The Plan for Educational Equity – 2014-2017
ISD 622 North St. Paul, Maplewood, Oakdale
2520 E. 12th Avenue
North St. Paul, MN 55109
Thomas Howley, Educational Equity Coordinator 651.748.7463
Patty Phillips, Superintendent 651-748-7411
Troy Miller, Assistant Superintendent 651.748.7482
Mission of ISD622
A community collaborative dedicated to educating and empowering all learners to excel in our changing world.
Mission of the ISD622 Office of Educational Equity
Create equity-centered system change that is student-focused, courageous and involves shared learning.
Mission of the Educational Equity Alliance--Collaborative between ISD622 and ISD 832 (Mahtomedi School District)
Empowering diverse learners by providing equitable educational opportunities in a culturally competent environment.
Communication Linkages
ISD 622 Cabinet, ISD 622 School Board, ISD 832 School Board, Multi-District Community Collaborative Council, ISD 622 Steering Committee, ISD 622 and ISD 832 Office(s) of Educational Equity/Integration, Coordinator of the Educational Equity Alliance, ISD 622 Principals, Educational Equity Liaisons, Staff Development Committee, ISD 622 Special Services Department, Community Partnerships, and Assessment Office.
ISD 622 Strategic Direction:
1. Focus on Individual Student Growth and High Achievement
2. Focus on Attitude and Actions that Assure Success for All
3. Align Schedule & Structure to Meet Student Needs
4. Modernize Technology to Increase Productivity, Improve Learning and Better Prepare Students for "Real World"
5. Engage in Professional Development to Improve Leadership and Quality of Instruction
6. Secure and Manage Money Resources Well Enough to Focus on Mission
Goals of ISD622 Office of Educational Equity and the Educational Equity Alliance:
1. Student achievement: To programmatically foster student success and learning while identifying and addressing the systemic barriers that impede academic success.
a. Aligns with ISD 622 Strategic Direction # 1.
2. Increase intercultural competency of staff and students and board members.
a. Aligns with ISD 622 Strategic Direction # 1, 2 & 5.
3. Increase cross-cultural interactions and opportunities.
a. Aligns with ISD 622 Strategic Direction # 2 & 5.
Community Planning
The ISD622 Office of Educational Equity is guided by a Steering Committee. This Committee consists of parents, students, and district employees (administrators, teachers and staff). The Steering Committee meets several times each year in order to provide input and offer feedback regarding services provided through the Office of Educational Equity and the District as a whole.
Needs Assessment
2013 North St. Paul Demographic Numbers
Total Enrolled / 10715 / %American Indian / 229 / 2.1%
Asian / 1762 / 16.4%
Hispanic / 968 / 9%
Black / 1801 / 16.8%
White / 5955 / 55.6%
SOC – Students of Color / 4760 / 44%
LEP – Limited English Proficient / 906 / 8.5%
SPED – Special Education / 1712 / 16%
FRP – Free/Reduced Lunch / 5196 / 48.5%
During the next three years, the North St. Paul, Maplewood, Oakdale School District (ISD622) will make a concerted effort to foster inclusive learning environments for students and close achievement and opportunity gaps. As a racially isolated school district, ISD622 is committed to promoting equity in a systemic fashion in order to improve achievement results (as measured through standardized test scores, see Goal 1) student engagement results (as measured by the Minnesota Student Survey, see Goal 2), and enhance integrated learning opportunities (see Goal 3).
The percentage of students who receive Free and Reduced Lunch (FRP) in ISD622 strongly correlates with our population of students of color. 68.7% of our FRP students are students of color (January, 2014), while 44% of our overall student body are students of color. This Plan will satisfy the Desegregation Rule by prioritizing equitable academic outcomes for all students (with particular consideration given to racial subgroups).
Data from State Reading Accountability tests indicate that the widest proficiency gap between white students and students of color is 25.2% (2013-2014). In addition, data from the Minnesota Student Survey indicate that, in regard to “school connectedness” (“teachers or adults who care about you”), the lowest response rate of 65% came from 8th graders in 2013-2014. These areas (achievement and school connectedness), in addition to forming partnerships to foster integrated learning environments, represent the core of this Plan.
ISD622 contains no racially isolated schools.
Goal 1: Student Achievement: To foster student success and learning with innovative initiatives while identifying and addressing the systemic barriers that impede academic success.
Activities:
a. AVID
b. College Connect
c. Site Allocations
d. Transition
e. Bilingual Cultural Liaisons
f. SEED
g. American Indian Education
h. Equity Specialists
i. Equity Liaisons
j. Young Scholars
ISD 622 Strategic Direction:
1. Focus on Individual Student Growth and High Achievement
Objectives / Design/Structure / Data Collection Methods* / Evaluation ProcessThe widest proficiency gap between racial subgroups and white students on State Reading accountability tests will decrease from 25.2% in 2013 to 16.5% in 2017 (targets based upon 2012-2013 Reading data).
Progress targets (declining proficiency gap):
a. 2014--23.0%
b. 2015--20.8%
c. 2016--18.7%
d. 2017--16.5%
All students will show continued academic improvement. / Ongoing review of data via data retreats
Ongoing professional development/training
Workshops and conferences
Coaching/modeling
Observation/feedback
Professional Learning Communities
Study Groups / Participants’ Reaction and Awareness (Did they like it? Was it worthwhile?)
Participants’ Learning (Did the participants acquire the intended learning goals? Did they learn content?)
Organization Support and Learning (Teacher supports.)
Participants’ Use of New Knowledge and Skills (Did the participants incorporate the new learning in teaching practice?)
Student Learning / Needs assessment survey to determine appropriateness of professional development opportunities.
District feedback surveys
District curricular assessments
Formative PLC assessments
MCA II subgroups to determine closing of the achievement gap
Site Equity Goals
*Adapted from Evaluating Professional Development by Thomas R. Guskey.
Collaborative Goal 2: Increase intercultural competency of staff and students and board members.
Activities:
a. SEED
b. Equity Liaisons
c. Professional Learning
d. Equity Specialists.
ISD 622 Strategic Direction:
1. Focus on Individual Student Growth and High Achievement
2. Focus on Attitude and Actions that Assure Success for All
5. Engage in Professional Development to Improve Leadership and Quality of Instruction
Objectives / Design/Structure / Data Collection Methods* / Evaluation ProcessIncrease the experience of “school connectedness” on the part of students in grades 5,8,9 and 11, from a low of 65% in 2013 (8th grade) to a minimum of 70% in 2017 (“teachers or other adults care about you” on the MN Student Survey).
Collaboration with ISD 622’s Dept. of Teaching and Learning to build capacity in teachers for professional development, evaluation, modification, and implementation of curriculum for all students.
Support on-going Professional Learning Communities.
Provide a regular focus of diversity/equity during district professional development days.
Offer professional development to staff, school board, and parents by: providing resources, providing speakers, supporting attendance at national and local conferences and events.
Participate in Seeking Educational Equity and Diversity (SEED) leadership training. / Examine data and/or student work
Study groups
Ongoing professional development and training
Workshops/conferences
Demonstration/modeling
Practice with reflection
Curriculum development
Observation/feedback
Professional learning communities
Collaboration with other professional organizations / Participants’ Reaction and Awareness (Did they like it? Was it worthwhile?)
Participants’ Learning (Did the participants acquire the intended learning goals? Did they learn content?)
Organization Support and Learning (Teacher supports.)
Participants’ Use of New Knowledge and Skills (Did the participants incorporate the new learning in teaching practice?)
Student Learning Outcomes (Did the implementation of the professional development activity have an impact on student learning?) / MN Student Survey
Campus Teacher Data
Intercultural Developmental Inventory
MCA II
Professional Development Plans
Surveys
Site Equity Goals
*Adapted from Evaluating Professional Development by Thomas R. Guskey.
Collaborative Goal 3: Increase cross-cultural interactions and opportunities for integrated learning environments.
Activities:
a. SEED
b. Equity Liaisons
c. Site Allocations
d. Young Scholars
IDS 622 Strategic Direction:
1. Focus on Attitude and Actions that Assure Success for All
4. Engage in Professional Development to Improve Leadership and Quality of Instruction
Objectives / Design/Structure / Data Collection Methods* / Evaluation ProcessIncrease classroom and school partnerships between K-12 students occurring during the school day or outside of school with participating district (Mahtomedi Public Schools) by 1 annually . (Based upon 5 programs in 2012-2013.)
a. 2014—6 programs
b. 2015—7 programs
c. 2016—8 programs
d. 2017—9 programs
Support site-based educational equity goals.
Support continued integration programs for youth within the schools. / Examine data and/or student work
Study groups
Ongoing professional development and training
Workshops/conferences
Demonstration/modeling
Individual guided practice
Practice with reflection
Observation/feedback
Collaboration with other professional organizations / Participants’ Reaction and Awareness (Did they like it? Was it worthwhile?)
Participants’ Learning (Did the participants acquire the intended learning goals? Did they learn content?)
Organization Support and Learning (Teacher supports.)
Participants’ Use of New Knowledge and Skills (Did the participants incorporate the new learning in teaching practice? Are you able to see the new learning in teaching practice?)
Student Learning Outcomes (Did the implementation of the professional development activity have an impact on student learning?) / Intercultural Developmental Inventory
Partnership Evaluations
Participant feedback
Surveys
Site Equity Goals
*Adapted from Evaluating Professional Development by Thomas R. Guskey.