EdCal EdCalv47.22 - Page 3

March 20 , 2017 EDCAL 3
ACSA

Equity Corner

Equality in education is achieved when students have the same opportunity , treatment , access , and resources . Equity is achieved when all students receive what they need , when they need it so they graduate college- , career- and lifeready . As we seek to promote equity in our education system , let ’ s begin with defining the word system : a set of detailed methods , procedures and routines created to carry out a specific activity , perform a duty , or solve a problem .
I challenge us to entertain the idea
that any system is designed to produce the results that it gets . Education is no different . The current data , gaps , overrepresentation , and disproportionality in our system is designed to produce its intended results of : black and brown children being left behind ; LGBT students feeling out of place ; and undocumented students ’ lives hanging in the balance .
Since Brown v . Board of Education in 1954 , our nation is much more diverse , our schools are more segregated and higher percentages of students live in poverty . The path for children of color to graduate college , career and life ready is plagued by the persistent gaps of opportunity , access , achievement , expectations and resources . Our purpose as equity leaders should be to deepen our belief systems to ensure equitable decisions , policies and practices are supportive of students ’ learning , growth and development to close the gaps .
Culturally proficient educators know
that conversations must shift from how students are underperforming to how students are being underserved by our present and past educational system . This shift in perspective is also the first step in helping others to develop a moral purpose to support the needs of our diverse , underserved learners to close the gaps .
One strategy used in Elk Grove USD to assist in closing gaps is being spearheaded by the office of Family and Community Engagement . This past year the office was opened to support the work of fostering the meaningful and deliberate engagement of parents , students , and community members to support the academic achievement of students . In communities where students , families and parents are traditionally underserved and experience a high degree of disenfranchisement , initiatives and work in this area are critical to effectively meet the needs of students .
This school year , the Parent Teacher
Home Visit Project ( PTHVP ) is being piloted in several of our Title I schools . The purpose of PTHVP is to ensure that the most important adults in a child ’ s life are on the same page and are working together towards the common goal of ensuring student success . The goal of PTHVP is to build relationships , skills , and engagement for families , educators , and students from Pre-K to 12th grade . The program helps parents , district staff , community organizers and teachers stop the cycle of blame and effectuate real relationships between home and school .
In the PTHVP model teachers and parents are trained side by side for three hours . So far , in 11 trainings , 183 staff have been trained and 137 of have participated in home visits this school year . An additional 32 people were trained in the PTHVP just this past week . At Charles Mack Elementary , the school has seen a
See EQUITY , page 4

Report examines Social-Emotional Learning , school climate

A new PACE report shows that SEL and school Culture / Climate ( CC ) can help leaders better understand and improve student and school achievement .
“ Using data from California ’ s CORE districts , we show that SEL and CC measures demonstrate reliability and validity , distinguish between schools , are related to other academic and non-academic measures , and also illuminate dimensions of student achievement that go beyond traditional indicators ,” a statement from Pace stated . “ We also show how the SEL and CC measures can be used to identify areas of improvement within schools , such as identifying subgroup gaps or differences in reports between various respondent groups .” Among some of the telling points from the PACE policy brief :
• Policy makers , educators , and the broader public increasingly agree that students ’ development of social-emotional skills is important for success in academic and life outcomes . Research provides evidence that schools can facilitate the development of these skills , both directly and through the implementation of policies and practices that improve a school ’ s culture and climate and promote positive relationships .
• PACE finds that the CORE measures of SEL and CC demonstrate validity and reliability , distinguish between schools , are related to other academic and non-academic measures , and illuminate dimensions of student achievement that go beyond traditional indicators , all initial indications of the measures ’ promise for informing school improvement .
• While measures of SEL and CC provide new information for school improvement , given questions about how the measures might change over time , the effect of schools on improving SEL and CC outcomes , his issue needs further research to understand the advantages and disadvantages of incorporating these issues into high stakes accountability systems .
• Results also demonstrate the importance of reporting SEL and CC measures by subgroup , as African American and Hispanic / Latino students report lower SEL and CC compared to peers even within the same schools .
The policy brief cautions that although the data appears powerful and promising , these results are just a starting point . They note the need for continuing research to provide clear guidance to schools and districts , which can only be provided through collaboration between researchers and practitioners .
The report can be accessed at www . edpolicyinca . org .
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