Disrupting Inequity THE POWER OF PLCS TO CLOSE THE GAP PLC LEADERSHIP CLASS, APRIL 19, 2016

Agenda  National and local realities about the “Gaps”  The power of PLCs to disrupt inequity  The 4 C’s of RtI  Wrapping up our final month!

Which Gaps concern you the most?  Achievement  Discipline  Opportunity  Knowing-Doing  Expectations

National Concerns—Persistent Discipline Gaps “Ongoing severe and consistent racial disparities in school suspensions and expulsion lead to a variety of other negative outcomes: the more students are removed from school through suspensions and expulsion, the more they vanish from graduation stages and fill the pipeline to prison.” Discipline Disparities (Research to Practice Collaborative, 2014)

The Opportunity Gap has a long history and ongoing systematic challenges African Americans and Hispanic students are  3 times as likely to be born into poverty* as Whites  Have less adequate access to healthcare  Far more likely to attend schools with inadequate facilities and less highly qualified/trained teachers

And segregation is worsening… African American and Hispanic students attend schools that are composed of over 60% of students of color, while White students attend schools that are 77% White. The majority of US teachers remain White, female and middle class Which contributes to our Expectations Gap

Reality Check: the Gaps are interrelated “There is a harsh reality that we, as educators, must address if we ever hope to reach our mission of learning for all: most schools have been inaccurately and unfairly judging student academic potential, to the detriment of our most at-risk youth.” Mike Mattos (2016)

Expectations Gap  Video about research on teacher expectations based on Race Video about research on teacher expectations based on Race

What does our data say? Behavior referrals and suspensions in D11, real time*  When do the Gaps jump?  Why?  Discuss potential causes, possible remedies that teachers and schools could employ.

GT and SPED: Do we have a problem with our “Qualification” gaps?  Look over snapshot data from this year, across grade levels  White students are ________ times more likely to qualify for GT than African American; and _________ times more likely than Hispanic students  What does this have to do with PLCs?  Action: Connect ideas from your reading in this course and seek out potential actions you can take to reduce the “knowing-doing” gap in your school.*

Your predictions regarding Graduation rates in District 11  What percent of our students graduated on time last year?  Graduation rate for African American students?  African American Males?  Hispanic Males?  Students with IEPs?  White Females?

Explore our 2015 graduation rate data Check your predictions vs actual values.  On time: 68.5%  African American students: 54.8%  African American Males: 43.7%  Hispanic Males: 56.6%  For students with IEPs: 36.7%*  White Females: 76%

Explore our 2015 graduation rate data  Is there anything surprising in the data?  What trends stand out?  What current gaps concern you the most?  How are we doing compared to the state?  What data is worth celebrating?

It Starts With the Knowing-Doing Gap Educators, working in collaborative teams, are the key to turning research into action in order to  Disrupt Inequity and  Erase the Gaps in Achievement, Discipline, Expectations and Opportunity

Recommendations Effective conversations about race must be part of a process in which we:  Examine disaggregated data to determine where racial/ethnic differences occur  Thoroughly discuss the contexts and interactions creating those data  Craft tiered, race-conscious interventions and enrichment to erase those disparities  Follow through…monitor impact overall and on the gaps in particular

Break, 5 min

4 C’s of RtI (Article), Deep dive Quiz: What are the 4 Cs of RtI?  Collective Responsibility  Concentrated Instruction  Convergent Assessment  Certain Access Greatest area of need? Write and discuss

Intervention & Enrichment Plans Given this knowledge about persistent gaps, and how to think about RtI in a PLC context, what adjustments might you make to future intervention/enrichment plans?  Share ideas with your table group

Closure Homework for May  Share your ideas for Intervention/Enrichment for next year with your team and principal. Come prepared to present/discuss, with particular attention to ways to disrupt inequity.  Prepare and bring PLC Binder for Gallery Walk (3 credit option)