Presentation on theme: "Anne Arundel County Public Schools Role in Monitoring and Meeting the Terms of the Office of Civil Rights Memorandum of Agreement (OCR MOA) The Journey."— Presentation transcript:
Anne Arundel County Public Schools Role in Monitoring and Meeting the Terms of the Office of Civil Rights Memorandum of Agreement (OCR MOA) The Journey to Greatness
Historical Perspective Task Force on Black Male Achievement OCR Complaint - Discipline African American Curriculum Audit Committee Disciplinary Sanction Review Committee Minority Achievement Committee OCR Agreement
The 2005 OCR Agreement Office of Civil Rights A Memorandum of Agreement between the Anne Arundel County Public School System and Complainants including The Anne Arundel County Chapter of the National Association for the Advancement of Colored People (NAACP) and other parents and citizens The agreement between the two parties was signed and became official September 7, 2005 What is it?
Complainants Claim Anne Arundel County Public Schools has categorically denied and limited educational opportunities for African American students.
Specific Charges Less likely to participate in advanced classes More likely to be expelled or referred to Alternative school programs Experience less educational success due to lower expectations and lack of encouragement More likely to be assigned to special education Substantially less likely to graduate African American Students are:
Recognition of the Problem Not a recent or one-time occurrence Developed and institutionalized over time Solutions must be: – Concerted and targeted efforts to de-institutionalize conditions – Cooperative and include a review of policies, regulations, and practices that may contribute to disparities that are applied fairly for all students – Strong enough to last beyond current Superintendent, Board of Education, and local political leadership – Collaborative efforts between the school system, parents, and the community Source: Office of Civil Rights Memorandum of Agreement. 2005
Resolving the Concerns Develop a cooperative plan addressing the problems affecting African American students which will have a direct impact on other groups of students who are not meeting the standards. Source: Office of Civil Rights Memorandum of Agreement. 2005
What is the school system doing? Established an Office of Equity Assurance and Human Relations - October, 1006 Added Outreach Specialists at the Central Office level who reach out to parents, schools and communities January Schools are aligned in K-12 vertical teams and structures promote vertical communication and planning Academic Achievement Steering Committees for schools that did not meet the No Child Left Behind Adequate Yearly Progress (AYP)
What is the school system is doing? Strategic plan & goals for with equity infused in all goals. Cultural Proficiency Professional Development - all school and Central Office leaders, Student Services personnel, all bus drivers, school secretaries, AVID teachers, AHS, and other school personnel Identified Equity Liaison at each school to provide Cultural Proficiency perspective on the school improvement team and at the school/classroom level. Using Data to identify problem areas and providing support to individual students.
2012 Goals of Anne Arundel County Public Schools I Academic Achievement All diploma-bound students will reach high standards as established by Anne Arundel County Public Schools and state performance level standards in English/Reading/ Writing, Mathematics, Science and Social Studies. Achievement disparities among all No Child Left Behind (NCLB) groups of students will be eliminated. II Safe and Supportive Learning Environment III Workforce Quality Anne Arundel County Public Schools will ensure and maintain a work environment of respect and mutual collaboration by attracting and retaining a quality work force that demonstrates a commitment to providing a positive learning environment, values diversity, and reflects the diversity of the county and the relative labor market. IV Community Engagement All Anne Arundel County Public Schools (AACPS) students will be educated in schools that are family-friendly and welcoming. AACPS will eliminate disparities in parent and community representation and participation in traditional and non-traditional school- community activities. Equity is infused in every one of the goals. Anne Arundel County Public Schools will address the diversity that students and staff bring to the learning environment and organize schools and classrooms to support the academic achievement and success of all students. All students will be educated in a safe, positive, and supportive learning environment with a focus on security enhancements that support system-wide safety and discipline standards. AACPS will eliminate disparities among all No Child Left Behind (NCLB) student groups in the referral, suspension, and expulsion rates for violation of the Code of Student Conduct. V Equity
Areas Monitored Under the OCR MOA Academic Achievement Maryland School Assessments High School Assessments Graduation and Drop-out Rates Access and Success in Rigourous Instructional Opportunities (Honors, AP, IB, AVID, PVA, STEM, etc.) Special Education Identification and Placement Discipline Referrals, Suspensions and Expulsions Community Engagement
The OCR MOA is not additional work for AACPS Participation in AP Participation in IB Increase in SATs taken High graduation rate High graduation rate for special education Reduced number of racial incidents Reduced Dropout rates Eliminate disparity in Alternative Education Eliminate disparity in Special Education Academic Proficiency Successful completion Algebra I by end of Grade 8 Co-curricular involvement
The OCR MOA is not additional work for AACPS Participation in AP Participation in IB Increase in SATs taken High graduation rate High graduation rate for special education Reduced number of racial incidents Reduced Dropout rates Eliminate disparity in Alternative Education Eliminate disparity in Special Education Academic Proficiency Successful completion Algebra I by end of Grade 8 Co-curricular involvement Our focus is on African American Students
OCR Monitoring Process
Defining the Achievement Gap Communicating a Common Understanding
Two ways to look at the Achievement Gap African American Students All Students Excluding AA Compared to All Other StudentsCompared to the Standard 54% 63% 70% 77% 83% 86% Proficiency Equity AAWhiteHisp.AsianSp.Ed.FARMS
African American Students Achievement Gap 29% 26% 23% % 35% 48% 57% 60% 64% 74% 80% 82% Scores reflect MSA 3-8. Special, Evening and Charter Schools are not included % 63% 21% All Students Excluding AA % 64% 22% MSA Math and HSA Algebra Percent of Students performing at Proficient Level Countywide
Achievement Gap 26% 23% 21% 20% 41% 54% 60% 63% 67% 77% 81% 83% 66% 86% 20% % 86% 16% Scores reflect MSA 3-8. Special, Evening and Charter Schools are not included. MSA Reading and HSA English Percent of Students performing at Proficient Level Countywide African American Students All Students Excluding AA
MSA Reading and HSA English Assessments % points Countywide Performance African American Performance 25% points 2003–07 Successes
MSA Mathematics and HSA Algebra I Assessments 28% points African American Performance % points Countywide Performance
We are making progress… African American Students All Students Excluding AA Achievement Gap …but need to move faster to meet our goals
Equity The state, action, or principle of treating people in accordance with differential needs (fairness) Equality The quality or condition of being exactly the same as something else.
When all students are taught equally, they may not all reach the standard What is Equity? Equity is giving students the individual help they need so everyone meets the standard
How Can the Gap Be Eliminated? It is important to note that while both groups have improved over the past five years, the rate of improvement among African American students has been greater over this 5 year period. This acceleration of performance is necessary to close the achievement gaps.
SPECIAL EDUCATION DISPROPORTIONALITY Disproportionality is not the result of inappropriate identification but instead is driven by eligibility criteria and student needs A decrease is noted in the number of African American students identified as Intellectually Disabled, Emotionally Disturbed and/or Learning Disabled MSDE has recognized that AACPS is no longer significantly disproportionate for identification Using the States identification risk ratio assessment for placement, AACPS is no longer significantly disproportionate for any placement
Total Student Population Student Population 2003–04 through 2006–07 Average African American 22% The % of Students Receiving Referrals Source: AACPS, Student Services, DAAR who are African American Total of Students Receiving Referrals African American Students All Other Students
Total Student Population Student Population 2003–04 through 2006–07 Average African American Students African American 22% The % of Students Receiving Suspensions Source: AACPS, Student Services, DAAR who are African American Total of Students Being Suspended All Other Students
Since 2005–06, there has been a dramatic decrease in the total number of Expulsions and expulsion for African American students 263% African American Expulsions
Recommendations Recommendations for Addressing Discipline Disparities Adopted by the Executive Team Safe and Orderly Sub-Group OCR Steering Committee
Illustrate discipline disparities and specify terms for addressing the disparities as indicated in the OCR Mediated Agreement Illustrate Discipline Disparities – African American students are more likely to be expelled or suspended from school or referred to alternative programs. – Reduce the number of racial incidents at all schools (Bias Motivated)
Hold monthly or quarterly Discipline Conversations at the Secondary Principals meeting (aligned with Curriculum Conversations)
Develop and implement a Discipline Data Template Monitor each secondary school's progress toward strategic plan by providing each school a template which establishes benchmarks necessary to achieve the goal by school, by student group. OSAS will share data bi-annually with each principal.
Require template with Submission of Current Discipline Data and Action Steps at each of the three Supervisory Visits Review for evidence of practice as it relates to Standard 9- Safe and Orderly Schools
Who is Responsible for Closing the Achievement Gaps? This is an incredibly multi-dimensional problem. It is not limited to instruction alone or early literacy or peer pressure, or culturally relevant curriculum, or tracking. Each and every issue needs a strategy attached to it. Allan Alson, Superintendent Elvaston Township, Illinois High School District and Founder of the Minority Student Achievement Network
The Journey to Greatness In relentless pursuit of excellence for all students! Anne Arundel County Public Schools, Parents, and the entire Community.
Those who say it cannot be done should not interrupt the people doing it. Chinese Proverb