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What does it mean to put the skunk on the table?  Overcoming the fear of making practice public  Talking to all stakeholders, especially students 

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Presentation on theme: "What does it mean to put the skunk on the table?  Overcoming the fear of making practice public  Talking to all stakeholders, especially students "— Presentation transcript:

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2 What does it mean to put the skunk on the table?  Overcoming the fear of making practice public  Talking to all stakeholders, especially students  Recognizing that identifying problems is the first step towards solution  Continuous improvement: as one problem is solved another may arise

3  Meridian, Idaho  Suburb of Boise (largest city in Idaho)  Experiencing enormous growth  1990 = 9,596  2006 = 59,832  Opened in 2003  Built to accommodate 1,800 students  2006/2007 enrollment = 2,400 students (Largest H.S. in the state of Idaho)  36:1 student teacher ratio is common  Recipient of Small Learning Communities Grant (Cohort 5)  Wall-to-Wall Academies Mountain View High School

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5 Who are the Mavericks?  90 +% white  Growing immigrant population:  Bosnian, Serbian, Ukranian, Sudanese, Latino, and many more  Over 50 languages spoken  ELL magnet for the district  Socioeconomic differences  Majority of disadvantaged not signing up for Free and Reduced Lunch  Children of addicts, Student addicts  Sub-cultures

6 Reality at MVHS  Student groups underserved, under-recognized and under-represented  RESULT: Low College Attendance Resentment Apathy Despair

7 Mountain View Mavericks Perspectives OUTSIDER LOCAL REALITY Defining Our Diversity

8 Perspectives OUTSIDER view = LOCAL view= REALITY= Defining Your Diversity

9 Unpacking with Questions  What are the needs & strengths of our diverse students?  How well are we meeting their needs? Utilizing their strengths?  What do we do when their needs are not met?  Who is (or feels) underserved?  What opportunities are available for all?  Who is celebrated?  Who is involved in decision making?  What is the impression of the school? Students, Parents, Teachers/Staff, Administration, Community

10 Using Data to Promote Equity  What kinds of data do you use to illuminate these questions?  Do you have access to the data you need?

11 Inclusive Programs and Practices  SLC Membership based on student & staff interest  Flexible use of time and space  Tailored instruction to meet learning needs  Teacher specialists integral on teams  Counselors integral on teams  Teams advise/mentor students  Teams collaborate with parents

12 Elements of Equity  Unpacking the Problem  Meaningful Access for All Students  Rigor Across the Curriculum  Using Data to Promote Equity

13 Unpacking the Problem The school community has hard conversations about who is and isn’t served. The school community examines their commitment to equity. The school community makes the tradeoffs that flow from their commitment to serve all students.

14 Meaningful Access for All Students All students have unfettered access to all courses. There are barriers from school policy or culture. Supports for students to succeed in rigorous courses, even when there are gaps in skills, are in place.

15 Rigor Across the Curriculum  All students participate in higher order thinking across the core curriculum  Core classes prepare all students for post secondary options

16 Using Data to Promote Equity  The school community frequently collects and examines a broad range of data that provides insight into questions of equity  The school community uses that data to shape policy and instruction to help all students succeed


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