task force on diversity and equity’s 99-page report
DESCRIPTION
The Task Force on Diversity and Equity’s 99-page report stated that the overarching challenge for the Burlington School District is "to close the achievement gap that indicates students who belong to a minority group lag behind white, able bodied, heterosexual, middle class students in academic success, participation in extra-curricular activities, graduation rates, entry into college, and enrollment in honors and AP classes."TRANSCRIPT
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Burlington School District
Recommended Strategic Plan for Diversity, Equity and Inclusion
October 2011
Road map to a five-year plan to ensure student success by providing an inclusive learning environment for all children through anti-racist, culturally responsive work
Submitted by the Task Force on Diversity and Equity to the Board of School Commissioners
Vince Brennan, Chairperson
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Table of Contents
Introduction........................................................................................................................................3!
Background ........................................................................................................................................4!
Appointed Members of the Task Force ...........................................................................................6!
Acknowledgements ............................................................................................................................8!
Executive Summary of Task Force Report .....................................................................................9!
STRATEGIC AREA 1: Leadership ...............................................................................................23!
STRATEGIC AREA 2: Climate.....................................................................................................29!
STRATEGIC AREA 3: Curriculum..............................................................................................34!
STRATEGIC AREA 4: Human Resources ...................................................................................44!
Glossary: Terms and Definitions....................................................................................................58!
APPENDIX.......................................................................................................................................65!
BSD Vision Statement: “Excellence and Equity” .........................................................................66!
BSD Mission Statement ...................................................................................................................69!
• BSD Commitment to Diversity and Equity .......................................................................69!
• Diversity & Equity Office Mission, Vision, Values...........................................................70!
• Diversity & Equity Office History and Overview.............................................................71!
• Diversity & Equity Organizational Chart .........................................................................74!
• Task Force Community Input Powerpoint Presentation .................................................75!
• Task Force Community Input Meeting Notes...................................................................88!
Contact Information ........................................................................................................................99!
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Introduction
On October 12, 2010 the Burlington School Board passed the motion below with 10 members voting in favor, 3 against and 1 member absent.
The Commissioners of the Burlington School Board hereby authorize the Chair to create a Task Force on Diversity and Equity, for the purpose of promoting student achievement in the Burlington School District through greater cultural competence and understanding of diversity, and select and appoint members to serve on said task force.
The charge of this Task Force shall be to review, research, and further the Burlington School District’s efforts to achieve the outcomes articulated in its Commitment to Diversity policy, which states in relevant part:
The Burlington School District recognizes and values the diversity of our students, staff and community. The District is committed to a culture of diversity that reflects the voices, perspectives and differences arising from our diverse community and the world.
We believe that it is important for students to understand and appreciate human diversity, develop a capacity for cultural competence, and commit to encouraging inclusion in their future lives.
The District will adopt procedures and implement staff training intended to achieve a diverse and culturally competent school community, inclusive of diverse races, ethnicities, genders, sexual orientations, religious and spiritual beliefs, ages, and physical and learning abilities. The administration shall report to the Board annually on its progress, barriers and outcomes.
The Task Force will review the District’s efforts in these areas: socioeconomic integration; curriculum and instruction; the Hallmarks of Excellence initiative; affirmative recruitment, hiring, and retention; the Equity Council; staff cultural competency including professional development opportunities and evaluation procedures; school climate; and family and community engagement. The Task Force also will identify areas of need and research strategies for improvement.
The Task Force will include members from the school board, administration, parents, public, and members of the Equity Council.
The Task Force shall report on its findings and recommendations for a multi-year strategic plan to further Diversity and Equity in the Burlington School District at the regular meeting of the Board in February 2011.
At the February 2011 Board meeting the Task Force was granted more time to complete its charge.
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Background
The Task Force on Diversity and Equity was authorized in October 2010, convened in December 2010 and immediately faced questions regarding the hiring process for a new principal at the Integrated Arts Academy. During the Task Force’s first four months of meetings, the District faced extensive needs in recruitment and hiring of teachers and staff of color. Therefore, the Task Force focused its initial discussion and efforts on a Human Resources strategic plan. There was general consensus among Task Force members that diversifying the teaching and administrative staff represented one of the largest steps the district could take to lay the foundation for implementing the other three areas of the overall Strategic Plan recommendations. After human resource discussions wound down in late Spring 2011, the Task Force formed four subcommittees to draft these areas of strategic planning: leadership, school-district climate, curriculum, and human resources.
As a general backdrop to each subcommittee’s conversations, Task Force members agreed that the overarching challenge the District must meet is how to close the achievement gap that indicates students who belong to a minority group lag behind white, able bodied, heterosexual, middle class students in academic success, participation in extra-curricular activities, graduation rates, entry into college, and enrollment in honors and AP classes. In the Task Force’s view, the activities, practices and policies that will minimize and eventually eliminate this achievement gap represent an anti-racist stance against the conventional white, middle class, Judeo-Christian culture that invisibly permeates the current social environment that exists in the Burlington schools.
Each strategic area committee followed a general outline that included a goal statement, short and long-term goals and objectives, identification of the individuals or body responsible for implementing the activities, and ideas for how to engage the community. Each strategic area includes ideas for first-year objectives, with the Human Resources strategic area strongly recommending immediate implementation. The Task Force suggests that the School Board and administration use the Report as a resource guide for new policies and practices—many of which are used in other districts nationwide—that could be applied in Burlington to realize the changes this community dialogue invites.
The District currently has a vision statement (see Appendix). The Task Force recommends that this vision statement be revised or replaced with the recommendations contained in this Strategic Plan. In addition, the Task Force believed that a description and organizational chart of the Diversity & Equity Office and Equity Office for Employment and Retention would orient readers of this Task Force Report to the current roles of the office functions (see Appendix).
Through the duration of this Task Force, we were not insulated from current events which had a direct and indirect impact on what we were trying to accomplish. There were many instances where time was needed to process thoughts and feelings of the truths that presented themselves in
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our deliberations. Coming together with a clear understanding of terms and definitions and how words were used was constant in distilling down to our common truth. At times it was difficult to say certain things in fear of being misunderstood. Many of the facts that were unearthed through our research were very hard to digest for some and others found relief in the fact that there was a group finally talking about what they knew as a truth for a very long time.
The Task Force convened each meeting by reminding ourselves of the four agreements of Courageous Conversations about Race:
• Stay engaged
• Speak your truth
• Experience discomfort
• Expect and accept non-closure
This Task Force was not self-selected: the body was put together as a result of the Board’s request. The many views and opinions we all came with in December 2010 have significantly changed. As individuals and as a body as a whole we have all grown to have a deeper understanding of the challenges we face. Having this understanding of the challenges, the Task Force is committed to supporting the Board in its leadership to realize this plan to its fullest.
This plan is a road map to success. As we walk down this road with our four agreements we will become a better community for all. We are at time and place to make real change and lead our community to a more just place for all.
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Appointed Members of the Task Force
Ed Adrian, Parent, City Councilor Ward 1
Terry Bailey, BSD Director of Operations
Dan Balón, BSD Director of Diversity & Equity; BSD Equity Office for Employment and Retention
John Black, Parent, Community Member
Vince Brennan, Parent, City Councilor Ward 3
Keith Brown, BSD Elementary School Teacher, parent and community member
Kathy Chasan, Parent, School Commissioner Ward 1
Liz Curry, Parent, Community Member
Graham Clarke, BSD Elementary School Principal
Naima Dennis, Parent, Community Member
Jill Evans, Parent, School Commissioner Ward 6
Rebecca Gurney, Community Member, Executive Director, YWCA of Vermont
Mercy Russell Hyde, Community Member
Meredith Woodward King, Parent, School Commissioner Ward 2
Winnie Looby, Parent, Community Member, BSD Paraeducator
Melissa Murray, Executive Director, Outright Vermont
Nassé Salhi, Parent, Community Member, Johnson State Faculty Member
Sherwood Smith, Parent, Community Member, UVM Faculty Member
Vicky Smith, Parent, Executive Director King Street Center
Henri Sparks, BSD Coordinator of Student and Family Support Services
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Support Members
Gavin Blumenthal, Community Member, BSD Equity Office for Employment and Retention (former) Diversity Recruitment and Retention Specialist
Mercedes Mack, Community Member, BSD Diversity & Equity Office Equity Education Coordinator
Marianne McCoy, Community Member, BSD Diversity & Equity Office Diversity Curriculum Specialist
Francine Serwili-Ngunga, Community Member, BSD Diversity & Equity Office Diversity Recruitment and Retention Specialist
Sunshine, Community Member, BSD Equity Office for Employment and Retention (former) Diversity Recruitment and Retention Specialist
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Acknowledgements
Thousands of hours have been invested into this plan and everyone who has contributed has done so in pursuit of the noble ideal of building a better future. As chair of this Task Force, I cannot begin to thank all of it members enough for their contributions.
There is a need to acknowledge by name John Black, chair of the Human Resource Group, Liz Curry chair of the Leadership group and Sherwood Smith chair of the Curriculum group. Special thanks are in order for our three Board members: Kathy Chasan, Jill Evans and Meredith Woodward King (also chair of the Climate group) who collectively gave tireless hours of their time and energy while still maintaining their other commitments as Board members. Dan Balón has given selflessly of his time and his wealth of knowledge, and has allowed the Task Force to come to its own conclusions. The challenges that have been addressed in this plan ensure that we—Burlington’s families and students—are already in a better place with Dan in a senior leadership position in the school district. A very special thanks to Marie Vea-Fagnant for her efforts to pull together the artistry of this document in the executive summary and presentation. This was a key turning point complying all of our work in cohesive format.
All staff members on the Task Force and behind the scene have given countless time and effort towards the development of the plan, and there is much gratitude for this effort. The sacrifice of time has come at a cost to family members and loved ones. I offer my sincere thanks to those families that have made such sacrifices so that this plan could be created. We welcome and rejoice in the change it will bring.
Vince Brennan Task Force Chairperson
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b(>>-.#@!"N!bN@!^.)/4(2:643/*<(&_@!oN8N!`!o*#<@!$NCN!LGHIHPN!,(774/)*#<!.!?*+&/2&!^4/E>4/'&]!^5.)!D07&!4>!,(774/)!*2!842)!8&.#*#<>(9!>4/!U&21*.#!.#3!k.0!$-7940&&2R!B#!kN!6N!b*'E-.#!L$3NP@!6<=NHAB(@DB=AH[=IH@ALX(1<DLP<EIHR<L(K@D(=(A<S(<D=!L77N!ShQ:SMWPN!U42!"#<&9&2]!,.<&N!
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cK&#@!?N!,N!LGHHQPN!=/*+*9&<&3!,4'*.9!B3&#)*)*&2!.#3!?*+&/2*)0!U&.3&/2!*#!b*<5&/!$3('.)*4#N!%M<(,<RH<S(@K(3HBM<D(!NGE=IH@A7(\T7(2GF?<D(TL^*#)&/!GHHQP@!IZh:GHMN!34*]!IHNIWhWl/5&NHNHHSZ!
,*#<9&)4#@!kN@!`!U*#)4#@!JN!LGHHXPN!#@GD=B<@GL(#@AR<DL=IH@AL(+?@GI(,=E<X(+(/H<>N(5GHN<(K@D(+EMH<RHAB(!QGHIJ(HA()EM@@>LN!D54(2.#3!c.E2]!J4/K*#!=/&22N!
,(&@!?N!^N@!`!,(&@!?N!LGHHMPN!#@GAL<>HAB(IM<(#G>IGD=>>J(4HR<DL<X(%M<@DJ(=AN(PD=EIHE<!Lh)5!&3NPN!V&K!;4/E]!i45#!^*9&0N!
D.)(-@!CN!?N!LGHHWPN!:;MJ(=D<(=>>(IM<(9>=EO(OHNL(LHIIHAB(I@B<IM<D(HA(IM<(E=K<I<DH=]:(X(+AN(@IM<D(E@AR<DL=IH@AL(=?@GI(D=E<N!V&K!;4/E]!C.2*'!C44E2N!
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!
TASK FORCE ON DIVERSITY AND EQUITY
Ed Adrian Jill Evans Terry Bailey Rebecca Gurney Dan Balón Mercy Russell Hyde John Black Meredith Woodward King Vince Brennan Winnie Looby Keith Brown Melissa Murray Kathy Chasan Nassé Salhi Liz Curry Sherwood Smith Graham Clarke Vicky Smith Naima Dennis Henri Sparks
Executive Summary prepared by Vince Brennan and Marie Vea-Fagnant
!F4/!.33*)*4#.9!'47*&2!4>!)5&!$%&'()*+&!,(--./0!4>!)5&!D.2E!F4/'&!6&74/)@!'4#).')!)5&!?*+&/2*)0!`!$A(*)0!c>>*'&!*#!)5&!C(/9*#<)4#!,'5449!?*2)/*')!.)!3*+&/2*)0p123+)N4/<!N!IhH!J49'5&2)&/!"+&#(&@!C(/9*#<)4#@!mD!HhSHIN!
23
STRATEGIC AREA 1: Leadership "!
#!
The Task Force envisions that the Strategic Plan’s success relies on strong and vigilant $!
leadership from the School Board, Superintendent, and Senior Administration. To achieve this, %!
leadership must first consistently articulate a vision of diversity, equity, cultural competency, and &!
inclusion that is believed and accepted across the district and use this vision to lead community-'!
wide discussions on and commitments to diversity, equity, cultural competency and inclusion. (!
!"#$"%&'()*+,"#%+-+./0"12(3"&+)!
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24
Second, the District must create the infrastructure for transparency and accountability. A Board-"!
level standing Diversity and Equity Committee must be established to monitor and evaluate #!
progress towards goals and objectives of the Diversity and Equity Strategic Plan. The committee $!
should monitor benchmarks suggested in this Report and a Board committee representative %!
should serve on the district’s Equity Council as an ex officio member. &!
The Board committee will act in the same fashion as the other standing Board committees, as a '!
body that performs the following functions: (!
• reviews the budget through a lens that ensures each department and office has funding )!
allocated to build cultural competency; *!
• develops and recommends policies to implement and steward this Strategic Plan; "P!
• requires reports based on data collection identified in this Strategic Plan; ""!
• hears directly from the Diversity & Equity Office staff regarding the acquisition of "#!
cultural competency among all district employees over time in order to measure progress "$!
towards the goals, objectives and outcomes in this Plan; "%!
• engages community members to share experiences in the District related to racism, "&!
cultural bias, discrimination, and barriers to equity; and "'!
• communicates with the full Board, the Administration, and the community about "(!
additional needs that become apparent through the committee’s work. ")!
Working together, the Board’s Diversity and Equity Committee and the Superintendent must "*!
promote, empower, and provide resources for the Diversity & Equity Office and for the Equity #P!
Office for Employment and Retention. Both offices should report directly to the Superintendent #"!
while also being a resource for staffing the Board’s Diversity and Equity Committee. The ##!
District—beginning with its leadership—should view the offices as resources for all that #$!
supports change. #%!
Leadership has a crucial role in creating an atmosphere for collaborative decision-making and #&!
goal-setting for achievement and instruction by engaging staff, departments, and the community #'!
transparently, never pitting one against the other or maneuvering around standard procedures and #(!
policies. At the same time, leadership must establish a basis for instructional staff to provide #)!
structured, intentional, student-centered opportunities to learn about the diversity of each other #*!
(race, ethnicity, gender, sexual orientation, etc. and all their intersections). $P!
The District requires transformation to a data-driven culture to properly assess progress, and $"!
must track and submit regular reports to the Board’s Diversity and Equity Committee on the data $#!
contained in the data section of the Strategic Plan on Diversity, Equity, and Inclusion. Finally, if $$!
the District’s leadership approaches the annual budget by infusing diversity and equity initiatives $%!
into each department’s budget, existing funding can be allocated in such a way that meets the $&!
goals of the Strategic Plan. $'!
25
The Task Force recommends strongly that over the next three to five years, cultural competency "!
can be integrated into the evaluation process of all school personnel (e.g., substitute teachers, #!
consultants, paraeducators, etc.) so that teachers and staff are assessed and rewarded for their $!
cultural competence. Job descriptions, employment contracts, and all supervisory expectations %!
can include cultural competence as a requirement and this should include basic proficiency in &!
English Language Learning for all teachers hired by the district. '!
The Burlington School District is the most diverse district in the state of Vermont. As such, the (!
Task Force believes that within the next three years the BSD should be known for its highly )!
capable, highly talented, diverse and culturally competent staff. With widespread community *!
buy-in for the District’s vision of cultural competency among all staff, Burlington can lead the "P!
way for Vermont. By the end of five years, all teaching and administrative staff shall be regularly ""!
engaged in anti-racism, cultural competency work. "#!
"$!
Culture of Data-Driven Decision-Making "%!
GOAL: The District must identify a wide range of data sets that measure progress towards an "&!
anti-racist, equitable learning environment that promotes student achievement and success. "'!
The Task Force discussed indicators for the District with which the Board and Superintendent "(!
could measure progress towards success, as defined by this Plan. Whenever the word “data” ")!
appears, it refers to racial, socio-economic, sex/gender identity, and physical ability data. "*!
Towards this goal, the Task Force recommends the following initiatives: #P!
• Identify existing data sets and data feeds for reports submitted by the District to meet #"!
various reporting requirements so that District policy makes a priority of measuring ##!
progress towards anti-racism and equity. #$!
• Identify data sets needed by the District to measure outcomes and gauge improvement #%!
toward equity that are needed to measure strategic plan outcomes. #&!
• Define data sets for the recommendations contained in the Task Force’s Strategic Plan #'!
and codify in the plan. #(!
• Build data collection into department budgets so that data collection is an integral #)!
component to successful programs. #*!
• Undertake a cost analysis of building the data infrastructure required to collect data sets $P!
identified by the task force and/or Board. The data collection infrastructure is fully in $"!
place by end of year 3 at all three school levels: elementary, middle and high school. $#!
26
• In order for the Board to effectively develop and implement policies that support the "!
Strategic Plan, all data sets must be available upon request in consistent usable format for #!
policy and planning. $!
• Develop a culture where data is used regularly by District and the School Board to %!
evaluate progress towards outcomes in Strategic Plan. &!
• Data used towards policies and practices implemented towards the Strategic Plans shall '!
be reported in School District annual report. (!
)!
Supporting policies *!
The following Board policies are approved and currently implemented in the Burlington School "P!
District: ""!
ACAG Prevention of Harassment on the Basis of Protected Characteristics - Employees and "#!
Others; Sexual Harassment, ACAA; Non-Discrimination on Basis of Race, Color and National "$!
Origin, ACAB; Non-Discrimination on the Basis of Handicap, ACAC; Equal Employment "%!
Opportunity, ACAD; Non-Discrimination on the Basis of Sex, ACAE; Non-Discrimination in "&!
Vocational Education Programs, ACAF, Harassment Based on Protected Characteristics- "'!
Students, JBAA; IHBEA English As A Second Language; JG Student Conduct and Discipline; "(!
Cultural Celebrations Policy. Source: http://bsdweb.bsdvt.org/Board/BoardPolicy.php ")!
"*!
Considerations for Policy, Practices, and Procedures #P!
The Strategic Plan contains extensive recommendations for policies, procedures, and practices #"!
that fall under the overachieving themes in the Executive Summary, including: ##!
• Multicultural mindset; #$!
• Leadership and accountability; #%!
• Hiring staff of color and culturally competent staff; #&!
• Training and professional development; #'!
• Communication; #(!
• Transparency; #)!
• Equity. #*!
$P!
The Task Force subcommittees present in this document a set of brainstormed ideas intended a $"!
set of brainstormed ideas intended to function as a toolbox for the Board, Superintendent, and $#!
Senior Administration to build a new infrastructure that enables a new vision for diversity and $$!
equity to flourish. $%!
27
"!
Multicultural Mindset #!
• The leadership (School Board, Superintendent, and Senior Administration) must provide a $!
positioning statement for use by all teachers, administrators and staff that explains the need %!
for diversity, equity, inclusion and cultural competency within the district, within 118 &!
seconds or less. '!
• Diversity, equity, cultural competency, and inclusion are not “add-ons” within the (!
District, but rather are a state of condition and being that the Board wishes for all students )!
and the District. *!
• The Superintendent, Equity Council and Director of Diversity & Equity must form "P!
partnerships with local, regional, and national businesses, agencies, and graduate students ""!
to bring professionals of color from within and outside the District to provide training or "#!
work with students. "$!
• All facilities within the District must reflect a diverse ambiance in the hallways and other "%!
common areas (or, a practice of filling hallways, classrooms, and offices with visual "&!
representations of diversity that competently portrays role models of different races, "'!
physical abilities, and sexual orientations). "(!
• Leadership must be committed, uncompromising and help all understand the benefits of ")!
change and not see a process of winners and losers (www.aisne.org). "*!
• They must also provide the pragmatic, academic, demographic, social and moral reasons #P!
for change and explain that in order to reduce the achievement gap; students of color #"!
must see themselves reflected in the adults around them in order to build self-confidence ##!
and self esteem (www.aisne.org). #$!
#%!
#&!
Leadership, accountability and transparency #'!
• The Board must review civil rights data reports to gauge progress towards the Plan’s #(!
goals and benchmarks, the impact on school climate and curriculum, and takes corrective #)!
action for areas where data shows underachievement and overall assessment of success. #*!
• The Equity Officer for Employment and Retention shall make recommendations on how $P!
to hold the District and employees accountable for processes, procedures and outcomes $"!
around recruitment, screening, hiring, training and professional development. $#!
• Budgetary resources must be provided to clarify, reinforce and strengthen the roles of the $$!
Director of Diversity & Equity/Equity Officer for Employment and Retention, and Equity $%!
Council. $&!
28
• Budgetary resources must be provided to cover the expanded roles of the Director of "!
Diversity & Equity/Equity Officer for Employment and Retention and Equity Council. #!
• Data section shall be provided to the Board on the breakdowns by race and gender of $!
incidents of disciplinary actions. %!
&!
29
STRATEGIC AREA 2: Climate "!
#!
$!
Much of the Task Force’s work in the Climate strategic area was rooted in the Burlington School %!
District’s Town Hall Meeting in October 2010 (in Burlington’s City Hall) as well as three Task &!
Force-sponsored community input gatherings, the notes from which are included in the appendix. '!
The meetings uncovered many comments, stories, and creative ideas that speak directly to how to, (!
and how much we need to, improve the district’s climate within the schools. Our aim would be to )!
build openness, trust, and acceptance of all families and children, towards eliminating cultural bias, *!
racism, discrimination, and barriers to academic success. The Task Force’s vision is for a "P!
Burlington School District that values and respects all cultures, families, and students. All children ""!
feel welcome, visible and included at school, allowing them to achieve their fullest potential. "#!
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Q8>:28,:OI837!:218989F!.9!:-7!.28F89>!;!>C>:7=>!.K!897D58:C!
Y=B53>672>.9!27,78A7>!193!1,:>!56.9!276.2:73!B81>!89,8379:>!
30
The Task Force recommends that the School Board and Superintendent infuse the district with "!
the message that the social and educational climate in our schools requires urgent attention to #!
erase many negative stereotypes, subtle and overt behaviors, assumptions, and decisions that $!
favor conventional, white upper middle class Judeo-Christian values and beliefs through the %!
following recommendations for the first year of Strategic Plan implementation: &!
• Adults take responsibility for creating inclusive, diverse school climate. Climate begins '!
to reflect BSD’s vision of a community that values and respects all cultures, families, and (!
students. )!
• Administrators, teachers and staff, and other adults must be prepared to effectively *!
facilitate learning for every individual student, regardless of how culturally similar or "P!
different that student is from her- or himself. ""!
• There will be no tolerance for racism, harassment, or bias by adults, by students, or other "#!
visitors and communities affiliated to the School District. "$!
• Establish safe school- and district-based avenues for reporting bias, bullying, and "%!
harassment incidents. "&!
• The idea that racism/prejudice “starts at home” (schools not responsible) will be replaced "'!
with an “equity starts at school” mentality. Climate begins to promote and support "(!
diversity and inclusion. ")!
• Climate reflects beginnings of cultural competency of students, teachers and staff. "*!
• Climate encourages and supports learning that prepares all students for multicultural #P!
environments. #"!
• District engages parents and students who have become disenfranchised from the school. ##!
• Hiring process continues to be monitored by the Diversity & Equity Office in order to #$!
promote and achieve affirmative recruitment, hiring and retention. #%!
To implement these recommendations, the Task Force identified the following activities: #&!
• The District arrives at working definitions of relevant terms such as “climate,” “cultural #'!
competence,” “anti-racist education,” “equity,” and “inclusion.” #(!
• The District develops and ensures an alternative plan for safe reporting of mistreatment #)!
and bias before and after actions are taken by current system (e.g., ombudsperson, parent #*!
advocate, phone line, suggestion box, etc.). $P!
• The District communicates to teachers, staff, students and community the urgency of $"!
taking action on school climate issues and on achieving academic success for all students. $#!
• Administrators, teachers and parent groups will find creative ways for different groups to $$!
interact with one another and sponsor ongoing events, forums that reflect diverse, $%!
31
inclusive community (e.g., Fletcher Free Library forums on diverse populations, "!
LGBTQA forums, etc.). #!
• The District develops, selects, and implements appropriate research instruments for $!
annual measurement and tracking of school climate issues. As part of this effort, schools %!
implement “Family Friendly Walk-through Report Card,” with key benchmarks for &!
creating a welcoming school as well as take the financial and organizational steps '!
necessary to fully support the efforts of the Family-School Partnership Teams. (!
• Climate surveys should poll, students, teachers, staff and parents and report out annually )!
to School Board and community. Climate factors would include numbers of diverse *!
students and employees; bias/bullying/student discipline incidents by gender, race, ELL, "P!
GLBQTA, disability, etc.; ongoing “turf” conflicts among specific student groups; ""!
diversity in school environment (artwork, music, posters, brochures, curriculum, library "#!
materials, cultural celebrations; etc.). Audit also would measure teacher, student and "$!
parent opinions on school climate issues. "%!
• Teachers are able to respond appropriately to climate issues within the classroom and, as "&!
necessary, make referrals and report incidents. Conversation needs to happen about how "'!
to have those conversations and when incidents should be reported/referred. "(!
• Assess library materials and curriculum to ensure they respect and reflect all cultures, ")!
families and students as well as prepare students for a multicultural society. Develop standard "*!
guidelines to be used when evaluating textbooks and teaching and library materials. #P!
• Plan to achieve district-wide training of teachers and staff and school board in cultural #"!
competency. Help teachers and staff develop a deeper understanding of the causes of ##!
inequities, of disproportionate rates of school success, and of biases. Help educators #$!
develop strategies to combat bias, prejudice, and discrimination and to teach children #%!
mutual respect and appreciation for diversity and difference. #&!
• Help educators learn how to collaborate successfully with families, especially with #'!
families from backgrounds different than their own. #(!
• Ensure families understand school policies and practices and their children’s rights and #)!
responsibilities in school. #*!
The Task Force recommends that the School Board use the following outcomes and benchmarks $P!
as goals for years one through three of Strategic Plan implementation: $"!
• There are people of color in every school, in multiple roles, including as volunteers. $#!
• Race and class are not predictors of disciplinary action. $$!
• Climate increasingly promotes and supports diversity, equity, cultural competency and $%!
inclusion. $&!
• Climate reflects growing cultural competency of teachers, staff, students, and community. $'!
32
• Climate increasingly reflects BSD’s vision of a community that values and respects all "!
cultures, families, and students. #!
• Climate increasingly encourages and supports learning that prepares students for $!
multicultural environments. %!
• District engages parents and students to address potential or existing barriers for their &!
involvement in school. '!
• Burlington High School’s (BHS’s) 2020 Plan continues to ensure that climate issues are (!
fully addressed, including consideration of physical, cultural and curricular challenges )!
that contribute to isolation of particular student groups. *!
• District will conduct annual climate audits, results of which are posted on website and "P!
distributed to the public. ""!
The Task Force recommends that the School Board use the following outcomes and objectives as "#!
goals for years beyond Year 1 of Strategic Plan implementation: "$!
• Students’ interactions are fluid across all levels and cultures. "%!
• Student and family identities are affirmed. "&!
• Schools become active participants in identifying and ending oppressive and exclusive "'!
policies and practices of all types to produce socially and critically active and aware "(!
students. ")!
• All students feel that they belong and that they are visible. "*!
• Climate completely promotes and supports diversity, equity, cultural competence, and #P!
inclusion. It reflects BSD’s vision of a community that values and respects all cultures, #"!
families, and students. Parents and children feel empowered, not disenfranchised and ##!
marginalized. #$!
• Climate completely encourages and supports learning that prepares students for #%!
multicultural environments. #&!
• Schools’ physical and curricular changes result in more fluid interactions between #'!
students, regardless of race and class. Special emphasis is given to achieving this at the #(!
high school (2020 Plan). #)!
• Recruitment, hiring and retention practices reflect diversity of student body. #*!
• District will conduct annual climate audits, results of which are posted on website and $P!
distributed to the public. $"!
As part of its discussion, the Task Force identified which Hallmarks of Excellence the Climate $#!
goal/objectives relate to: $$!
33
• A community that values and respects all cultures, families, and students "!
• Socio-economic balance in all Burlington classrooms. #!
• Equal access to learning opportunities for all Burlington students. $!
• Learning situations that prepare students for multicultural environments. %!
&!
'!
34
STRATEGIC AREA 3: Curriculum "!
#!
Goal Statement: Within the next year, the District will establish curricular training and support of $!
authorizing and demonstrating anti-racist and culturally responsive curriculum to support all %!
students. The District will establish specific, measurable objectives for carrying out the &!
Hallmarks of Excellence goal of “Promoting Diversity & Cultural Competence” through '!
curriculum to address the stages and characteristics of multicultural curriculum reform with the (!
goal of reaching the transformative or social action and awareness stage. )!
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35
Expand the Diversity and Cultural Competence Hallmark "!
• Define the “Diversity and Cultural Competence Hallmark” as it is specifically tied to #!
curriculum (e.g., By using teacher advisory groups, diversity curriculum coach, and $!
Curriculum Office with Diversity & Equity Office). %!
• Translate Hallmark “Guiding Questions” into practical, specific guidelines with examples &!
that are tied to best practices and strategies for student achievement with timely and '!
consistent assessment. (!
• Establish minimum expectations for every building and/or classroom that guide all )!
toward excellence. *!
• Identify potential lead teachers to test tools, processes, and rollout of best practices. "P!
• Definition & standards/guidelines of Diversity and Cultural Competence Hallmark are ""!
presented to the Diversity & Equity Office for review. "#!
• Connect to staffing and budget long term planning to match resources with goals. "$!
• Final version is presented to the school board for adoption. "%!
• Training is offered to help teachers connect best practices to lesson plans; training is "&!
offered to curriculum planners within buildings to support staff in meeting culturally "'!
responsive practices. "(!
• Establish a process for ensuring that these best practices are monitored within every building. ")!
Teacher advisory groups could be established based on school, grade team, or content area. As an "*!
example, teacher teams meet monthly to determine the structure of how to meet the Diversity and #P!
Cultural Competence Hallmark by creating specific learning objectives based on teaching strategies, #"!
or by creating a place-based, social justice-themed unit plan as a culminating project to present to the ##!
district as a shared resource, based on rubrics, and self-assessment backed by research. #$!
The use of art should be used as teaching method to communicate the acceptance of diversity, #%!
equity, cultural competence, and inclusion in the District. #&!
Teachers must be trained to teach ethnic studies within their curriculum starting with African #'!
American studies—and other ethnic studies and social justice leadership studies—to improve the #(!
achievement gap of the most affected groups in the District. #)!
#*!
Activities to Achieve Objectives for Year 1 $P!
• Expansion of the Diversity and Cultural Competence Hallmark (abovementioned). $"!
• District will arrive at a working definitions of the following terms and how they relate to $#!
district curriculum: “anti-racist,” “culturally responsive,” and “social justice.” $$!
36
• District administrators communicates to teachers, staff, students and community the "!
urgency of taking action on school curriculum and on the progress towards achieving the #!
overall goal. $!
• Creation of an on-line Curriculum Resource Guide to serve as a training and teaching %!
resource for teachers for continual development of their self-awareness and gaining &!
knowledge of new strategies to use in the classroom. '!
• Teacher Workshops (professional development) on anti-racist, culturally responsive (!
curriculum provided for teachers throughout the year. )!
• Teacher advisory groups on anti-racist, culturally responsive curriculum established in *!
each school. "P!
• Presentations to the School Board of anti-racist, culturally responsive curriculum. ""!
• Creation of an Interdisciplinary Curriculum Guidebook "#!
o The guidebook should seek to define anti-racist education, share research on the "$!
effects of racism on student learning and development, and heighten awareness of "%!
racist conditioning and the need for understanding racial identity development "&!
stages of various ethnic groups. "'!
o This guidebook should present the rationale for using an anti-racist, culturally "(!
responsive and socially just method of inquiry, a collection of interdisciplinary ")!
lesson plans, and section for teachers’ reflective review. For example, a "*!
description of the guidebook can incorporate the following concepts: and #P!
examination of attitudes about racism; a review of racism in U.S. schools; racism #"!
from the student perspective; and anti-racist lesson plans for K-12 schools (Banks, ##!
2006; Donaldson, 2001; and Gay, 2000). #$!
• Anti-racist, culturally responsive curriculum teacher workshops to be provided for all #%!
District teachers and paraeducators in this first year. #&!
• Using the curriculum guidebook, training is offered to help teachers connect “best #'!
practices” to lesson plans; training is offered to curriculum planners within buildings to #(!
support staff in meeting culturally responsive practices. #)!
• Establish a process for ensuring that these “best practices” are monitored and assess #*!
within every building. $P!
• Anti-racist, culturally responsive curriculum teacher advisory groups formed. Advisory $"!
groups will be established with the support of a trained (in anti-racist and culturally $#!
responsive education) curricular coaches based on school, grade team, and/or content $$!
area. As an example, teacher teams meet monthly to determine the structure of how to $%!
meet the Diversity and Cultural Competence Hallmark by creating specific (socially just $&!
and antiracist) learning objectives based on culturally responsive teaching strategies, or $'!
by creating a place-based, social justice themed unit plan as a culminating project to $(!
37
present to the district as a shared resource, based on rubrics and self-assessment backed "!
by research. (Example: Graduate students from regional colleges and universities like #!
Amherst or UVM). $!
• Extending from advisory groups, diversity coaches, available to support classroom %!
teachers in each school, are recruited and supported by Diversity & Equity Office. &!
• Presentations to the School Board on anti-racist, culturally responsive curriculum. '!
• Each school-based team of teacher leaders will meet annually with the curriculum (!
committee of the school board to share progress, concerns, considerations and updates on )!
current process and implementation of curriculum adaptation to meet the Diversity and *!
Cultural Competence Hallmark objectives. "P!
References: Gay, G. (2000) Culturally Responsive Teaching: Theory, Research & Practice. New York. Teachers ""!
College Press. "#!
"$!
Activities to Achieve Objectives for Years 2-5 and Beyond "%!
Annual “Curriculum of Excellence” symposia for teachers, parents and students highlighting "&!
outstanding work by educators and students within the district regarding how the school’s "'!
curriculum accomplishes the goals of the Diversity and Cultural Competence Hallmark. "(!
• These symposia should be planned by teachers to include voices from students, parents and ")!
community members and emphasize the commitment to education for social justice and "*!
sustaining an equitable learning environment for students through specific learning objectives. #P!
• Adequate funding will be available for materials, food, beverages, translations, and on-#"!
site interpreters. ##!
The District provides support so that teachers and administrators are able to monitor their #$!
progress of achieving Year 1 and future objectives and activities to achieve these objectives #%!
through the creation of Diversity Curriculum Profiles (see below) for each school. #&!
• Ensure Diversity & Equity Office and lead teachers/staff have opportunities (e.g., release #'!
time, budget) to travel to workshops, conferences and professional development sessions #(!
on themes of anti-racist, culturally competent education. #)!
• Diversity coaches, available to support classroom teachers in each school, are hired and #*!
supported by Diversity & Equity Office. $P!
• Creation of Curriculum Profile tools: The district will establish sustainable tools to help $"!
plan curriculum and guide planners to ensure culturally responsive practice to track $#!
progress monitoring and reporting to the board, administration and community. $$!
$%!
38
Diversity Curriculum Profiles: "!
This is a tool to help plan curriculum and guide planners to ensure culturally responsive practice. #!
This could be made into an interactive webpage- each blank would be an input field and a way to $!
help principals record evidence of teacher, school progress within the Diversity and Cultural %!
Competence Hallmark. &!
This matrix could alternatively be used as a template for individual curricular elements, e.g. '!
activities as an individual page. (!
)!
Stages of Curriculum Transformation Status Quo —> Contributions —> Diversity Additive —> Transformational —> Social Action Status Quo: Traditional educational practices are maintained with no critique of existing inequities in any aspect of the school or the education system. Curricula, pedagogies, counseling practices, and all other aspect of education continue to reflect primarily White, male, upper middle class, Christian, and other privileged perspectives and approaches.
Contributions: The curriculum structure, goals and characteristics reflect mainstream constructions of knowledge. Ethnic heroes and their contributions noted. Ethnic holidays and celebrations are incorporated. For Example: Books, bulletin boards, videos and other teaching materials are chosen because they portray people from multiple cultural, racial, ethnic, religious, and language groups in a variety of roles interacting across stereotypical lines.
39
Diversity Additive: Teachers consistently reference the multicultural nature of their teaching tools, noting the contributions and accomplishments of distinguished individuals from a variety of cultural, racial, ethnic, and linguistic backgrounds. In addition to acknowledging heroes and holidays, concepts, themes, authors, and perspectives from a variety of ethnic and cultural groups are added to the curriculum without changing its basic structure and assumption. For Example: The Westward expansion curricula is taught from the perspective of the westward movement of hunters, trappers, pioneers, and the advent of the industrial age and its impact on harnessing the resources of the western U.S. Concepts and themes that explore the impact of expansion on American Indians is a substantial portion of the curriculum but the focus is on the movement west.
Transformational: Teachers consistently provide opportunities for their students to work together across cultural, racial, ethnic, religious, language and ability lines. Academic and social opportunities are created throughout the course of each academic year so that students form friendships and mutually supportive connections across cultural, racial, ethnic, religious and ability groups. The curriculum, including concepts, issues, themes and problems is taught from several ethnic and cultural perspectives and points of view. Texts and other teaching materials offer multiple perspectives and are told from multiple perspectives. For Example: Rather than study Western Expansion, students explore the history of the West during the 19th century and its impact and outcomes on multiple groups. The emphasis is on the complexities of diverse cultures and the role of government and other institutions in achieving specific outcomes. Classroom practices are congruent with the curriculum so that, regardless of content area, the curricula create opportunities to examine the influence of multiple perspectives and knowledge generation on the content area.
Social Action: Teachers enact curricula that explore multiple perspectives, idea, and outcomes. Students are able to develop critical lenses that require analysis, synthesis, and perspective taking within each content area. Teachers assess student outcomes in terms of knowledge, skills, and critical perspectives as well as social advocacy. Teachers infuse their curriculum with opportunities for students to explore questions of fairness and equity as they relate to classroom practices such as grouping, rule setting consequences for conduct, and grading. The teacher mediates discussions by encouraging students to take the perspective of others. The curricula include learning experiences and assignments that encourage student to investigate the status quo and to generate actions that combat or improve the equity within the school or local community.
40
Content Area: _____________________________________ "!
Teachers:_________________________________________ #!
Evidence: Status Quo | Contributions | Diversity Additive | Transformational | Social Action $!
%!
Activities &!
Skills Practice '!
Assignments (!
Language (content, form, usage) )!
People Studied *!
Topics/Issues "P!
Miscellaneous (additional supports) ""!
Grading "#!
"$!
Curricular Elements- "%!
"&!
Activities: "'!
What kinds of activities are students expected to complete, with whom, and where (at home, in "(!
the classroom, in the library)? ")!
"*!
Language (Content, usage, form): #P!
What kind of vocabulary is introduced and emphasized? How is language used to convey a sense #"!
of time and place? How are students encouraged to actively use new concepts? ##!
#$!
People Studied: #%!
Is there a variety of racial, ethnic, and abilities represented in the unit? What kinds of socio-#&!
economic backgrounds are assumed? Does the teacher’s guide encourage discussion and #'!
understanding about the people represented? #(!
41
"!
Topics, Issues: #!
Do the topics/issues studied resonate with your students? To what extent does the teacher’s guide $!
provide time to anchor instruction to the students’ current knowledge and background? %!
&!
Miscellaneous (additional supports): '!
As you study the unit, are there other assumptions being made that may make this unit of study (!
difficult for your students to grasp as they focus on mastery of the core concepts? To what extent )!
will you need to adapt or provide additional supports to your students so that they can be *!
successful in this unit? "P!
""!
Grading: "#!
Are guidelines provided for assessing student progress in this unit? If so, will the suggested "$!
process assist you in providing timely, accurate, and support feedback to your students? "%!
"&!
Next Steps: "'!
What do I plan to do to move my curriculum from contributions to transformational? "(!
What do I need to move my curriculum from contributions to transformational? ")!
How will I evaluate changes in my students over time? "*!
#P!
#"!
English Language Learners ##!
The English Language Learner (ELL) population has more than doubled over the last decade in #$!
Vermont. In 2010-2011, seventeen percent of BSD students identify as English Language #%!
Learners. As this Task Force Report does not sufficiently address the complex needs of ELL #&!
students within a large predominantly white institution like the School District, the Task Force #'!
recommends that an intentional group (ELL Advisory and Task Force)—comprised of the ELL #(!
Coordinator, Home-School Liaison staff, Director of Diversity & Equity, Director of #)!
Curriculum, teachers, community members, and students—develop and adopt within this #*!
budget planning cycle a strategic plan for services and programs that addresses well-$P!
42
documented evidence that the needs of ELLs are not fully being met in the current system. This "!
is an opportunity to create a world-class ELL Program. #!
In this section, we use the acronym, “ELL” to refer to students for whom standard-school $!
English is a new language. Student may be fluent and fully literate in multiple languages and so %!
the knowledge of more than one language is not ELL is one of those languages in standard US &!
English. We note that language fluency and literacy are critical for information to be shared '!
between student and the school. For more information: L. Depit (2000) The Skin That We Speak: (!
Thoughts on Language and Culture in the Classroom. New York. New Press. )!
The District should have assessment that is both formative and summative to determine both the *!
ELL student’s achievement/progress and to support teachers in selecting the most useful course "P!
for future curriculum. The District needs to investigate the unique issues, challenges, and ""!
opportunities to better serve the ELL community on a continuing and comprehensive basis. "#!
“What schools should teach is the English that provides ELLs the broadest possible means of "$!
communication (using speech, technology, hand writing and non-verbal mediums). Assessment "%!
of English language knowledge must go farther than simply grammar to focus on (all) aspects of "&!
communication competence (Banks, p. 282)” "'!
"(!
Benchmarks for Supporting ELL Students ")!
• District has concise statement of their support for linguistic pluralism and the benefits to "*!
school academically. #P!
• All teachers and staff should be aware of their linguistic biases. Instead of viewing the home #"!
dialect as flawed, teachers should see it as a source of strength and foundation for further ##!
learning. #$!
• Benchmarks for instructional strategies should reflect the linguistic diversity in the District, #%!
the United States and the world. This means that curriculum has multilingual content at all #&!
level and subjects. Teacher will demonstrate the willingness and ability to incorporate #'!
nonschool dialects and language across and through all curriculum materials #(!
• Instructional planning and actions should accommodate linguistically diverse students with #)!
equitable allocation of school resources (material and interpersonal). #*!
• District uses multiple means to assess ELLs. $P!
• District goal should be to graduate students who are at least bilingual, being fully literate in $"!
American Standard English and another language. $#!
Banks, J. (2006) Cultural Diversity and Education: Foundations, Curriculum and Teaching. Allyn & Bacon NY $$!
(pages 266-291 Language, Culture and Education) $%!
43
"!
Action steps for the first year include: #!
• Classroom teachers must share responsibility of the support and success of ELL students, $!
academically, culturally, and socially. %!
• More consistent, integrated professional development needed for all BSD staff. &!
• Recruiting, hiring, promotion, and rewarding of teachers based on ELL/cultural competence. '!
• Students with high English literacy needs (e.g., Limited English Proficiency) must be (!
adequately supported and resourced. )!
• Adequate resources need to be provided to support instruction (full-time ELL *!
Coordinator, full-time Home-School Liaison Coordinator (currently half-time), sufficient "P!
number of Home-School Liaisons to meet changing linguistic and cultural transitions, ""!
translations; budgets must in local budgets (and not rely on grant funding). "#!
"$!
"%!
"&!
44
STRATEGIC AREA 4: Human Resources"!
#!
Goal Statement: Professionally trained and developed leaders, administrators, teachers and staff $!
will demonstrate cultural competency, inclusion, equity and social justice at high levels when %!
involved in the recruitment, screening, interviewing, scoring and hiring of applicants; and in &!
training, development and retention of employees. '!
(!
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+*!
"P!
Vision Statement: Multicultural Mindset ""!
A “multicultural mindset” will be established in the School District that values cultural pluralism "#!
and affirms students from all cultures by promoting diversity, equity, cultural competence, and "$!
inclusion to close and eventually eliminate the achievement gap. "%!
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45
Activities to achieve objectives "!
• 118 “elevator pitch” must be developed by leadership that can be communicated by all #!
within the district in less than 118 seconds that explains the importance of and commitment $!
to establishing cultural competency, diversity, equity and inclusion in the Burlington School %!
District for all students. This 118 “elevator pitch”/ positioning statement must support the &!
goals of affirmative recruiting, screening, hiring, training, professional development and '!
retention of all employees of color within the district. (!
)!
For more information, please review AISNE Guide to Hiring and Retaining Teachers of Color, “The Why and How of *!
It” by Michael Brosnan (2009, June 7). Retrieved from http://www.nais.org/equity/article.cfm?ItemNumber=145478 "P!
. Throughout this strategic area, any references to this document will be represented as www.aisne.org. ""!
"#!
• A sense of urgency needs to be created regarding the hiring of culturally competent teachers, "$!
with a focus on teachers of color to diversify the staff. "%!
"&!
• Everything must be done through the lens of diversity, equity and inclusion (www.aisne.org). "'!
"(!
• Partnership with local businesses and other community resources in Burlington should be ")!
strengthened or established to bring professionals of color from in and out of the state into "*!
the schools to interact with all students for them to see and understand the value of #P!
professionals of color. #"!
##!
• The school climate must be inviting to attract applicants of color and retain them as teachers #$!
and administrators. #%!
#&!
• The District must be a welcoming place for teachers, staff and administrators of color. #'!
#(!
#)!
How will this engage stakeholders—students, community members and teachers? #*!
• Students will: $P!
$"!
o Be able to hear administrators, teachers and staff communicate the vision and mission $#!
of diversity, equity and inclusion within a climate of change that will enable them to be $$!
able to focus on their studies with an improved self-image needed to narrow the $%!
achievement gap. $&!
$'!
o See the leadership exhibited by the Superintendent, principals, administrators, teachers $(!
and staff on meeting the goals and objectives of diversity, equity, cultural competence, $)!
and inclusion and will know that a new standard is expected within the District for $*!
conduct and behavior. %P!
%"!
46
• Through openness and transparency students will see the genuine efforts being made by the "!
District to cause needed changes and to affect the overall climate in the schools in the most #!
positive ways. $!
%!
• Urgency in hiring culturally competent teachers is the best way to move the District forward &!
positively in affecting the lives of existing students within the District. '!
(!
• The students, teachers, principals, administrators, staff and community will see the assessment )!
of the performance of the administrators, principals, teachers, Director of Diversity & *!
Equity/Equity Officer for Employment and Retention, and Human Resources (HR) Director in "P!
meeting the Board’s goals of diversity, equity, cultural competence, and inclusion as proof ""!
positive of the Board’s and District’s commitment to the achievement of the goals and "#!
objectives. "$!
"%!
• Professionals of color coming in to provide training will show the Board’s and District’s "&!
commitment to having cultural competence within the school system. "'!
"(!
• Utilizing graduate students of color to work with students will help change the climate in the ")!
schools supporting a more dynamic and multicultural environment that will help affirm "*!
students from diverse backgrounds. #P!
#"!
• A change of ambiance within the physical representations of the District to reflect more ##!
diversity in those representations will show students, teachers, administrators and the #$!
community that the Board and District are moving towards the establishment of a #%!
multicultural mindset within the District that affirms students from all cultures. #&!
#'!
Training & Professional Development Towards a Multicultural Mindset #(!
All participants in all phases of the hiring processes must demonstrate cultural competence at a #)!
high level before and during participation in any aspect or phases of the hiring processes. #*!
Bias awareness and reduction training is mandatory and shall occur at least once a year. $P!
On-going professional diversity development training for teachers, administrators and staff $"!
should be provided twice annually. $#!
$$!
Activities to achieve objectives $%!
• The Superintendent, administrators, principals, Equity Council members, teachers, and other $&!
staff will receive professional training in bias awareness/reduction, diversity, equity, cultural $'!
competence and inclusion. $(!
$)!
• The bias awareness training component from within the professional development program $*!
must be provided to all Search Advisory Committee (SAC) members and consist of breadth, %P!
47
depth and rigor needed to highlight biases present or latent within hiring processes or within "!
individual participants for correction. Key stakeholders from the community should be #!
encouraged to attend to improve the overall climate within the schools. $!
%!
• Documentation of all training must be standardized for use by the Superintendent, Equity &!
Officer for Employment and Retention, and HR Director (now to be defined as the “Equity '!
Hiring Leadership Team”—see below). (!
)!
• Training of a larger pool of potential SAC members should occur twice a year to establish a *!
standing pool of trained and qualified members. "P!
""!
• The authority of the Equity Officer for Employment and Retention must be clearly established "#!
and publically empowered with increased strength and power and oversight over the processes "$!
of recruitment, screening, hiring, training, professional development and retention. "%!
"&!
• The Board will direct the administration—in conjunction with relevant bargaining units—to "'!
implement performance evaluations and appraisals of all District staff to reflect culturally "(!
competent criteria. ")!
"*!
• The Director of Diversity & Equity/Equity Officer for Employment and Retention: #P!
#"!
o Must have the authority and be responsible for holding District employees ##!
accountable to the Board for processes, procedures and outcomes around recruitment, #$!
screening, hiring, training, retention and professional development. #%!
#&!
o Will provide bias awareness training to SAC committee members including teachers, #'!
administrators, principals and staff. #(!
#)!
o Will have their power publicly presented at District wide meetings led by the #*!
Superintendent and Board at schools throughout the District with the first meeting $P!
occurring within the first month of the new school year followed on by other $"!
meetings to complete the process by the third month of the school year. $#!
$$!
o Will have the ability to challenge searches and “fail” searches based upon the Board’s $%!
goals of cultural competency, equity and inclusion not being met. $&!
$'!
o Shall develop, provide and document a professional training and development $(!
program for students, Superintendent, administrators, teachers and staff including bias $)!
awareness training. $*!
%P!
o Will report to the Board quarterly on the adherence to training, professional %"!
development, diversity, equity, cultural competence, and inclusion within the District. %#!
%$!
o Will provide the results of the internal and external audits and SWOT (Strengths-%%!
Weaknesses-Opportunities-Threats) analysis on the need and development of bias %&!
awareness training; will present the justifications to the Superintendent and School %'!
48
Board for the training program that is developed and will identify the outside "!
professional to provide training. #!
$!
o Must have oversight over individuals and SAC member’s adherence to training and %!
development and assessment of personnel for participation in all phases of the hiring process. &!
'!
o Will incorporate “best practices” for professional development and bias awareness (!
training and will benchmark this training program using the results of external and )!
internal audits. The internal audit will be based upon a review of policies and *!
practices within the School District. The external audit will be based upon "P!
intelligence and data about demographic, cultural, social, economic, environmental, ""!
legal and technological trends. "#!
"$!
o Quantitative and Qualitative techniques will be used in forecasting to identify key "%!
opportunities and threats for training. "&!
"'!
• The Board will provide authority to the Equity Officer and/or Director of Diversity & Equity "(!
through decree and ensure that those positions have the ability to speak to directly to the ")!
Board on diversity related issues. "*!
#P!
• Bias awareness training and individual participant’s bias assessment must occur with the #"!
formation of and initiation of a hiring process, notably when a SAC is formed. Training ##!
records of all teachers, administrators and staff will be maintained by the HR Director and be #$!
accessible to the Equity Officer for Employment and Retention. Critical needs include: #%!
#&!
o Provide District’s vision, mission and objectives for buy-in to the program. #'!
#(!
o Determine staff biases to awareness deficits to help close any gaps with corrective action. #)!
#*!
o Address white privilege without assigning guilt. $P!
$"!
o Add to the climate of change sought in the process. $#!
$$!
o Determine if members know the law on what is legal, illegal, acceptable and unacceptable. $%!
$&!
• The Superintendent and the Director of Diversity & Equity/Equity Officer for Employment $'!
and Retention will present funding requests to the Board for the expanded roles of the $(!
Director of Diversity & Equity, Equity Officer for Employment and Retention, Equity $)!
Council, and additional resources. $*!
%P!
How will this engage stakeholders—students, community members and teachers? %"!
• Teachers, administrators, staff and students will: %#!
49
"!
o Be able to feel that there is new climate of change that will support the goals of #!
cultural competency, equity and inclusion. $!
%!
o Be able to feel that there is accountability within this new climate of change to keep &!
the process moving forward. '!
(!
• Providing the Director of Diversity & Equity/Equity Officer for Employment and Retention )!
with the ability and authority to hold the Superintendent, teachers, principals, administrators *!
and staff accountable for processes, procedures and successful outcomes around the Board’s "P!
goals of diversity, equity and inclusion will provide the students, teachers, administrators, ""!
staff and community with the knowledge that the Board is committed to its goals and policy "#!
statements on diversity, equity, cultural competence, and inclusion. "$!
"%!
• The use of data will help the Superintendent, all teachers, administrators, principals, staff and "&!
the community see where the District is starting from on the path of cultural competency, "'!
equity and inclusion for all students and what the Board and School District need to achieve "(!
to meet its goals and objectives for a multicultural mindset that values cultural competency, ")!
equity and inclusion within the District that cause all students to feel affirmed. "*!
#P!
• Understanding that funding has been provided for the expanded roles of the Director of #"!
Diversity & Equity and Equity Council will show the students, teachers, administrators, ##!
principals, staff and community that the District has committed financial resource to the #$!
goals of diversity, equity, cultural competence, and inclusion within the District, which #%!
removes a critical obstacle for all participants to support the process of goal achievement. #&!
#'!
Vocal & Transparent Support for Affirmative Recruitment #(!
Affirmative recruitment and hiring of culturally competent teachers and administrators and other #)!
professionals is a number one priority within the Burlington school system and must be #*!
understood and prioritized for implementation. $P!
The Superintendent and School Board need to articulate clearly the goals of affirmative $"!
recruitment and be more vocal and transparent about the commitment to this effort. $#!
Best practices must be determined, understood and demonstrated in the recruitment, screening, $$!
hiring, training, professional development and retention processes. $%!
The face of recruitment for the Burlington School District must be established and that person $&!
must put themselves in places personally and professionally where they will have contact with $'!
people of color (www.aisne.org). $(!
An Equity Council representative, School Board Commissioner, and other stakeholders should $)!
be part of the Search Advisory Committee to provide input. $*!
50
Advertisement should explicitly state the need for applicants to have a passionate desire with "!
teaching methods to move the district forward in higher educational achievement and #!
advancement for all students of all races, origins, backgrounds, gender status, sexual orientation, $!
disabilities and cultures. %!
The professional hiring advertisement should also be explicit in pointing out the need for equity &!
and fairness in the practice of disciplinary actions for all students and questions whether '!
applicants use preventive discipline, supportive discipline or corrective discipline. (!
)!
Activities to achieve objective *!
Affirmative recruit for cultural competent teachers and administrators of color must be "P!
prioritized and include: ""!
• job fairs. "#!
• site visits. "$!
• signing bonuses at job fairs. "%!
• incentive to employees for referrals for employment, and mentoring. "&!
• advertise with key words to attract qualified people of color. "'!
• state the District’s commitment to cultural competency, equity and inclusion in all job "(!
postings. ")!
• advertise in print and online publications targeted to people of color. "*!
• hire culturally competent applicants and not resumes that are comfortable to the majority #P!
group and culture. #"!
• understand candidate potential in the disbanded Vermont’s Teachers Diversity program. ##!
• superintendent fast track capacity. #$!
• grant applications for recruitment funding. #%!
• learning from other school districts. #&!
• seeking out candidates of color at job fairs and not wait to be approached. #'!
• outreach to other school districts for who may have been laid off from work for #(!
appropriate reasons. #)!
• grooming of graduate students for future teaching positions. #*!
• establishment of a qualified pool of people of color to substitute teach in the District. $P!
• establishment of mentoring programs for qualified people of color to become teachers $"!
and administrators. $#!
The Board’s targets for a diverse applicant pool should be stated before moving forward on $$!
hiring culturally competent teachers, principals and administrators. $%!
51
The Equity Officer for Employment and Retention and Human Resources Director must: "!
• network and learn from other districts. #!
• network with Historically Black Colleges and Universities, Hispanic-Serving Institutions, $!
Asian Pacific American/Pacific Islander-Serving Institutions, alumni groups, careers %!
offices, educational associations and departments. &!
• network with parents and students of color for finding qualified recruits of color. '!
• maintain a data bank of alumni of color from within the District. (!
• maintain a list of national universities, cities, national organizations and print and online )!
publications to utilize in affirmative recruiting and hiring. *!
• stay in touch with local organizations (Burlington Police Department, the United Way, "P!
colleges and universities, etc.) that also are actively and/or successfully recruiting diverse ""!
candidates, especially those whose spouses/partners will be seeking employment in our "#!
area. They should streamline the ways those local partners interact with the District and "$!
establish a school District official main contact person for them to interact with. "%!
The District should continue building the “I am Vermont” campaign highlighting with people of "&!
color showing how they live and progress in Vermont to attract people of color. Show it on "'!
YouTube and establish an “I am Vermont Website.” Partner with local colleges and universities "(!
for success. ")!
"*!
How will this engage stakeholders—students, community members and teachers? #P!
• The use of “Best Practices” in affirmative recruitment and hiring of culturally competent #"!
teachers and administrators and other professionals within the Burlington school system will ##!
provide the students, teachers, principals, administrators, superintendent, Board and community #$!
with tangible proof of the new commitment to cultural competency, diversity, equity, inclusion #%!
with a multicultural mindset to move the District and community forward together. #&!
#'!
• Seeing the Director of Diversity & Equity/Equity Officer for Employment and Retention, #(!
Equity Council, HR Director, principals, superintendent, staff, and teachers engaged more in #)!
the community will provide self-encouragement to the participants and encourage the #*!
community on the changing climate needed within the Burlington School District. $P!
$"!
• Having the Director of Diversity & Equity/Equity Officer for Employment and Retention $#!
freed up to spend more time in the schools engaged with students will show students more $$!
support with an expectation for improved student performance and improved school climate. $%!
$&!
• Equitable disciplinary actions within the District will: $'!
$(!
o Demonstrate to the students, teachers, principals, Superintendent, administrators and $)!
community that the Burlington School District is committed to fairness, equity and $*!
inclusion within the District. %P!
52
"!
o Be positive in recruitment of teachers and administrators of color by showing that #!
there is a climate of fairness in the District. $!
%!
• When teachers, principals and administrators are trained on different methods of applying &!
discipline they should be competent and moral in their use of appropriate discipline. They '!
will also gain respect from students and the community in their approaches to discipline. (!
)!
Consistent Implementation of Screening, Interviewing and Hiring Processes *!
A hiring process that eliminates bias and marginalization and produces culturally competent and "P!
diverse candidates must be developed and consistently followed. ""!
The list of desired traits, experience, multicultural and diversity related competences required for "#!
positions must be standardized and not reinvented with every Search Advisory Committee (SAC). "$!
Superintendents and principals completing the diversity data form must be clear about the race "%!
(and gender) of applicants and minimize the use of the “other” category. "&!
The Search committee’s job postings and updates to job posting criteria though brainstorming for "'!
desired traits, experiences, diversity and cultural competencies must be approved by the Equity "(!
Officer for Employment and Retention before use in the hiring process. ")!
The Superintendent must only appoint a search committee that meets the new standard of "*!
cultural competency and have received bias awareness training by the Equity Officer for #P!
Employment and Retention. #"!
Consistent explanation of job requirements to all applicants is essential. ##!
The best candidate should be selected and hired for the position. #$!
A standard template should be developed with a script for job offers and should be approved and #%!
documented by the Equity Officer for Employment and Retention. #&!
Job offers should allow the candidates to feel welcome to the District. #'!
#(!
Activities to achieve objectives #)!
• All aspects of the recruitment, screening, interviewing, offer and hiring processes must be #*!
documented and meet the standards and intent of the Board’s goals for diversity, equity, $P!
cultural competence, and inclusion with a “multicultural mindset” that values and affirms all $"!
students. $#!
$$!
53
• A consistent district level critical criteria list (for each position type) will be developed, "!
consistently updated, and used. #!
$!
• School specific value-added criteria should not be allowed in that those providing input will %!
not likely have been trained in cultural competence and could have tendencies that are not &!
aligned with the goals of establishing a more diverse, equitable, culturally competent, and '!
inclusive School District. (!
)!
• All participants in any aspect of the screening, interviewing, scoring and hiring processes *!
must and will be properly trained through bias awareness training provided by the Equity "P!
Office for Employment and Retention. This including the SAC members, Superintendent, ""!
teachers, administrators, principals, staff and designees in order to achieve the objective of "#!
having a culturally competent District with equity and inclusion for all students, teachers, "$!
administrators and staff. Participants must demonstrate cultural competency at the highest "%!
levels before and during participation in any aspect or phase of the employment processes. "&!
"'!
• The Equity Officer for Employment and Retention will have: "(!
")!
o Oversight over individuals and SAC members adherence to training and development and "*!
assessment of personnel for participation in all phases of the hiring process. #P!
#"!
o The ability to challenge and “fail” searches that do not met the Board’s goals of cultural ##!
competency, diversity, equity and inclusion. #$!
#%!
• Questions that challenge personal comfort zones about issues of diversity, equity and #&!
inclusion should be included in the hiring processes. The interview should include questions #'!
about demonstrated cultural competence in working with students of all races. Applicants #(!
should be asked how they would address other teachers who they recognize as demonstrating #)!
a lack of cultural competence in their manner and teachings, and who also do not stand up for #*!
the rights of diverse students $P!
$"!
• Interviewers completing the diversity data form must stay within the law and try to assess the $#!
race of the applicant. $$!
$%!
• The pre-screening grid should be reviewed by the Equity Officer for Employment and $&!
Retention as part of the oversight process, and include a verification of critical skills needed $'!
for movement to the next step in the screening process. $(!
$)!
• The Equity Officer for Employment and Retention will receive the updated criteria from the $*!
SAC committee and review them with the HR Director for acceptability and use in job postings. %P!
%"!
• Only those persons having received bias awareness training from the Equity Officer for %#!
Employment and Retention are eligible to be appointed to SACs by the principal or %$!
superintendent, based upon the view that those appointed will meet a new (higher) standard %%!
of cultural competence. %&!
%'!
54
• The Superintendent will gather information from the SAC on candidates of color not meeting "!
the scoring criteria and have the District Equity Officer and the HR Director review the data. #!
The Superintendent will take the principals report on any candidate of color not meeting the $!
critical scoring criteria and include that information in a report to the Equity Officer for %!
Employment and Retention and the School Board at the next board meeting. &!
'!
• The three questions asked of the candidates in the hiring process must be based upon a (!
consistent standard and must also be approved by the Equity Officer for Employment and )!
Retention before being allowed for use in screening, interviewing and hiring processes. They *!
must be relevant to the position, free of negative bias and cultural slants, and demonstrate a "P!
need for cultural competence, equity and inclusion. ""!
"#!
• They must be consistently applied to all applicants and the responses must be recorded and "$!
submitted for record retention to the HR department. "%!
"&!
• The Principal must use a written document and discuss the requirements for the job from that "'!
document with every applicant to ensure consistency within the interview process and must "(!
return that document to the Equity Officer for Employment and Retention at the end of each ")!
interview with the applicants name on the document. "*!
#P!
• The Superintendent must make the best selection from the final candidates presented and that #"!
selection should be supported by the evidence of the applicant’s scoring and ranking over all ##!
other candidates and best choice status for the position. #$!
#%!
• The Equity Officer for Employment and Retention, Superintendent and HR Director with #&!
principal input must develop a standard script to be used for job offers for consistency, #'!
efficacy and effectiveness. #(!
#)!
• At least for the next 24 months, all job offers should be made with the Equity Officer for #*!
Employment and Retention present. $P!
$"!
How will this engage stakeholders—students, community members and teachers? $#!
• Knowing that the District is following a consistent hiring process that reduces negative $$!
bias and marginalization and produces culturally competent and diverse candidates will $%!
help the teachers, principals, administrators and community realize that the Board is $&!
making movement toward having a culturally competent, equitable and inclusive District. $'!
$(!
• Teachers, administrators, principals and community will feel supported by the District in $)!
their efforts to make the necessary change to have multicultural mindset within the $*!
District that values and affirms all students in an environment of equity, cultural %P!
competency, and inclusion. %"!
%#!
• Teachers, administrators, principals and the community will be clear about the %$!
expectation for participation in the hiring process and the needs for training. %%!
%&!
55
• Teachers, administrators, principals and the community will be clear about the "!
expectation for hiring candidates who are culturally competent and who value #!
multiculturalism, equity and inclusion with a desire to affirm all students. $!
%!
• Verification of critical skills will provide teachers, administrators, principals and the &!
community with a view that the District is conducting a hiring process that can yield '!
good candidates. (!
)!
• Approval of job postings and updates to job postings will provide teachers, administrators, *!
principals, and the community with a view that the District wants to hire the best "P!
candidates. ""!
"#!
• Only appointing search committees that only meet the new standard of cultural competency "$!
and bias awareness training will show the teachers, administrators, principals and community "%!
that the District wants a fair and consistent process that will yield the best candidates. "&!
"'!
• The students, community, teachers, administrators, principals and staff will be able to see "(!
that the process is open with checks and balance to ensure appropriateness and fairness. ")!
"*!
• The students, community, teachers, administrators, principals and staff will be able to see #P!
that adherence to the process has yielded the best candidate. #"!
##!
• By having a standard script for job offers that is documented and approved by the Equity #$!
Officer for Employment and Retention the students, community, teachers and #%!
administrators will be able to see that hiring process is designed to enable the best #&!
candidate to be hired for the position. #'!
#(!
Equity Hiring Leadership Team Must Regularly Report Data #)!
The Equity Hiring Leadership Team (Superintendent, Director of Diversity & Equity/Equity #*!
Officer for Employment and Retention and Human Resource Director) will report quarterly to $P!
the Board on the implementation and compliance within the School District’s commitment to $"!
diversity, cultural competency and inclusion, and the effects on the narrowing of the $#!
achievement gap between students of color and the majority students. $$!
Any “failed” SAC hiring searches that do not yield a diversified candidate pool should be $%!
included in the reporting to Board by the Equity Hiring Leadership Team through their normal $&!
reporting duties to the Board as described in this strategic plan. $'!
Teachers, schools and administrators must have a semi-annual report card provided by the Equity $(!
Hiring Leadership Team to the Board by racial breakdown on incidents of disciplinary actions $)!
taken in the schools to understand trends in discipline for higher level intervention based upon $*!
national best practices. Confidentiality will be maintained. %P!
Civil Rights Data must be reported to the Board for review. %"!
56
"!
Activities to achieve objective #!
• The Equity Hiring Leadership Team will gather the data from within the District and report it $!
jointly to the Board. %!
&!
• “Failed” searches will be reported to the Board by the Superintendent with data gathered and '!
prepared by the Equity Hiring Leadership Team. (!
)!
• Reporting on teacher discipline must be gathered and understood. *!
"P!
• The Equity Hiring Leadership Team will report Civil Rights data to the Board from within ""!
the District with each new reporting of the data to the government. "#!
"$!
• The Equity Hiring Leadership Team must use data reports for these purposes: increased "%!
understanding, impact, corrective action, and overall assessment. "&!
"'!
How will this engage stakeholders—students, community members and teachers? "(!
• Data collection and reporting to the Board on the implementation and adherence to the ")!
strategy for increased diversity, equity, cultural competence, and inclusion in a multicultural "*!
environment will engage the community. #P!
#"!
o It will show teachers, administrators, principals and the community the commitment ##!
from the Board and District on the successful implementation of the strategy. #$!
#%!
• Reporting on “failed searches” to the Board will show transparency in the hiring process to #&!
students, teachers, administrator, principals, staff and the community. #'!
#(!
• Measurement and reporting on discipline within the District, while maintaining confidentiality #)!
where required will provide transparency to the students, teachers, administrators, staff and #*!
community on the use of discipline within the District for support or adjustments. $P!
$"!
• Board review of the civil rights data on advanced placements and discipline will provide the $#!
teachers, principals, administrators and community with a view that the Board has oversight $$!
on Civil Rights data points. $%!
$&!
Increasing Retention of Teachers and Administrators of Color $'!
In order to retain teachers and administration of color the District must create an environment $(!
that truly reflects the District’s commitment to diversity, equity, cultural competence, and $)!
inclusion with a multicultural mindset that values cultural pluralism and affirms students from all $*!
cultures and backgrounds (www.aisne.org). %P!
57
"!
Activities to achieve objective #!
The Administration and the Board must make a committee to provide opportunities for teachers $!
and administrators of color to succeed and to advance in their professions with appropriate %!
acknowledgements and aggressive pay. &!
Progressive actions needed: '!
• ambiance of facilities reflects new commitment to cultural competency. (!
• all schools have multicultural curriculums. )!
• administrators of color are in place. *!
• all children feel safe and all families feel welcome into schools. "P!
• honest dialog and steps for improvement. ""!
• visible demonstration of changes towards a more cultural competent environment. "#!
• eliminate isolation for employees of color with use of bi monthly community groups "$!
meetings with teachers and community members. "%!
• help teachers feel welcomed in the community. "&!
• help teachers connect with summer programs, apply for federal grants, enroll in graduate "'!
courses in their fields. "(!
• provide mentorship programs for teachers of color and graduate students. ")!
• encourage teachers of color into intentional leadership plans. "*!
• provide a real promotion track. #P!
• do not have leave teachers of color to be the sole advocate to “own” the diversity, equity, #"!
cultural competence, and inclusion efforts for the schools. ##!
• conduct exit interviews in oral, written form and anonymously. #$!
• interview school district alumni of color. #%!
#&!
How will this engage stakeholders—students, community members and teachers? #'!
• Providing an environment and climate of cultural competency, equity, inclusion and social #(!
justice will provide the benefit of teachers and administrators of color feeling valued and part #)!
of the community. #*!
$P!
• A proactive approach to retention and progressive actions in facilities ambiance, career $"!
advancement, aggressive pay and community support for new hires of color will allow $#!
teachers, administrators, principals and the community to see the commitment by the Board $$!
and District to retaining teachers, administrators and principals of color. $%!
$&!
58
Glossary: Terms and Definitions "!
#!
Anti-racist: Opposed to the unfair treatment of people who belong to other racial groups. Most $!
often, this term is used to describe whites who are opposed to institutional racism and unfair %!
treatment of people of color in society, while our District goal is to ensure that we all act to be &!
anti-racist. Compare to “Anti-Racism” and “Anti-Racist Education.” '!
Anti-racist Education: The term “anti-racist” as it relates to education seeks to combat the (!
racial intolerance that is evident in schools in numerous educational biases. These biases are )!
apparent in standardized testing, curriculum that excludes or minimizes various cultural *!
contributions, student organization that promotes ability grouping, high suspension and detention "P!
rates for students of color, inequalities in school financing, and lower teacher expectations of ""!
students of color. Racism in schools is also manifested in school policies such as failure to hire "#!
people of color at all levels and the omission of anti-racist regulations in faculty and student "$!
handbooks. Racism also surfaces in schools through individual acts of bigotry and lack of "%!
understanding. Some strategies that seem to combat these disappointments in other school "&!
districts are professional development that include the positive role of whites in antiracist "'!
education; awareness of students’ perceptions of racism in schools; experiential exercises to "(!
dismantle bias conditioning; open, nonthreatening discussions of responsibility; examination of ")!
stages of racial development and understanding of privilege and penalty within society; and "*!
knowledge development of anti-racist multicultural theoretical, philosophical, historical and #P!
practical foundations (Donaldson, 2001). #"!
Anti-racism: The practice of identifying, challenging, preventing, eliminating and changing the ##!
values, structures, policies, programs, practices and behaviors that perpetuate racism. It can be #$!
defined as the conscious and deliberate efforts to challenge the impact and perpetuation of #%!
institutional white racial power. It is critical that our examination of institutionalized white #&!
racism is not viewed as being against white people; rather, it is a way in which people of all races #'!
can gain the same level of access and privileges that white people tend to demand, to feel entitled #(!
to, and to take for granted. #)!
Cultural Competence is the ability to work effectively across cultures. Adapted from Sue and #*!
Sue (2007), a culturally competent professional is one who is actively in the process of: $P!
! Being aware of one’s own assumptions about human behavior, values, biases, $"!
preconceived notions, personal limitations, and so forth; $#!
! Understanding the worldview of culturally diverse and marginalized populations (values, $$!
assumptions, practices, communications styles, group norms, biases, experiences, $%!
perspectives, etc.); $&!
59
! Developing and practicing appropriate, relevant, and sensitive strategies and skills in "!
working with culturally diverse students, families, communities and colleagues. #!
A culturally competent professional is on who advocates on behalf of the needs of their students, $!
families, and colleagues they work with. They take action in their work place, community and %!
society to create a culture of respect and equity. Thus, cultural competence is active, &!
developmental, and ongoing process, and is aspirational rather than achieved. '!
In short, cultural competence- as professional and organizationally – has to do with US and (!
HOW WE ARE AS AN INSTITUTION, not only about “THEM.’ It is also not about expecting )!
assimilation into a “melting pot” nor is it about “blaming others” for challenging the status quo *!
or not following the rules. —Burlington School District. Adapted from Sue, D.W., and Sue, D "P!
(2007). Counseling the culturally diverse: Theory and practice, 5th Ed. New York: John Wiley. ""!
Cultural Hegemony is the philosophic and sociological concept, originated by the philosopher "#!
Antonio Gramsci, that a culturally diverse society can be ruled or dominated by one of its social "$!
classes. It is the dominance of one social group over another, e.g. the ruling class over all other "%!
classes. The theory claims that the ideas of the ruling class come to be seen as the norm; they are "&!
seen as universal ideologies, perceived to benefit everyone whilst really benefiting only the "'!
ruling class. "(!
Diversity: The variety of characteristics that distinguish people as individuals and that identify ")!
them as belonging to a group or groups. Diversity is a concept that includes notions of age, class, "*!
culture, disability, ethnicity, family, sex, language, place of origin, race, religion, and sexual #P!
orientation, as well as other characteristics that vary among people and groups within society. #"!
Ethnicity is a social and political construct used by individuals and communities to define ##!
themselves and others. Specifically, “ethnicity” refers to a person’s cultural background, #$!
including his or her language, origin, faith and heritage. Ethnicity comprises the ideas, beliefs, #%!
values and behavior that are transmitted from one generation to the next. It tends to be perceived #&!
in terms of common culture, history, language or nationhood. Ethnic identity and ethnicity are #'!
interchangeable terms. #(!
Equality is the state or quality of being equal; correspondence in quantity, degree, value, rank, #)!
or ability. Compare with “Equity.” #*!
Equity is a measure of results, not of efforts. We will have achieved equity when all measures $P!
indicate an absence of disproportionality in participation and achievement in terms of race, class, $"!
and disability, among other salient social identities. Compare with “Equality.” $#!
Hate is an intense dislike of, and contempt for, another person or a group of people. $$!
Hate/Bias Crime is a crime is a criminal offence committed against a person or property which $%!
is motivated by the suspect’s hate, prejudice or bias against an identifiable group based on race, $&!
60
national or ethnic origin, language, color, religion, sex, age, mental or physical disability, sexual "!
orientation or any other similar factor (as defined in section 718.2 of the Criminal Code of #!
Canada). Verbal intimidation, assault and vandalism are the most commonly reported types of $!
hate crimes. %!
Historical Hostility: The concept of historical hostility underlies the cumulative stress that &!
results in systemic, historical mistrust between two groups (e.g., white Americans and black '!
Africans). Historical hostility acknowledges both the socio-political and historical imbalances of (!
social capital (e.g., institutional racism against people of color) and helps explain why the burden )!
of trust-building lies with the historically empowered group (white Americans). *!
Inclusion: Inclusive education differs from previously held notions of “integration” and "P!
“mainstreaming,” which tended to be concerned principally with disability and “special ""!
educational needs” and implied learners changing or becoming “ready for” or deserving of "#!
accommodation by the mainstream. By contrast, inclusion is about the child’s right to participate "$!
and the school’s duty to accept the child. Inclusion rejects the use of special schools or "%!
classrooms to separate students with disabilities from students without disabilities. A premium is "&!
placed upon full participation by students with disabilities and upon respect for their social, civil, "'!
and educational rights. "(!
Fully inclusive schools, which are rare, no longer distinguish between “general education” and ")!
“special education” programs; instead, the school is restructured so that all students learn together. "*!
Institutionalized Racism is the collective failure of an organization to provide an appropriate #P!
and professional service to people because of their color, culture or ethnic origin. It can be seen #"!
or detected in processes, attitudes and behavior which totals up to discrimination through ##!
unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantages #$!
people from ethnic minorities. Racist incidents and harassment can take place in any institution, #%!
regardless of the numbers of pupils from different ethnic backgrounds within it. #&!
Multiculturalism is the appreciation, acceptance or promotion of multiple cultures, applied to #'!
the demographic make-up of a specific place, usually at the organizational level, e.g. schools, #(!
businesses, neighborhoods, cities or nations. #)!
Oppression encapsulates the fusion of institutional and systemic discrimination, personal bias, #*!
bigotry, and social prejudice in a complex web of relationships and structures that shade most $P!
aspects of life in society. Oppression is the societal and systemic expression of attitudes and $"!
behaviors that have created and sustain inequities. Compare with “Systemic Discrimination.” $#!
Organizational Climate: Assumptions, values, norms, beliefs, ways of thinking, behavior $$!
patterns, and artifacts. Tagiuri’s (as cited in Owens, 2004) definition seems to parallel closely $%!
many of the prominent authorities in the field. This notion of organizational climate tends to be $&!
more encompassing than that of many of his peers by including buildings and facilities, $'!
61
technology, and pedagogical interventions. Tagiuri also takes into account the race, ethnicity, "!
socio-economic levels, and gender of organizational members and participants, their motivation #!
and skills, and the organization’s leadership. Communication and decision-making patterns $!
within the organization, the organizational hierarchy and formal structures, and the level of %!
bureaucratization are all considered in his model as well. &!
Organizational Culture: A fairly common, simplistic definition of organizational culture is '!
“The way we do things around here.” Deeper discussions expand this definition to cover such (!
issues as the basic assumptions and beliefs shared by members of the organization regarding the )!
nature of reality, truth, time, space, human nature, human activity, and human relationships *!
(Schein, 1985a; 1985b). It also consists of the philosophies, ideologies, concepts, ceremonies, "P!
rituals, values, and norms shared by members of the organization that help shape their behaviors ""!
(Connor & Lake, 1988; Kilman, Saxton, & Serpa, 1985; Owens, 2004; Rousseau, 1990). "#!
Organizational culture embraces organizational needs such as as common language, shared "$!
concepts, defined organizational boundaries, methods for selecting members for the "%!
organization, methods of allocating authority, power, status, and resources, norms for handling "&!
intimacy and interpersonal relationships, criteria for rewards and punishments, and ways of "'!
coping with unpredictable and stressful events (Schein, 1985a). This shared culture helps to "(!
create solidarity and meaning and inspire commitment and productivity (Deal, 1985). ")!
People of Color: Skin color is a concept fabricated by whites to distinguish people from who do "*!
not originate from western, European, romance-based language speaking cultures. Historically, #P!
the term people of color identifies and links racially oppressed ethnic and cultural groups, and is #"!
currently a political term that is reclaimed by and is a source for empowerment for individuals ##!
who identify with these groups. #$!
Prejudice: A preconceived idea or judgment toward a group based on perceived ethnic or #%!
ancestral characteristics that result in a belief that members of that group are inferior. #&!
Privilege: The experience of freedoms, rights, benefits, advantages, access and/or opportunities #'!
afforded to members of the dominant group in a society or in a given context, usually #(!
unrecognized and taken for granted by members of the majority group, while the same freedoms, #)!
rights, benefits, advantages access and/or opportunities are denied to members of the minority or #*!
disadvantaged groups. For example, white privilege helps explain how white people—relative to $P!
people of color and who do not present as part of the white racial group—and despite their $"!
intentions, are “advantaged” to access and opportunities over people of color and those who do $#!
not appear to be in the white racial group. $$!
Race: Historically, “race” has represented the notion that there are biologically discrete “races” $%!
of human beings that can be ordered in terms of superiority of intelligence, sexuality and $&!
morality. However modern science has determined that no such biological distinctions exist $'!
among humans and that the term serves no useful scientific purpose. Today, “race” is often used $(!
62
to refer to a group of people of common ancestry, distinguished by physical characteristics such "!
as color of skin, shape of eyes, hair texture and facial features and to designate social categories #!
based on such characteristics. Race is often confused with ethnicity. $!
Racial Achievement Gap: The racial achievement gap refers to white students consistently %!
performing at higher levels on academic achievement exams than their peers of color. For &!
example, according to a New York Times article, “Triumph Fades on Racial Gap in City Schools” '!
(August 15th, 2010) in the city’s 3rd-8th grades, 40% of black students met state standards in the (!
2010 math tests. This is compared with 75% of white students. In English, 33% of black students )!
were proficient, compared with 64% of white students. *!
Racial Micro-aggression: Racial micro-aggressions are brief and commonplace daily verbal, "P!
behavioral, or environmental indignities, whether intentional or unintentional, that communicate ""!
hostile, derogatory, or negative racial slights and insults toward people of color. Actors of micro-"#!
aggressions are often unaware that they engage in such communications when they interact with "$!
racial/ethnic minorities. "%!
Racism is the set of mistaken assumptions, opinions and actions resulting from the belief that "&!
one group of people categorized by color or ancestry is inherently superior to another. Racism "'!
may be present in organizational and institutional policies, programs and practices, as well as in "(!
the attitudes and behavior of individuals. It is any act or situation that, even unwittingly, tolerates, ")!
accepts, or reinforces racially unequal opportunities for children to learn and thrive; allows racial "*!
inequalities in opportunity as if they are normal and acceptable; and treats people of color as less #P!
worthy or less complex than white people. By convention, the term racism has been reserved to #"!
describe the mistreatment of members of racial and ethnic groups that have experienced a history ##!
of discrimination. #$!
Racist: A person who subscribes—consciously or unconsciously, intentionally or unintentionally #%!
—to the beliefs of racism (see above) and perpetuates them through behaviors—again, #&!
consciously or unconsciously, intentionally or unintentionally. #'!
Stereotype is a fixed mental picture or image of a group of people having the same #(!
characteristic(s) as all members of the group, regardless of their individual differences. It is an #)!
over-generalization, where the information or experience on which the image is based may be #*!
true for some of the individual group members, but not for all members. Stereotyping may be $P!
based upon misconceptions, incomplete information and/or false generalizations about race, age, $"!
ethnic, linguistic, geographical or natural groups, religions, social, marital or family status, $#!
physical, developmental or mental attributes, gender or sexual orientation. $$!
Systemic discrimination: Systemic discrimination takes place via policies and practices which $%!
may appear neutral on the surface but in reality, exclude and discriminate against various $&!
minority groups — be it intentionally or unintentionally. For example, systemic discrimination $'!
63
can occur through employment systems such as job requirements, hiring practices or promotion "!
procedures, or as a result of some government laws and regulations. Also refer to Oppression. #!
Visible minority: The phrase “visible minority” refers to groups who share physically visible $!
characteristics such as dark skin. This is a term which specifically refers to a certain time and %!
place, when it was true in Canada that people of color were a minority relative to the majority of &!
the population. The term visible minority, although remaining in some legislation, is quickly '!
losing its relevance, as it is no longer applicable in our society due to changing immigration (!
patterns. Currently, the phrase should be used with caution because it often excludes groups of )!
people who commonly experience discrimination. It does not seem to include, for example, *!
many Latin Americans, southern Europeans, or religious groups, such as Jews and Muslims. "P!
""!
References for Glossary "#!
• British Columbia Human Rights Commission (2003). Responding to incidents of racism "$!
and hate: A handbook for service providers. "%!
• British Columbia Ministry of Attorney General (2008). End hate crimes: B.C. hate crime "&!
team roles and responsibilities. "'!
• British Columbia Ministry of Attorney General (2008). Promising practices and new "(!
directions in multiculturalism and anti-racism programming: A scoping review. ")!
• British Columbia Ministry of Attorney General (2006). Strategic framework for action: A "*!
strategy to stimulate joint action on multiculturalism and the elimination of racism in #P!
British Columbia. #"!
• Canadian Race Relations Foundation — Glossary (2010). http://www.crr.ca/. ##!
• Connor, P. E., & Lake, L. K. (1988). Managing organizational change. New York: Praeger. #$!
• Dei, George and Sefa, J. (1996). Basic principles of anti-racism education in anti-racism #%!
education. #&!
• Donaldson, Karen B. McLean (2001). Shattering the denial: Protocols for the classroom #'!
and beyond. Westport, CT: Bergin & Garvey. #(!
• Johnstone, F. A. (1976). Class, race, and gold: A study of class relations and racial #)!
discrimination in South Africa. #*!
• Kendall, D.; Linden, D., & Murray, J.L. (1997). Sociology in our times. First Canadian $P!
Edition. $"!
• Kilmann, R. H., Saxton, M. J., & Serpa, R. (1985). Introduction: Five key issues in $#!
understanding and changing culture. In R. H. Kilman, M.J. Saxton, & R. Serpa (Eds). $$!
Gaining control of the corporate culture (pp.1-16). San Francisco: Jossey-Bass. $%!
• Lakehead Social Planning Council (2007). Building social inclusion by combating $&!
racism, education resources grades 9-12, lesson 4: Modern racism in Canada. $'!
64
• Otterman, S. & Gebeloff, R. (2010). Triumph fades on racial gap in city schools. New "!
York Times. Retrieved at: #!
<http://www.nytimes.com/2010/08/16/nyregion/16gap.html?_r=1&scp=1&sq=triumph%$!
20fades&st=cse> . %!
• Owens, G. (2004). Organizational behavior in education: Adaptive leadership and &!
school reform (8th ed.). Boston: Allyn & Bacon. '!
• Rousseau, D. M. (1990). Assessing organizational culture: The case for multiple (!
methods. In B. Schneider (Ed.), Organizational climate and culture (pp. 153-192). San )!
Francisco: Jossey-Bass. *!
• Schein, E. H. (1985a). How culture forms, develops, and changes. In R. H. Kilman, M.J. "P!
Saxton, & R. Serpa (Eds). Gaining control of the corporate culture (pp. 17-43). San ""!
Francisco: Jossey-Bass. "#!
• Schein, E. H. (1985b). Organizational culture and leadership. San Francisco: Jossey-"$!
Bass. "%!
• Singleton, G., & Linton, C. (2006). Courageous conversations about race: A field guide "&!
for achieving equity in schools. Thousand Oaks: Corwin Press. "'!
• Sue, D.W., Capodilupo, C.M., Torino, G., Bucceri, J.M., Holder, A.M.B., Nadal, K.L., & "(!
Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical ")!
practice. American Psychologist, 62(4), 271–286. "*!
• United Nations Association of Canada (2002). The kit: A manual by youth to combat #P!
racism through education. #"!
• Vontress, C.E., & Epp, L.R. (1997). Historical Hostility in the African American Client: ##!
Implications for Counseling. Journal of Multicultural Counseling & Development, 25(3), #$!
170-184.#%!
65
APPENDIX
Contents in This Section:
BSD Vision Statement: “Excellence and Equity”!
BSD Mission Statement!
BSD Commitment to Diversity and Equity!
Diversity & Equity Office Mission, Vision, Values!
Diversity & Equity Office History and Overview!
Diversity & Equity Organizational Chart
Task Force Communty Input Powerpoint Presentation!
Task Force Community Input Meeting Notes
!
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BSD Vision Statement: “Excellence and Equity”
http://www.bsdvt.org/diversity
The Burlington School District’s vision statement served the district well through the past five years when socio-economic integration and equity rose to the top as a burning issue in relation two of the City’s magnet schools that were threatened with closure due to a shrinking student body. Conversion of the two schools to magnet schools represented a creative solution resulting in a burst of energetic participation from parents at the PTO level and involvement in classrooms. Heightened dialog about socio-economic integration begged the question about equitable achievement outcomes for students from families with lower incomes, and in turn led to a closer examination among many district families about racial academic outcomes as well. The Task Force for Diversity and Equity evolved from this process of instilling equitable outcomes for all students. The Task Force’s recommended Strategic Plan that follows calls on the School Board to revise its current vision statement to one that captures the next horizon described in this document.
The Future is Now: Burlington Schools’ Vision for the 21st Century
Approved by the Board of School Commissioners July 15, 2008
Areas of Focus
Focus for the 21st Century Education initiative is centered on three primary areas:
21st Century Learning
Developing an education curriculum, structure and model that drives excellence in core subjects (reading, writing, math, science) and critical skills to prepare students to excel in 21st Century society, featuring:
! Hands-on, real-life projects that strengthen collaboration and organizational skills ! Global awareness and leadership skills ! Curriculum enhancements in sustainability and arts to foster creativity and critical thinking ! Information, economic, and technology literacy
21st Century Infrastructure
Developing facilities and physical resources conducive to a 21st Century learning environment encompassing:
! Improved energy efficiency and cost-savings
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! Improved safety and addressing deferred maintenance issues ! Technology & flexible learning spaces that support 21st century instruction ! Increased handicap accessibility
21st Century Equity
With more than 40 different nationalities represented. Burlington schools reflect the diversity of 21st Century society more effectively than any community in the state. We are uniquely positioned to attain true equity for all our students in a model system that provides:
! A community that values and respects all cultures, families, and students ! Socio-economic balance in all Burlington classrooms ! Equal access to learning opportunities for all Burlington students ! Learning situations that prepare students for multi-cultural environments
Education in the 21st Century: The Case for Change
Burlington schools are at a crossroads. Like most school districts throughout the United States Burlington schools face a new reality rooted in factors beyond our control. Since our school system was developed and designed, how we conduct business, how we communicate, who we interact with, how we live—has all changed. Fifty years ago globalization was in its infancy. Few communities were multicultural. People expected to have one job throughout their working years. Natural resources seemed abundant and inexpensive. Technology did not impact our daily lives—there were no computers, internet or mobile devices. Fifty years ago, ours was a different world. Society has evolved significantly since then, and there is every reason to believe this evolution will continue.
The world has changed in many ways and our education system needs to change with it. Preparing our students to engage and excel in today’s world is a materially different undertaking than it was 50 years ago. The tools they will use, the strategies they will employ, the skill sets they will require have all shifted dramatically. The education they receive needs to be adapted accordingly. Every one of our children must have equal opportunities to develop their abilities and contribute in the 21st Century.
Burlington’s school system was largely developed in the industrial age to fit requirements of the day. Our schools have served this community well over the century, but the reality is that they are no longer tooled to meet new demands of the 21st Century. It is true that we have numerous innovative, nationally recognized programs that deliver leading-edge education, but these are typically the work of dedicated teachers finding ways to create excellence despite outdated resources. How much more could we be doing with an education system designed specifically to fit today’s environment?
The workplace, government, the academic community, individuals—are all adapting. Education must adapt as well. Communities across the nation are beginning the process of change, and
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Burlington is no different. We must address the challenges we face now, repair our inefficient buildings, enhance our curriculum to meet today’s demands, and ensure that every child has equal access. Curriculum, infrastructure and delivery mechanisms in our school system need refitting to embrace 21st Century instruction and true equity for all students. The process is starting in 2008.
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BSD Mission Statement
http://www.bsdvt.org/
The mission of the Burlington School District is to ensure that all students achieve their highest intellectual and personal potential, and are prepared to contribute as global citizens in the 21st century.
BSD Commitment to Diversity and Equity
Adopted March 2009
http://www.bsdvt.org/diversity
The Burlington School District recognizes and values the diversity of our students, staff and community. The District is committed to a culture of diversity that reflects the voices, perspectives and differences arising from our diverse community and the world. We believe that it is important for students to understand and appreciate human diversity, develop a capacity for cultural competence, and commit to encouraging inclusion in their future lives.
The District will adopt procedures and implement staff training intended to achieve a diverse and culturally competent school community, inclusive of diverse races, ethnicities, genders, sexual orientations, religious and spiritual beliefs, ages, and physical and learning abilities. The administration shall report to the Board annually on its progress, barriers and outcomes.
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Diversity & Equity Office Mission, Vision, Values
http://www.bsdvt.org/diversity
Mission
Our mission is to empower the BSD community to support all students to fully succeed academically, socially, and emotionally in environments free of prejudice and discrimination.
We accomplish our mission through programs and outreach that AFFIRM diverse identities; BUILD equitable, inclusive communities; and CREATE a culture for social change and leadership. Our priority areas are: (1) school climate, (2) curriculum and instruction, (3) affirmative recruitment and hiring, (4) staff cultural competency, and (5) family and community engagement.
Vision
Our vision is to prepare all students to have the confidence and capacity to thrive and lead to be liberated within globally diverse communities.
Values
! We believe that each student has inherent “wholeness” ! voice for all of the parts. ! We hold high expectations for all students, staff, administrators, and board members. ! We value spaces that are free of prejudice and discrimination of all kinds. ! We feel that everyone deserves to work, study, and be in environments free of bullying,
harassment, and violence. Essential Goals
! Support and lead schools to ensure a safe, uplifting, and inclusive learning environment for all students—one free of barriers to learning, particularly discrimination and prejudice.
! Support and lead professional development efforts (e.g., ERC, BSDtheCHANGE blog) that provide an effective, organic resource hub for teachers, staff, students, and community.
! Support and lead the increased cultural competency of our workforce to support dynamic and ever-changing demographics among our students and staff (Courageous Conversations about Race, trainings and development, Cultural Diversity Series).
! Exceed by more than double the existing affirmative recruitment targets that create employer pipelines for culturally competent and diverse applicants.
! Further establish affirmative hiring and retention protocols that advance district-wide goals with school-centered buy-in and implementation.
! Facilitate an open learning environment that is informed by data, research, and community input and is strengthened by relationships and transparency.
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Diversity & Equity Office History and Overview
Excerpted from “Central Office Admin Analysis” from Superintendent (December 2010):
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73
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Diversity & Equity Organizational Chart
+++++++++++ Superintendent (also oversees building principals, curriculum, special education, grants, among others) | | | | | | | Director of Operations | (also oversees facilities, food services, | human resources, business operations, technology) | | | | | _____________________________________________ | | | | Director (.50 FTE) District Equity Officer (.50 FTE) | | _____________________________________________ | ______________________|______________________ | | | | DIVERSITY & EQUITY OFFICE EQUITY OFFICE FOR | EMPLOYMENT AND RETENTION | | | | • Equity Education Coordinator (.75 FTE) • Diversity Recruitment and Retention Specialist (year-to-year AmeriCorps*STATE member) • Diversity Curriculum Specialist (year-to-year AmeriCorps*STATE member) • ELL Coordinator (1.0 FTE) \ \ Home-School Liaison Coordinator (.50 FTE) Family-School Partnerships (program oversight, but supervised by Superintendent)
Task Force Presentation 04/26/11
1
April 2011
!"# What is Equity? Racism? Institutionalized Racism? A
Racist Act? # Creation of the Task Force (History) # Demographics # The Charge # Development of the Strategic Plan
! Leadership ! Human Resources ! Curriculum ! Climate
Overview
Task Force Presentation 04/26/11
2
!"# Cited in our Board Policy on Diversity,
we ground our ideas of diversity and inclusion, mindful of: our diverse races, ethnicities, genders, sexual orientations, religious and spiritual beliefs, ages, and
physical and learning abilities.
Diversity and Inclusion 2009
!"# Equity is a measure of results, not
of efforts. We will have achieved equity when all measures indicate an absence of disproportionality in participation and achievement in terms of race, class, and disability.
Equity
Definition from Village at Ithaca School District
Task Force Presentation 04/26/11
3
!"# Racism is any act or situation that, even
unwittingly, tolerates, accepts, or reinforces racially unequal opportunities for children to learn and thrive; allows racial inequalities in opportunity as if they are normal and acceptable; or treats people of color as less worthy or less complex than “white” people.
Racism
Every Day Anti-Racism by Mica Pollack
!"# The collective failure of an organization to provide an appropriate and professional service to people because of their color, culture or ethnic origin. It can be seen or detected in processes, attitudes and behavior which amounts to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantages people from ethnic minorities. Racist incidents and harassment can take place in any institution, regardless of the numbers of pupils from different ethnic backgrounds within it.
Institutionalized Racism
Manual on Human Rights Education with Young People – Council of Europe
Task Force Presentation 04/26/11
4
!"# “A racist incident is any
incident which is perceived to be racist by the victim or any other
person.”
A Racist Act
Sir William Macpherson – Steven Lawrence Inquiry Report 25 February 1999
!"
# The Burlington School District and the community of Burlington have been working on diversity and equity issues
for several decades.
History
Task Force Presentation 04/26/11
5
!"
# The Task Force recognizes and honors all of the hard work
that many others have done before this group was formed.
History
!"# Over the last decade the conversation has
continued within the BSD through many venues: Task Force on Socioeconomic
Integration, creation of the two magnet schools, 21st Century Learning, Hallmarks of Excellence, Champions of Diversity & Equity, Courageous Conversations about Race, and the
District Town Hall Meeting.
History
Task Force Presentation 04/26/11
6
!"The Charge
# The charge of this Task Force shall be to review, research, and further the
Burlington School District’s efforts to achieve the outcomes articulated in its
Commitment to Diversity policy, which states in relevant part:
!"
# “The Burlington School District recognizes and values the diversity of
our students, staff and community. The District is committed to a culture of
diversity that reflects the voices, perspectives and differences arising from
our diverse community and the world.
Current Board Policy 3/10/2009
Task Force Presentation 04/26/11
7
!"
# “We believe that it is important for students to understand and
appreciate human diversity, develop a capacity for cultural competence,
and commit to encouraging inclusion in their future lives.”
Current Board Policy 3/10/2009
!"
# “The District will adopt procedures and implement staff training intended to achieve a diverse and
culturally competent school community, inclusive of diverse races, ethnicities, genders, sexual
orientations, religious and spiritual beliefs, ages, and physical and learning abilities. The
administration shall report to the Board annually on its progress, barriers and outcomes.”
Current Board Policy 3/10/2009
Task Force Presentation 04/26/11
8
!"# The Task Force will review the District’s efforts in
these areas: socioeconomic integration; curriculum and instruction; the Hallmarks of Excellence
initiative; affirmative recruitment, hiring, and retention; the Equity Council; staff cultural
competency including professional development opportunities and evaluation procedures; school climate; and family and community engagement.
The Task Force also will identify areas of need and research strategies for improvement.
The Charge
!"# The Task Force will include members from the school
board, administration, parents, public, and members of the Equity Council.
# The Task Force shall report on its findings and recommendations for a multi-year strategic plan to further Diversity and Equity in the Burlington School District at the regular meeting of the Board in February, 2011.
# At the February, 2011 Board meeting the Task Force was granted more time to complete its charge.
The Charge
Task Force Presentation 04/26/11
9
!"Race Population Burlington USA
White 35,787 92.6% 74.5%
Black 797 2.1 12.4%
American Indian and Alaska Native 149 0.4 0.8%
Asian 987 2.6 4.4%
Persons reporting two or more races 791 2.0 2.2%
Persons of Hispanic or Latino origin 693 1.8 15.1%
Other race 119 0.3 5.6%
Burlington Demographics
U.S. Census Bureau, 2005-2009 American Community Survey, Burlington, VT
!"
Social Characteristics Estimate Percent U.S. Margin of Error
Population 25 years and over 20,798
High school graduate or higher (X) 90.3% 84.6% (X)
Bachelor’s degree or higher (X) 41.4% 27.5% (X) Speak a language other than
English at home (population 5 years and over)
3,667 9.9% 19.6% +/- 563
Naturalized U.S. citizen 1,562 (X) (X) +/- 295
Not a U.S. citizen 1,571 (X) (X) +/- 352
U.S. Census Bureau, 2005-2009 American Community Survey, Burlington, VT
Burlington Demographics
Task Force Presentation 04/26/11
10
!"
Burlington School District STUDENT SNAPSHOT
# 2010-2011 statistics: 27% identify as students of color; 17% receive ELL services; 13% are special education identified; 42% are Free/Reduced Lunch qualified.
# Over the last 10 years, the ELL population has more than doubled in the state of Vermont, and is the most visible demographic change to our district’s school-age diversity and overall steadily increasing enrollment.
# Over 60 languages and dialects are spoken by the families of students in our district. One in six students come from households where English is not a first language.
!"Review of current documents and procedures already in place, led in part by the Diversity & Equity Office and the Equity Office for Employment and Retention
Sub-groups were formed initially ! Recruitment ! Screening ! Retention ! Training
In addition, another group reviewed the hiring process of the IAA Principal.
Work of the Task Force
Task Force Presentation 04/26/11
11
!"Development of the Strategic Plan
# Four new subgroups were formed to finish the Strategic Plan based on our Charge:
! Climate ! Curriculum
! Human Resources ! Leadership
!"
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Task Force Presentation 04/26/11
12
!"Equity and Excellence
# Equity is a measure of results, not of efforts. We will have achieved equity when all measures indicate an absence of disproportionality in participation and achievement in terms of race, class, and disability.
!"
Task Force Members Thank you
# Ed Adrian # Terry Bailey # Dan Balón # John Black # Vince Brennan # Keith Brown # Kathy Chasan # Liz Curry # Graham Clarke # Naima Dennis
# Jill Evans # Rebecca Gurney # Mercy Russell Hyde # Meredith Woodward King # Winnie Looby # Melissa Murray # Nasse Salhi # Sherwood Smith # Vicky Smith # Henri Sparks
Task Force Presentation 04/26/11
13
!"
# Diversity & Equity Office and the Equity Office for Employment and Retention:
# Dan Balón # Gavin Blumenthal # Mercedes Mack # Marianne McCoy # Linda Walsleben
Special Thanks
!"Your Input Is Welcome
Vince Brennan, Chairperson [email protected]
http://www.bsdvt.org/diversity/taskforce/
April 2011
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Task Force Community Input Meeting Notes
~~~~~~~~~~~~~~~~~~~~~~~~~~~
TASK FORCE ON DIVERSITY & EQUITY COMMUNITY GATHERING April 26, 2011 – Miller Center
Task Force Members in attendance: Dan Balón, John Black, Vince Brennan, Keith Brown, Graham Clarke, Liz Curry, Naima Dennis, Mercy Russell Hyde, Winnie Looby, Melissa Murray Diversity & Equity Office Staff in attendance: Gavin Blumenthal, Mercedes Mack, Marianne McCoy 13 other attendees were present, including Thom Fleury (principal at Smith Elementary) General observations: Unlike the intent of these meetings, this community gathering was less a hearing, and more of a discussion. Dan asserts that this is because the group size was smaller and less anonymous than what we expected and once the TF members began to engage, it took on its own energy and momentum. Power point looks good generally, but the presentation was 30 minutes long (10 minutes longer than expected), after we started at 6:10 pm. Comments began at 6:40 pm. Suggestions have been made to the powerpoint, including the need to mention BSD statistics. FYI – the actual statistic on “languages spoken” is: “Students come from family households where over 60 languages and dialects are spoken.” There also needs to be a reference in there about the district strategic plan and next steps. Another suggestion: perhaps all task force members and D&E office members should be introduced and acknowledged and sit up front. There were many comments and discussion items throughout the night:
• Age of voting population may be a contributing reason for the uncertainty or resistance to these efforts.
• Telling stat shared by principal: There are now more ELL students receiving services than those in special education. Implication: resources for services; trends on issues.
• Need to humanize the strategic plan; emphasize relationship-building. How do we mention working with the community (partner agencies, organizations, individuals) as a part of the strategic plan?
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• Programs that have an impact in afterschool, community outreach have been cut and have several hurt student success. What about parents and how they are impacted? DISCUSSION: how do we construct our budget? Why is general fund not supporting positions where they are needed most? What is funded on grants?
• PARADIGM SHIFT is needed on how we construct the budget. Diversity and equity should not be an add-on as it is now. It is the current discourse that funding diversity is an add-on and to add “more resources” means that it will be at the expense of something else. That is a construction of how racial dynamics are a part of everything, including strategic planning and the budget. We need to reexamine what is funded now and from what source. PROFESSIONAL DEVELOPENT FUNDING EXAMPLE: if cultural competency development was the number priority and implemented to all, maybe “achievement gaps” would not exist in the same, conventional ways we see now.
• Resources need to be redirected to reflect our values, and currently it is not seen that way.
• What bias is inherent to the hiring process that is based on VT standards that evaluate the three R’s? Also, are (out-of-state) teachers not familiar with VT-based curriculum (e.g., VT local history) at a structural disadvantage?
• Could be a marketing opportunity for recruiting teachers that we have “flexible teaching opportunities?”
• Until recently, the hiring process used to favor a paradigm of hiring “whom we feel comfortable with” and can “fit in” to the system we have now. A teacher hierarchy based on seniority allows for the loudest voices to be heard and the “minority voice” to be silenced.
• More public awareness is needed on how the budget is formed? It seems misaligned to squabble for a few positions in a $50+ million budget. A marketing/PR strategic is needed that is not just about numbers but about the transmission of our values about diversity and equity. We want to be a thriving economy in Burlington one that invests in the (diversity) human capital of our operation.
• We need to invest in the youth!
• Accountability: Task Force needs make administrators take action. Concern over who will oversee the implementation once TF charge is met. What actions are to happen or can be anticipated?
• Accountability should come from many entry points. Example: CIE training has prompted peer teachers to encourage each other to say “we all need this” which is just as important as the principal telling other in a top-down way or for a moral imperative which satisfies all levels and is more bottom-up.
• What plan to respond is in place when action does not happen? Or if it does, how do we acknowledge and celebrate?
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• We should have a budget that puts people first (not corporations or other similar agendas). See Vermont Worker’s Center for more information.
• How do we hold superintendent accountable? Who is responsible? Who are the stewards of this charge? Make sure the Board does this.
• Are subcommittees working on how to sell this plan to the public and internal stakeholders? This can’t be an add-on to what we already do.
• Like Home-School Liaisons, we should be more community-focused in our approach. We need to have the same vocabulary.
• Do we survey parents and students to actually ASK THEM what they want and need?
• Family-School Partnership initiative seems like a good, inclusive model for thinking about the voices needed at the table; but why was Diversity & Equity Office asked for input on this late in the process? Seems to only reinforce add-on mentality. ADDED COMMENT: there are several examples from the D&E Office perspective on schools looking at new approaches, but may not receive the same attention or importance as “grant-funded, research-based” projects. There is a disconnect with how diversity is considered – it shouldn’t be an after-thought.
• School Action Plans were discussed as a way to encourage buy-in at all levels. Discussion on tie in to the overall district strategic planning process. Reinforced thoughts on not having diversity and equity as an add-on.
• Diversity Coaches (locally funded) should be at each school.
• Have community dinners that include everyone for more consistent input from many stakeholders. Food works (!) to get people together while serving the purpose of gathering input.
• Many things are happening at schools and some staff feel like it’s not acknowledged by the public. Better messaging is needed. Perhaps the approach needs to follow: (1) What we’re doing now? and (2) What are we continuing to do?
• Needs to be holistic approach to this strategic plan. Top-down approaches are not enough. We need bottom-up, too, or perhaps it is a more circular and continuous process?
• Who will support the Diversity & Equity Office after yearly (AmeriCorps) positions are gone? Positions are already set up to be pseudo-staff in the hierarchy; full-time?
• Business imperative approach that “justifies” the cause for this work seems to minimize the voices of people of color or have been marginalized. The purpose has a human face. IMPLICATION: Those with privilege based on social group need the justification; others are tired of providing a reason or “research” to do what should have been done a long time ago.
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• We need to be more human in this or it will impact retention.
• UVM has been successful and should be considered as a model for some of this work.
• Resources are needed with a more holistic perspective. Maybe a new paradigm to budget construction and the overall administrative structure?
Ended at approximately 8:15 pm. Submitted by Dan Balón.
~~~~~~~~~~~~~~~~~~~~~~~~~~~
TASK FORCE ON DIVERSITY & EQUITY COMMUNITY GATHERING April 27, 2011- BHS
Task Force Members in attendance: Terry Bailey, Vince Brennan, Keith Brown, Kathy Chasan, Graham Clarke, Jill Evans, Rebecca Gurney, Meredith Woodward-King, Nassé Salhi, Henri Sparks Diversity & Equity Office Staff in attendance: Mercedes Mack There were approximately 15 attendees. Vince started the program with the new power point. After the definition portion he asked us to work in small groups for about 15 minutes. We answered questions about racism in our groups, then back to the power point. After the powerpoint presentation, Vince asked members of the audience to give us their thoughts.
! Lynda Segal gave an account of the history of BSD’s response to the influx of refugee children into our schools and how ELL classes were changed to meet the needs of the new students. She concluded by saying since she may loose her classroom in the fall due to very tight classroom space in the district she sees there is no commitment in the district to the refugee student’s success and to their families. The fact there is not a viable transportation system is an equity issue the district has not addressed.
! Victor Prussack wonders what will happen in 2 years at the middle school level. How
will the Diversity & Equity Office help kids from different ethnicities and racial backgrounds interact? There is a lot of self segregation and this is a serious issue. The Task Force needs to look into prodding the administration to study and rectify this.
! Mrs. Olga Daga’s translated thoughts (by Nassé): 1) She indicated her son is no longer
interested in attending the after-school program because he feels “teachers are always accusing him of being the troublemaker.” He feels misunderstood and that he does not
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have a voice. Olga decided to keep him home, this seemed a better solution than to have to deal with teachers who are not attentive to her son’s unhappiness at the after-school program. 2) She also stated that the student’s placement when they first arrive from a different country isn’t reflective of their true level, another system should be considered. 3) She wonders if the school system is really going to change, after being in Burlington for 6 years, she has heard many good conversations but has not seen a lot of changes. 4) racism is not just in schools but happens everywhere.
! Debra Blumberg wanted to respond to Victor – Two groups have come to the high school
recently to take a look. One group was the Nellie Mae grant people and the other was the state DOE. Both groups gave feedback that they were pleased with the relationships among our young people. *See email forwarded at bottom.
! Alison Segar told about a film called “Cafeteria, Who Sits Where and Why.” In a visit to
the BHS cafeteria at lunch time she found that it was if there was a line on the floor drawn down the middle of the cafeteria. The kids from H.O. Wheeler and Lawrence Barnes were on one side and the kids from the other schools were on the other side of the line. What is the district doing to help young people feel comfortable moving across these lines so they can integrate with comfort?
! Nancy Knox also responded to Victor—middle school is a tricky time, self segregation
may be developmentally appropriate. The middle school students are all together in their classes and on sports teams. They interact and get along nicely, that isn’t what people hear about. Responding to Lynda Segal and her remarks about transportation – The district rule that if you live less than a mile from school you should get there on your own is not working for a lot of our students. The Board needs to look at the transportation policy. Nancy also raised the issue of Home School Liaisons. We need a French-speaking Home School Liaison. And because the families depend so much on the Home School Liaisons we need more resources for more staff and more services. Mentoring is very helpful to our students. But we don’t have enough faculty of color to help the number of students who would benefit. We don’t have any women faculty of color to mentor young women of color.
! Victor Prussack is also wondering why the staff does not talk about race. If they were
really serious they would talk and focus on it for a year. The Task Force does not really bring everyone into the discussion.
! Maggie Conant said after 40 years of teaching she is having a hard time retiring, teaching
only gets better and more exciting with the new and diverse students we have in the district. In her classroom she changes up the seating to get kids mixed. The kids do like to sit with their friends and Maggie sees interactions like helping each other and sharing across all lines. The district should bring the students into this conversation. Students who come into the district never having been in school and unable to read need to be honored and taught in a classroom. Their reading teacher needs to be honored. We should look at the curriculum and do more with it. We could use in service time.
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! Bob Abbey – while teaching 3rd grade at Flynn he never sees the segregation others have spoken about. If it is natural why don’t you see it in elementary school? Is there something we should do? In his class rooms friendships are chosen by how students treat each other. As president of the BEA Bob asks where will we be in 2 years? He wants the district to put money and resources into diversity and equity and make it a priority. Will this initiative be here in 2 years or will it be pushed aside? How can the BEA be helpful in moving this forward?
! Leela Neuyane spoke about stories he hears from friends and nephews in the Burlington
schools. He was upset by teachers and other students who treat his friends and family as not smart simply because they are learning English. He feels that students who are not proficient in English and who are very smart are routinely placed in classes below their level and they do not get the best education they should. How effective is the ELL program? Also the district should do a climate survey of the new American students.
! Naila Salhi asked that we (the grown ups) please end racism!
After thanks all around the meeting ended at 5:30.
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TASK FORCE ON DIVERSITY & EQUITY COMMUNITY GATHERING April 28, 2011- Burlington City Hall Contois Auditorium
Task Force Members in attendance: Dan Balón, John Black, Vince Brennan, Kathy Chasan, Meredith Woodward-King, Winnie Looby, Vicky Smith Staff and board members in attendance: Gavin Blumenthal (Diversity & Equity Office), Jeanné Collins (Superintendent), Keith Pillsbury There were 17 other attendees. At 6:05 pm. chairperson Vince Brennan started the program with a powerpoint presentation, as he had for the first two meetings. Channel 17 streamed this session live until 7:00 pm. Comments from the audience started at approximately 6:35 pm.
! A parent asked about the population difference between the City of Burlington statistics (92% white) and that of the school district’s (73% white).
! A staff member asked about how kids can be successful in life? He asked: “What will you do so that all may be successful?”
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! A student commented on how he constantly hears words said around the school like, “retarded,” “gay” and the “n-word.” These words are spoken too much in the public media. It is a major problem and a climate issue.
! A parent mentioned that sports and after school activities are critical enrichment areas for supporting our diverse populations, in general.
! A home-school liaison stated that the STEP (Studying Toward English Program) program in IAA is much needed to help with ELL adjustments and to work with newcomers.
! A staff member suggested that ELLs need an introductory program with better intake for ELLs, shouldn’t be age dependent, e.g., if 14 years old, they should go into 9th grade necessarily. He says that if we use the current system, it won’t work! It’s very complicated and there are laws, but he says maybe we need to work around the law. Vermont Adult Learning is a resource to draw from. Other school districts have the superintendent making the appropriate grade determination.
! Parent suggests that we talk much about race but not about ability/disability issues. Bullying is an issue and teacher training is needed.
! Special Educator from EMS in response to a previous comment about Special Education Services not being truly inclusive — our Special Ed students are included in the regular classroom and they receive 1 on 1 assistance and the results are good
! Mother in response — inclusion and the classroom climate works at SA, but there is no truly universal inclusion.
! Her son, student at HMS, shared “I’m really afraid of being seen as a “racist” but I am not concerned about differences that can’t be seen. Kids are routinely called “retarded.” If we could work this out school would be better.
! Parent – what are the impediments that teaching to the test creates in creating a curriculum of inclusion? Also concerned that the thing we have to teach, for life, we need to relate teaching to experience in the lives of the students.
! Has also observed the diversity of the ONE and that many people move out of Burlington to surrounding towns and then they come back. The discussion of climate needs to include the surrounding school districts because of the movement of students in and out of our schools.
! Jeanne Collins answered the NCLB question. The test scores don’t look good, 17% of our students are ELL students who are tested in their first year here in Math and the following year in English. 13 % of our students receive Special Education Services. NCLB requires the tests be on an enrollment in time cohort model. (we test this year’s 4th grade against last year’s 4th grade.)
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! However, on a growth model, we can see that many of our students ELL students make more than a year’s growth in a year... NCLB gives a skewed version of what is happening in our schools.
! Why discuss race? The achievement gap.
! John Black - Congratulations to the young man, from Hunt who spoke earlier. We all know right from wrong, so be a champion, stand up and say what is right.
! Champlain College teacher: Worried about the gender question, male students suffer more from institutional sexism than the females. Gender plays into all aspects of education. How are we dealing with it?
! Vince Brennan responded we are trying to include everyone.
! Gavin Blumenthal with more advice for the student from Hunt. Talking about racism is good. Don’t internalize the negativity of the protagonists. Project positivity toward them. Don’t let gloom get you down.
! School guidance counselor from EMS would be helpful to have trainings that teach on all the cultures of the students in our schools.
! Dan Balón responded the District website has a wealth of this kind of information. The Diversity & Equity Office is always open to new ideas. We want to be able to meet everyone’s needs for information and training.
! Parent spoke of how the emphasis of this work needs to be with staff that does not see racial inequities as racial problems. It is difficult for conversations with them because they say, “It didn’t happen.” “It wasn’t racial.” “Something else was going on.” Stephanie gave examples of the racial micro-aggressions students of color are faced with daily in our schools. The administration needs to hold teachers accountable for the disconnect between the students of color and the “nice, white” teachers.
! We need to develop a system to hear the voices that are hard to hear. The worst thing after a micro aggression is for the family to hear the teacher say it was an isolated incident, not about race. The data shows it is about race and the kids can tell you which teachers/administrators are guilty.
! IAA teacher: we need to have frank conversations about race.
! Hunt student - teachers don’t see a lot of what kids do and say to each other.
! Vince reminded us the next Courageous Conversations about Race meeting is May 3rd.
! Former BHS student while taking AP courses a few years back saw the economic divides in which students made it to AP courses and which students did not. In soccer the refugees caused problems by being better players than the white players who had come up through the grades.
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! John Black mentioned that the District is doing to affect the achievement gap. The data from the census and CIE shows the gap. By achieving together, closing the achievement gap we will help all students.
! A comment was made regarding the participation of teachers re: discipline—it is important to involve the teacher’s union. What do they think about these issues?
! Parent of two young students is trying to inoculate them and give them strategies to deal with the racial micro-aggressions he already sees. More teachers of color is important for his children.
! Parent asked how much has District has partnered with local partners. Local organizations would be helpful in working with diversity issues.
! Vicky Smith noted that community organizations are at the table and involved in the district at varying levels.
Adjourned at 7:50 pm. Submitted by Dan Balón and Kathy Chasan. Submitted by Winnie Looby, Task Force member: My Notes: Community Input for the Task Force/ Contois Auditorium on 4/28/11
• Reference for the PowerPoint presentation: Manual of Human Rights Education with Young People by the Council of Europe
• There was a Task Force on SEI seven years ago….. are the meeting minutes online?
• SWAT analysis of data (definition?)
• Can use US Census Bureau website to find out the demographics of a neighborhood by entering an address.
• Census statistics for 2010 in Vermont: 97% white, 18% of households have children, 27% children of color) How does this compare to census of 2000?
• STEP program (?) supports the ELL program: helps older children (especially those who may not have gone to school) to adjust their level of achievement and adapt to the grade level curriculum.
• IDEA: an introductory program that prepares new students for 2 years so that they may matriculate into the proper level of high school. Not based on age alone. This would be for high school, middle school and elementary grades. There are similar programs in Uganda and Kenya for Sudanese children. The teacher(s) would be ELL certified.
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• Diversity and inclusion initiatives should also address disabilities: the classroom climate and bias. Teachers should have adequate training in behaviors associated with disabilities. School choice issue should be revised also. (There are no intensive special needs teachers at ALL of the schools, only some. A child with severe disabilities may not be able go to the same school as their siblings. (Spec. IAA and SA)
• How does No Child Left Behind impact curriculum and achievement? Are we teaching to the life experience of the children?
• IDEA: BSD should collaborate with other surrounding school systems (esp. Winooski) Any community with large numbers of poor children.
• NCLB is not a growth model of achievement, but a limited snapshot.
• IDEA: BSD should look at gender bias and how it effects achievement. The classroom environment is biased toward girls. Classroom expectations are different between genders.
• IDEA: There should be regular trainings for all staff on the cultures represented in the schools. They need practical information. DEO office does trainings and has info on the BSD website (Question: do schools use this resource?) The DEO is developing an equity resource library.
• Disconnect between student experience and teacher understanding of their experience. Example: there are inequities in discipline. Children who are of color are 4 times more likely to be disciplined. Niceness and good intentions outweigh needs. Students know which teachers are prejudiced (and share this information with each other?)
• IDEA: develop a system for getting info from families with students. Family reps within each school.
• IDEA: Trainings/conversations within classes, within teacher and admin meetings, that confront race and bias in pointed and purposeful ways. Need for teachers to acknowledge bias of all kinds. Is it a priority to process and confront these incidents?
• There is a disparity between numbers of children enrolled in AP and honors courses. At BHS there are level A, B, C courses. There are divisions of economic class, and race between sections (i.e. more white students in A level classes. More students of color in B and C level classes.)
• IDEA: Look at afterschool programs. In the Burlington soccer program, there is a divide between upper-middle class students (and parents) and the “new” students who are more skilled, and so are put in the games more by the coaches.
• Question: do we have the active participation of the teacher’s union (BEA)? Have we reached out to include their voices?
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• Staff of color is important to student success.
• IDEA: Partnerships with local organizations (ex: advocacy groups like for the disabled and refugees)
• IDEA: invite these advocacy groups to share ideas and concerns.
Submitted by Winnie Looby, Task Force member PROPOSAL: *Can we hold ongoing input meetings? The Task Force meetings are open to the public but not necessarily easily accessible to all of the stakeholders. One way to reach out to the people that we need to hear from is to hold our usual twice-monthly meetings in various smaller venues around Burlington. Multigenerational Center Burlington Children’s Space The VNA Family Room at Saint Joseph’s Church The Sara Holbrook Center Flynn, CP Smith, SA, IAA, Edmunds Elem. Hunt and Edmunds Middle Schools More at BHS spec. with students and inviting their advocacy groups and student government Outright Vermont RU12? Riverside Community Center Northgate Community Center
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Contact Information
For copies of this report,
please contact the Diversity & Equity Office in the Burlington School District
http://www.bsdvt.org/diversity/taskforce