Академический Документы
Профессиональный Документы
Культура Документы
____
May 2002
Revised February 2008
Peter Alvarez, Karina Barrera, Liz Blasquez, Bill Bolar, Maggi Cathey, Howard Chase, Terry
Cotcher, Mary Coyne, Mark Croghan, Jill Davis, MaryAnn DeGrazia, Gwen Easter, Bev Edwards, Pat
Eppard, Pam Evans, Todd Finlay, James Fitzpatrick, Elizabeth Fong, Lillian Fong, Janice Friesen,
Karen Gelender, Dobie Gelles, Bruce Gidlund, Robin Hagan, Alexa Hauser, Michael Heimowitz,
Denise Hohn, Penelope Hughes, Pansy Inn, Michael Kass, Jim Kentris, Flora Kuo, Judy Lacina, Joyce
Lee, Diana Levy, Arline Lillak, Natalie Longree-Guevara, Taylor Lyen, Marion Madrigal, James
Maxwell, Cheryl McElhany, Jack McKay, Nancy McMillan, Gerald McMullin, Barbara Mensch, John
Morrison, Carlos Navarro, James OConnor, Kunio Okui, Sue Parker, Anne Parris, Lorenzo Pennix,
Flo Pierce, Kim Rinker, Leslie Rothwell, Janice Schmidt, Glenn Singleton, Mieka Smart, Sandi Smith,
Loretta Strharsky, Bonita Thompson, Teresa Tirado, Gael Treible, Betty Tseng, Candice White,
Ranjini Wheeler, Bonnie Worthington, Deborah Yager, John Yamata
Is there a problem?
ACTION PLAN
AWARENESS OF ACHIEVEMENT
CHALLENGE
INQUIRY PLAN
6. The following chart reflects the Theory of Action as it is implemented throughout the District.
District Office
Leadership
Superintendent
Board
Cabinet
Prgm Manager
Awareness
Acknowledgement
Action
Multi-Year
Plan
Site
Leadership
Principals
Asst Principals
Classroom
Leadership
School Wide
Instructional
Certificated
Leaders,
Classified
Grade Level
Staff
Dept. Chairs
Professional Development:
Anti-Racism/Equity Training
Awareness Building Activities
Vision Development
Improvement Goals
Site Plans
Inclusive
Inclusive
aligned with
Teaching,
SchoolEquity Plan
Learning
Wide
Practices
Practices
Infusion into
other
Systemic
Plans,
Policies,
Structures
Parent
Student
and
Community
Inclusive
Parent,
Student,
Community
Practices
2.
3.
4.
low-performing students up to grade level. To this end, teachers need to be well educated
about each of the key elements of this theory of action.
5.
6.
7.
8.
LEADERSHIP DEVELOPMENT
District and site leaders must develop both skills and a capacity to address issues of equity at
the institutional and classroom level. Because this critical element of work exists beyond each
educators personal sphere of influence, it is essential that there be structures and relationships
in place to support those educational leaders who engage in this demanding and, inevitable,
personally difficult work.
9.
must also find ways to increase racial and ethnic diversity on campus by providing
opportunities for parents, grandparents, and other adults in the community to participate
regularly in the school lives of their students. A rich array of adult role models in the school
provides an equally rich set of personal and professional resources from which educators and
community alike may draw.
10.
Schools will provide outreach to parents/guardians of diverse races and cultures to be involved
as role models for students.
Parents/guardians reflective of the demographics of the school sites will be encouraged to
participate in parent leadership roles in the school/district.
Parents, guardians, and other community members will be incorporated as valuable resources to
the inclusive school community.
Action #10 Connections between Schools and Community-Based Systems for Students
Partnerships between home and school will be cultivated.
School sites will create communication links between school and homes so that everyone
knows how to access information to help students.
Schools will take an active role in recruiting parent/guardian leadership representing the
demographics of the school.
Schools will provide outreach to parents/guardians from the perspective of diversity.
Schools will create ongoing discussion opportunities on site for communication skills,
cultural sharing, and defining school practice and student success.
Parent/guardian involvement opportunities will be expanded to include strategies to
support their own learning and the learning of their student.
Parent/guardian help in understanding values and cultural diversity in the classroom will be
solicited.
Outside organizations/consultants will be used to help effect change within the district and to
understand obstacles that lie in the way to success.
12
ATTACHMENT I
The Charles A. Dana Center, in Equity-Driven Achievement-Focused School Districts, A Report
on Systemic School Success in Four Texas School Districts Serving Diverse Student Populations
(September 2000), identified four districts that demonstrated impressive gains in passing rates
for all student groups on all Texas Assessment of Academic Skills (TAAS) tests over six years as
well as other widespread improvement in academic performance. (The complete study is found
in the appendix of this document.) The research findings indicated the following five themes
found in common with all four districts:
1. State Context of Accountability for Achievement and Equity
Results-driven accountability
Same percentage of students from each racial and income group to pass the assessment in order
to maintain state accreditation
The combination of the above radically altered expectations for schools and districts
Changes in expectations became the basis for changes in practice
2. Local Equity Catalysts
Local catalysts used evidence of inequitable student achievement to pressure the districts into
improving
3. Ethical Response of District Leadership
In response to the state accountability system and local catalysts, a moral and ethical leadership
response emerged in support of schools that pursued high and equitable achievement for all
groups of students.
4. District Transformation
The focus was on changing teaching and learning practices in the classroom.
The districts developed and promulgated a set of shared equity beliefs regarding the districts
in-common commitment to the achievement success of all children.
Focused equity practices were instituted to achieve success for all students.
The districts had multiple ways to achieve specific learning goals.
The districts understood that to get their professional staff to radically change their beliefs and
practices about teaching and learning, the staff had to be treated in a positive, supportive way.
The new directions for the district meant new role definitions for the superintendent, the school
board, district staff, principals, teachers, and other staff.
5. Everyday Equity
Changes in equity beliefs and practices occurred through time and profoundly changed the
educators working in these districts.
The pursuit of educational equity and excellence became the new focus of everyday schooling.
14
ATTACHMENT II
Joe Johnson, United States Department of Education (August 2001), identified the following
factors present in schools successful in reducing the achievement gap:
1. Focus of High Academic Standards for All
The Successful Schools:
Established clear, measurable, and challenging academic goals.
Emphasized the expectation that all groups of students would attain goals.
Determined ways of regularly gauging progress towards attainment of the goals, and rigorously
monitored progress.
Aligned decision-making with goals.
2. Careful Experimentation with Instruction
The Successful Schools:
Knew that school improvement meant improved instruction.
Knew the academic strengths and need of their students related to state/district standards.
Encouraged the careful examination of alternative strategies, approaches, and programs.
Selected only the approaches that best matched their needs.
Predetermined how successes would be gauged.
Were willing to adapt, modify, or supplement.
3. Involvement of All Parties
The Successful Schools:
Included everyone who touches the child in the school improvement process.
Found ways to use everyones talents to attain the schools goals.
Always asked, What can you do to help us teach this skill or concept?
4. Sense of Family
The Successful Schools:
Made everyone feel valued and appreciated.
Found ways to acknowledge the contributions of all members of the school family and helped
people to know that they belonged.
Treat all students with a sincere respect so that students knew they were wanted at school.
5. Collaboration Focused on Instruction
The Successful Schools:
Increased the amount of time teachers spent collaborating with each other.
Built an atmosphere of trust so that collaboration would be more effective.
Focused collaboration time on instructional issues directly related to key academic standards.
Used collaboration to create a culture of professional development.
6. Passions for Improvement
The Successful Schools:
Acknowledged and celebrated successes, then established even more challenging goals.
Assumed that they could always improve, even when they had achieved more than comparable
schools.
Nurtured a collective yet very personal sense of responsibility for student success.
Were relentless in pursuing higher and higher academic goals.
15
ATTACHMENT III
Community
BP 1010
Equity
The Governing Board of the Castro Valley Unified School District values all members of our diverse
community and is committed to providing an equitable education within the total learning environment
for each student in the district.
We believe that equity of opportunity and equity of access to programs, services, and resources are
critical for the success of each of our students and staff. The Board further recognizes that equitable
treatment leads to the attainment of educational, social, and career options that are reflective of the
abilities, experiences, and contributions of students, employees, parents/guardians, and community
members.
The Board commits itself to ensure the principles of fairness, equity, and inclusion and understands
that it is essential to integrate these into all policies, programs, operations, and practices.
Therefore, the Board expects that:
Curricula taught in our schools incorporate the reality of our diverse and pluralistic society.
Multiple teaching and learning practices develop conflict resolution techniques and positive
interpersonal skills in our students.
Each student is provided with equitable opportunities to be successful in our system and each
learner is provided with support to develop abilities and achieve aspirations.
Recruitment, hiring, and promotional practices result in a qualified diverse staff that is committed
to the vision and goals of equity set forth by CVUSD.
Staff, family, and community members collaborate to meet the multiple educational needs of our
students.
Parents, guardians, and community members make contributions to the students total learning
experiences as learners, teachers, role models, and advocates.
Students, employees, parents, and community members are provided with effective procedures for
resolving concerns and complaints as they arise.
Procedures are in place at all levels of the school system to implement, review, and develop
policies, programs, and practices that promote equity in the district; to assess their effectiveness;
and to make changes where necessary.
Legal Reference
cf. 1312
Uniform Complaint Procedure
cf. 5137
Positive School Climate
cf. 5145.3
Nondiscrimination/Harassment
cf. 5145.7
Sexual Harassment
cf. 6141
Curriculum Development and Evaluation
cf. 6141.6
Multicultural Education
cf. 6142.4
Learning Through Community Service
cf. 6161.1
Selection and Evaluation of Instructional Materials
Policy Adopted: April 18, 2002
16
ATTACHMENT IV
By Pamala Noli
August 1998
Educating all children effectively is the mission of schools today, yet great numbers of children, primarily
African-American and Latino children, still have scant opportunity to acquire the knowledge and abilities
that will help them thrive in and contribute to todays society. The Mission of our Beyond Diversity work
is to improve performance and raise achievement for ALL students; narrow the achievement gap between
the highest and lowest performing students; and eliminate the predictability of which student populations
will define the lowest and highest performing categories.
Achieving this mission requires culturally competent teacher and administrative leaders; leaders capable of
recognizing the devastating affects of racism on individuals, schools and society; leaders with the will and
skill to act boldly to eliminate both personal and institutional racism; leaders committed to improving the
achievement of the bottom 1/3 of our student population; and leaders ready to design and deliver racist-free
school systems in service of powerful student learning and social justice.
Whether students are successful in school and in their quest to achieve standards depends directly on the
nature of the encounters they have with the system. School leaders are responsible for the nature of these
encounters; encounters that either empower or disable students of color to the degree that they are a part of
the school program, their parents and communities and authentically encouraged to participate, and
educators are supportive in curriculum, pedagogy and assessment decisions.
Racism in school adversely affects students of colors daily academic performance by interfering with the
cognitive processes involved in learning (Gougis, 1986; Caine and Caine, 1993) and by reducing their
willingness to persist at academic tasks. Success in school for students of color requires that they perceive
that adults with wise eye (Steele, 1994) expect that they can and will achieve at the highest levels; that
they have positive relationships with their own race/culture and the race/culture of the majority (Cummins,
1990); and they do not view themselves as inferior (Wyman, 10993); that they are comfortable with their
own cultural values (Cummins, 1990); and that they are protected from the pain and discouragement that
racism engenders. School leaders must examine themselves and their schools to become aware of attitudes,
behaviors, structures, situations, and systems that reinforce racist or prejudicial beliefs and actions that hurt
students. To do that, they must abandon the idea that there is something wrong with children because of
their racial grouping. In place of those prejudices, educators must examine in depth the barriers placed in
childrens paths to learning, including racist beliefs and actions that result in mental downshifting (Caine
and Caine, 1995). We must recognize that since entitled people constructed those barriers, entitled people
have responsibility to begin the process of tearing them down.
Culturally competent leaders, both teachers and administrators, regularly consider issues of equity when
making decisions. Classroom, school and district theories of action in the areas of curriculum, instructional
practices, assessment, school policies, staffing, parent and student involvement and incentives are
considered through questions of equity and the probable impact on students of color before final
determinations are made.
The questions that follow are intended as prompts to uncover and reverse areas of neglect or oversight that
result in institutionalized practices of racism. The questions could act as equity filters, change
considerations, or as the basis for strategic planning. No answers may serve as key focus areas for
schools looking for variables standing in the way of students of color achieving standards. In total, these
questions are intended to help leaders adapt the school program so that it addresses the needs of all
students, not just the entitled ones.
17
Does our school have a committee that selects racially/culturally diverse materials?
2.
Does our school have a policy against racist jokes, slurs, and language?
3.
4.
Do we consistently and regularly present materials that teach about different races/cultures?
5.
Do we provide chances for students to learn about their own race/culture in this school?
6.
7.
Does our school have activities to encourage students to meet people from other races/cultures?
8.
Does our school provide opportunities for people to tell others about their own race/culture?
9.
10.
Do we provide opportunities for students and adults to learn about other peoples race/culture?
11.
Does our school encourage teachers to use cooperative learning strategies as a technique to get
diverse students to work and play together?
12.
Does our school make sure that racial/cultural groups within the community are represented in
advisory groups; do advisory groups look like the student body at our school?
13.
Does our school have rules which require learning about other racial/cultural groups?
14.
15.
Do we teach people how their race/culture affects the people around them?
16.
Does our school explicitly hold educators accountable for demonstrating high expectations for
students of color?
17.
Do we educate people about rules that promote respect for racial/cultural differences?
18.
19.
20.
Does our school promote activities that value the common qualities among people?
21.
Are educators who reflect the racial/cultural makeup of the student body hired and promoted at
our school?
18
22.
Does our school provide activities that recognize there are differences within racial/cultural
groups?
23.
24.
25.
26.
Does our school provide activities that recognize that each racial/cultural group has its own
strengths and needs?
27.
Does our school strongly enforce rules against racist jokes, slurs, and language?
28.
Does our school make sure that racial/cultural groups within the community are represented in
decision-making groups?
29.
Does our school give trainings to promote racial/cultural understanding between all employees?
30.
31.
Does our school have effective strategies for intervening in conflict situations?
32.
33.
34.
19
CURRICULUM
Materials Selection
1.
Does our school have a committee that selects racially/culturally diverse materials?
2.
Are curriculum decisions made with the needs of children of color as a consideration?
3.
Are books that teachers read to students or that are assigned reading for students analyzed for
racism?
4.
Is our schools curriculum viewed as pluralistic and ever changing to meet the needs of an ever
changing student body?
Multicultural Focus
1.
Does our school present materials that teach about different races/cultures?
2.
Does our school provide opportunities for students and staff to learn about other peoples
race/cultures?
3.
Does our school include multicultural education as a part of our curriculum goals?
4.
Does multicultural education go beyond food, fun, and festivals at our school?
5.
Are children at our school involved in vicarious experiences with various racial/cultural groups
through films, videos, childrens books, recordings, photographs, etc.?
Making Connections
1.
Is the curriculum grounded in the lives of the students at our school, including students of
color?
2.
Do students of color at our school see themselves, their lives, and their community in the
curriculum?
3.
Does our staff accept whatever students of color have learned and experienced as legitimate
knowledge they can use to connect to new curriculum content?
4.
Do our teachers spend time in our schools community and apply in the classroom what they
learned in students homes?
20
INSTRUCTION
Learning Styles
1.
Are all staff members at our school aware of the general learning styles of the racial/cultural
groups represented in their classrooms?
2.
Do teachers at our school model an acceptance and appreciation for different ideas, opinions,
learning and linguistic styles of our students of color?
Cultural Knowledge
1.
Do the teachers in our school have a general understanding of the races/cultures they see
represented in their classrooms?
2.
Do the teachers in our school make an effort to understand the racial and cultural characteristics
of their students, one student at a time?
3.
Do the teachers relate teaching and learning activities to students experience, previous
knowledge and racial/cultural backgrounds?
4.
Are there staff development programs at our school that help us better understand the needs and
styles of the students of color we serve?
5.
Do we employ any instructional practices that could conflict with the values, beliefs, or cultural
practices of any of the students in our school?
6.
Do all teachers at our school know a few words or phrases in students native languages to
make the classroom a welcoming and psychologically safe environment for speakers of other
languages?
7.
Do all staff members make every effort to pronounce students names correctly?
2.
Are all students treated essentially like middle-class students at our school, with convictions
about their value and promise?
3.
4.
Are expectations lower for students who speak a language or dialect other than Standard
English or for students of color (or inversely, higher for Asian students)?
5.
Is there a conscious effort to engage, give equivalent attention and encourage all students
equally?
21
6.
Are staff members in touch with their own biases in terms of what they expect (and dont
expect) from students of color?
7.
Do teachers at our school assure equal status for all participants in cooperative learning groups?
8.
Are all staff members helped to identify racial/cultural biases in themselves, students and
instructional practices?
9.
Is there a commitment by teachers and other staff members to see that students, of color
achieve?
10.
Are students invited to point out instructional behaviors or practices that discriminate?
2.
Do teachers at our school understand the concept of downshifting for students of color, the
conditions that cause it, and how to empower students when they experience it?
3.
Is there an overt effort to help students develop the skills necessary for effective interpersonal,
inter-racial, and inter-cultural group interactions?
4.
Do teachers use methodology that fosters integration such as cooperative learning groups,
writing groups, peer teaching, multidimensional sharing, focus groups, and reframing?
Connections
1.
Do teachers at our school address relevant, real-world issues in an action-oriented manner using
procedures such as critical questioning, guided reciprocal peer questioning, posing problems,
decision making, investigation of definitions, historical investigations, experimental inquiry,
invention art, simulations, and case study methods?
22
ASSESSMENT
Multiple Measures/Perspectives
1.
Do teachers at our school use a variety of tasks, measures, and materials in assessing the
competencies of students?
2.
Are portfolios used to show work that links students personal experiences with classroom
learning; products in any language or in any form; self-evaluation opportunities; parent
participation opportunities, etc.?
3.
Does the assessment process at our school include multiple ways to represent knowledge and
skills and allow for attainment of outcomes/standards at different points in time?
4.
Is self-assessment encouraged?
Racial/Cultural Responsiveness/Bias
1.
Do teachers at our school understand that low performance on a test cannot be assumed to
mean that the student has not learned or is incapable of learning that which is being assessed?
2.
Do teachers at our school understand that if the student is still developing proficiency in
English or belongs to cultures that do not match that of the school, test performance may not
match what the student actually knows?
3.
Are our classroom assessments culturally responsive? Do they allow for variation in language,
in cognitive and communicative style, and in beliefs and values?
4.
5.
Are tests and testing formats critiqued for racism and bias?
Standards
1.
Are there opportunity to learn standards to support performance standards at our school?
2.
3.
Will our standards raise the performance level of all students, narrow the gap between the
highest and lowest performing students, and end the historical predictability of which students
achieve in the top quintile and which achieves at the bottom?
Reporting
1.
23
SCHOOL POLICIES
1.
Does our school have a philosophy, norms and/or mission statements that refer to cultural
pluralism as an educational goal?
2.
Does our school have official policies stating that racism will not be tolerated?
3.
4.
Does our school train students in the skills of conflict resolution or mediation when disputes
over race arise among classmates?
5.
Are students from a variety of racial/cultural groups in our school recognized with awards and
honors?
6.
Does the racial/cultural composition of the school board reflect that of our schools student
population?
7.
8.
9.
10.
11.
Do we have a process for discussing the effects of tracking on students of color at our school?
12.
Do children of color and white children socialize outside the classroom? Do they choose to eat
and play together?
13.
14.
Are students of color more frequently referred for disciplinary problems than white students?
15.
Do our schools rules and policies accommodate the cultures of the students?
16.
17.
Are black colleges and universities promoted equally with other universities and colleges in our
high schools counseling office?
24
STAFFING
1.
Is there racial diversity among the administrative and professional staff at our school that
represents the racial diversity of the student population?
2.
Does the school leadership teams and/or school site councils racial composition reflect the
racial composition of the student population?
3.
Are people of color over-represented among custodians, secretaries, and other classified staff?
4.
Does our school recruit staff members from all racial and cultural backgrounds?
5.
Does our school encourage students of color to enter the teaching profession?
25
Does our school have specific events for parents of color to introduce them to the school and
help them feel welcome?
2.
Is specific care taken with parents of color to assure that they are not intimidated or feel
awkward approaching school personnel?
3.
Are school signs written in the major languages spoken by the parents and students at our
school?
4.
Are parents of color provided with factual, empowering information and strategies for
supporting their childs learning?
5.
Do teachers at our school believe that parents of color have the will and skill to help their
children at home?
6.
Do all staff members have staff development and parent involvement training in multiracial/multi-cultural parent-teacher communications and relationship building?
7.
Are newsletters and other print materials for parents written in English and Spanish when a
significant proportion of the community is Spanish speaking?
8.
Are parents who speak a language other than English provided with translators for parent
conferences and other important information meetings whenever possible?
9.
Are PTA/Parent Council members representative of the racial/cultural diversity of our school?
26
Does our school have mentor programs that provide support for students of color?
2.
Are successful graduates of color from our local high school used as role models?
3.
Are successful people of color from the local community invited to provide inspiration through
career day and other presentations to our students?
4.
Are advisors and counselors sensitized to the emotional and academic needs of non-white
students?
5.
6.
Do our high schools inform students of color and their parents about options for college,
including colleges with special racial/cultural programs and networks to obtain information on
current financial aid opportunities?
7.
Do our high schools have programs such as AVID? Are they widely and easily available to all
interested students?
8.
Does our schools PTA/Parent Council work with multi-racial, multi-cultural educational goals
in mind?
9.
Do our high schools work with local higher education institutions to encourage and facilitate
entry for students of color?
27
Curriculum:
Instruction:
Assessment:
Policies:
Staffing:
28