ISD 622 North St. Paul, Maplewood, Oakdale

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 [email protected] 651.748.7463 Patty Phillips, Superintendent [email protected] 651-748-7411 Troy Miller, Assistant Superintendent [email protected] 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 8 th 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 Process The widest proficiency gap Ongoing review of data via Participants’ Reaction and Needs assessment survey to between racial subgroups and data retreats Awareness (Did they like it? determine appropriateness of white students on State Was it worthwhile?) professional development Reading accountability tests Ongoing professional opportunities. will decrease from 25.2% in development/training Participants’ Learning (Did 2013 to 16.5% in 2017 (targets the participants acquire the District feedback surveys based upon 2012-2013 Workshops and conferences intended learning goals? Did Reading data). they learn content?) District curricular assessments Coaching/modeling Progress targets (declining Organization Support and Formative PLC assessments proficiency gap): Observation/feedback Learning (Teacher supports.) MCA II subgroups to a. 2014--23.0% Professional Learning Participants’ Use of New determine closing of the b. 2015--20.8% Communities Knowledge and Skills (Did achievement gap c. 2016--18.7% the participants incorporate the Study Groups new learning in teaching Site Equity Goals d. 2017--16.5% practice?) All students will show Student Learning continued academic improvement. *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 Process Increase the experience of Examine data and/or student Participants’ Reaction and MN Student Survey “school connectedness” on the work Awareness (Did they like it? part of students in grades 5,8,9 Was it worthwhile?) Campus Teacher Data and 11, from a low of 65% in Study groups 2013 (8th grade) to a minimum Participants’ Learning (Did Intercultural Developmental of 70% in 2017 (“teachers or Ongoing professional the participants acquire the Inventory other adults care about you” on development and training intended learning goals? Did the MN Student Survey). they learn content?) MCA II Workshops/conferences Collaboration with ISD 622’s Organization Support and Professional Development Dept. of Teaching and Demonstration/modeling Learning (Teacher supports.) Plans Learning to build capacity in teachers for professional Practice with reflection Participants’ Use of New Surveys development, evaluation, Knowledge and Skills (Did modification, and Curriculum development the participants incorporate the Site Equity Goals implementation of curriculum new learning in teaching for all students. Observation/feedback practice?)

Support on-going Professional Professional learning Student Learning Outcomes Learning Communities. communities (Did the implementation of the professional development Provide a regular focus of Collaboration with other activity have an impact on diversity/equity during district professional organizations student learning?) 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. *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 Process Increase classroom and school Examine data and/or student Participants’ Reaction and Intercultural Developmental partnerships between K-12 work Awareness (Did they like it? Inventory students occurring during the Was it worthwhile?) school day or outside of school Study groups Partnership Evaluations with participating district Participants’ Learning (Did (Mahtomedi Public Schools) Ongoing professional the participants acquire the Participant feedback by 1 annually . (Based upon 5 development and training intended learning goals? Did programs in 2012-2013.) they learn content?) Surveys a. 2014—6 programs Workshops/conferences b. 2015—7 programs Organization Support and Site Equity Goals c. 2016—8 programs Demonstration/modeling Learning (Teacher supports.) d. 2017—9 programs Individual guided practice Participants’ Use of New Knowledge and Skills (Did Support site-based educational Practice with reflection the participants incorporate the equity goals. new learning in teaching Observation/feedback practice? Are you able to see Support continued integration the new learning in teaching programs for youth within the Collaboration with other practice?) schools. professional organizations Student Learning Outcomes (Did the implementation of the professional development activity have an impact on student learning?) *Adapted from Evaluating Professional Development by Thomas R. Guskey.