closing opportunity gaps

DRAFT
At Seattle Public Schools, our fundamental
aim is to ensure that each and every student
entrusted to us attains high levels of academic
achievement. While this is already a reality
for some of our students, it remains a dream
deferred for many others. That is why our top
priority is to eliminate opportunity gaps and
accelerate achievement for all students, without
exception.
For many years, our school system has not lived
up to its commitment to a significant proportion
of our students, especially our African American
Males and other students of color. We can do
better. We must do better.
This Action Plan expresses our communitywide recommitment to improving educational
experiences and learning outcomes for our
traditionally underserved and underperforming
students. We are commited to closing
opportunity and achievement gaps for each and
every student.
- Dr. Larry Nyland
Superintendent CLOSING OPPORTUNITY GAPS
An Action Plan for Accelerating Achievement
for African American Males
and Other Students of Color
2015 - 2020 Action Plan
DRAFT
T he Case for U rge n t Ac tio n
We have an unprecedented
opportunity to address
the long-standing, chronic
underachievement of African
American males and other
students of color in our school
system.
In each of the past 10 years, fewer than half (50%) of
African American students in Grades 3-8 met State
standards in Mathematics each year. The outcomes are
only marginally better in Reading/Literacy.
The biggest shifts will not come from “changing” our students; rather,
they must evolve from the transformation of our teaching practices,
leadership practices and organizational practices.
With its adoption of the Ensuring Educational and Racial Equity
Policy #0030, Seattle Public Schools' Board of Directors reaffirmed
its commitment "to the success of every student..." That Policy
emphasized the Board's sense of urgency regarding success for racial/
ethnic "minority" students.
This Action Plan, chartered by the Board and the Superintendent, aims
to transform the current “random acts” of gap-closing strategies into an
effective, coherent and system-wide approach. The plan builds upon
the efforts of a variety of stakeholders, including teachers, school and
district leaders, and community partners such as the African American
Male Scholars Think Tank.
So why the sense of urgency? Our answer is simple: We must seize this opportunity
to turn potential into real and tangible possibilities for each and every student,
regardless of their background, or circumstance. This Action Plan is our system-wide
roadmap for the transformation.
2
Wha t the Da ta S h ow s
DRAFT
ALL STUDENTS
Students Who Met State Standards
on READING Tests
(Number out of every 20 Students)
Grade Level
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
10th Grade
2013- 2012- 2011- 2010- 2009- 2008- 2007- 2006- 2005- 2004- 2003- 20022014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003
16 16 15 16 15 15 15 14 14
15 16 15 14 14 15 15 16 16 15 14 13
15 16 15 14 14 15 16 15 15
16 16 15 15 14 15 14 13 12
15 15 15 13 13 12 13 14 12 13 11 10
15 15 14 15 15 14 13 13 14
16 17 16 16 15 16 16 16 16 13 11 11
WHITE STUDENTS
Students Who Met State Standards
on READING Tests
(Number out of every 20 Students)
2013-­‐ 2012-­‐ 2011-­‐ 2010-­‐ 2009-­‐ 2008-­‐ 2007-­‐ 2006-­‐ 2005-­‐ 2004-­‐ 2003-­‐ 2002-­‐ 2001-­‐ 2000-­‐ 1999-­‐ 1998-­‐
Grade Level 2014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
10th Grade
18
17
18
18
17
17
18
18
17
17
18
15
17
19
17
17
17
17
16
17
18
18
17
17
17
15
16
18
17
17
18
17
15
16
18
17
18 18 18 17 17
18
16
16 16 16 15 13
16
18 17 17 15 15
AFRICAN AMERICAN STUDENTS
Students Who Met State Standards
on READING Tests
(Number out of every 20 Students)
Grade Level
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
10th Grade
2013- 2012- 2011- 2010- 2009- 2008- 2007- 2006- 2005- 2004- 2003- 20022014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003
11
11 10 10 9
9
8 8 10 11 12 12 12 11 10
9
9 9 11 11 10
11
10 9 11 9 9
10
7 9 7 8 9 7 8 6 4
9
11 10 10 9 8
12
13 12 14 14 12
10 6 5
Imagine a fresh class of African American
Grade 3 students starting school in the
Fall of a new school year.
Come Spring of the same year, fewer
than half of those 3rd graders would have
met Reading proficiency standards. The
other half won’t.
The next Fall, when another group of
bright-eyed African American 3rd graders
entered our schools, the same pattern
was repeated: about half would make it,
1997-­‐
while
the other half lagged behind.
1998
Now, imagine that pattern occurring not
just for Grade 3 students, but for virtually
every class of African American students
in Grades 3 through 10 … year after year
after year.
Those effects have persisted for far too
long. And while some of our schools are
already producing significantly improved
outcomes for African American males and
other students of color, our opportunity,
now, is to address root causes, so that all
schools assure excellence in education for
every student.
3
Wha t the Da ta S h ow s
Rates of SUSPENSION/EXPULSION
(2013- 2014)
DRAFT
The suspension/expulsion rate for
African-American students was
four times higher than for White
students in 2013-14.
The overall district suspension/
expulsion rate and the rate for
African American students are
below statewide averages, and we
are improving faster than the state
as a whole. Despite our progress,
much more work is needed to
improve equity and proportionality
in student discipline. Students who
are suspended miss critical days of
school. Suspensions interrupt the
flow of learning for students who
cannot afford to be absent from
school.
High School GRADUATION Rates
(2013-2014)
African American students and
other students of color received
a high school diploma at a
significantly lower rate than their
White counterparts. While about
17 out of every 20 White students
graduate from high school each
year, only about 13 out of every 20
African American; 11 out of every 20
Hispanic/Latino or American Indian
students complete high school in
four years.
4
DRAFT
G o a ls & M easur es o f Ac h i ev em e n t
Afr i c an A m e rica n Ma l es and O ther Students o f C olor
These Goals and Measures represent our promise to our students, their parents, and our
community. They are the tangible commitments that back up our stated aim of educational
excellence and equity for every student.
1
SUCCESS
IN THE
EARLY
YEARS
Every student
will achieve
proficiency in
Reading and
Mathematics by
end of Grade 2.
2
3
4
5
STUDENT
RESILIENCE,
ENGAGEMENT
& VOICE
MASTERY OF
THE CORE
ACADEMIC
SUBJECTS
ELIMINATION
OF DISPROPOR
-TIONALITIES
GRADUATION,
COLLEGE/
CAREERREADY
Every student will
have a personal
learning plan and
an advocate/mentor
to keep him on
track to high school
graduation and
successful postsecondary transition.
Every student will
meet standards
of performance in
Reading, Writing,
Mathematics, and
Science at the end
of key transition
grades.
Every student
will receive fair
and equitable
treatment
regarding
discipline and
access to rigorous
instructional
programs.
Every student
will graduate
from high
school prepared
for success in
college or career.
MEASURES OF PROGRESS
•% of students
participating
in all-day
Kindergarten
•Student
participation
and feedback
ratings on
student surveys
•% of students
meeting
Kindergarten
readiness
criteria
•% of Students
with a Personal
Development
Plan
•% of students
achieving
Proficiency
in Reading &
Mathematics by
Grade 2
•% of Students
with an adult
advocate or
mentor
•% students
serving in school
or community
leadership roles
•% of students
demonstrating
proficiency on
a standardsbased grading
(report card)
system.
•% of students
meeting
proficiency in
core subjects,
based on state
assessments
•% of 8th Grade
students
completing
Algebra 1 and
demonstrating
proficiency on
the state test
•% of students
with at
least 95%
attendance in
the school year
•Reduction of
the suspension
and expulsion
rates
•% of students
participating
in special
education
and gifted
education
programs
•Participation in
college-going
coursework
•% of 10th
grade students
on-track to
graduation
•Graduation and
Dropout rates
•College entry
without the
need for
remedial
classes
•Continued
college
enrollment
beyond the
second year
5
DRAFT
"Fou r Pillars " a n d
The “Four Pillars” and Signature Strategies define our Theory of Action
and Logic Model for adult practices.
PILLAR #1
Culturally Responsive,
Rigorous Teaching-&-Learning
PILLAR #2
Strong Partnerships with
Families and Community
1.1 Beliefs, Attitudes and
Behaviors
2.1 Safe and Respectful
Learning Environments
Shift mindset to a high-expectation, assetbased, growth orientation through structured
examination of and reflection on the assumptions that practitioners make about their students, their students’ parents, and their own
sense of professional efficacy.
Demonstrate sincere commitment to students’
socio-emotional and academic success by fostering attitudes and behaviors that are free of
bias, ridicule and intimidation, and that affirm
an appreciation of cultural differences.
1.2 Positive Relationships with
Effective Discipline
Nurture students’ sense of belonging and
appropriate conduct by validating their social
and cultural identities (“identity safety”), and
by implementing fair, rehabilitative discipline
models (e.g., RULER; Restorative Justice).
1.3 Culturally Relevant and
Rigorous Instruction
Cultivate students’ commitment to
academic excellence by building upon their
cultural background as a bridge to mastery
of College and Career Readiness standards,
and course work that prepares students for
college and the careers of the 21st century. Instructional strategies and interventions will be
research-based and relevant to our students
of color.
2.2 Positive Support Network for
Students and Families
Provide students and their families with a
seamless web of “safety nets” before, during
and after school by adopting a communitywide “whatever it takes” attitude. Allocate
district and community resources based on
student needs, and enhancing the competence and confidence of parents and Community Based Organizations to advocate and
support students.
2.3 Black Male Youth
Leadership Institute
Personalize each student’s journey
towards college and career readiness by
providing advocacy and mentorship for every
student. Empower students to construct narratives that foster personal leadership, academic growth and social action (e.g., Men of Color
and My Brothers Keeper initiatives).
6
S i g na ture S trate gie s
DRAFT
They are the professional practices competencies that we must develop at every level,
and the corresponding specific initiatives we must resource, implement and monitor.
PILLAR #3
PILLAR #4
Effective, Caring, Culturally
Competent Teachers, Leaders
and Staff
Data-Informed, Equitable
Resource Allocation
3.1 Authentic Family and
Community Outreach
4.1 Equitable Budgeting, Hiring
and Staff Placement
Enhance effectiveness of district employees’
interactions with students and families by providing formal training and continuous learning opportunities that break down barriers,
increase understanding of “cultural cues,” and
promote open, proactive communication.
Increase each school’s chances of closing
opportunity gaps by instituting need-based,
results-focused budgeting; matching hiring
and staff placement with relative school-level
needs; and ensuring greater openness and
transparency.
3.2 Practitioners’ Academies
4.2 Results-focused Planning,
Collaboration and Reporting
Strengthen cultural competence of
teachers, leaders and staff by institutionalizing
professional development focused on effective practices, deeper content knowledge
professional learning communities
and collaborative inquiry.
3.3 Cadre of Certified Equity
Facilitators
Build sustainable, system-wide
professional capabilities by grooming a cadre
of diverse, highly skilled equity
facilitators to train and support their colleagues, catalog and disseminate promising
practices, and ensure district-wide
coherence regarding culturally competent
practices.
Ensure a focus on and continuous improvement of outcomes for African American
males and other students of color by setting
“stretch” improvement targets in teacher
teams, school and district-level plans. Implement “Data Summit” with stakeholders every
year.
4.3 Data Dashboard and
Personalized Monitoring
Pay consistent attention to each student’s
progress towards individual learning goals
and college & career readiness by developing classroom, school and district-wide
dashboards of goals and measures, setting
individualized expectations for each student.
Schools would host community-wide “DataDashboard Nights”.
7
DRAFT
A C all to P u r pos e f u l Ac tio n
This Action Plan is a statement of our intention to accelerate achievement of African
American males and other students of color in our school system. However, living up
to the commitment embodied in the Action Plan demands consistent attention
to our intention.
The factors critical to successful implementation include the following:
• Community-wide Engagement, Consensus and Commitment
• Unwavering Board and Executive Leadership Ownership
• Dedicated Cabinet-level “Project Manager” and consistent resource allocation
• Investing in culturally responsive professional development, especially for teachers, staff and school leaders
• Accountability for performance with celebration of progress, to honor accomplishments and renew the spirit.
The Roadmap is clear. Closing
Opportunity Gaps for Every Student
in Every Classroom, Everyday rests on disciplined implementation of this
Action Plan.
DISTRICT CONTACT INFORMATION
Board of Education
Sherry Carr (President), District II
Sharon Peaslee (Vice President), District I
Marty McLaren (Member-at-Large), District VI
Harium Martin-Morris, District III
Sue Peters, District IV
Stephan Blanford, District V
Betty Patu, District VII
Superintendent
Dr. Larry Nyland
Facilitated, designed and compiled by Performance Fact, Inc. (2015)
Seattle Public Schools
2445 3rd Ave S, Seattle, Washington 98134
Phone: 206-252-0000
www.seattleschools.org
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