Overall Admitted Low-Income AdmittedC

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‘17-18 Priority Elements• Elementary

▪ Reading by 3rd Grade▪ EL Redesignation▪ Middle School Readiness

▪ Middle▪ EL Redesignation▪ High School Readiness

▪ High▪ El Redesignation▪ Graduation Rate▪ A-G

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Facilitator: Time: minutes Materials Needed: Talking Points:

‘17-18 Priority Elements and State Priorities• Elementary

▪ Reading by 3rd Grade▪ EL Redesignation▪ Middle School Readiness

▪ Middle▪ EL Redesignation▪ High School Readiness

▪ High▪ EL Redesignation▪ Graduation Rate▪ A-G

1 Basic Services Properly credentialed teachers

2 Implementation of State Standards

Ensuring: CCSS ELA and Math, ELD, NGSS, VAPA

3 Parent Involvement

Committees, surveys

4 Academic Achievement

CAASPP resultsCELDT progress/Redesignation rate

5 Student Engagement

Attendance, Graduation Rate

6 School Climate Suspension Rate; Climate surveys

7 Course Access A-G completion

8 Other Student Outcomes

AP test results

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Oppositional •When someone is frequently naysaying a proposal or a situation, it's tempting to figure out how to make them happy. What can you change to find a compromise, how can you listen to their objections and respond in a way to gain their approval? It might be, though, that being oppositional is making them happy. It may be that the best way to satisfy their objections is to let them keep objecting.

http://feeds.feedblitz.com/%7E/468001530/0/sethsblog%7EOppositional.html

Thank You for Your Time and Engagement

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powerpoint presentation...defining equity, access and social justice 5 • equity, access and social...

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