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Building Welcoming Schools for Academic Achievement 2014 Fall Summit October 28, 2014 Best Western Royal Plaza Trade Center.

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Presentation on theme: "Building Welcoming Schools for Academic Achievement 2014 Fall Summit October 28, 2014 Best Western Royal Plaza Trade Center."— Presentation transcript:

1 Building Welcoming Schools for Academic Achievement 2014 Fall Summit October 28, 2014 Best Western Royal Plaza Trade Center

2 Massachusetts Department of Elementary and Secondary Education 2 Session Agenda  Overview of the Session  Goals  Rationale  Reflection Activity  Introduction of Panelists  Panel Discussion/Q&A  Next Steps  Community Resources  Action Steps

3 Overview Massachusetts Department of Elementary and Secondary Education 3

4 Goals of the Session  Define a “Welcoming School”  Identify the need for educators to be culturally proficient  Identify current practices: strengths and areas for improvement  Identify strategies needed to build a welcoming (and culturally proficient) school Massachusetts Department of Elementary and Secondary Education 4

5 What Is a Welcoming School? The National School Climate Center states that “A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributing and satisfying life in a democratic society.” This climate includes:  Norms, values and expectations that support people feeling socially, emotionally and physically safe.  People are engaged and respected.  Students, families and educators work together to develop, live and contribute to a shared school vision.  Educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning.  Each person contributes to the operations of the school and the care of the physical environment. Source: Massachusetts Department of Elementary and Secondary Education 5

6 What aspects are we looking at? Conditions for School Effectiveness  Tiered instruction and adequate learning time: The school schedule is designed to provide adequate learning time for all students in core subjects. For students not yet on track to proficiency in English language arts or mathematics, the school provides additional time and support for individualized instruction through tiered instruction, a data-driven approach to prevention, early detection, and support for students who experience learning or behavioral challenges, including but not limited to students with disabilities and English language learners.  Students’ social, emotional, and health needs: The school creates a safe school environment and makes effective use of a system for addressing the social, emotional, and health needs of its students that reflects the behavioral health and public schools framework.  Family-school engagement: The school develops strong working relationships with families and appropriate community partners and providers in order to support students’ academic progress and social and emotional well-being. Massachusetts Department of Elementary and Secondary Education 6

7 What aspects are we looking at? District Standards & Indicators  1. Academic Support: The district has policies, procedures, and practices that promote student high achievement, support course completion, reduce grade retention, and encourage on-time graduation.  2. Access and Equity: District and school staff members work to close proficiency gaps by using aggregated and disaggregated data on student participation and achievement to adjust policies and practices and to provide additional programs or supports.  3. Educational Continuity and Student Participation: District and school policies and practices promote student attendance, which is continuously monitored, reported, and acted upon. They also promote and track staff attendance and participation, and appropriate provisions are made to ensure continuity for students. District and school policies and practices also help all students make effective transitions from one school, grade level, or program.  4. Partnerships and Services to Support Learning: The district ensures that each school creates a safe school environment and makes effective use of a system for addressing the social, emotional, and health needs of its students.  5. Safety: The district supports schools to maintain safe environments for students. Massachusetts Department of Elementary and Secondary Education 7

8 And Cultural Proficiency… “…a mind-set…for effectively describing, responding to, and planning for issues that arise in diverse environments.” (Lindsey, Robins, & Terrell, 2009, p. 4)  Proactive and provides tools that can be used in any setting  Focus is values based and behavioral, not emotional  To be applied to organizational practices and individual behavior (from p. 4 of Lindsey, R. B., Robins, K. N., & Terrell, R. D. (2009).Cultural Proficiency: A Manual for School Leaders, 3 rd Edition. Thousand Oaks, CA: Sage) Massachusetts Department of Elementary and Secondary Education 8

9 Culturally Proficient Leaders  Display personal values and behaviors that enable them and others to engage in effective interactions among the various stakeholders  Foster policies and practices that enable effective interactions among stakeholders  Address issues that emerge when cultural differences are not valued (from p. 4 of Lindsey, R. B., Robins, K. N., & Terrell, R. D. (2009).Cultural Proficiency: A Manual for School Leaders, 3 rd Edition. Thousand Oaks, CA: Sage) Massachusetts Department of Elementary and Secondary Education 9

10 10 Rationale “One of the core needs of all children is to have their behaviors and beliefs mirrored and valued by adults around them.” “When children do not find a sufficient degree of culturally responsive mirroring and validation, confusion and shame may result, often with delays or disruptions in learning and development.” (Barrera & Corso, 2003; p. 18 & 19)

11 Massachusetts Department of Elementary and Secondary Education 11 Quantifying the Achievement Gap Third Grade Reading Sixth Grade Math and ELA Passing All 9 th Grade Courses Graduating from High School An achievement gap is defined by the National Assessment of Educational Progress (2011) as an observed, persistent disparity of educational measures between the performance of groups of students, especially groups defined by socioeconomic status (SES), race/ethnicity and gender. For our purposes, we are looking at the following outcomes:

12 Massachusetts Department of Elementary and Secondary Education 12

13 Massachusetts Department of Elementary and Secondary Education 13

14 Massachusetts Department of Elementary and Secondary Education 14

15 Massachusetts Department of Elementary and Secondary Education 15

16 Massachusetts Department of Elementary and Secondary Education 16

17 Massachusetts Department of Elementary and Secondary Education 17

18 Massachusetts Department of Elementary and Secondary Education 18

19 Massachusetts Department of Elementary and Secondary Education 19

20 Reflection Activity Massachusetts Department of Elementary and Secondary Education 20

21 “Cultural/linguistically diversity is never problematic in and of itself. It is the response of individuals and institutions to diversity that can be problematic.” (Barrera & Corso, 2003, p. 8) Massachusetts Department of Elementary and Secondary Education 21 Thoughts for Reflection

22 “Most cultural exploration begins with the annoyance of being lost. The control systems of the mind signal that something unexpected has arisen, that we are in uncharted waters and are going to have to switch off the automatic pilot and man the helm ourselves.”( Edward T. Hall) Massachusetts Department of Elementary and Secondary Education 22 Thoughts for Reflection

23 Panelists  Jessica Boss  Principal of Chandler Elementary  Former principal of Columbus Park Preparatory Academy  Phala Chea  Educator and administrator at Lowell Public Schools  Edward Pratt  Regina Wironen Massachusetts Department of Elementary and Secondary Education 23

24 Jessica Boss  Principal of Chandler Elementary Community School  Former principal of Columbus Park Preparatory Academy  Columbus Park  Identified as needing restructuring in 2010  Identified as Level 1 in 2012

25 Columbus Park: Level At a Glance Subgroup% of School% of District% of State Afr-American Asian Hispanic White ELL Low-income Sts w/disabilities High Needs Number of Students: 465 Average Class Size: 15.8 (State: 18.2)

26 Dr. Phala Chea  Educator and administrator at Lowell Public Schools since  Board member of the Lowell Heritage Partnership, Lowell General Hospital Patient and Family Advisory Council and Community Teamwork, Inc.  Annual visits to Cambodia, her native country, to work with the Documentation Center of Cambodia (DC-CAM) on the Genocide Education Project.  Co-writer of the Teacher’s Guidebook for the History of Democratic Kampuchea ( )—a textbook that is currently being used in high schools across Cambodia. In addition, Dr. Chea has organized and provided professional development to more than 500 educators in Cambodia.  Former Chair of the Cambodian Mutual Assistance Association and Treasurer of the Southeast Asian Water Festival. Massachusetts Department of Elementary and Secondary Education 26

27 Massachusetts Department of Elementary and Secondary Education 27 Lowell Public Schools Grade Span TotalSPED %Low Income % FLNEFormer ELL % PK-1214, ELL #ELL %ELL to ESL Teacher Most Common Language/% 2 nd Most Common Language/ % # of Language s 4, Spanish 37.1 Khmer Enrollment of Refugee Students June - Sept IraqBurmaBhutan/NepalCongoSomalia ZambiaEritreaKenyaLiberiaAfghanistan CameroonZimbabweGhanaRwandaCentral Africa

28 Massachusetts Department of Elementary and Secondary Education 28 Edward Pratt and Regina Wironen Leominster Public Schools

29  6203 Students  46.2% Low Income  18.6% Disabilities  7.8% ELL  3 ECE Sites  4 Elementary Sites  2 Middle Schools  1 High School  2 Innovation Schools  Parent Info Center  School Resource Officers –(SRO) - (3)  Level 3 District – Two Level 1, Four Level 2, One Level 3  Did Not Meet Target for All But 1 Subgroup Massachusetts Department of Elementary and Secondary Education 29

30 Next Steps  Community Resources  Reflection Activity  Q&A Massachusetts Department of Elementary and Secondary Education 30


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