District Administration December2017 - 45

SPONSORED WEB SEMINAR DIGEST

Capturing data from incidents tells you
about climate, tells you about safety, and
inclusion, and things that individual student
groups might be feeling based on different
things that are happening around campus.

we are doing is highly adaptive, and the levers to
actually move that work forward-such as the use of
technologies, or such as the use of curricula that can
be modified quickly in response to the demographics
of the students that you serve-all of those things
make your job easier.
The only way you know to do those things, the
only way you know to make those modifications, is if
the professionals servicing the students are actually
learning themselves-actually asking themselves
different questions about the policies, practices
and procedures they use. The window to begin
to understand issues around treatment is when
you have disproportionalities in the application of
discipline. That data point in and of itself doesn't tell
you what's going on, but it gives you a flashlight to
begin to delve into the construct of what it means to
think through an equity lens about how we treat or
engage our students.
There is this dance between equity and equality.
There are times when you have to make decisions
where the actual end of the deliberation is every
student needs to have x, but equity asks the
question about accessibility. For example, if I
give every student a pair of shoes, that doesn't
deal with the question of the accessibility of those
shoes. Everybody has to have access to curriculum,
everybody has to have access to texts, and if your
districts are using technology, everybody has to have
access to that technology. What makes any of those
things accessible? That's the equity question.
We started our equity training with our school
board, with our superintendent and with his staff-
with people who are leaders of schools. We used
a top-down model, because leadership creates
conditions that allow permission. Then, we built our
policy. The policy did not come before the training,
because we had to do some work around building
our own competency.
One of the learnings that came out of the year-

one engagement for us is that we needed to have an
environment where we said very clearly to people
who are serving students that it is permissible for us
to begin to have those hard conversations that are
about predictive historical patterns. Consider how
to begin to broach the conversation that this is not
theoretical. This question of how we create equitable
access has bodies of students associated with it.There
is discomfort in accepting a reality that all things are
not equal for all students, and people push against
that, and they hear it in a whole variety of ways.
Data is critically important in moving these
conversations forward. Capturing data from incidents
tells you about climate, tells you about safety, and
inclusion, and things that individual student groups
might be feeling based on different things that are
happening around campus. We are using data to tell
us where the gaps exist. It is almost impossible to
move an equity agenda without having quantitative
and qualitative data, so I would challenge you to
consider how you develop robust means of collecting
qualitative data as you move your work forward.
After five years of this work, there are two trends
we are noticing. First, graduation rates are increasing
for every group of students, and our gaps are
closing-we do not have a graduation gap between
black and white students. Both of those student
groups are graduating at a level higher close to 90
percent. Second, GPAs are increasing, as are the
rates of AP participation and SAT performance and
participation.
Moving forward, we're going to continue our
equity training. We're going to focus very deeply on
literacy and leadership looking through an equity
lens, and thinking about the issue of climate through
an equity lens. And we'll continue to deal with
the issue of customization and personalization of
learning, as that is the fruit of the application of an
equity lens through our school progress plans and
our office performance management plans.

To watch this web seminar in its entirety, please visit: www.districtadministration.com/ws101917
www.DistrictAdministration.com

December 2017 45


http://www.districtadministration.com/ws101917 http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration December2017

District Administration December2017 - Cover1
District Administration December2017 - Cover2
District Administration December2017 - 1
District Administration December2017 - 2
District Administration December2017 - 3
District Administration December2017 - 4
District Administration December2017 - 5
District Administration December2017 - 6
District Administration December2017 - 7
District Administration December2017 - 8
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District Administration December2017 - Cover3
District Administration December2017 - Cover4
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