BEYOND DIVERSITY: THE NEED FOR EQUITY-FOCUSED LEADERSHIP

Summer Leadership Conference

Tuesday, August 4, 2015

Dr. Rodney N. Trice

Assistant Superintendent for Equity Affairs

Framing Courageous Conversations

AGENDA

Moving Beyond Diversity

Reections on Leadership
Toward Equity-Focused Leadership

I have never encountered any children in any group who are not geniuses. There is no mystery on how to teach
them. The rst thing you do is treat them like human beings and the second thing you do is love them.
Dr. Asa Hilliard

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Four Agreements of Courageous Conversations

1. Stay en a ed
2. Spea your truth
3. E perience discomfort
4. E pect and accept non-c osure
Courageous Conversations Compass

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Activity 1

uic

rite

ata Re iew

Directions Ta e a moment to reect on the terms Beyond Diversity

and riey descri e what this concept means to you
Quick Write

WCPSS Kindergarten Enrollment by Race/Ethnicity

2000 - 2015

Percent of Total Population

60%

50%

40%

30%

20%

10%

0%

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

Students of Color

39%

41%

44%

45%

45%

48%

49%

49%

50%

49%

50%

50%

51%

52%

53%

52%

White Students

61%

59%

56%

55%

55%

52%

51%

51%

50%

51%

50%

50%

49%

48%

47%

48%

Year
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Activity 2 Shirt ess

Directions

ancin

uy

ideo

rite down a few points that standout from the Shirtless Dancing Guy ideo

Notes

Sma

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Equity-Focused Leadership
Leaders

ust e Easy to Fo ow

THE HORIZONTAL AND VERTICAL NATURE OF SCHOOLS

WCPSS PRINCIPLES OF EQUITY

Educators will work to socialize intelligence and effort among

all students in every school, every classroom, everyday.
Educators will be intentional about interrupting beliefs and
practices that serve as barriers to student achievement.
Leaders will model and advance courageous conversations
about ability, income and race, and how these attributes shape
teaching and learning experiences in schools and classrooms.

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Equity-Focused Leadership

Leaders

ust Em race Fo owers as Equa s

THE PRODUCTIVE ZONE OF DISEQUILIBRIUM

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Adaptive Change Protocol

for Equity Leadership

dentify the oti ation for Chan e

etermine whether the moti ation for chan e emer es from
chan in a ues priorities or
e terna conditions

ho Shou d e
n o ed
dentify who shou d e
in o ed in the so ution-ma in process Remem er
those c osest to the inequity
students and fami ies shou d
e fu partners in any chan e
efforts

Create dapti e
So utions
e creati e in de e opin
adapti e so utions that
promote chan es in attitudes
and mindsets new earnin
and new co a orations

e ne the
dapti e Cha en e
C ear y de ne the adapti e
cha en e
ert Einstein
once said f were i en one
hour to sa e the p anet wou d
spend
minutes de nin the
pro em and one minute
reso in it

ut ine the E ements

of the Cha en e
ut ine the technica and
adapti e e ements of the
cha en e Technica e ements
are rounded in authority and
e pertise dapti e e ements
wi require a chan e in
attitude new earnin and new
co a orations

an for or
oidance echanisms
dentify the practices mechanisms that wi wor to restore
equi i rium status quo to the
system
hen peop e or aniations ecome o erwhe med
y a chan e process wor
a oidance e ins to counter
chan e efforts

Adaptive Change

dapted from The ractice of dapti e Leadership Too s and Tactics for Chan in

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Activity 3

dapti e Chan e rotoco

Directions Fo ow the directions out ined on pa e

dentify the

e ne the dapti e Cha en e

oti ation for Chan e

ut ine the E ements of the Cha en e

Technica E ements

ho Shou d e n o ed

dapti e E ements

an for

or

oidance

echanisms

Create dapti e So utions

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The Promise of Curricula

Assistant Superintendent for Equity Affairs

Wake County Public School System

Rodney N. Trice

and the Will to Educate all Children

LEARNING AND LEADING:

An Academics Symposium 2015
June 23-24, 2015
William Peace University

CREATIVE

INCLUSIVE
& TRUTHFUL

EFFORT-BASED

Do we have the will

to teach all children?

- Dr. Asa Hilliard

Mastery & Risk-taking

Opportunity

The Creative Curriculum

Purpose

Mastery & Risk-taking

Opportunity

The Creative Curriculum

Purpose

Holistic and Connected to Students Future Selves

The Brentwood Elementary Story

Mastery & Risk-taking

Opportunity

The Creative Curriculum

Purpose

Goal: Content Mastery for all Students

Multiple Entry Points to Units and Lessons

Iterative Processes Promote Risk-taking

Mastery & Risk-taking

Opportunity

The Creative Curriculum

Purpose

Intentionally Design Opportunities for Creativity

Creativity = Satisfaction in Making Something New

Promotes Growth Mindset among Students

CREATIVE

INCLUSIVE
& TRUTHFUL

EFFORT-BASED

Fired from her job because of her actions

Seamstress in a local department store

The first lady of civil rights

Mother of the freedom movement

Ignited the 1955 Montgomery, AL bus boycott

Refused to give up her seat on a segregated bus

Four arrested in Montgomery months before Parks

Highlander Folk School, an education center for activism

Investigated the rape of black women throughout the south

Clifford and Virginia Durr, a white couple, encouraged Parks advocacy work

Secretary of the Montgomery chapter of the NAACP

How might our students and

society be impacted, if our
curriculum was more inclusive
and truthful?

CREATIVE

INCLUSIVE
& TRUTHFUL

EFFORT-BASED

Effort Creates Ability

- Dr. Lauren Resnick

Wake County Public School System's

LEARNING & LEADING: An Academics Symposium 2015

June 23-24, 2015 @ William Peace University
THEME: Curriculum Design

EXPLORE. ENHANCE. DESIGN.

DEPARTMENT/TEAM WORK TIME

BUILDING FLOOR

ROOM

Room Assignments as of June 19

Tuesday, June 23 from 10:35-11:35AM and Wednesday, June 24 from 2:50-3:50PM

DEPARTMENT/OFFICE (alpha by name)

FLOWE 2nd
AIG
214
FLOWE 2nd
APS
214
3rd
FLOWE
Area Superintendents
320
PRESSLY 2nd
Counseling & Student Services
201
1st
FLOWE
CTE
113
3rd
FLOWE
Data & Accountability
320
FLOWE 2nd
Elementary Programs (Academics)
222
1st
FLOWE
High School Programs (Academics)
113
3rd
FLOWE
Human Resources
320
Intervention Services (Student Support Services) PRESSLY 2nd
201
PRESSLY 3rd
ITLMS
301
FLOWE 2nd
Literacy Programs (Academics)
222
FLOWE 2nd
Magnet & Curriculum Enhancement
214
1st
FLOWE
Middle School Programs (Academics)
111
PRESSLY 2nd
OEL (Student Support Services)
201
School-Based Staff (Refer to Elementary, Middle or High School programs above)
3rd
FLOWE
SPED
322
PRESSLY 2nd
Student Support Services
201
FLOWE 2nd
Title 1/ESL (Academics)
215

O F E Q U I T Y A F FA I R S

WAKE COUNTY PUBLIC SCHOOL SYSTEM

O F F I C E

Equity & Access in Higher Level Courses

Rodney Trice
Assistant Superintendent for Equity Affairs
February 2, 2015

Race/Ethnicity
The North Carolina 2011 SAT Report

2010 SAT Reasoning Test

Family Income

(Critical Reading & Mathematics)

Mean SAT Score, North Carolina 2011

Factors that prevent more low-income and students of color

from enrolling in higher level courses...

Rodney Trice, WCPSS Ofce of Equity Affairs

Teacher Survey

Student Focus Groups

Student Survey

Student & Teacher Voice

Teachers will only receive

students that data
suggests can perform in
honors/AP courses.

Promises to Teachers

Administrators will
provide a comprehensive
system of academic
support for students.

Focus on Mindset & CRT Strategies

More Teachers AP Certified

Change in Opt-out Protocol

EVAAS, EOC, APP, etc

Focus on Students Earning As & Bs

Shift in Course Selection/

Assignment Process

Interrupting Inequity

During the School Year

Student Supports

Summer Bridge Program

WORKING TOWARD EQUITY: BUILDING LEARNING PARTNERSHIPS

Tuesday, August 18, 2015

Dr. Rodney N. Trice

Assistant Superintendent for Equity Affairs

AGENDA

To examine the primacy of establishing Learning Partnerships between student and teacher
as a tool for closing opportunity gaps and
interrupting achievement gaps.

I have never encountered any children in any group who are not geniuses. There is no mystery on how to teach
them. The rst thing you do is treat them like human beings and the second thing you do is love them.
Dr. Asa Hilliard

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The Pact: a forma a reement etween teacher and student to wor on a re ationa
oa

oa and earnin

Keep in Mind
Make the pact feel like an opportunity rather than a punishment.
Find learning targets that will allow student to experience success.
tudents that re uire additional su
targets.

ort are rarely asked their o inion or to be re ective about learning

Components of the Pact

s the student to identify what he she thin s is ettin in the way of meetin a speci c earnin
tar et
To ether se ect a earnin tar et that is sma speci c and si ni cant
Set a dead ine for masterin the earnin tar et
Setup enchmar s to chec pro ress and offer feed ac
Share what you are wi in to do as the student s a y Let him her now that you are a partner in this
process e speci c a out how you wi pro ide support
e e p icit a out your e ief in his her capacity to master the earnin tar et must e authentic
Forewarn that you wi as him her to stretch and cha en e him herse f
a e student name e p icit y what he she intends to do as part of the partnership to meet this
cha en e
Create a simp e ritua to mar the occasion specia handsha e st ump hi h
important to cue the rain so the e perience is infused with emotion

e etc

ts

rite down ey a reements

Find a way to or ani e the c assroom schedu e so you ha e periodic conferences or chec -ins
with the student
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TE C ER S LL

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ACADEMIC PRESS
Teacher

Teacher

E p icit focus on ui din re ationship and trust

E presses warmth throu h non- er a ways i e
smi in
st- umps etc

as no e p icit focus on ui din re ationship and trust

with student ut does show enthusiasm for the
su ect

Shows persona re ard for student y inquirin a out

important peop e and e ents in their ife

o ds hi h standards and e pects student to

meet them

Earns the ri ht to demand en a ement and effort

from student

e to support independent earners etter

than dependent earners

o ds hi h standards and offers emotiona support

and instructiona scaffo din to student

iewed y student as i a e e en if distant

ecause of teacher competence and enthusiasm for
su ect

Encoura es producti e stru

iewed y student as carin

PERSONAL WARMTH

PROFESSIONAL DISTANCE

Teacher

Teacher

E p icit focus on ui din re ationship and trust

E presses warmth throu h er a and non er a
communication

o e p icit or imp icit focus on ui din re ationship or

trust
eeps persona distance from student

Shows persona re ard for student

o ds ow e pectations for dependent earners

Conscious y ho ds ower e pectations for student

Tries to protect student from fai ure

r ani es instruction around independent earners

and pro ides itt e scaffo din

er-scaffo ds instruction

Rare y pro ide opportunities for student to en a e in

producti e stru
e

Rare y pro ide opportunities for student to en a e in

producti e stru
e

ows student to disen a e from earnin and

en a e in off-tas eha ior as on as not disrupti e

ows students to en a e in eha ior that is not in

their est interest

iewed y student as co d and uncarin

Li ed y student

PASSIVE LENIENCY

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The student commits to ein an acti e participant in the process and ta in

ownership of earnin as he she wor s toward earnin
oa s

hat too s are a ai a e in your c assroom that wi a ow students needin additiona support to
ta e ownership of their earnin ru rics pro ress monitorin charts etc

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MAKING AMERICA SMARTER

Lauren B. Resnick
Education Week Century Series, June 1999

Standards, tests, and accountability programs are today's

favored tools for raising overall academic achievement.
Testing policies are also meant to increase equity, to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them.
In practice, though, it is proving hard to meet the twin goals
of equity and higher achievement. This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke effective
academic effort from students and educators.
What we learn is a function of both our aptitudes for particular kinds of learning and the effort we put forth. Americans
mostly assume that aptitude largely determines what people
can learn in school, although they allow that hard work can
compensate for lower doses of innate intelligence. Our
schools are largely organized around this belief. IQ tests or
their surrogates are used to determine who has access to
enriched programs. As a result, some students never get the
chance to study a high-demand, high-expectation curriculum.
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence. This approach makes it difficult to see the
results of learning and thereby discourages effort. (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned, what is the point of
trying hard?) Similarly, college entrance depends heavily on
aptitude-like tests that have little to do with the curriculum
studied. Like IQ tests, they are designed to spread the
student population out on a statistical scale rather than to
define what any particular individual has learned.
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude. The system
they are part of is self-sustaining. Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions. Students who are held to low
expectations do not try to break through that barrier,
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity. Not surprisingly, their performance remains
low. Children who have not been taught a demanding,
challenging, thinking curriculum do poorly on tests of
reasoning or problem-solving, confirming many people's
original suspicions that they lack the talent for high-level
thinking.

Two converging lines of research--one from cognitive

science, one from social psychology--now give us reason to
believe that we don't have to continue in this way. We don't
need to pit excellence against equity. We can harness effort
to create ability and build a smarter America.
Intelligence-in-Practice: Habits of Mind
For more than 20 years, psychologists and other students of
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence.
These include techniques as varied as generating analogies,
making logical deductions, creating and using memory aids,
and monitoring one's own state of knowledge (metacognition). Early experiments on teaching specific, isolated components of intelligence yielded a common pattern of results:
Most of the training was successful in producing immediate
gains in performance, but people typically ceased using the
cognitive techniques they had been taught as soon as the
specific conditions of training were removed. In other words,
they became capable of performing whatever skill was
taught, but they acquired no general habit of using it or
capacity to judge for themselves when it was useful.
As a result of these findings, cognitive researchers began to
shift their attention to educational strategies that immerse
students in demanding, longterm intellectual environments.
Now, positive results are coming in. In experimental
programs and in practical school reforms, we are seeing that
students who, over an extended period of time are treated as
if they are intelligent, actually become so. If they are taught
demanding content, and are expected to explain and find
connections as well as memorize and repeat, they learn more
and learn more quickly. They think of themselves as learners.
They are able to bounce back in the face of short-term
failures.
This experience is giving rise to a new conceptualization of
intelligence-inpractice: Intelligence is the habit of persistently trying to understand things and make them function
better. Intelligence is working to figure things out, varying
strategies until a workable solution is found. Intelligence is
knowing what one does (and doesn't) know, seeking information and organizing that information so that it makes
sense and can be remembered. In short, one's intelligence is
the sum of one's habits of mind.

Being Smart and Getting Smart: Two Popular Beliefs

About Intelligence
Here is where the research by social psychologists comes in.
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related to
the amount and kind of effort they put forth in situations of
learning or problem-solving.

This means that it is possible to help students develop

learning-oriented goals and an incremental view of intelligence and thus set them on the upward spiral by which they
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for. To do this, we
need to create effort based schools in which academic rigor
and a thinking curriculum permeate the school day for every
student.

Some people believe that intelligence and other forms of

talent are fixed and unchangeable. Intelligence is a thing, an
entity that is displayed in one's performance. Doing well
means that one has ability; doing poorly means that one
doesn't. According to this belief, people who are very talented perform easily; they don't need to work hard to do well.
Hence, if you want to appear to be smart, you should not
appear to be working very hard. Any educator working with
adolescents knows how this belief can drive some students
away from schoolwork.

For several years, the Institute for Learning at the University

of Pittsburgh has been working with school systems across
the country to set students--and whole school faculties--on
the upward, getting-smarter spiral. A core set of principles
guides this work, principles that educators have found both
inspiring and practical. These principles, which can be
illustrated in multiple examples of specific school and
classroom practice, are based on cognitive research and
research on learning organizations. Here they are in a
nutshell:

Other people believe that intelligence is something that

develops and grows. These people view ability as a repertoire of skills that is continuously expandable through one's
efforts. Intelligence is incremental. People can get smart.
When people think this way, they tend to invest energy to
learn something new or to increase their understanding and
mastery.

Organize for Effort

An effort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed effort can
yield high achievement for all students. Everything is organized to evoke and support this effort. High minimum
standards are set, and all students' curriculum is geared to
these standards. Some students will need extra time and
expert instruction to meet these expectations. Providing that
time and expertise helps send the message that effort is
expected and that tough problems yield to sustained work.

But it is not just brute effort that distinguishes these learners

from people who think of intelligence as an entity. Incremental thinkers are particularly likely to apply self-regulatory,
metacognitive skills when they encounter task difficulties, to
focus on analyzing the task and generating alternative
strategies. Most important, they seek out opportunities to
hone their skills and knowledge, treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence. They get
on an upward spiral in which their intelligence is actually
increasing. Meanwhile, their peers who think of intelligence
as fixed try to avoid difficult tasks for fear of displaying their
lack of intelligence. They enter a downward spiral by avoiding the very occasions in which they could learn smarter
ways of behaving.
Effort-Based Education and Learnable Intelligence:
Principles for Teaching and Learning
The good news is that people's beliefs about intelligence
aren't immutable. They respond to the situations in which
people find themselves.

Clear Expectations
If we expect all students to learn at high levels, then we need
to define what we expect students to learn. These expectations need to be clear--to school professionals, to parents, to
the community, and, above all, to students themselves. With
visible accomplishment targets to aim toward at each stage
of learning, students can participate in evaluating their own
work and setting goals for their own effort.
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallmark
of an effort-based school. This recognition can take the form
of celebrations of work that meets standards or intermediate
expectations. It can also be tied to opportunity to participate
in events that matter to students and their families. Progress
points should be articulated so that, regardless of their
entering abilities, all students meet real accomplishment
criteria often enough to be recognized frequently.
6

Fair and Credible Evaluations

Long-term effort by students calls for assessment practices
that students find fair. Most importantly, tests, exams, and
classroom assessments must be aligned to the standards and
the curriculum being studied. Fair assessment also means
using tests and exams that are graded against absolute
standards rather than on a curve, so students can clearly see
the results of their learning efforts.
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the "new basics" of the
21st century, but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned. So must the idea that we can teach knowledge
without engaging students in thinking. Knowledge and
thinking must be intimately joined. This implies a curriculum
organized around major concepts in each discipline that
students are expected to know deeply. Teaching must
engage students in active reasoning about these concepts.
In every subject, at every grade level, the curriculum must
include commitment to a knowledge core, high thinking
demand, and active use of knowledge.
Accountable Talk
Talking with others about ideas and work is fundamental to
learning. But not all talk sustains learning or creates intelligence. For classroom talk to promote learning, it must have
certain characteristics that make it accountable. Accountable talk seriously responds to and further develops what
others in the group have said. It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion. Accountable talk uses evidence in ways appropriate to the discipline (for example, proofs in mathematics,
data from investigations in science, textual details in literature, documentary sources in history). Finally, it follows
established norms of good reasoning. Accountable talk
sharpens students' thinking by reinforcing their ability to use
knowledge appropriately. As such, it helps develop the skills
and the habits of mind that constitute intelligence-in-practice. Teachers can intentionally create the norms and skills of
accountable talk in their classrooms.
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner. By calling on students to
use the skills of intelligent thinking and accountable talk,
and by holding them responsible for doing so, educators can
"teach" intelligence. This is what teachers normally do with
students they expect much from; it should be standard
practice with all students.

Learning as Apprenticeship
For many centuries, most people learned by working alongside an expert who modeled skilled practice and guided
novices as they created authentic products or performances.
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge, practical
abilities, and appropriate forms of social behavior that went
with high levels of skilled performance. Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects, attended performances, or requested that important
community work be done. Much of the power of apprenticeship learning can be brought into schooling through appropriate use of extended projects and presentations, and by
organizing learning environments so that complex thinking
and production are modeled and analyzed.
As we approach a new century, it is increasingly evident that
the educational methods we have been using for the past 70
years no longer suffice. They are based on scientific assumptions about the nature of knowledge, the learning process,
and differential aptitude for learning that have been eclipsed
by new discoveries. Yet changing them has been slow
because the nature of educational reform in this country is
largely one of tinkering with institutional arrangements.
Rarely has reform penetrated the "educational core."
But now that is happening. With the movement for standards-based education, America has begun to explore the
potential of designing policy structures explicitly to link
testing, curriculum, textbooks, teacher training, and
accountability with clearly articulated ideas about what
should be taught and what students should be expected to
learn. Our hopes for breaking this century's pattern of
disappointing cycles of reform--and of enabling our
children to function effectively in a complex new century--rest with this vision of creating effort-based systems
grounded in knowledge-based constructivism-- systems that
allow all students to reach high standards of achievement.
Lauren B. Resnick is the director of the Learning Research and
Development Center at the University of Pittsburgh. Details of
the research described here appear in "Learning Organizations
for Sustainable Education Reform," an article co-written with
Megan Williams Hall (Daedalus, Fall 1998).

ER C S

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nstruction for Ta e Ta
Directions
Ta e - minutes to read the artic e

a in

merica Smarter

y Lauren Resni

dentify two quotes that you fee are important for schoo focusin on equity and
e ce ence Share your thin in with others at your ta e

s a ta e roup come up with responses to the fo owin

a Can a students et smarter

hy or why not

e ne ri or

c To what e tent are the rincip es of Learnin

c assrooms

as descri ed in the artic e imp emented in

d To what de ree do students uti i e deep thin in within speci c academic content areas in
our schoo s

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WORKING TOWARD EQUITY: BUILDING LEARNING PARTNERSHIPS

Dr. Rodney N. Trice

Assistant Superintendent for Equity Affairs

AGENDA

To examine the primacy of establishing Learning Partnerships between student and teacher
as a tool for closing opportunity gaps and
interrupting achievement gaps.

I have never encountered any children in any group who are not geniuses. There is no mystery on how to teach
them. The rst thing you do is treat them like human beings and the second thing you do is love them.
Dr. Asa Hilliard

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T E

CT

The Pact: a forma a reement etween teacher and student to wor on a re ationa
oa

oa and earnin

Keep in Mind
Make the pact feel like an opportunity rather than a punishment.
Find learning targets that will allow student to experience success.
tudents that re uire additional su
targets.

ort are rarely asked their o inion or to be re ective about learning

Components of the Pact

s the student to identify what he she thin s is ettin in the way of meetin a speci c earnin
tar et
To ether se ect a earnin tar et that is sma speci c and si ni cant
Set a dead ine for masterin the earnin tar et
Setup enchmar s to chec pro ress and offer feed ac
Share what you are wi in to do as the student s a y Let him her now that you are a partner in this
process e speci c a out how you wi pro ide support
e e p icit a out your e ief in his her capacity to master the earnin tar et must e authentic
Forewarn that you wi as him her to stretch and cha en e him herse f
a e student name e p icit y what he she intends to do as part of the partnership to meet this
cha en e
Create a simp e ritua to mar the occasion specia handsha e st ump hi h
important to cue the rain so the e perience is infused with emotion

e etc

ts

rite down ey a reements

Find a way to or ani e the c assroom schedu e so you ha e periodic conferences or chec -ins
with the student
C SS

f ce of Equity ffairs

LE R

RT ERS

S
2

TE C ER S LL

TE C ER S LL
ACADEMIC PRESS
Teacher

Teacher

E p icit focus on ui din re ationship and trust

E presses warmth throu h non- er a ways i e
smi in
st- umps etc

as no e p icit focus on ui din re ationship and trust

with student ut does show enthusiasm for the
su ect

Shows persona re ard for student y inquirin a out

important peop e and e ents in their ife

o ds hi h standards and e pects student to

meet them

Earns the ri ht to demand en a ement and effort

from student

e to support independent earners etter

than dependent earners

o ds hi h standards and offers emotiona support

and instructiona scaffo din to student

iewed y student as i a e e en if distant

ecause of teacher competence and enthusiasm for
su ect

Encoura es producti e stru

iewed y student as carin

PERSONAL WARMTH

PROFESSIONAL DISTANCE

Teacher

Teacher

E p icit focus on ui din re ationship and trust

E presses warmth throu h er a and non er a
communication

o e p icit or imp icit focus on ui din re ationship or

trust
eeps persona distance from student

Shows persona re ard for student

o ds ow e pectations for dependent earners

Conscious y ho ds ower e pectations for student

Tries to protect student from fai ure

r ani es instruction around independent earners

and pro ides itt e scaffo din

er-scaffo ds instruction

Rare y pro ide opportunities for student to en a e in

producti e stru
e

Rare y pro ide opportunities for student to en a e in

producti e stru
e

ows student to disen a e from earnin and

en a e in off-tas eha ior as on as not disrupti e

ows students to en a e in eha ior that is not in

their est interest

iewed y student as co d and uncarin

Li ed y student

PASSIVE LENIENCY

C SS

f ce of Equity ffairs

LE R

RT ERS

S
3

ST

E T S

R ER

ST

E T S

R ER

FE

C T

The student commits to ein an acti e participant in the process and ta in

ownership of earnin as he she wor s toward earnin
oa s

hat too s are a ai a e in your c assroom that wi a ow students needin additiona support to
ta e ownership of their earnin

C SS

f ce of Equity ffairs

LE R

RT ERS

S
4

O F

E Q U I T Y

Department Development Framework

A F FA I R S

WAKE COUNTY PUBLIC SCHOOL SYSTEM

O F F I C E

AF
October 2014

O ffice of E q uity Affairs

Community
Engagement

Equity
Affairs

Schools

AF

SCOPE OF WORK

Central
Services

R
D

Pa g e 2 of 10

Level I activities may impact all schools/departments and serve to facilitate

conversations about equity at all levels of the organization.

Level II activities focus on equity coaching and consultation at the central

ofce and sc oo e e s T ese acti ities are faci itated t rou one on one
meetings with school and district leaders and/or staff development.

Level III activities focus on equity coaching and consultation at the central
ofce and sc oo e e s T e or is ore intentiona and sustained Sc oo s
and departments are assigned by Area/Assistant Superintendents, Chiefs, or
the Superintendent.

School Based Equity Teams

Student Voice
Afnity rou s
Equitable Resource Distribution

Equity Leadership

School Based Equity Teams

Student Voice
Afnity rou s
Equitable Resource Distribution

Equity Leadership

Explanation of Service Levels

SERVICE DELIVERY MODEL

Community Engagement
irin Cu tura y Procient Educators
Equity ocused iscussions and Re ections
Equity Leadership Development (Mini-Courses, Online Resources)
Establish Boundary Spanning Artifacts, Documents, Practices
New Administrator Orientation - Introduction to Equity
WCPSS Policy Review
WCPSS Equity Policy
WCPSS Equity Website
WCPSS Principles of Equity (Document)
Equity Professional Learning Matrix (Document)
Equity Leadership PD Resources (Document)
WCPSS Equity Status Report (Document)

Level I: All Schools & Departments

AF

Identity Development *
Courageous Conversations *
Color Consciousness *
Examining Privilege *
Introduction to Equity
Culturally Relevant Teaching *
Educating African American & Latino Males

Professional Development

Level II: All Schools & Departments by Request (Equity Coaching & Consultation)
Parent Participation
Grading Practices
Suspensions & Expulsions
School/Department Equity Plans
Honors & AP Course Enrollment
Equity Learning Walks
English Language Learners
School Culture
Restorative Discipline Practices

Equity Leadership

Identity Development *
Courageous Conversations *
Color Consciousness *
Examining Privilege *
Introduction to Equity
Culturally Relevant Teaching *
Educating African American & Latino Males

Pa g e 3 of 10

* See Equity Leadership Framework for a list of equity PD topics.

Professional Development

Level III: All Schools & Departments as Assigned (Equity Coaching & Consultation)
Parent Participation
Grading Practices
Suspensions & Expulsions
School/Department Equity Plans
Honors & AP Course Enrollment
Equity Learning Walks
English Language Learners
School Culture
Restorative Discipline Practices

Equity Leadership

O ffice of E q uity Affairs

DEFINITION

ESSENTIAL LEARNINGS

EQUITY LEADERSHIP FRAMEWORK

FOCUS
A framework for engaging in meaningful conversations
about inequity in education.

Pa g e 8 of 10

I am capable of
presenting this to others.

Teach/Coach

I regularly apply
this in my practice.

Application

I know a lot
about this and can
talk about it with others.

Understanding

Ive heard something about

this and know what it means.

Awareness

I have no knowledge
of what this means.

Oblivion

KNOWLEDGE CONTINUUM

T
Equity Agreements & Conditions
Equity Compass
Equity Leadership Mindset
- Start with Why
- Seeing Inequities
- Understanding Inequities
- Interrupting Inequities
Principles of Equity
Boundary Spanning Documents/Practices
Foundations of Race & Racism
Equity and Social Justice
Prejudice & Racism
Dominant Culture
Institutionalized Racism
Anti-Racist Identity and Action

Stages of Racial Identity Development

Identity Development for People of Color
Sexuality & Gender Identity Development
Multi-racial Identity Development
Third-Culture & Cross-Cultural Children
Strange Other (Identity Assignment)

Theories and strategies for engaging students through

their cultural background.

Motivation Theory
Cultural Themes
Bridging Cultures Framework
Cultural Exploration Framework
Stereotype Threat
Language Acquisition Theories
BICS/CALP
Teaching Strategies for ELL Students (SIOP)
Funds of Knowledge

The process of how people come to understand their

identity and how it impacts their personal experiences
and role in society, particularly as applied to their ability
to succeed in school.

AF

Using a philosophical and practical lens to explore how

the dominant culture impacts the experiences of all
people.

Power and Privilege

Able-bodiedness
Internalized Inferiority
Limits of Superiority
Critical Theory & CRT

Awareness and knowledge of how race and racism operate in our society and in our educational systems.

Courageous Conversations

Color Consciousness

Identity Development

Culturally Relevant Teaching

Examining Privilege

O ffice of E q uity Affairs

Ofce of Equity Affairs

3. Leaders will model and advance courageous conversations about ability, income and race,
and how these attributes shape teaching and learning experiences in schools and classrooms.

2. Educators will be intentional about interrupting beliefs and practices that serve as barriers to
student achievement.

1. Educators will work to socialize intelligence and effort among all students in every school, every classroom, everyday.

Statement on Educational Equity: Across the United States and in the Wake County Public Schools, student achievement can be predicted based on ability, income and race. The predictability of achievement
represents the most consistent and persistent challenge in education today. Therefore, Wake County Public
School educators will be guided by the following principles of equity:

WCPSS Principles of Equity

v2
T.
AF
R

This document is a draft of the WCPSS Principles of Equity. Please share feedback at equity-affairs@wcpss.net

Year 2: Day 2

September 2015

+ Day 1:

Agree

Professional Learning Evaluation Survey

Prompts

88%

91%

82%

81%

I am able to summarize and connect MTSS

Explorer Components: EWS and Core Plan,
within the MTSS Framework.
I can identify and articulate the features of
the EWS and Core Plan.
With support, my team is equipped to
develop an Implementation and Ongoing
Support Plan for MTSS Explorer.
Implementing what I learned from this
professional learning will significantly
enhance the effectiveness of my work in my
school.

More time for team

planning

+ What worked? What could be

better?

Timing of this meeting was difficult

and disruptive for classroom teachers.

+
Agenda &
Materials

Follow us @mtsscoaches

Tweet your favorite sound bites, pictures,

shout outs, and celebrations by using

#mtsscohort1
InterventionServices

Unpacking Beliefs
Aligning Practices

Rodney Trice, Ed.D.

Asst Superintendent of Equity Affairs
Wake County Public Schools

Judy Elliott, Ph.D.

Former Chief Academic Officer
Los Angeles Unified School District

 Maintain

a strong sense of leadership

Continue our development of a common language, common

understanding for the work of MTSS

the dots between Beliefs, SAM and TIPs

Make connections to the work on equity and access

Deepen understanding of the role, function, and purpose of

the Belief Survey in the implementation of MTSS

Connecting

Norms

Be fully present no cell phones J

Speak your truth as you know it now
Remember the 24 hour rule
Watch your air time: 2B4ME
Accept & expect non-closure
Experience discomfort
Discretion (about our stories, but not our work)
OUCH! OOPS!
Gentle reminders

+
.

+ Expected Learning Outcomes

Participants will:

n Review your Cohort Team Belief Survey results

(MOY/BOY) to identify patterns that align with the work of
MTSS

n Analyze Schools Beliefs Survey (BOY) to identify areas

that will facilitate the implementation of MTSS as well as
potential barriers

n Problem solve gaps and differences to ensure equity and

access for all students

Deep ownership comes

through the learning that
arises from full engagement
in solving problems.
Fullan, 1993

+
The Risk for our Children

The risk for our children in school is not a risk

associated with their intelligence. Our failures have
nothing to do with IQ, nothing to do with poverty,
nothing to do with race, nothing to do with language,
nothing to do with style, nothing to do with the need to
discover new pedagogy, nothing to do with the
childrens families. All of these are red herrings. We
have one and only one problem: Do we truly will to
see each and every child in this nation develop to the
peak of his or her capacities?

Dr. Asa Hilliard

Reflect and share

(See Handout)

Take a few minutes to individually reflect on

The Risk of Our Children by Dr. Asa Hilliard.

Reflect on what thoughts, impressions, and

insights are elicited from the quote.

How does this resonate with your school?

Office? Department?

Share out as team/table your perspective and

thoughts about the quote.

Ensuring a Common
Language Common
Understanding of
MTSS?

+ Multi-Tiered System of Supports

n Evidenced-based model of schooling

n uses data-based problem-solving
n integrates academic and behavioral instruction and
intervention

n Integrated instruction and intervention

n delivered to students in varying intensities (multiple
tiers) based on student need

n Decision-making is need-driven
n seeks to ensure that district resources reach the appropriate
students (schools) at the appropriate levels to accelerate
the performance of all students to achieve and/or exceed
proficiency

Consensus
Essential Components
District-Based Leadership
School-Based Leadership

Multi-Tiered Instruction and Intervention

Academic Engaged Time
Targeted Professional Learning
Data-Based Decision Making

Infrastructure

Parent and Community Engagement

Problem Solving Process

Implementation

+ Four Building Blocks that Support

MTSS Implementation
- Skills
- Practices
- Beliefs
- Implementation

* Professional Development/Training to impact Skills

* Skills to impact Practice
* Improved Practice improves Implementation
* Improved Implementation impacts student outcomes
* Better student outcomes shift Beliefs
And, shifts in Beliefs impacts implementation of MTSS

If you want to change and improve the climate

and outcomes of schooling both for students
and teachers, there are features of the school
culture that have be to changed, and if they are
not changed, your well intentioned efforts will be
defeated.

Seymore Sarason, 1996

This is not just about closing the

achievement gap.

It is about ending the

predictability.

Evelyn Belton-Kocher, August 2012

Dir. Research & Evaluation, SPPS

The Cycle of Circular Thinking

How do you know

they cant learn?

Purple haired kids cant learn

Why arent they

learning?

Because they arent

learning

+
the TIPs process

Table Talk
qUsing

n The Data collected are clear about areas of concern

have been identified
n Problems

As a Team:
q restate the problem identified
q generate Hypotheses as to why the problem is
occurring

Any organization, in order to survive

and achieve success,
must have a sound set of beliefs
on which it premises all its
policies and actions."

-- Thomas Watson Jr.

+ Consensus

Building & Beliefs

They understand the need for the change

Educators will embrace new change when

two conditions exist:
n

n They perceive that they either have the

skills to implement the idea or they have
the support to develop the skills

Beliefs Survey

Purpose

The purpose of the Beliefs Survey is to:

nIdentify correlations between educator beliefs

and how they address student needs and
learning.

nIdentify commonly held beliefs among educators

that will facilitate or hinder efforts for school
improvement.

nFacilitate and maintain honest dialogue to

implement core components of MTSS.

+
nAssesses

Belief Survey

beliefs across four broad domains

Functions of Core and Supplemental Instruction

Data-based Decision Making
Academic Abilities and Performance of Students with
Disabilities
Proficiency
Cultural

+ Beliefs

n Beliefs are not absolute values. They are about change.

Do they trend or shift in the right direction?
n

Differences, trends, and gaps in Beliefs create equity issues

Answers to the Belief survey are a function of how people

feel and may be influenced by targeted professional
learning opportunities

n
n

For Example -- If some grade levels, departments and

schools perform well across some students groups, the
difference between them creates equity issues.

Factor 1
Academic Ability and
Performance of Students
with Disabilities

Anticipatory
Thinking

As we look across each of the four Factors for

SBLTs think about
What changed?

What are your hypotheses as to why there

was growth? Why?

Factor 2
Data-based Decision
Making

Factor 3
Functions of Core
and Supplemental
Instruction

Factor 4
Cultural Proficiency

Table Talk
As a Team discuss -

What changed within or across the four

Factors?

What are your hypotheses as to why there

was growth? Why?

Table Talk
School Belief Survey

Review the 4 Factors of your Schools Belief

Survey (BOY Oct 2014)

What are the areas that are a support to the

implementation of MTSS?

Which are areas that are potential barriers to the

implementation of MTSS?

Beliefs & Actions

We believe our decisions and actions are

consistent with our conscious beliefs,
when in fact, our unconscious is running
the show

Physicist: The usual suspects

Which one is the physicist?

Adapted from Women in Science, Engineering and Technology Initiative presentation by E. Haines and A. Maguire

Physicist: The usual suspects

98% of the public couldnt tell which one was the physicist.

Implicit Bias

+
The
Role
of
Implicit
Bias
in
Defining Student Narratives

n Implicit bias refers to the attitudes or stereotypes

that affect out understanding, actions, and
decisions in an unconscious manner

Everyone is susceptible to implicit bias

n Exposure to commonly held attitudes about social

groups permeate our minds event without our
active consent (i.e. hearsay, media exposure,
passive observation, etc)
n

If you can show me how I can cling to

that which is real to me, while teaching
me a way into the larger society, then and
only then will I drop my defenses and
hostility, and I will sing your praises and
help you make the desert bear fruit.

- Ralph Ellison

LEARNING PARTNERSHIPS

EP
AC
T

TE
H
AC
ER

AS

LY
AL
STUDENTS DRIVE LEARNING

TH

+ Revisiting the Belief Survey within the

context of the SAM and your Desired State

Pulling the pieces together

trends and patterns do you see?

n Quick review your SAM data with the current lens of

Belief survey, equity, and your Desired State.
n What

n Which factors, domains and specific items reflect the

greatest gaps between current and optimal MTSS
implementation?

n TIPs is the vehicle to align equity and access which will

change/impact student outcomes.

+ SAM

(Self-Assessment of MTSS Implementation)

Optimizing

Operationalizing

Emerging/Developing

Not Implementing

+ Four Building Blocks that Support

MTSS Implementation
- Skills
- Practices
- Beliefs
- Implementation

* Professional Development/Training to impact Skills

* Skills to impact Practice
* Improved Practice improves Implementation
* Improved Implementation impacts student outcomes
* Better student outcomes shift Beliefs
And, shifts in Beliefs impacts implementation of MTSS

Taking it back home

+
Next
steps
back
home

n Continue problem solving using TIPs to develop

and align professional learning to impact the shift
of Beliefs and realization of your Desired State.

n Review your SIP. What needs to be done to

align your SIP around Skills, Practices, Beliefs
and Implementation of MTSS in your SIP?

nHow does your Desired State align with your

results on Beliefs/SAM and your SIP?

Preparing For the Afternoon

Examining Tiers 2 and 3
Whos in?
Why?
How do they exit?
What decision rules are used?

Urgency: Realize your Desired State, Beliefs and

SAM and their impact on current practices on all
Tiers.
We have to constantly challenge our assumptions
and biases we bring to our work.

Parting Two Basic Questions

Are you happy with your data?

Is every classroom one you

would put your own flesh and
blood?