Since the list of what I'd proposed as alternatives to the goals proposed by Superintendent Binienda made today's paper, I thought I'd post in full my list. I didn't put the numbers in for the meeting, as I thought we should really have the discussion as part of that, and it was clear it was going to subcommittee.
- Professional practice goal: Superintendent Binienda and her cabinet will participate in specifically implicit bias training of an ongoing monthly nature. aligns with indicators IV-B and IV-D
- Student learning goal: The Worcester Public Schools will lower the dropout rate of English Language learners to the average district rate of 2.5%. aligns with indicator I-B and I-F
- District Improvement goal: Using restorative justice as a best practice as supported by the FY21 budget and closely collaborating with families, the Worcester Public Schools will lower the student suspension rate across all subgroups to no more than 2%. aligns with indicator I-E, I-F, III-D
- District Improvement goal: Superintendent Binienda and the Worcester School Committee will collaborate with the City Manager and the Worcester City Council on a comprehensive facilities renovation timeline for municipal buildings by the end of calendar year 2021. aligns with indicator II-A
There was also some discussion at the meeting at putting some numbers behind the hiring directions, which I think makes a lot of sense.
2 comments:
Hello Tracy,
I want to start by thanking you for your fierce advocacy for the students of our Worcester Public Schools. I am a District-Wide Behavior Intervention Consultant and hold educational equity and multi-culturalism as one of the guiding principals in everything that I do in the district. I often listen to the school committee meeting and am disheartened when measurements of educational equity are boiled down to suspension rates and dropout rates. I listened to your subcommittee's meeting with the superintendent on Monday night and had so many thoughts about an action plan which could address equity. Yes, equity has to do with problem solving conversations and reducing suspensions. But it also has much more to do with access to evidence based practices and incorporating and addressing student perspectives across the student body. Our conversation on equity needs to be elevated to all children. Yes, we must track and support our at-risk students but educational equity is for all of our students, particularly those who are identified as high needs and/or belong to under-represented ethnic and racial categories. Research demonstrates that high levels of student engagement translate into high rates of achievement. Our district would benefit from the ability to measure student engagement, develop engagement interventions and monitor progress towards increased academic achievement for our valued students.
The Tripod Survey is a research validated measure which would be an excellent way to measure and address student perspectives at the district, school, classroom and individual levels and could lead to more targeted interventions in the pursuit of equity. The survey was developed by Ron Ferguson of Harvard University and used as part of the Bill and Melinda Gates MET Project to collect systematic student feedback to enhance teaching practice. This measure was initially developed in order to measure student perceptions of equity, diversity and inclusion and measures specific areas of teacher competence with using the 7Cs framework and is validated by research. The framework groups components into three conceptual categories: personal support (care and confer), curricular support (captivate, clarify, and consolidate); and academic press (challenge and classroom management). "Better survey results on the 7Cs components predict higher student achievement, engagement and motivation, as well as success skills and mindsets (Ferguson & Danielson, 2014; Ferguson et al., 2015; Kane & Cantrell, 2010; Kane et al., 2013; Stuit, Ferguson, & Phillips, 2013). Strategic use of Tripod surveys together with the 7Cs framework supports reflection, goal-setting, professional learning, and instructional improvement." (Retrieved from Tripoded.com https://www.tripoded.com/teacher-toolkit/#)
Thank you Tracy for your leadership and advocacy. None of us in the WPS have an easy job and it takes many perspectives to ensure that we can be our best. Happy Thanksgiving. Grateful for you!
Tracy, I neglected to identify myself in the post above - my name is Allison Negron.
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