Report to the School Board - Hopkins Schools to the School Board . Integration budget . ... $ 1,077,884.01 Integration Revenue Budget Worksheet ... We will provide integrated learning

Excellence. Every School. Every Student. Every

R e por t to the S c hool B oar d Integration budget M a r c h 1 5 , 2 0 1 2 N i k L i g h t f o o t , E d . D . , J . D . , A s s i s t a n t S u p e r i n t e n d e n t Stanley Brown, Equity and Inclusion Coordinator

Overview The Department of Education requires that we submit an annual budget for the use of the integration dollars the State allocates. The present budget is aligned with the goals of our 4 year integration plan, and is reviewed annually by District and building program administrators and principals. This year, we are required to submit another 4 year plan to the Department of Education. The revised plan is also included for Board discussion and approval. The budget aligns with Department of Education guidelines and directives and supports our integration plan. Primary Issues to Consider Budget Approval Supporting Documents 2012-2013 Integration Budget 2012-2016 Integration Plan 2012-2016 WMEP Plan

270Superintendent:Collaborative:District Contact:Phone:E-mail:

G1 451,267.34

G2 453,202.64G3 240,936.75G4 86,345.15

1,231,751.88

Alternative Attendance Revenue based on 355 TCIY students

952-988-4028

Columbia Heights

Wayzata

Eden Prairie

Brooklyn Center

Robbinsdale

Hopkins Public Schools

John Schultz

Nik Lightfoot

District Number:

Integration Revenue

[email protected]

Partner Districts: Minneapolis

List all Racially Identifiable school sites in your district: None

1,077,884.01$

Integration Revenue Budget Worksheet FY 13 BUDGET

Use this worksheet to provide updated budget data that will be used to calculate FY13 Integration Revenue. Address questions on Integration Revenue budget submission to the Office of School Choice Programs and Innovation Services, 651-582-8280. Return the completed worksheet with supporting pages from the locally approved budget by March 15th, 2013. Electronic submission is required.

Edina

St Anthony/NB

St Louis ParkRichfield

West Metro Education Program (WMEP)

District Name:

153,867.87$ 1,231,751.88$ TOTAL REVENUE

Date

Date

Integration Revenue Contributed to Collaborative

Board Approval Date ____________________

MDE Approval:____________________ Amount:_______________Date:______________

Notes or Comments:

Superintendent

CERTIFICATION STATEMENTWe certify that the budget information submitted for our school district to the Minnesota Department of Education (MDE) is an accurate and complete representation of the fiscal year 2013 Integration Revenue budget that was approved by the school board.

School Board Chair

District Number: 270

Line Item Description

Admin. Support/Sal 005 105 312 170 $51,540.62Admin. Support/Ben 005 105 312 295 $7,988.03Staff Extra Duty Interpreting Sal 005 203 000 312 185 $2,690.63Staff Extra Duty Interpreting Ben 005 203 000 312 295 $393.75Interpreter/Transl Serv. 005 203 000 312 358 $6,327.08Interpreter/Transl Serv. Lang Line 005 203 007 312 358 $3,462.00Staff Extra Duty Interpreting Sal 005 211 000 312 185 $2,690.63Staff Extra Duty Interpreting Ben 005 211 000 312 295 $393.75Interpreter/Transl Serv. 005 211 000 312 358 $6,327.08Interpreter/Transl Serv. Lang Line 005 211 007 312 358 $3,462.00Elem Student Support Specs/Sal 561 203 312 170 $21,873.50Elem Student Support Specs/Ben 561 203 312 295 $9,329.22

THE CHOICE IS YOURS AND INTERDISTRICT MAGNET SCHOOLS: (1) We will provide the necessary support and services to enable students and families to fully participate in The Choice Is Yours program. (2) We will provide integrated learning settings where all students can attain high academic achievement and where educators can develop and demonstrate best practices.

ORG PROG OBJFIN

Integration Revenue Budget WorksheetFY13

Inter-District Budget: Goal 1

Expenditures

2012-13Provide a short description of the expenditure.

i.e. "Spanish Teachers"

Hopkins Public SchoolsDistrict Name:

UFARS Code (Required) Budgeted Amount

Elem Student Support Specs/Ben 561 203 312 295 $9,329.22Elem Student Support Specs/Sal 566 203 312 170 $21,873.50Elem Student Support Specs/Ben 566 203 312 295 $9,329.22Interpreter Salary - Staff (Somali) 005 203 315 163 $2,365.83Interpreter Salary - Staff (Spanish) 005 203 315 163 $7,830.56Interpreter Ben - Staff 005 203 315 295 $3,015.20Transportation/Taxi 005 203 315 360 $3,500.00KinderConnection scholarships 005 203 315 394 $12,000.00Interpreter/Transl Svc - Hmong 005 203 000 315 358 $10,037.58Interpreter Salary - Staff (Somali) 005 211 315 163 $2,365.83Interpreter Salary - Staff (Spanish) 005 211 315 163 $7,830.56Interpreter Ben - Staff 005 211 315 295 $3,015.20Transportation/Taxi 005 211 315 360 $3,500.00Sec Student Support Specs/Sal 282 211 315 144 $50,040.50Sec Student Support Specs/Ben 282 211 315 295 $16,642.35Sec Student Support Specs/Sal 378 211 315 144 $21,873.50Sec Student Support Specs/Ben 378 211 315 295 $8,732.46Sec Student Support Specs/Sal 380 211 315 144 $26,536.23Sec Student Support Specs/Ben 380 211 315 295 $8,610.53Elem Student Support Specs/Sal 563 203 315 170 $16,678.80Benefits 563 203 315 295 $5,919.56Elem Student Support Specs/Sal 567 203 315 170 $26,248.20Benefits 567 203 315 295 $9,667.82Elem Student Support Specs/Sal 569 203 315 170 $25,018.20Benefits 569 203 315 295 $8,507.33Elem Student Support Specs/Sal 570 203 315 170 $17,498.80Benefits 570 203 315 295 $6,151.29TOTAL $451,267.34

Students Staff Students Staff


ORG PROG OBJFIN

Expenditures

2012-13Provide a short description of the expenditure.

i.e. "Spanish Teachers"


Participation from Identified Isolated District: 350 0

Participation from Your District: 2000 10

Total Program Participation: 2350

Notes or Comments:



AVID Dir/Sal 005 211 315 140 $50,574.50AVID Tutors/Sal 005 211 315 144 $15,682.50AVID Tutor Ben 005 211 315 295 $3,260.25AVID Subs 005 211 315 145 $2,075.00AVID Sub Benefits 005 211 315 295 $393.75AVID DD Stipend 005 211 315 185 $2,000.00Extra assignment/Stipends 005 211 315 185 $4,500.00AVID Dir/Ben 005 211 315 295 $13,713.89AVID DD Stipend benefits 005 211 315 295 $525.00Memberships 005 211 315 820 $9,975.00Intervention Teachers/Sal 282 211 315 140 $86,366.66Intervention Teacher Ben 282 211 315 295 $24,178.30AVID copies, postage 282 211 315 398 $1,000.00AVID Supplies/Equip. 282 211 315 430 $2,500.00AVID Prof Dev/Travel 282 640 315 366 $4,000.00

UFARS Code (Required) Budgeted Amount Expenditures

Provide a short description of the expenditure. i.e. "Spanish Teachers" ORG 2012-13




OBJ

District Name:

STUDENT LEARNING AND ACHIEVEMENT: We will provide multiple opportunities for students from diverse racial and economic backgrounds to learn from and with each other, and to achieve at high levels, in integrated settings.

FINPROG

AVID Prof Dev/Travel 282 640 315 366 $4,000.00Junior High AVID 005 211 315 305 $7,000.00Intervention Teachers/Sal 378 211 315 140 $71,149.63Intervention Teacher Ben 378 211 315 295 $10,066.85Intervention Teachers/Sal 380 211 315 140 $69,236.66Intervention Teacher Ben 380 211 315 295 $7,498.07Elementary Afternoon Replay - Sal 005 203 315 144 $52,701.47Elementary Afternoon Replay - Ben 005 203 315 295 $14,805.11

TOTAL 453,202.64$ -$

Students Staff Students StaffParticipation from Identified Isolated District: 115 0Participation from Your District: 375 20

490 20

Notes or Comments:

Total Program Participation:

Projected Actual



Extra Assignments Sal 005 030 315 185 $2,500.00Benefits 005 030 315 295 $1,395.45Elementary NUA 005 640 315 143 $4,000.00Elementary NUA ben 005 640 315 295 $1,000.00Prof Dev/Travel 005 640 315 366 $3,000.00Books 005 640 315 470 $544.00Equity & Integration Coordinator Sal 005 203 315 143 26,753.24$ E&I Coordinator Leadership stipend 005 203 315 185 2,214.00$ Equity & Integration Coordinator Ben 005 203 315 295 5,339.28$ E&I Coordinator Leadership stipend ben 005 203 315 295 525.00$ Equity & Integration Coordinator Sal 005 211 315 143 26,830.53$ E&I Coordinator Leadership stipend 005 211 315 185 2,214.00$ Equity & Integration Coordinator Ben 005 211 315 295 5,339.28$

FIN OBJ 2012-13PROGProvide a short description of the expenditure.

i.e. "Spanish Teachers" ORG



Hopkins Public SchoolsDistrict Name:

Expenditures

ADULT LEARNING: We will engage educators, community members, and families in learning that inspires and builds their capacity to seek and support diversity, educational equity, and success for all learners.


Equity & Integration Coordinator Ben 005 211 315 295 5,339.28$ E&I Coordinator Leadership stipend ben 005 211 315 295 525.00$ Contribution to WMEP 005 �� 315 390 158,756.97$

TOTAL $240,936.75

Students Staff Students StaffParticipation from Identified Isolated District: 0 0

Participation from Your District: 0 1000

Total Program Participation: 0 1000

Notes or Comments:

Projected Actual



Admin Salary 005 105 315 110 66,737.09$ Benefits 005 105 315 295 16,498.01$ Postage 005 105 315 329 500.00$ Interdepartmental chargebacks 005 105 315 398 610.05$ Supplies 005 105 315 401 500.00$ Memberships 005 640 315 820 1,500.00$ TOTAL -$ 86,345.15$

Students Staff Students Staff0 0

0 300

Participation from Identified Isolated District:

PARTICIPATION INFORMATION Projected Actual

Participation from Your District:


Provide a short description of the expenditure. i.e. "Spanish Teachers" PROG FIN OBJ



Expenditures


2012-13

District Name:

PROGRAM SUPPORT AND ADMINISTRATION: We will provide a framework for support that includes processes, procedures, roles, and responsibilities to lead and facilitate planning, communications, and decision-making with respect to the scope and nature of equity and integration programming and services.

ORG

0 300Total Program Participation:

Notes or Comments:

0

PROG FIN OBJ

Provide the total amount budgeted for this line

item.

Resubmit this form with the actual FY09

expenditures by 9/15/09

District Name:

Please insert Identifiable School integration goal from your district's desegregation plan. Include the Racially Identifiable School(s) addressed by this goal:

Provide a short description of the expenditure. i.e. "Spanish Teachers" ORG

Line Item Description UFARS Code (Required) Budgeted Amount Expenditures


Racially Identifiable School(s) Budget: Goal 1

District Number: 0

Integration Revenue Worksheet 2009


Notes or Comments:


TOTAL -$ -$

PARTICIPATION INFORMATION Projected (7/1/08) Actual (9/15/09)

Participation from the Identifiable School(s):

Participation from Other Schools in the District:


0

PROG FIN OBJ


item.



District Name:






District Number: 0




Notes or Comments:



TOTAL -$ -$



0

PROG FIN OBJ


item.



District Name:






District Number: 0

Integration Budget Worksheet 2009



Notes or Comments:



TOTAL -$ -$


Integration Budget Worksheet 2009


Equity Strategy Framework

Prepared by the Office of Equity & Integration and the District Equity Leadership Team

2

Hopkins Public Schools Equity Strategy Framework

2012-2016 Initiatives Initiative 1. Equity/Anti-Racism Leadership

We will consciously and deliberately act to eliminate the gap between our mission of high levels of achievement for all students, and the policies, practices, and structures in our school system that may perpetuate inequities based on race and class.

Initiative 2. Cultural Competence

We will develop the individual and organizational knowledge, attitudes, skills, and practices to create culturally responsive learning environments that expect and support high academic achievement for learners from all racial groups.

Initiative 3. Student-Centered Learning and Teaching

We will identify, develop, and systematically apply instructional practices that make a significant difference in the education of children, especially children of color, as demonstrated by research and best practice.

Initiative 4. Family and Community Engagement

We will engage families and communities as essential partners in supporting academic achievement for learners from all racial groups.

Initiative 5. Community Collaboration and Integration

We will work collaboratively with partner organizations to promote and achieve racially integrated schools and communities where students and families from diverse racial and economic backgrounds feel welcomed, supported, and experience academic success.

3

Equity Strategy Framework Initiative 1: Equity/Anti-Racism Leadership

We will consciously and deliberately act to eliminate the gap between our mission of high levels of achievement for all students, and the policies, practices, and structures in our school system that may perpetuate inequities based on race and class.

# Sub-Initiatives Responsible Leader(s)

Implementation Timeline

1-1 Develop and support strong equity leadership at the school and district levels

Superintendent District Equity Leadership Team Principals

Ongoing

1-2 Establish, support, and sustain equity leadership teams at each school and at the district level.

Superintendent District Equity Leadership Team Principals

Implemented and ongoing

1-3 Embrace and embed the agreements and conditions of courageous racial discourse throughout the Hopkins School District

School Board Superintendent District Equity Leadership Team Cabinet Principals

Ongoing

1-4 Initiate and sustain site, district, and regional dialogue on issues of race and achievement

School Board Superintendent District Equity Leadership Team Principals

Ongoing

1-5 Allocate resources based, in part, on critical factors of academic need, achievement data, mobility, and economic status.

School Board Superintendent Cabinet Principals

Annually

1-6 Examine School and District policies, practices and structures for potential bias, and, where found, eliminate it.


Ongoing

1-7 Engage multiple cultural perspectives as an essential component of decision-making at the school and District levels.


Ongoing

4

Equity Strategy Framework Initiative 2: Cultural Competence

We will develop the individual and organizational knowledge, attitudes, skills, and practices to create culturally responsive learning environments that expect and support high academic achievement for learners from all racial groups.



2-1 Expand and support staff participation in training opportunities through National Urban Alliance/WMEP Partnership/PLC/PD360/Hopkins District Equity Trainings.

Director, Teaching & Learning

Ongoing

2-2 a) Expand cultural competence performance standards. Identify ways to provide training for nutrition staff and paraprofessional staff.

b) Identify and affirm staff that are especially effective at working with and increasing the achievement of students of color, and provide opportunities for other staff to learn from them.

Have in place two internal NUA trainers, whose role will be to support staff and embed NUA strategy work.

Identify more NUA trainers across district.

Asst. Superintendent SD/M Coordinator Principals Site Equity Teams Representatives from employee groups

Ongoing

Implemented Ongoing

2-3 Create awareness and understanding among all staff of institutionalized racism and other biases that serve as barriers to achievement for students of color.

District Equity Leadership Team Asst. Superintendent SD/M Coordinator Principals

Ongoing

5

2-4 (a) Establish district-wide expectations for cultural competence staff development, aligned with student achievement data.

(b) Continue to deliver and support participation in differentiated staff development experiences that strengthen knowledge, attitudes, skills, and practices to create culturally responsive learning.

District Equity Leadership Team Asst. Superintendent SD/M Coordinator Principals HEA Representative

Currently in place and ongoing.

2-5 Continue to use HCM domain five elements to measure progress for setting and reporting individual and systemic goals for cultural competence staff development.

District Equity Leadership Team Asst. Superintendent SD/M Coordinator Principals HEA Representative

Currently in place. Annual review.

2-6 Strengthen and align staff recruitment, selection, and retention practices with the District’s cultural competence performance standards.

HR Administrator Asst. Superintendent Principals

Ongoing

2-7 Increase on a yearly basis the number and percentage of skilled staff who reflect the racial make-up of the student population.

HR Administrator Asst. Superintendent Principals

Ongoing

2-8 Establish, support, and sustain equity-focused participatory action-research initiatives at each school.

District Equity Leadership Team Asst. Superintendent SD/M Coordinator Principals

Currently in place and ongoing.

Annual Review.

2-9 Design and implement additional programs for developing cultural competence in students.

Director, Teaching & Learning C&I Coordinators

Ongoing

6

Equity Strategy Framework Initiative 3: Student-centered Learning and Teaching

We will identify, develop, and systematically apply instructional practices that make a significant difference in the education of children, especially children of color, as demonstrated by research and best practice.

# Sub-Initiatives Responsible

Leader(s) Implementation

Timeline 3-1 Establish literacy as a primary focus

for eliminating the racial achievement gap. Continue initiatives through Early Childhood programming and parent training.

• Ready 4 K

Director, Teaching & Learning Literacy Team

Continued pilot with annual review.

3-2 Explore current and critical research and best practice on creating equitable/anti-racist learning environments. Continue District and site initiatives/teams.

District Equity Leadership Team Director, Teaching & Learning Asst. Superintendent

Ongoing.

3-3 Synthesize, interpret, and contribute to research that informs culturally responsive practice and that combines the wisdom of researchers and practitioners.

District Equity Leadership Team Director, Teaching & Learning Asst. Superintendent

Ongoing.

3-4

Develop a plan for implementing culturally responsive, standards-based curriculum, instruction, and assessment practices. Continue planning/review with Educational Services Advisory Committee.

Director, Teaching & Learning C&I Coordinators Assessment Coordinator

Ongoing with annual review.

3-5 Implement, monitor, and evaluate changes in what we do that results in improved achievement for students of color.

Director, Teaching & Learning C&I Coordinators Assessment Coordinator

Ongoing with annual review.

3-6 Systematically disaggregate and analyze achievement data and develop related individual and site staff development goals. Explore use of growth models.

Director, Teaching & Learning C&I Coordinators Assessment Coordinator Principals

Implemented with annual review.

7

3-7

Provide low-achieving students with intensive interventions (RIT) designed to accelerate learning in basic skill areas of reading, writing, and math. Continue as priority effort.

• Improve monitoring of effectiveness of interventions, along with student participation pathways.

Director, Teaching & Learning Asst. Superintendent Literacy Team

Ongoing.

3-8 Hold high expectations for every student and actively assist each one to reach high academic standards.

Director, Teaching & Learning Principals

Ongoing.

3-9 Develop and implement an academic support plan (K-12) that prepares under-achieving students for college eligibility and success.

• AVID • College Readiness Program for

ELL students and families

Director, Teaching & Learning Asst. Superintendent

Ongoing planning for additional grade levels; 2012-14. Implementation of elementary and junior high programs.

3-10 Implement and support academic programs that accelerate under-achieving students into more rigorous curriculum and courses, including honors, advanced placement, and Challenge opportunities.

Director, Teaching & Learning C&I Coordinators Challenge Coordinator Principals

Planning 2008-10, Implementation beginning 2011-12. Ongoing with annual review.

3-11 Continue to promote a learning culture where every student’s achievement is the most important priority, and staff, students, and parents are co-responsible and accountable for that success.


Ongoing.

8

Equity Strategy Framework

Initiative 4: Family and Community Engagement We will engage families and communities as essential partners in supporting academic achievement for learners from all racial groups.



4-1 Engage families and community members in courageous conversations and community action to develop cultural competence and create and sustain the conditions for equity and excellence for all students.


Implemented with ongoing additions and review.

4-2 Continue to engage families of color in dialogue and the creation of strategies to bridge the cultural gap between schools, families, and communities.

Comm. Ed Director Asst. Superintendent Principals

Ongoing

4-3 Identify community resources to support and be co-responsible for students’ academic success.

Comm. Ed Director Principals Site Integration Specialists

Continued Implementation and ongoing support

4-4 Mediate educational barriers through improved integration of school and community resources to better serve children and families.

Comm. Ed Director Asst. Superintendent Principals

Ongoing with continued planning for new program development.

4-5 Expect, encourage, and provide opportunities for family involvement in their children’s education.

Principals Ongoing implementation

4-6 Adopt and promote a district-wide culture that engages families and communities of color as essential partners in district and school planning and decision-making.

• PIQUE-Parent Empowerment Academy


Continued planning and implementation 2011-13. Ongoing planning and expansion 2013-16

4-7 Engage the business, social service and government communities as partners in supporting and promoting academic achievement and the equity goals.


Ongoing implementation

9

Equity Strategy Framework Initiative 5: Community Collaboration and Integration

We will work collaboratively with partner organizations to promote and achieve racially integrated schools and communities where students and families from diverse racial and economic backgrounds feel welcomed, supported, and experience academic success.

# Sub-Initiative Responsible Leader(s)


5-1 Maintain membership and strengthen participation in WMEP and the Minnesota Minority Education Partnership (MMEP).

Superintendent Asst. Superintendent

Ongoing

5-2 Strengthen communication strategies to inform Minneapolis families about enrollment opportunities in the Hopkins School District through The Choice Is Yours (TCIY) program.

Asst. Superintendent Public Relations Coord. Site Integration Specialists

Ongoing

5-3 Provide resources and services to promote and support the social and academic success of TCIY students in Hopkins schools.

Asst. Superintendent Principals

Ongoing. Implement program enhancements 2012-2016.

5-4 Provide resources and services to promote and support the full participation of TCIY families in the Hopkins Public Schools.

Asst. Superintendent Principals

Ongoing. Implement program enhancements 2012-2016.

5-5 Strengthen communication strategies to inform Hopkins Public Schools families about enrollment opportunities in interdistrict magnet schools (Interdistrict Downtown School and FAIR School.)

Asst. Superintendent Public Relations Coord.

Ongoing

5-6 Promote, support, and increase participation by Hopkins staff members in professional development opportunities provided through the WMEP Cultural Collaborative.

Asst. Superintendent SD/M Coordinator

Ongoing

5-7 Promote, support, and increase participation by Hopkins students in cross-cultural learning experiences provided through the WMEP student learning collaborative (Wisdom Keepers, Dare To Be Real).

Asst. Superintendent Ongoing

10

Appendix A District Equity Leadership Team The District Equity Leadership Team (DELT) was formed to provide direction and support to the District as we explore and seek to better understand the intersection of race and schooling, and to create the conditions for equitable schools. The DELT has participated in extended training and planning with consultant Glenn Singleton of Pacific Education Group, and our District’s Equity & Integration Coordinator. Members also participate in a variety of trainings through the West Metro Education Program. The DELT has been instrumental in reviewing, analyzing and developing the Equity Strategy Framework.

• The District Equity Leadership Team is charged to:

• Develop deeper understanding of equity challenges and promising equity strategies.

• Share ideas and practices for quality professional development aimed at closing the achievement gap.

• Examine the implications of racism on student learning through the lens of leadership.

• Analyze data, policies, and practices through the lens of race and recommend changes.

• Identify and provide guidance and support on leadership challenges regarding race,

student achievement, and equity.

• Develop, support implementation, and provide on-going review of the District Equity Strategy.

The DELT includes the following members: Stanley H. Brown, Equity Coordinator Chantele Burgess, Integration Specialist, Gatewood Elementary Gail Lewis-Miller, Principal, Tanglen Elementary Natalie Sawatzky, Counselor, Meadowbrook Elementary Al Johnson, Equity Specialist, North Junior High Alex Fisher, ELL Teacher, Elementary/Junior High Jennifer Hemlich, Teacher, Hopkins High School Teri Larson, Teacher, Glen Lake Elementary Donna Phillippot, Teacher, West Junior High Justin Ingham, Teacher Gatewood Elementary Heidi Farner, Teacher, Gatewood Elementary Barb Westmoreland, Community Education Christine Fehst, Coordinator of Early Childhood Programs Madeline Conrad, Counselor, Alice Smith Elementary

11

Andria Daniel, Equity Specialist, Elementary Kimberly McVay, District Master Teacher Pat Douma, Asst. Director of Special Services Donna Montgomery, Principal, Gatewood Elementary Shirley Gregoire, Principal, West Junior High

12

Appendix B Glossary of Equity Terms Used in the Equity Strategy Framework Collaborative Action Research: In the context of the Equity Strategy, collaborative action research refers to teams of teachers working together to investigate, hypothesize, act, and reflect on their practice in order to improve learning for students of color. Teams focus on the following levels of teaching and learning: improving relationships among teachers, students, and families; incorporating instructional practices that are culturally responsive; expanding curriculum that is culturally relevant; and authenticating assessment practices so they indicate learning and teaching quality. Anti-Racism: Conscious and deliberate, individual and collective action that challenges the impact and perpetuation of institutional white racial power, position, and privilege. Cultural Competence: The knowledge, attitudes, skills, and practices that allow individuals to form relationships and create learning environments that support the academic achievement and personal development of learners from diverse racial and cultural groups. Cultural competence includes: • Recognizing the educational impact of race and culture. • Addressing demographic inequities in achievement. • Building relationships across racial and cultural differences. • Adapting curriculum to reflect racial and cultural diversity. • Ongoing self-reflection about one’s cultural competence.

Equity: Raising the achievement of all students; while narrowing the gap between the highest and lowest achieving students; and, eliminating the racial predictability and disproportionality of which students are in the highest and lowest achieving groups. Students of Color: This term is used to refer collectively to African American, American, Indian, Asian, Latino, and bi-multi-racial students. Key to Abbreviations in the “Responsible Leader(s)” Column on Initiatives Tables: • C&I Coordinator – Curriculum and Instruction Coordinator • HR Administrator – Human Resources Administrator • SD/M Coordinator – Staff Development/Mentorship Coordinator

13

Appendix C Equity Strategy Framework 2012-2016 Review Notes Initiative 1: Equity/Anti-Racism Leadership 1-1: Develop and support strong equity leadership at the school and district levels

• This is on-going work that rests with our equity, CARE, DELT, and PASS (to be further developed) teams.

1-2: Establish, support, and sustain equity leadership teams at each school and at the district level.

• Teams are formed, in-place, and part of the operational work of the District. 1-3: Embrace and embed the agreements and conditions of courageous racial discourse throughout the Hopkins School District

• Initial work was completed with this. The agreements and conditions are in place. The challenge is how we continue dialogue and training to insure that each member of the District can work with these concepts if we choose to have them as part of the organizational culture, competence, and professional expectations.

1-4: Initiate and sustain site, district, and regional dialogue on issues of race and achievement

• On-going work that is facilitated by our equity, CARE, DELT, and other District groups. In addition, our participation in WMEP activities and trainings brings regional focus to this as well.

1-5: Allocate resources based, in part, on critical factors of academic need, achievement data, mobility, and economic status.

• We have begun to use student need as a basis for allocation of some resources; this would include Title One dollars; RTI programs; NUA cohort professional development

1-6: Examine School and District policies, practices and structures for potential bias, and, where found, eliminate it.

• This is on-going work. This is enhanced by training and development in cultural competency and awareness.

14

1-7: Engage multiple cultural perspectives as an essential component of decision-making at the school and District levels.

• This is on-going work. This is enhanced by training and development in cultural competency and awareness.

Initiative 2: Cultural Competence 2-1: Continue support of staff participation in training, but re-evaluate training opportunities.

• WMEP partnership – some classes are repetitive from year to year. The partnership with PEG accounts for a number of trainings, and either we’ve already been through the levels they are presenting, or the courses are designed for teams and not individuals. We also want to make sure our future participation/membership with WMEP includes paid tuition and sub reimbursement before committing staff to classes.

• NUA – what will our participation look like in the future?

2-2:

a) Expand cultural competence performance standards to include administrators, certified, and non-certified staff.

• Cultural competence is reflected in our hiring practices through interview questions. It is also present in our HCM process; one of the five domains for non-tenured and tenured teacher competence is specifically related to this goal area. This has not yet happened in a systematic way for non-certified staff members. An area of administrative goal setting each year is focused on cultural competence.

b) Identify and affirm staff who are especially effective at working with and increasing the achievement of students of color, and provide opportunities for other staff to learn from them.

**Plan to implement district in-house NUA instructors**

2-3: Create awareness and understanding among all staff of institutionalized racism and other biases that serve as barriers to achievement for students of color.

• Ongoing through equity teams, District work, CARE teams, and staff development.

2-4:

(b) Establish district-wide expectations for cultural competence staff development, aligned with student achievement data.

(b) Design, deliver, and support participation in differentiated staff development experiences that strengthen knowledge, attitudes, skills, and practices to create culturally responsive learning environments.

15

• Opportunities are available through NUA, AVID, WMEP, and other professional development. We are not able, under current HEA contract, to mandate individuals to participate in this professional development outside of the school day.

2-5: Create processes and accountability measures for setting and reporting progress on individual and systemic goals for cultural competence staff development.

• Not in place at this time. 2-6: Strengthen and align staff recruitment, selection, and retention practices with the District’s cultural competence performance standards. We need to continue to improve this action step and it should be a permanent ongoing effort. Although we have increased our hiring of staff of color, we still face issues with retention of staff of color. We need to develop and implement action steps for improving retention for our staff of color. 2-7: Increase on a yearly basis the number and percentage of skilled staff who reflect the racial make-up of the student population. We need to continue with this action and it should be a permanent ongoing effort. The racial make-up of the current certified staff, 5.92%, does not accurately reflect the racial make-up of the student population of color, at 35%. We will constantly struggle to fulfill this objective until the population of available certified staff of color increases. The competition for staff of color is intense among school districts in urban and suburban Minnesota. We currently have 35 certified staff of color out of a total staff of 591 or 5.92% teaching staff of color. We currently have 87 non-certified staff of color or 12.99% of non-certified staff. In total, the district has 9.67% total staff of color. 2-8: Establish, support, and sustain equity-focused participatory action-research initiatives at each school.

• In place through CARE teams. 2-9: Design and implement a plan for developing cultural competence in students.

• Not yet developed. Initiative 3: Student-centered Learning and Teaching 3-1 Establish literacy as a primary focus for eliminating the racial achievement gap.

• Literacy work and individual school literacy goals are in place through the data retreat, site planning, QComp work. Interventions have been developed through Title I, AOM, Read 180, RTI and school-based initiatives.

3-2 Explore current and critical research and best practice on creating equitable/anti-racist learning environments.

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• Ongoing through equity teams, District and site initiatives, AVID, NUA, WMEP. 3-3 Synthesize, interpret, and contribute to research that informs culturally responsive practice

and that combines the wisdom of researchers and practitioners. • See above.

3-4 Develop a plan for implementing culturally responsive, standards-based curriculum, instruction, and assessment practices.

• Cultural responsiveness is a priority consideration within the curriculum review process, and in daily practice. Principals, District leaders, curriculum coordinators, and teacher leaders are significant in this work.

3-5 Implement, monitor, and evaluate changes in what we do that results in improved achievement for students of color.

• This is ongoing work as teachers and schools reflect upon and share best practices, and those that are not effective. CARE team action research is significant in this work.

3-6 Systematically disaggregate and analyze achievement data and develop related individual and site staff development goals.

• All District assessment data is disaggregated for analysis by student group; this analysis guides instructional planning and site goal-setting.

3-7 Provide low-achieving students with intensive interventions designed to accelerate learning in basic skill areas of reading, writing, and math.

• Interventions are in place, including Title I, AOM, Read 180, RTI, AVID, Soar, and other school-based initiatives.

3-8 Hold high expectations for every student and actively assist each one to reach high academic standards.

• Ongoing priority effort. 3-9 Develop and implement an academic support plan (K-12) that prepares under-achieving

students for college eligibility and success. • Implementation of AVID strategies, NUA work, and other support programs.

3-10 Implement and support academic programs that accelerate under-achieving students into more rigorous curriculum and courses, including honors, advanced placement, and Challenge opportunities.

• Tools have been developed through the Challenge department to identify earlier and support success for under-achieving students at the elementary level; the AVID program at the high school and junior high schools is expanding; through the Challenge program review Challenge teachers are more intentional and inclusive in program participation.

3-11 Adopt and promote a learning culture where every student’s achievement is the most important priority, and staff, students, and parents are co-responsible and accountable for that success.

• This remains an ongoing and significant priority area of work. Initiative 4: Family and Community Engagement We will engage families and communities as essential partners in supporting academic achievement for learners from all racial groups.

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4-1(a): Engage families and community members in courageous conversations and community action to develop cultural competence and create and sustain the conditions for equity and excellence for all students.

• Hosted equity discussions at the Schools & Community Partnership meetings. • Hosted workshops for community members, parents, and Community Education staff. • Development of the Community Engagement plan, approved by the School Board in

Dec. 2007.

4-1(b): Engage families of color in dialogue and the creation of strategies to bridge the cultural gap between schools, families, and communities.

• Hosted a series of focus groups with African American parents in individual buildings.

• Each of the schools have hosted dinner events with African American, Latino, and Somali families

• Integration Specialist positions have been added at all of the schools • West & North Junior Highs sponsored the Get Connected program for many years

that provided a computer to low-income families with training and specific education goals for students.

• Many schools have hosted English Language Learner Family nights

4-2: Identify community resources to support and be co-responsible for students’ academic success. 4-3: Mediate educational barriers through improved integration of school and community resources to better serve children and families.

• Community Education manages the interpreter and translation services. Families are able to attend conferences, meet with staff, and as a result are more likely to attend school activity and events.

• Early Childhood staff conduct home visits with new parents and makes referrals and provides access for needed services.

• Early Childhood Family Education hosts parent/child classes for Somali and Latino families. Children with special needs are identified and referred for screening. Families are introduced to the Family Resource Center, public library, kindergarten and elementary schools and other community resources.

• Hopkins Minnetonka Family Resource Center provides a variety of services to support families; school supplies, access to ICA foodshelf, health care referrals, Hennepin County economic assistance, tax preparation assistance, and more.

4-4: Expect, encourage, and provide opportunities for family involvement in their children’s education.

• Each school provides many opportunities and strategies for all families to participate in their children’s education.

4-5: Adopt and promote a district-wide culture that engages families and communities of color as essential partners in district and school planning and decision-making.

• School and District committees have families of color participating.

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• Superintendent’s Parent Leadership Academy • American Indian parent advisory group began in January 2008

4-6: Implementation of PIQUE, the national program for training and engaging parents of color and of poverty to become fully engaged in their child’s educational process. Our Hopkins program is called; The Hopkins Parent Empowerment Academy. The pilot is starting at West Junior High and expected to expand to North Junior High the following year and eventually implemented in all of the elementary and high school buildings. 4-7: Engage the business, social service and government communities as partners in supporting and promoting academic achievement and the equity goals.

• With the TwinWest Chamber of Commerce, hosted a business breakfast to highlight the economic value of investing in early childhood care and education. Approximately 100 community members attended the event. As a result of the breakfast an Early Childhood Coalition began in January 2008 with the purpose of providing leadership, action and information about quality early care and education for all young children and their families.

• Blake Road Advisory Committee and Stakeholder group have been involved with residents, businesses, and apartment managers in the assessment and improvement of the Blake Road corridor over the last couple of years.

• Hosted an evening seminar for community leaders, parents, and school staff across the west metro region in March 2011, entitled, “Closing the Gap; A Conversation on Racial Economic Disparities”.

Initiative 5: Community Collaboration and Integration 5-1: Maintain membership and strengthen participation in WMEP and the Minnesota Minority Education Partnership (MMEP).

• Maintain present course of action. Further explore MMEP opportunities 5-2: Strengthen communication strategies to inform Minneapolis families about enrollment opportunities in the Hopkins School District through The Choice Is Yours (TCIY) program. Revision Needed – communication to Mpls families regarding options may not be needed.

• As caps are discussed at the WMEP level for the TCIY program, how much do we want to do with this?

• This can create a dilemma – providing information and options at school fairs, etc., may be interpreted as recruitment, which we were specifically told not to do (and haven’t!)

5-3: Provide resources and services to promote and support the social and academic success of TCIY students in Hopkins schools. Maintain present course of action.

• Student Support Specialists

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• Strengthen relationships with WMEP and other district Student Support Specialists to capitalize on their resources vs. re-inventing everything.

• Acknowledge that resources needed by TCIY students ARE different than resident students, AND that it’s OK to refer to resources outside of our district. (WMEP is a great liaison with those resources.)

• Increase access to SOAR and AVID type programs. 5-4: Provide resources and services to promote and support the full participation of TCIY families in the Hopkins Public Schools. Revision/Update needed – direct focus to family outreach/involvement strategies.

• Transportation – excellent. Families are able to access school events. • Interpreters – good and constantly improving with population changes. We continue to

need more at peak times. Site trainings on the use of the language line may help increase usage (a less costly alternative to an interpreter.)

• Need more parent involvement in planning o Dinners o Fun Events – involve kids, parents will come.

5-5: Strengthen communication strategies to inform Hopkins Public Schools families about enrollment opportunities in interdistrict magnet schools (FAIR Schools). Totally operational. We are currently meeting our allocation at FAIR. 5-6: Promote, support, and increase participation by Hopkins staff members in professional development opportunities provided through the WMEP Cultural Collaborative.

• WMEP, NUA, and AVID professional development opportunities continue to be accessed by an increasing number of Hopkins teaching staff.

5-7: Promote, support, and increase participation by Hopkins students in cross-cultural learning experiences provided through the WMEP student learning collaborative. Continue and increase support. Current activities that may meet this initiative, and can be expanded:

• Deeply Royal – dance events involving multiple districts (WMEP included.) • KHOP – Music mixing group, with added curriculum. May become involved with

Deeply Royal events. • Dare to Be Real program. We have worked with Robbinsdale, Richfield, and Eden

Prairie to demonstrate our student anti-racist leadership model.

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• Elder Wisdom- Working with students to gain knowledge and respect for the elders amongst us. This intergenerational program interviews selected elders and presents their life story in song to the wider community.