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Building Welcoming Schools for Academic Achievement
2014 Fall SummitOctober 28, 2014Best Western Royal Plaza Trade Center
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
Overview
Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
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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
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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: http://www.schoolclimate.org/climate/
Massachusetts Department of Elementary and Secondary Education
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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
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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
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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, 3rd Edition. Thousand Oaks, CA: Sage)
Massachusetts Department of Elementary and Secondary Education
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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, 3rd Edition. Thousand Oaks, CA: Sage)
Massachusetts Department of Elementary and Secondary Education
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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)
Massachusetts Department of Elementary and Secondary Education
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Quantifying the Achievement Gap
•Third Grade Reading•Sixth Grade Math and ELA•Passing All 9th 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:
Massachusetts Department of Elementary and Secondary Education
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2010 2011 2012 2013 2014
Asian 0.670000000000001
0.690000000000001
0.690000000000001
0.660000000000001
0.680000000000001
White
0.700000000000001
0.690000000000001
0.690000000000001
0.650000000000001
0.650000000000001
All 0.630000000000001
0.610000000000001
0.610000000000001
0.57 0.57
African American/Black
0.42 0.37 0.38 0.32 0.38
His-panic/Latino
0.38 0.36 0.36 0.3 0.34
5%15%25%35%45%55%65%75%85%95%
Proficient/Advanced on 3rd Grade ELA MCASP
erc
en
t of
Gro
up
Massachusetts Department of Elementary and Secondary Education
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2010 2011 2012 2013 2014
All 0.630000000000002
0.610000000000001
0.610000000000001
0.57 0.58
LowInc 0.43 0.4 0.4 0.35 0.390000000000001
HighNeeds NaN 0.390000000000001
0.4 0.35 0.380000000000001
ELL 0.27 0.24 0.24 0.2 0.25
SWD 0.25 0.24 0.24 0.18 0.21
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Proficient/Advanced on 3rd Grade ELA MCASP
erc
en
t of
Gro
up
Massachusetts Department of Elementary and Secondary Education
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2010 2011 2012 2013 2014
Asian
0.720000000000001
0.690000000000001
0.710000000000001
0.710000000000001
0.740000000000001
White
0.610000000000001
0.610000000000001
0.620000000000001
0.620000000000001
0.620000000000001
All 0.54 0.54 0.54 0.54 0.54
African Ameri-can/Black
0.28 0.28 0.3 0.3 0.310000000000001
His-panic/Latino
0.27 0.26 0.27 0.28 0.3
5%15%25%35%45%55%65%75%85%95%
Proficient/Advanced on 6th Grade ELA and Mathematics MCAS
Perc
en
t of
Gro
up
Massachusetts Department of Elementary and Secondary Education
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2010 2011 2012 2013 2014
All 0.54 0.54 0.54 0.54 0.54
LowInc 0.3 0.3 0.310000000000001
0.310000000000001
0.330000000000001
HighNeeds 0.28 0.28 0.29 0.3 0.310000000000001
SWD 0.13 0.13 0.14 0.12 0.13
ELL 0.14 0.11 0.13 0.11 0.12
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Proficient /Advanced on 6th Grade ELA and Mathematics MCAS
Perc
en
t of
Gro
up
Massachusetts Department of Elementary and Secondary Education
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2011 2012 2013
Asian 0.89 0.870000000000002 0.89
White 0.830000000000001 0.840000000000001 0.850000000000001
All 0.750000000000002 0.770000000000002 0.78
African American/Black
0.58 0.600000000000001 0.630000000000002
Hispanic/Latino 0.49 0.53 0.56
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Passing All 9th Grade ClassesP
erc
en
t of
Gro
up
Massachusetts Department of Elementary and Secondary Education
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2011 2012 2013
All 0.750000000000001 0.770000000000002 0.78
SWD 0.600000000000001 0.620000000000001 0.640000000000002
LowInc 0.55 0.59 0.610000000000001
ELL 0.53 0.52 0.53
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Passing All 9th Grade Classes
Perc
en
t of
Gro
up
Massachusetts Department of Elementary and Secondary Education
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2009 2010 2011 2012
Asian 0.891 0.894 0.904 0.921
White 0.887 0.895 0.911 0.916
All 0.840000000000001 0.847000000000001 0.863000000000002 0.875000000000002
African Ameri-can/Black
0.737000000000001 0.735000000000001 0.764000000000002 0.8
His-panic/Latino
0.646000000000002 0.659000000000002 0.679000000000002 0.709000000000001
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Five Year Graduation RateP
erc
en
t of
Gro
up
Massachusetts Department of Elementary and Secondary Education
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2009 2010 2011 2012
All 0.840000000000001 0.847000000000001 0.863000000000002 0.875000000000002
LowInc 0.713000000000001 0.723000000000001 0.750000000000002 0.775000000000002
SWD 0.693 0.686 0.708000000000001 0.738000000000002
ELL 0.633000000000002 0.637000000000002 0.642000000000002 0.685
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Five Year Graduation RateP
erc
en
t of
Gro
up
Reflection Activity
Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
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“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)
Thoughts for Reflection
Massachusetts Department of Elementary and Secondary Education
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“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)
Thoughts for Reflection
Massachusetts Department of Elementary and Secondary Education
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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
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
Columbus Park: Level 12013-2014 At a Glance
Subgroup % of School % of District % of State
Afr-American 16.6 14.7 8.6
Asian 10.8 8.1 6.0
Hispanic 47.5 37.8 16.6
White 19.1 35.6 65.8
ELL 38.5 31.7 7.9
Low-income 86.4 73.0 38.3
Sts w/disabilities
24.2 20.0 17.0
High Needs 93.3 81.4 48.8
Number of Students: 465Average Class Size: 15.8 (State: 18.2)
Massachusetts Department of Elementary and Secondary Education
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Dr. Phala Chea Educator and administrator at Lowell Public Schools since
1995. 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 (1975-1979)—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
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Lowell Public SchoolsGrade Span
Total SPED % Low Income
%
FLNE Former ELL%
PK-12 14,031 15.1 75.1 39.6 7.4
ELL # ELL % ELL to ESL
Teacher
Most Common
Language/%
2nd Most Common Language/
%
# of Languag
es
4,121 29.4 191.6 Spanish37.1
Khmer35.8
40
Enrollment of Refugee Students
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
2014-2015June - Sept
158 305 163 204 239 103
Iraq Burma Bhutan/Nepal Congo Somalia
Zambia Eritrea Kenya Liberia Afghanistan
Cameroon Zimbabwe Ghana Rwanda Central Africa
Massachusetts Department of Elementary and Secondary Education
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Edward Pratt and Regina WironenLeominster Public Schools
Massachusetts Department of Elementary and Secondary Education
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Leominster Public Schools 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
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Next Steps
Community Resources Reflection Activity Q&A