The Task Force on Diversity and Equity’s 99-page report stated that the overarching challenge for the Burlington School District is "to close the achievement gap that indicates students who belong to a minority group lag behind white, able bodied, heterosexual, middle class students in academic success, participation in extra-curricular activities, graduation rates, entry into college, and enrollment in honors and AP classes."
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Recommended Strategic Plan for Diversity, Equity and Inclusion
October 2011
Road map to a five-year plan to ensure student success by providing an inclusive learning environment for all children through anti-racist, culturally responsive work
Submitted by the Task Force on Diversity and Equity to the Board of School Commissioners
• Task Force Community Input Powerpoint Presentation .................................................75!
• Task Force Community Input Meeting Notes...................................................................88!
Contact Information ........................................................................................................................99!
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Introduction
On October 12, 2010 the Burlington School Board passed the motion below with 10 members voting in favor, 3 against and 1 member absent.
The Commissioners of the Burlington School Board hereby authorize the Chair to create a Task Force on Diversity and Equity, for the purpose of promoting student achievement in the Burlington School District through greater cultural competence and understanding of diversity, and select and appoint members to serve on said task force.
The charge of this Task Force shall be to review, research, and further the Burlington School District’s efforts to achieve the outcomes articulated in its Commitment to Diversity policy, which states in relevant part:
The Burlington School District recognizes and values the diversity of our students, staff and community. The District is committed to a culture of diversity that reflects the voices, perspectives and differences arising from our diverse community and the world.
We believe that it is important for students to understand and appreciate human diversity, develop a capacity for cultural competence, and commit to encouraging inclusion in their future lives.
The District will adopt procedures and implement staff training intended to achieve a diverse and culturally competent school community, inclusive of diverse races, ethnicities, genders, sexual orientations, religious and spiritual beliefs, ages, and physical and learning abilities. The administration shall report to the Board annually on its progress, barriers and outcomes.
The Task Force will review the District’s efforts in these areas: socioeconomic integration; curriculum and instruction; the Hallmarks of Excellence initiative; affirmative recruitment, hiring, and retention; the Equity Council; staff cultural competency including professional development opportunities and evaluation procedures; school climate; and family and community engagement. The Task Force also will identify areas of need and research strategies for improvement.
The Task Force will include members from the school board, administration, parents, public, and members of the Equity Council.
The Task Force shall report on its findings and recommendations for a multi-year strategic plan to further Diversity and Equity in the Burlington School District at the regular meeting of the Board in February 2011.
At the February 2011 Board meeting the Task Force was granted more time to complete its charge.
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Background
The Task Force on Diversity and Equity was authorized in October 2010, convened in December 2010 and immediately faced questions regarding the hiring process for a new principal at the Integrated Arts Academy. During the Task Force’s first four months of meetings, the District faced extensive needs in recruitment and hiring of teachers and staff of color. Therefore, the Task Force focused its initial discussion and efforts on a Human Resources strategic plan. There was general consensus among Task Force members that diversifying the teaching and administrative staff represented one of the largest steps the district could take to lay the foundation for implementing the other three areas of the overall Strategic Plan recommendations. After human resource discussions wound down in late Spring 2011, the Task Force formed four subcommittees to draft these areas of strategic planning: leadership, school-district climate, curriculum, and human resources.
As a general backdrop to each subcommittee’s conversations, Task Force members agreed that the overarching challenge the District must meet is how to close the achievement gap that indicates students who belong to a minority group lag behind white, able bodied, heterosexual, middle class students in academic success, participation in extra-curricular activities, graduation rates, entry into college, and enrollment in honors and AP classes. In the Task Force’s view, the activities, practices and policies that will minimize and eventually eliminate this achievement gap represent an anti-racist stance against the conventional white, middle class, Judeo-Christian culture that invisibly permeates the current social environment that exists in the Burlington schools.
Each strategic area committee followed a general outline that included a goal statement, short and long-term goals and objectives, identification of the individuals or body responsible for implementing the activities, and ideas for how to engage the community. Each strategic area includes ideas for first-year objectives, with the Human Resources strategic area strongly recommending immediate implementation. The Task Force suggests that the School Board and administration use the Report as a resource guide for new policies and practices—many of which are used in other districts nationwide—that could be applied in Burlington to realize the changes this community dialogue invites.
The District currently has a vision statement (see Appendix). The Task Force recommends that this vision statement be revised or replaced with the recommendations contained in this Strategic Plan. In addition, the Task Force believed that a description and organizational chart of the Diversity & Equity Office and Equity Office for Employment and Retention would orient readers of this Task Force Report to the current roles of the office functions (see Appendix).
Through the duration of this Task Force, we were not insulated from current events which had a direct and indirect impact on what we were trying to accomplish. There were many instances where time was needed to process thoughts and feelings of the truths that presented themselves in
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our deliberations. Coming together with a clear understanding of terms and definitions and how words were used was constant in distilling down to our common truth. At times it was difficult to say certain things in fear of being misunderstood. Many of the facts that were unearthed through our research were very hard to digest for some and others found relief in the fact that there was a group finally talking about what they knew as a truth for a very long time.
The Task Force convened each meeting by reminding ourselves of the four agreements of Courageous Conversations about Race:
• Stay engaged
• Speak your truth
• Experience discomfort
• Expect and accept non-closure
This Task Force was not self-selected: the body was put together as a result of the Board’s request. The many views and opinions we all came with in December 2010 have significantly changed. As individuals and as a body as a whole we have all grown to have a deeper understanding of the challenges we face. Having this understanding of the challenges, the Task Force is committed to supporting the Board in its leadership to realize this plan to its fullest.
This plan is a road map to success. As we walk down this road with our four agreements we will become a better community for all. We are at time and place to make real change and lead our community to a more just place for all.
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Appointed Members of the Task Force
Ed Adrian, Parent, City Councilor Ward 1
Terry Bailey, BSD Director of Operations
Dan Balón, BSD Director of Diversity & Equity; BSD Equity Office for Employment and Retention
John Black, Parent, Community Member
Vince Brennan, Parent, City Councilor Ward 3
Keith Brown, BSD Elementary School Teacher, parent and community member
Kathy Chasan, Parent, School Commissioner Ward 1
Liz Curry, Parent, Community Member
Graham Clarke, BSD Elementary School Principal
Naima Dennis, Parent, Community Member
Jill Evans, Parent, School Commissioner Ward 6
Rebecca Gurney, Community Member, Executive Director, YWCA of Vermont
Mercy Russell Hyde, Community Member
Meredith Woodward King, Parent, School Commissioner Ward 2
Winnie Looby, Parent, Community Member, BSD Paraeducator
Francine Serwili-Ngunga, Community Member, BSD Diversity & Equity Office Diversity Recruitment and Retention Specialist
Sunshine, Community Member, BSD Equity Office for Employment and Retention (former) Diversity Recruitment and Retention Specialist
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Acknowledgements
Thousands of hours have been invested into this plan and everyone who has contributed has done so in pursuit of the noble ideal of building a better future. As chair of this Task Force, I cannot begin to thank all of it members enough for their contributions.
There is a need to acknowledge by name John Black, chair of the Human Resource Group, Liz Curry chair of the Leadership group and Sherwood Smith chair of the Curriculum group. Special thanks are in order for our three Board members: Kathy Chasan, Jill Evans and Meredith Woodward King (also chair of the Climate group) who collectively gave tireless hours of their time and energy while still maintaining their other commitments as Board members. Dan Balón has given selflessly of his time and his wealth of knowledge, and has allowed the Task Force to come to its own conclusions. The challenges that have been addressed in this plan ensure that we—Burlington’s families and students—are already in a better place with Dan in a senior leadership position in the school district. A very special thanks to Marie Vea-Fagnant for her efforts to pull together the artistry of this document in the executive summary and presentation. This was a key turning point complying all of our work in cohesive format.
All staff members on the Task Force and behind the scene have given countless time and effort towards the development of the plan, and there is much gratitude for this effort. The sacrifice of time has come at a cost to family members and loved ones. I offer my sincere thanks to those families that have made such sacrifices so that this plan could be created. We welcome and rejoice in the change it will bring.
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Ed Adrian Jill Evans Terry Bailey Rebecca Gurney Dan Balón Mercy Russell Hyde John Black Meredith Woodward King Vince Brennan Winnie Looby Keith Brown Melissa Murray Kathy Chasan Nassé Salhi Liz Curry Sherwood Smith Graham Clarke Vicky Smith Naima Dennis Henri Sparks
Executive Summary prepared by Vince Brennan and Marie Vea-Fagnant
groups will be established with the support of a trained (in anti-racist and culturally $#!
responsive education) curricular coaches based on school, grade team, and/or content $$!
area. As an example, teacher teams meet monthly to determine the structure of how to $%!
meet the Diversity and Cultural Competence Hallmark by creating specific (socially just $&!
and antiracist) learning objectives based on culturally responsive teaching strategies, or $'!
by creating a place-based, social justice themed unit plan as a culminating project to $(!
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present to the district as a shared resource, based on rubrics and self-assessment backed "!
by research. (Example: Graduate students from regional colleges and universities like #!
Amherst or UVM). $!
• Extending from advisory groups, diversity coaches, available to support classroom %!
teachers in each school, are recruited and supported by Diversity & Equity Office. &!
• Presentations to the School Board on anti-racist, culturally responsive curriculum. '!
• Each school-based team of teacher leaders will meet annually with the curriculum (!
committee of the school board to share progress, concerns, considerations and updates on )!
current process and implementation of curriculum adaptation to meet the Diversity and *!
Cultural Competence Hallmark objectives. "P!
References: Gay, G. (2000) Culturally Responsive Teaching: Theory, Research & Practice. New York. Teachers ""!
College Press. "#!
"$!
Activities to Achieve Objectives for Years 2-5 and Beyond "%!
Annual “Curriculum of Excellence” symposia for teachers, parents and students highlighting "&!
outstanding work by educators and students within the district regarding how the school’s "'!
curriculum accomplishes the goals of the Diversity and Cultural Competence Hallmark. "(!
• These symposia should be planned by teachers to include voices from students, parents and ")!
community members and emphasize the commitment to education for social justice and "*!
sustaining an equitable learning environment for students through specific learning objectives. #P!
• Adequate funding will be available for materials, food, beverages, translations, and on-#"!
site interpreters. ##!
The District provides support so that teachers and administrators are able to monitor their #$!
progress of achieving Year 1 and future objectives and activities to achieve these objectives #%!
through the creation of Diversity Curriculum Profiles (see below) for each school. #&!
• Ensure Diversity & Equity Office and lead teachers/staff have opportunities (e.g., release #'!
time, budget) to travel to workshops, conferences and professional development sessions #(!
on themes of anti-racist, culturally competent education. #)!
• Diversity coaches, available to support classroom teachers in each school, are hired and #*!
supported by Diversity & Equity Office. $P!
• Creation of Curriculum Profile tools: The district will establish sustainable tools to help $"!
plan curriculum and guide planners to ensure culturally responsive practice to track $#!
progress monitoring and reporting to the board, administration and community. $$!
$%!
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Diversity Curriculum Profiles: "!
This is a tool to help plan curriculum and guide planners to ensure culturally responsive practice. #!
This could be made into an interactive webpage- each blank would be an input field and a way to $!
help principals record evidence of teacher, school progress within the Diversity and Cultural %!
Competence Hallmark. &!
This matrix could alternatively be used as a template for individual curricular elements, e.g. '!
activities as an individual page. (!
)!
Stages of Curriculum Transformation Status Quo —> Contributions —> Diversity Additive —> Transformational —> Social Action Status Quo: Traditional educational practices are maintained with no critique of existing inequities in any aspect of the school or the education system. Curricula, pedagogies, counseling practices, and all other aspect of education continue to reflect primarily White, male, upper middle class, Christian, and other privileged perspectives and approaches.
Contributions: The curriculum structure, goals and characteristics reflect mainstream constructions of knowledge. Ethnic heroes and their contributions noted. Ethnic holidays and celebrations are incorporated. For Example: Books, bulletin boards, videos and other teaching materials are chosen because they portray people from multiple cultural, racial, ethnic, religious, and language groups in a variety of roles interacting across stereotypical lines.
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Diversity Additive: Teachers consistently reference the multicultural nature of their teaching tools, noting the contributions and accomplishments of distinguished individuals from a variety of cultural, racial, ethnic, and linguistic backgrounds. In addition to acknowledging heroes and holidays, concepts, themes, authors, and perspectives from a variety of ethnic and cultural groups are added to the curriculum without changing its basic structure and assumption. For Example: The Westward expansion curricula is taught from the perspective of the westward movement of hunters, trappers, pioneers, and the advent of the industrial age and its impact on harnessing the resources of the western U.S. Concepts and themes that explore the impact of expansion on American Indians is a substantial portion of the curriculum but the focus is on the movement west.
Transformational: Teachers consistently provide opportunities for their students to work together across cultural, racial, ethnic, religious, language and ability lines. Academic and social opportunities are created throughout the course of each academic year so that students form friendships and mutually supportive connections across cultural, racial, ethnic, religious and ability groups. The curriculum, including concepts, issues, themes and problems is taught from several ethnic and cultural perspectives and points of view. Texts and other teaching materials offer multiple perspectives and are told from multiple perspectives. For Example: Rather than study Western Expansion, students explore the history of the West during the 19th century and its impact and outcomes on multiple groups. The emphasis is on the complexities of diverse cultures and the role of government and other institutions in achieving specific outcomes. Classroom practices are congruent with the curriculum so that, regardless of content area, the curricula create opportunities to examine the influence of multiple perspectives and knowledge generation on the content area.
Social Action: Teachers enact curricula that explore multiple perspectives, idea, and outcomes. Students are able to develop critical lenses that require analysis, synthesis, and perspective taking within each content area. Teachers assess student outcomes in terms of knowledge, skills, and critical perspectives as well as social advocacy. Teachers infuse their curriculum with opportunities for students to explore questions of fairness and equity as they relate to classroom practices such as grouping, rule setting consequences for conduct, and grading. The teacher mediates discussions by encouraging students to take the perspective of others. The curricula include learning experiences and assignments that encourage student to investigate the status quo and to generate actions that combat or improve the equity within the school or local community.
Task Force Communty Input Powerpoint Presentation!
Task Force Community Input Meeting Notes
!
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BSD Vision Statement: “Excellence and Equity”
http://www.bsdvt.org/diversity
The Burlington School District’s vision statement served the district well through the past five years when socio-economic integration and equity rose to the top as a burning issue in relation two of the City’s magnet schools that were threatened with closure due to a shrinking student body. Conversion of the two schools to magnet schools represented a creative solution resulting in a burst of energetic participation from parents at the PTO level and involvement in classrooms. Heightened dialog about socio-economic integration begged the question about equitable achievement outcomes for students from families with lower incomes, and in turn led to a closer examination among many district families about racial academic outcomes as well. The Task Force for Diversity and Equity evolved from this process of instilling equitable outcomes for all students. The Task Force’s recommended Strategic Plan that follows calls on the School Board to revise its current vision statement to one that captures the next horizon described in this document.
The Future is Now: Burlington Schools’ Vision for the 21st Century
Approved by the Board of School Commissioners July 15, 2008
Areas of Focus
Focus for the 21st Century Education initiative is centered on three primary areas:
21st Century Learning
Developing an education curriculum, structure and model that drives excellence in core subjects (reading, writing, math, science) and critical skills to prepare students to excel in 21st Century society, featuring:
! Hands-on, real-life projects that strengthen collaboration and organizational skills ! Global awareness and leadership skills ! Curriculum enhancements in sustainability and arts to foster creativity and critical thinking ! Information, economic, and technology literacy
21st Century Infrastructure
Developing facilities and physical resources conducive to a 21st Century learning environment encompassing:
! Improved energy efficiency and cost-savings
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! Improved safety and addressing deferred maintenance issues ! Technology & flexible learning spaces that support 21st century instruction ! Increased handicap accessibility
21st Century Equity
With more than 40 different nationalities represented. Burlington schools reflect the diversity of 21st Century society more effectively than any community in the state. We are uniquely positioned to attain true equity for all our students in a model system that provides:
! A community that values and respects all cultures, families, and students ! Socio-economic balance in all Burlington classrooms ! Equal access to learning opportunities for all Burlington students ! Learning situations that prepare students for multi-cultural environments
Education in the 21st Century: The Case for Change
Burlington schools are at a crossroads. Like most school districts throughout the United States Burlington schools face a new reality rooted in factors beyond our control. Since our school system was developed and designed, how we conduct business, how we communicate, who we interact with, how we live—has all changed. Fifty years ago globalization was in its infancy. Few communities were multicultural. People expected to have one job throughout their working years. Natural resources seemed abundant and inexpensive. Technology did not impact our daily lives—there were no computers, internet or mobile devices. Fifty years ago, ours was a different world. Society has evolved significantly since then, and there is every reason to believe this evolution will continue.
The world has changed in many ways and our education system needs to change with it. Preparing our students to engage and excel in today’s world is a materially different undertaking than it was 50 years ago. The tools they will use, the strategies they will employ, the skill sets they will require have all shifted dramatically. The education they receive needs to be adapted accordingly. Every one of our children must have equal opportunities to develop their abilities and contribute in the 21st Century.
Burlington’s school system was largely developed in the industrial age to fit requirements of the day. Our schools have served this community well over the century, but the reality is that they are no longer tooled to meet new demands of the 21st Century. It is true that we have numerous innovative, nationally recognized programs that deliver leading-edge education, but these are typically the work of dedicated teachers finding ways to create excellence despite outdated resources. How much more could we be doing with an education system designed specifically to fit today’s environment?
The workplace, government, the academic community, individuals—are all adapting. Education must adapt as well. Communities across the nation are beginning the process of change, and
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Burlington is no different. We must address the challenges we face now, repair our inefficient buildings, enhance our curriculum to meet today’s demands, and ensure that every child has equal access. Curriculum, infrastructure and delivery mechanisms in our school system need refitting to embrace 21st Century instruction and true equity for all students. The process is starting in 2008.
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BSD Mission Statement
http://www.bsdvt.org/
The mission of the Burlington School District is to ensure that all students achieve their highest intellectual and personal potential, and are prepared to contribute as global citizens in the 21st century.
BSD Commitment to Diversity and Equity
Adopted March 2009
http://www.bsdvt.org/diversity
The Burlington School District recognizes and values the diversity of our students, staff and community. The District is committed to a culture of diversity that reflects the voices, perspectives and differences arising from our diverse community and the world. We believe that it is important for students to understand and appreciate human diversity, develop a capacity for cultural competence, and commit to encouraging inclusion in their future lives.
The District will adopt procedures and implement staff training intended to achieve a diverse and culturally competent school community, inclusive of diverse races, ethnicities, genders, sexual orientations, religious and spiritual beliefs, ages, and physical and learning abilities. The administration shall report to the Board annually on its progress, barriers and outcomes.
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Diversity & Equity Office Mission, Vision, Values
http://www.bsdvt.org/diversity
Mission
Our mission is to empower the BSD community to support all students to fully succeed academically, socially, and emotionally in environments free of prejudice and discrimination.
We accomplish our mission through programs and outreach that AFFIRM diverse identities; BUILD equitable, inclusive communities; and CREATE a culture for social change and leadership. Our priority areas are: (1) school climate, (2) curriculum and instruction, (3) affirmative recruitment and hiring, (4) staff cultural competency, and (5) family and community engagement.
Vision
Our vision is to prepare all students to have the confidence and capacity to thrive and lead to be liberated within globally diverse communities.
Values
! We believe that each student has inherent “wholeness” ! voice for all of the parts. ! We hold high expectations for all students, staff, administrators, and board members. ! We value spaces that are free of prejudice and discrimination of all kinds. ! We feel that everyone deserves to work, study, and be in environments free of bullying,
harassment, and violence. Essential Goals
! Support and lead schools to ensure a safe, uplifting, and inclusive learning environment for all students—one free of barriers to learning, particularly discrimination and prejudice.
! Support and lead professional development efforts (e.g., ERC, BSDtheCHANGE blog) that provide an effective, organic resource hub for teachers, staff, students, and community.
! Support and lead the increased cultural competency of our workforce to support dynamic and ever-changing demographics among our students and staff (Courageous Conversations about Race, trainings and development, Cultural Diversity Series).
! Exceed by more than double the existing affirmative recruitment targets that create employer pipelines for culturally competent and diverse applicants.
! Further establish affirmative hiring and retention protocols that advance district-wide goals with school-centered buy-in and implementation.
! Facilitate an open learning environment that is informed by data, research, and community input and is strengthened by relationships and transparency.
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Diversity & Equity Office History and Overview
Excerpted from “Central Office Admin Analysis” from Superintendent (December 2010):
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Diversity & Equity Organizational Chart
+++++++++++ Superintendent (also oversees building principals, curriculum, special education, grants, among others) | | | | | | | Director of Operations | (also oversees facilities, food services, | human resources, business operations, technology) | | | | | _____________________________________________ | | | | Director (.50 FTE) District Equity Officer (.50 FTE) | | _____________________________________________ | ______________________|______________________ | | | | DIVERSITY & EQUITY OFFICE EQUITY OFFICE FOR | EMPLOYMENT AND RETENTION | | | | • Equity Education Coordinator (.75 FTE) • Diversity Recruitment and Retention Specialist (year-to-year AmeriCorps*STATE member) • Diversity Curriculum Specialist (year-to-year AmeriCorps*STATE member) • ELL Coordinator (1.0 FTE) \ \ Home-School Liaison Coordinator (.50 FTE) Family-School Partnerships (program oversight, but supervised by Superintendent)
Task Force Presentation 04/26/11
1
April 2011
!"# What is Equity? Racism? Institutionalized Racism? A
Racist Act? # Creation of the Task Force (History) # Demographics # The Charge # Development of the Strategic Plan
! Leadership ! Human Resources ! Curriculum ! Climate
Overview
danbalon
Task Force Presentation 04/26/11
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!"# Cited in our Board Policy on Diversity,
we ground our ideas of diversity and inclusion, mindful of: our diverse races, ethnicities, genders, sexual orientations, religious and spiritual beliefs, ages, and
physical and learning abilities.
Diversity and Inclusion 2009
!"# Equity is a measure of results, not
of efforts. We will have achieved equity when all measures indicate an absence of disproportionality in participation and achievement in terms of race, class, and disability.
Equity
Definition from Village at Ithaca School District
danbalon
Task Force Presentation 04/26/11
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!"# Racism is any act or situation that, even
unwittingly, tolerates, accepts, or reinforces racially unequal opportunities for children to learn and thrive; allows racial inequalities in opportunity as if they are normal and acceptable; or treats people of color as less worthy or less complex than “white” people.
Racism
Every Day Anti-Racism by Mica Pollack
!"# The collective failure of an organization to provide an appropriate and professional service to people because of their color, culture or ethnic origin. It can be seen or detected in processes, attitudes and behavior which amounts to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantages people from ethnic minorities. Racist incidents and harassment can take place in any institution, regardless of the numbers of pupils from different ethnic backgrounds within it.
Institutionalized Racism
Manual on Human Rights Education with Young People – Council of Europe
danbalon
Task Force Presentation 04/26/11
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!"# “A racist incident is any
incident which is perceived to be racist by the victim or any other
person.”
A Racist Act
Sir William Macpherson – Steven Lawrence Inquiry Report 25 February 1999
!"
# The Burlington School District and the community of Burlington have been working on diversity and equity issues
for several decades.
History
danbalon
Task Force Presentation 04/26/11
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!"
# The Task Force recognizes and honors all of the hard work
that many others have done before this group was formed.
History
!"# Over the last decade the conversation has
continued within the BSD through many venues: Task Force on Socioeconomic
Integration, creation of the two magnet schools, 21st Century Learning, Hallmarks of Excellence, Champions of Diversity & Equity, Courageous Conversations about Race, and the
District Town Hall Meeting.
History
danbalon
Task Force Presentation 04/26/11
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!"The Charge
# The charge of this Task Force shall be to review, research, and further the
Burlington School District’s efforts to achieve the outcomes articulated in its
Commitment to Diversity policy, which states in relevant part:
!"
# “The Burlington School District recognizes and values the diversity of
our students, staff and community. The District is committed to a culture of
diversity that reflects the voices, perspectives and differences arising from
our diverse community and the world.
Current Board Policy 3/10/2009
danbalon
Task Force Presentation 04/26/11
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!"
# “We believe that it is important for students to understand and
appreciate human diversity, develop a capacity for cultural competence,
and commit to encouraging inclusion in their future lives.”
Current Board Policy 3/10/2009
!"
# “The District will adopt procedures and implement staff training intended to achieve a diverse and
culturally competent school community, inclusive of diverse races, ethnicities, genders, sexual
orientations, religious and spiritual beliefs, ages, and physical and learning abilities. The
administration shall report to the Board annually on its progress, barriers and outcomes.”
Current Board Policy 3/10/2009
danbalon
Task Force Presentation 04/26/11
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!"# The Task Force will review the District’s efforts in
these areas: socioeconomic integration; curriculum and instruction; the Hallmarks of Excellence
initiative; affirmative recruitment, hiring, and retention; the Equity Council; staff cultural
competency including professional development opportunities and evaluation procedures; school climate; and family and community engagement.
The Task Force also will identify areas of need and research strategies for improvement.
The Charge
!"# The Task Force will include members from the school
board, administration, parents, public, and members of the Equity Council.
# The Task Force shall report on its findings and recommendations for a multi-year strategic plan to further Diversity and Equity in the Burlington School District at the regular meeting of the Board in February, 2011.
# At the February, 2011 Board meeting the Task Force was granted more time to complete its charge.
The Charge
danbalon
Task Force Presentation 04/26/11
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!"Race Population Burlington USA
White 35,787 92.6% 74.5%
Black 797 2.1 12.4%
American Indian and Alaska Native 149 0.4 0.8%
Asian 987 2.6 4.4%
Persons reporting two or more races 791 2.0 2.2%
Persons of Hispanic or Latino origin 693 1.8 15.1%
Other race 119 0.3 5.6%
Burlington Demographics
U.S. Census Bureau, 2005-2009 American Community Survey, Burlington, VT
!"
Social Characteristics Estimate Percent U.S. Margin of Error
Population 25 years and over 20,798
High school graduate or higher (X) 90.3% 84.6% (X)
Bachelor’s degree or higher (X) 41.4% 27.5% (X) Speak a language other than
English at home (population 5 years and over)
3,667 9.9% 19.6% +/- 563
Naturalized U.S. citizen 1,562 (X) (X) +/- 295
Not a U.S. citizen 1,571 (X) (X) +/- 352
U.S. Census Bureau, 2005-2009 American Community Survey, Burlington, VT
Burlington Demographics
danbalon
Task Force Presentation 04/26/11
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!"
Burlington School District STUDENT SNAPSHOT
# 2010-2011 statistics: 27% identify as students of color; 17% receive ELL services; 13% are special education identified; 42% are Free/Reduced Lunch qualified.
# Over the last 10 years, the ELL population has more than doubled in the state of Vermont, and is the most visible demographic change to our district’s school-age diversity and overall steadily increasing enrollment.
# Over 60 languages and dialects are spoken by the families of students in our district. One in six students come from households where English is not a first language.
!"Review of current documents and procedures already in place, led in part by the Diversity & Equity Office and the Equity Office for Employment and Retention
Sub-groups were formed initially ! Recruitment ! Screening ! Retention ! Training
In addition, another group reviewed the hiring process of the IAA Principal.
Work of the Task Force
danbalon
Task Force Presentation 04/26/11
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!"Development of the Strategic Plan
# Four new subgroups were formed to finish the Strategic Plan based on our Charge:
# Equity is a measure of results, not of efforts. We will have achieved equity when all measures indicate an absence of disproportionality in participation and achievement in terms of race, class, and disability.
!"
Task Force Members Thank you
# Ed Adrian # Terry Bailey # Dan Balón # John Black # Vince Brennan # Keith Brown # Kathy Chasan # Liz Curry # Graham Clarke # Naima Dennis
# Jill Evans # Rebecca Gurney # Mercy Russell Hyde # Meredith Woodward King # Winnie Looby # Melissa Murray # Nasse Salhi # Sherwood Smith # Vicky Smith # Henri Sparks
danbalon
Task Force Presentation 04/26/11
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!"
# Diversity & Equity Office and the Equity Office for Employment and Retention:
# Dan Balón # Gavin Blumenthal # Mercedes Mack # Marianne McCoy # Linda Walsleben
TASK FORCE ON DIVERSITY & EQUITY COMMUNITY GATHERING April 26, 2011 – Miller Center
Task Force Members in attendance: Dan Balón, John Black, Vince Brennan, Keith Brown, Graham Clarke, Liz Curry, Naima Dennis, Mercy Russell Hyde, Winnie Looby, Melissa Murray Diversity & Equity Office Staff in attendance: Gavin Blumenthal, Mercedes Mack, Marianne McCoy 13 other attendees were present, including Thom Fleury (principal at Smith Elementary) General observations: Unlike the intent of these meetings, this community gathering was less a hearing, and more of a discussion. Dan asserts that this is because the group size was smaller and less anonymous than what we expected and once the TF members began to engage, it took on its own energy and momentum. Power point looks good generally, but the presentation was 30 minutes long (10 minutes longer than expected), after we started at 6:10 pm. Comments began at 6:40 pm. Suggestions have been made to the powerpoint, including the need to mention BSD statistics. FYI – the actual statistic on “languages spoken” is: “Students come from family households where over 60 languages and dialects are spoken.” There also needs to be a reference in there about the district strategic plan and next steps. Another suggestion: perhaps all task force members and D&E office members should be introduced and acknowledged and sit up front. There were many comments and discussion items throughout the night:
• Age of voting population may be a contributing reason for the uncertainty or resistance to these efforts.
• Telling stat shared by principal: There are now more ELL students receiving services than those in special education. Implication: resources for services; trends on issues.
• Need to humanize the strategic plan; emphasize relationship-building. How do we mention working with the community (partner agencies, organizations, individuals) as a part of the strategic plan?
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• Programs that have an impact in afterschool, community outreach have been cut and have several hurt student success. What about parents and how they are impacted? DISCUSSION: how do we construct our budget? Why is general fund not supporting positions where they are needed most? What is funded on grants?
• PARADIGM SHIFT is needed on how we construct the budget. Diversity and equity should not be an add-on as it is now. It is the current discourse that funding diversity is an add-on and to add “more resources” means that it will be at the expense of something else. That is a construction of how racial dynamics are a part of everything, including strategic planning and the budget. We need to reexamine what is funded now and from what source. PROFESSIONAL DEVELOPENT FUNDING EXAMPLE: if cultural competency development was the number priority and implemented to all, maybe “achievement gaps” would not exist in the same, conventional ways we see now.
• Resources need to be redirected to reflect our values, and currently it is not seen that way.
• What bias is inherent to the hiring process that is based on VT standards that evaluate the three R’s? Also, are (out-of-state) teachers not familiar with VT-based curriculum (e.g., VT local history) at a structural disadvantage?
• Could be a marketing opportunity for recruiting teachers that we have “flexible teaching opportunities?”
• Until recently, the hiring process used to favor a paradigm of hiring “whom we feel comfortable with” and can “fit in” to the system we have now. A teacher hierarchy based on seniority allows for the loudest voices to be heard and the “minority voice” to be silenced.
• More public awareness is needed on how the budget is formed? It seems misaligned to squabble for a few positions in a $50+ million budget. A marketing/PR strategic is needed that is not just about numbers but about the transmission of our values about diversity and equity. We want to be a thriving economy in Burlington one that invests in the (diversity) human capital of our operation.
• We need to invest in the youth!
• Accountability: Task Force needs make administrators take action. Concern over who will oversee the implementation once TF charge is met. What actions are to happen or can be anticipated?
• Accountability should come from many entry points. Example: CIE training has prompted peer teachers to encourage each other to say “we all need this” which is just as important as the principal telling other in a top-down way or for a moral imperative which satisfies all levels and is more bottom-up.
• What plan to respond is in place when action does not happen? Or if it does, how do we acknowledge and celebrate?
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• We should have a budget that puts people first (not corporations or other similar agendas). See Vermont Worker’s Center for more information.
• How do we hold superintendent accountable? Who is responsible? Who are the stewards of this charge? Make sure the Board does this.
• Are subcommittees working on how to sell this plan to the public and internal stakeholders? This can’t be an add-on to what we already do.
• Like Home-School Liaisons, we should be more community-focused in our approach. We need to have the same vocabulary.
• Do we survey parents and students to actually ASK THEM what they want and need?
• Family-School Partnership initiative seems like a good, inclusive model for thinking about the voices needed at the table; but why was Diversity & Equity Office asked for input on this late in the process? Seems to only reinforce add-on mentality. ADDED COMMENT: there are several examples from the D&E Office perspective on schools looking at new approaches, but may not receive the same attention or importance as “grant-funded, research-based” projects. There is a disconnect with how diversity is considered – it shouldn’t be an after-thought.
• School Action Plans were discussed as a way to encourage buy-in at all levels. Discussion on tie in to the overall district strategic planning process. Reinforced thoughts on not having diversity and equity as an add-on.
• Diversity Coaches (locally funded) should be at each school.
• Have community dinners that include everyone for more consistent input from many stakeholders. Food works (!) to get people together while serving the purpose of gathering input.
• Many things are happening at schools and some staff feel like it’s not acknowledged by the public. Better messaging is needed. Perhaps the approach needs to follow: (1) What we’re doing now? and (2) What are we continuing to do?
• Needs to be holistic approach to this strategic plan. Top-down approaches are not enough. We need bottom-up, too, or perhaps it is a more circular and continuous process?
• Who will support the Diversity & Equity Office after yearly (AmeriCorps) positions are gone? Positions are already set up to be pseudo-staff in the hierarchy; full-time?
• Business imperative approach that “justifies” the cause for this work seems to minimize the voices of people of color or have been marginalized. The purpose has a human face. IMPLICATION: Those with privilege based on social group need the justification; others are tired of providing a reason or “research” to do what should have been done a long time ago.
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• We need to be more human in this or it will impact retention.
• UVM has been successful and should be considered as a model for some of this work.
• Resources are needed with a more holistic perspective. Maybe a new paradigm to budget construction and the overall administrative structure?
Ended at approximately 8:15 pm. Submitted by Dan Balón.
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TASK FORCE ON DIVERSITY & EQUITY COMMUNITY GATHERING April 27, 2011- BHS
Task Force Members in attendance: Terry Bailey, Vince Brennan, Keith Brown, Kathy Chasan, Graham Clarke, Jill Evans, Rebecca Gurney, Meredith Woodward-King, Nassé Salhi, Henri Sparks Diversity & Equity Office Staff in attendance: Mercedes Mack There were approximately 15 attendees. Vince started the program with the new power point. After the definition portion he asked us to work in small groups for about 15 minutes. We answered questions about racism in our groups, then back to the power point. After the powerpoint presentation, Vince asked members of the audience to give us their thoughts.
! Lynda Segal gave an account of the history of BSD’s response to the influx of refugee children into our schools and how ELL classes were changed to meet the needs of the new students. She concluded by saying since she may loose her classroom in the fall due to very tight classroom space in the district she sees there is no commitment in the district to the refugee student’s success and to their families. The fact there is not a viable transportation system is an equity issue the district has not addressed.
! Victor Prussack wonders what will happen in 2 years at the middle school level. How
will the Diversity & Equity Office help kids from different ethnicities and racial backgrounds interact? There is a lot of self segregation and this is a serious issue. The Task Force needs to look into prodding the administration to study and rectify this.
! Mrs. Olga Daga’s translated thoughts (by Nassé): 1) She indicated her son is no longer
interested in attending the after-school program because he feels “teachers are always accusing him of being the troublemaker.” He feels misunderstood and that he does not
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have a voice. Olga decided to keep him home, this seemed a better solution than to have to deal with teachers who are not attentive to her son’s unhappiness at the after-school program. 2) She also stated that the student’s placement when they first arrive from a different country isn’t reflective of their true level, another system should be considered. 3) She wonders if the school system is really going to change, after being in Burlington for 6 years, she has heard many good conversations but has not seen a lot of changes. 4) racism is not just in schools but happens everywhere.
! Debra Blumberg wanted to respond to Victor – Two groups have come to the high school
recently to take a look. One group was the Nellie Mae grant people and the other was the state DOE. Both groups gave feedback that they were pleased with the relationships among our young people. *See email forwarded at bottom.
! Alison Segar told about a film called “Cafeteria, Who Sits Where and Why.” In a visit to
the BHS cafeteria at lunch time she found that it was if there was a line on the floor drawn down the middle of the cafeteria. The kids from H.O. Wheeler and Lawrence Barnes were on one side and the kids from the other schools were on the other side of the line. What is the district doing to help young people feel comfortable moving across these lines so they can integrate with comfort?
! Nancy Knox also responded to Victor—middle school is a tricky time, self segregation
may be developmentally appropriate. The middle school students are all together in their classes and on sports teams. They interact and get along nicely, that isn’t what people hear about. Responding to Lynda Segal and her remarks about transportation – The district rule that if you live less than a mile from school you should get there on your own is not working for a lot of our students. The Board needs to look at the transportation policy. Nancy also raised the issue of Home School Liaisons. We need a French-speaking Home School Liaison. And because the families depend so much on the Home School Liaisons we need more resources for more staff and more services. Mentoring is very helpful to our students. But we don’t have enough faculty of color to help the number of students who would benefit. We don’t have any women faculty of color to mentor young women of color.
! Victor Prussack is also wondering why the staff does not talk about race. If they were
really serious they would talk and focus on it for a year. The Task Force does not really bring everyone into the discussion.
! Maggie Conant said after 40 years of teaching she is having a hard time retiring, teaching
only gets better and more exciting with the new and diverse students we have in the district. In her classroom she changes up the seating to get kids mixed. The kids do like to sit with their friends and Maggie sees interactions like helping each other and sharing across all lines. The district should bring the students into this conversation. Students who come into the district never having been in school and unable to read need to be honored and taught in a classroom. Their reading teacher needs to be honored. We should look at the curriculum and do more with it. We could use in service time.
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! Bob Abbey – while teaching 3rd grade at Flynn he never sees the segregation others have spoken about. If it is natural why don’t you see it in elementary school? Is there something we should do? In his class rooms friendships are chosen by how students treat each other. As president of the BEA Bob asks where will we be in 2 years? He wants the district to put money and resources into diversity and equity and make it a priority. Will this initiative be here in 2 years or will it be pushed aside? How can the BEA be helpful in moving this forward?
! Leela Neuyane spoke about stories he hears from friends and nephews in the Burlington
schools. He was upset by teachers and other students who treat his friends and family as not smart simply because they are learning English. He feels that students who are not proficient in English and who are very smart are routinely placed in classes below their level and they do not get the best education they should. How effective is the ELL program? Also the district should do a climate survey of the new American students.
! Naila Salhi asked that we (the grown ups) please end racism!
After thanks all around the meeting ended at 5:30.
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TASK FORCE ON DIVERSITY & EQUITY COMMUNITY GATHERING April 28, 2011- Burlington City Hall Contois Auditorium
Task Force Members in attendance: Dan Balón, John Black, Vince Brennan, Kathy Chasan, Meredith Woodward-King, Winnie Looby, Vicky Smith Staff and board members in attendance: Gavin Blumenthal (Diversity & Equity Office), Jeanné Collins (Superintendent), Keith Pillsbury There were 17 other attendees. At 6:05 pm. chairperson Vince Brennan started the program with a powerpoint presentation, as he had for the first two meetings. Channel 17 streamed this session live until 7:00 pm. Comments from the audience started at approximately 6:35 pm.
! A parent asked about the population difference between the City of Burlington statistics (92% white) and that of the school district’s (73% white).
! A staff member asked about how kids can be successful in life? He asked: “What will you do so that all may be successful?”
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! A student commented on how he constantly hears words said around the school like, “retarded,” “gay” and the “n-word.” These words are spoken too much in the public media. It is a major problem and a climate issue.
! A parent mentioned that sports and after school activities are critical enrichment areas for supporting our diverse populations, in general.
! A home-school liaison stated that the STEP (Studying Toward English Program) program in IAA is much needed to help with ELL adjustments and to work with newcomers.
! A staff member suggested that ELLs need an introductory program with better intake for ELLs, shouldn’t be age dependent, e.g., if 14 years old, they should go into 9th grade necessarily. He says that if we use the current system, it won’t work! It’s very complicated and there are laws, but he says maybe we need to work around the law. Vermont Adult Learning is a resource to draw from. Other school districts have the superintendent making the appropriate grade determination.
! Parent suggests that we talk much about race but not about ability/disability issues. Bullying is an issue and teacher training is needed.
! Special Educator from EMS in response to a previous comment about Special Education Services not being truly inclusive — our Special Ed students are included in the regular classroom and they receive 1 on 1 assistance and the results are good
! Mother in response — inclusion and the classroom climate works at SA, but there is no truly universal inclusion.
! Her son, student at HMS, shared “I’m really afraid of being seen as a “racist” but I am not concerned about differences that can’t be seen. Kids are routinely called “retarded.” If we could work this out school would be better.
! Parent – what are the impediments that teaching to the test creates in creating a curriculum of inclusion? Also concerned that the thing we have to teach, for life, we need to relate teaching to experience in the lives of the students.
! Has also observed the diversity of the ONE and that many people move out of Burlington to surrounding towns and then they come back. The discussion of climate needs to include the surrounding school districts because of the movement of students in and out of our schools.
! Jeanne Collins answered the NCLB question. The test scores don’t look good, 17% of our students are ELL students who are tested in their first year here in Math and the following year in English. 13 % of our students receive Special Education Services. NCLB requires the tests be on an enrollment in time cohort model. (we test this year’s 4th grade against last year’s 4th grade.)
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! However, on a growth model, we can see that many of our students ELL students make more than a year’s growth in a year... NCLB gives a skewed version of what is happening in our schools.
! Why discuss race? The achievement gap.
! John Black - Congratulations to the young man, from Hunt who spoke earlier. We all know right from wrong, so be a champion, stand up and say what is right.
! Champlain College teacher: Worried about the gender question, male students suffer more from institutional sexism than the females. Gender plays into all aspects of education. How are we dealing with it?
! Vince Brennan responded we are trying to include everyone.
! Gavin Blumenthal with more advice for the student from Hunt. Talking about racism is good. Don’t internalize the negativity of the protagonists. Project positivity toward them. Don’t let gloom get you down.
! School guidance counselor from EMS would be helpful to have trainings that teach on all the cultures of the students in our schools.
! Dan Balón responded the District website has a wealth of this kind of information. The Diversity & Equity Office is always open to new ideas. We want to be able to meet everyone’s needs for information and training.
! Parent spoke of how the emphasis of this work needs to be with staff that does not see racial inequities as racial problems. It is difficult for conversations with them because they say, “It didn’t happen.” “It wasn’t racial.” “Something else was going on.” Stephanie gave examples of the racial micro-aggressions students of color are faced with daily in our schools. The administration needs to hold teachers accountable for the disconnect between the students of color and the “nice, white” teachers.
! We need to develop a system to hear the voices that are hard to hear. The worst thing after a micro aggression is for the family to hear the teacher say it was an isolated incident, not about race. The data shows it is about race and the kids can tell you which teachers/administrators are guilty.
! IAA teacher: we need to have frank conversations about race.
! Hunt student - teachers don’t see a lot of what kids do and say to each other.
! Vince reminded us the next Courageous Conversations about Race meeting is May 3rd.
! Former BHS student while taking AP courses a few years back saw the economic divides in which students made it to AP courses and which students did not. In soccer the refugees caused problems by being better players than the white players who had come up through the grades.
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! John Black mentioned that the District is doing to affect the achievement gap. The data from the census and CIE shows the gap. By achieving together, closing the achievement gap we will help all students.
! A comment was made regarding the participation of teachers re: discipline—it is important to involve the teacher’s union. What do they think about these issues?
! Parent of two young students is trying to inoculate them and give them strategies to deal with the racial micro-aggressions he already sees. More teachers of color is important for his children.
! Parent asked how much has District has partnered with local partners. Local organizations would be helpful in working with diversity issues.
! Vicky Smith noted that community organizations are at the table and involved in the district at varying levels.
Adjourned at 7:50 pm. Submitted by Dan Balón and Kathy Chasan. Submitted by Winnie Looby, Task Force member: My Notes: Community Input for the Task Force/ Contois Auditorium on 4/28/11
• Reference for the PowerPoint presentation: Manual of Human Rights Education with Young People by the Council of Europe
• There was a Task Force on SEI seven years ago….. are the meeting minutes online?
• SWAT analysis of data (definition?)
• Can use US Census Bureau website to find out the demographics of a neighborhood by entering an address.
• Census statistics for 2010 in Vermont: 97% white, 18% of households have children, 27% children of color) How does this compare to census of 2000?
• STEP program (?) supports the ELL program: helps older children (especially those who may not have gone to school) to adjust their level of achievement and adapt to the grade level curriculum.
• IDEA: an introductory program that prepares new students for 2 years so that they may matriculate into the proper level of high school. Not based on age alone. This would be for high school, middle school and elementary grades. There are similar programs in Uganda and Kenya for Sudanese children. The teacher(s) would be ELL certified.
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• Diversity and inclusion initiatives should also address disabilities: the classroom climate and bias. Teachers should have adequate training in behaviors associated with disabilities. School choice issue should be revised also. (There are no intensive special needs teachers at ALL of the schools, only some. A child with severe disabilities may not be able go to the same school as their siblings. (Spec. IAA and SA)
• How does No Child Left Behind impact curriculum and achievement? Are we teaching to the life experience of the children?
• IDEA: BSD should collaborate with other surrounding school systems (esp. Winooski) Any community with large numbers of poor children.
• NCLB is not a growth model of achievement, but a limited snapshot.
• IDEA: BSD should look at gender bias and how it effects achievement. The classroom environment is biased toward girls. Classroom expectations are different between genders.
• IDEA: There should be regular trainings for all staff on the cultures represented in the schools. They need practical information. DEO office does trainings and has info on the BSD website (Question: do schools use this resource?) The DEO is developing an equity resource library.
• Disconnect between student experience and teacher understanding of their experience. Example: there are inequities in discipline. Children who are of color are 4 times more likely to be disciplined. Niceness and good intentions outweigh needs. Students know which teachers are prejudiced (and share this information with each other?)
• IDEA: develop a system for getting info from families with students. Family reps within each school.
• IDEA: Trainings/conversations within classes, within teacher and admin meetings, that confront race and bias in pointed and purposeful ways. Need for teachers to acknowledge bias of all kinds. Is it a priority to process and confront these incidents?
• There is a disparity between numbers of children enrolled in AP and honors courses. At BHS there are level A, B, C courses. There are divisions of economic class, and race between sections (i.e. more white students in A level classes. More students of color in B and C level classes.)
• IDEA: Look at afterschool programs. In the Burlington soccer program, there is a divide between upper-middle class students (and parents) and the “new” students who are more skilled, and so are put in the games more by the coaches.
• Question: do we have the active participation of the teacher’s union (BEA)? Have we reached out to include their voices?
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• Staff of color is important to student success.
• IDEA: Partnerships with local organizations (ex: advocacy groups like for the disabled and refugees)
• IDEA: invite these advocacy groups to share ideas and concerns.
Submitted by Winnie Looby, Task Force member PROPOSAL: *Can we hold ongoing input meetings? The Task Force meetings are open to the public but not necessarily easily accessible to all of the stakeholders. One way to reach out to the people that we need to hear from is to hold our usual twice-monthly meetings in various smaller venues around Burlington. Multigenerational Center Burlington Children’s Space The VNA Family Room at Saint Joseph’s Church The Sara Holbrook Center Flynn, CP Smith, SA, IAA, Edmunds Elem. Hunt and Edmunds Middle Schools More at BHS spec. with students and inviting their advocacy groups and student government Outright Vermont RU12? Riverside Community Center Northgate Community Center
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Contact Information
For copies of this report,
please contact the Diversity & Equity Office in the Burlington School District