SYSTEMIIC EQUIITY TRANSFORMATIION FRAMEWORK SYSTEM C EQU TY TRANSFORMAT ON FRAMEWORK IMPLEMENTATIION BENCHMARKS IMPLEMENTAT ON BENCHMARKS

Needs Improvement

P HASE O NE : Beyond Diversity P HASE O NE : District Equity Leadership Development

All district and school administrators, and members of the District Equity Leadership Team (DELT), have completed the two-day Beyond Diversity foundation seminar. All district and school administrators, and members of DELT, have completed the Equity Leadership Development Seminar Series (6 seminars) and are committed to and engaged in regular, on-going development as an equity/anti-racist learning community. The Superintendent and School Board meet in quarterly (at minimum) work sessions for ongoing equity leadership development and planning for equity governance. The Superintendent has developed and broadly communicated a vision and expectations for system-wide equity transformation. Every district and school administrator, and all members of DELT, understands and effectively uses the Agreements and Conditions of Courageous Conversation, and the Compass, to regularly engage discussions of race and schooling in their respective work/leadership areas. District and school leaders, and members of DELT, have an emerging understanding of Critical Race Theory and use it increasingly as a tool of analysis in examining educational issues and events. The District has formally created, supported, and normalized a safe space for staff of color to gather, support, and empower one another, and to advise the organization.

P HASE O NE : DELT TEAM

The District Equity Leadership Team (DELT) has diverse representation, aligned with selection protocol. DELT has a regular meeting schedule (at least monthly). DELT has superintendent and administrative support. DELT has established a clear mission/purpose (aligned with the districts Systemic Equity Transformation goals and objectives). DELT is actively engaged in learning, leading, overseeing, and managing the processes of system-wide transformational change. DELT has established a process for documenting the districts journey to Equity and Excellence.

For further information on each phase of Framework implementation, refer to A Framework for Systemic Equity Transformation Overview.

Pacific Educational Group, Inc. Systemic Equity Transformation Framework Implementation Benchmarks October 2007 Page 1

Emerging

In Place

INDICATORS/BENCHMARKS

Not In Place

CRITICAL ELEMENTS

SYSTEMIIC EQUIITY TRANSFORMATIION FRAMEWORK SYSTEM C EQU TY TRANSFORMAT ON FRAMEWORK IMPLEMENTATIION BENCHMARKS IMPLEMENTAT ON BENCHMARKS
CRITICAL ELEMENTS
P HASE O NE : DATA ANALYSIS PLAN
Needs Improvement

The district has done an initial assessment to determine baseline achievement data for African American, Latino, Native American Indian, and Southeast Asian students. Additional student data has been collected and analyzed by race for every school site: attendance, course enrollments (honors, AP, remedial, etc.), special education referrals/placements, gifted and talented, discipline, graduation rates, drop-outs, participation in school activities, etc. Discipline data has been studied and principals have the support of district leaders to begin implementing new ways of addressing office referrals for black and brown students. Gifted and talented data has been studied and schools have the support of district leaders to begin implementing new, more inclusive assessment and selection criteria. Special Education data has been studied and schools have the support of district leaders to begin implementing new strategies for addressing racial disproportionality in Special Education programs.

P HASE T W O : SITE E-TEAMS

Principals have read Courageous Conversations About Race and are ready to lead E-Teams and engage faculty in professional learning on issues of race, racism, and student achievement. Site E-Teams are in place at each school, and have diverse representation aligned with selection protocol. All E-Team members have completed the two-day Beyond Diversity seminar, and teams have completed the six-session Equity Leadership Team Seminars. Principals and E-Team members have written and shared their racial autobiographies with faculty and staff. All E-Team members know, understand, and effectively use the Agreements and Conditions of Courageous Conversation, and the Compass, to regularly engage discussions of race and schooling with their colleagues. E-Teams have a regular meeting schedule (at least monthly).

For further information on each phase of Framework implementation, refer to A Framework for Systemic Equity Transformation Overview.

Pacific Educational Group, Inc. Systemic Equity Transformation Framework Implementation Benchmarks October 2007 Page 2

Emerging

In Place

INDICATORS/BENCHMARKS

Not In Place

SYSTEMIIC EQUIITY TRANSFORMATIION FRAMEWORK SYSTEM C EQU TY TRANSFORMAT ON FRAMEWORK IMPLEMENTATIION BENCHMARKS IMPLEMENTAT ON BENCHMARKS
CRITICAL ELEMENTS
P HASE T W O : SITE E-TEAMS
Needs Improvement

The principal is seen as the leader of the E-Team; s/he attends and participates in all E-Team meetings. The E-Team has established clear equity transformation goals and objectives that are aligned with/embedded in the schools improvement/ strategic plan). The E-Team is actively engaged in learning, leading, overseeing, and managing the process of school-wide transformational change. The E-Team has established a process for documenting the schools journey to equity and excellence.

P HASE T W O : DELT TEAM

DELT has completed training on Phase II learning themes, and has developed the Districts Equity Transformation Plan. The Superintendent has approved, and the School Board has adopted, the District Equity Transformation Plan. The Equity Transformation Plan has been embedded into the existing District Strategic Plan, Board Goals, or Strategic Initiatives. DELT has established and implemented a process for examining district policies, practices, and structures for alignment with its equity goals and objectives, and recommending new and/or revised policies, where needed. DELT has established performance metrics against which the District will assess progress toward equity goals and celebrate achievements. Systemic equity transformation beliefs and behaviors are embedded into the District and school-wide culture, social norms, and shared values. The District has set cultural competence standards and expectations for administrators, teachers, and other staff members.

P HASE T W O : DISTRICT EQUITY LEADERSHIP DEVELOPMENT

The Superintendent, School Board, District Administrators, School Principals, and District Department/Program Managers and Coordinators are engaged in regular, on-going professional development (at least quarterly) to deepen and strengthen their understanding of and commitment to equity/anti-racism leadership.

For further information on each phase of Framework implementation, refer to A Framework for Systemic Equity Transformation Overview.

Pacific Educational Group, Inc. Systemic Equity Transformation Framework Implementation Benchmarks October 2007 Page 3

Emerging

In Place

INDICATORS/BENCHMARKS

Not In Place

SYSTEMIIC EQUIITY TRANSFORMATIION FRAMEWORK SYSTEM C EQU TY TRANSFORMAT ON FRAMEWORK IMPLEMENTATIION BENCHMARKS IMPLEMENTAT ON BENCHMARKS
CRITICAL ELEMENTS
Needs Improvement

P HASE T H REE : CARE Teams at each school have diverse representation, aligned with CARE selection protocol. All members of CARE Teams have completed Beyond Diversity and the six CARE Team Seminars.
The District supports and facilitates ongoing coaching for and among CARE teachers (including release time, collaborative planning time, etc.). Teachers understand what it means to be culturally competent, and know the districts/schools expectations for culturally competent teaching. Teachers engage in race-based inclusion exercises, lead, and participate in on-going Courageous Conversations, and personalize race-based educational research frameworks. Teachers collect lesson plans and evidence of students marked growth to create an individual portfolio of her/his CARE work. CARE lessons are shared with and implemented by other CARE Teachers. Individual CARE portfolios are collected together at each school to create a School CARE Lesson Portfolio.

P HASE F O UR : PASS

Focus groups with African American and Latino parents have been held, and data from these sessions is summarized and available to inform district/school equity planning and the development of PASS Teams and seminars. Further PASS benchmarks are in development.

P HASE F IVE : SOAR

Focus groups with African American and Latino high school students have been held, and data from these sessions is summarized and available to inform district/school equity planning and the development of SOAR student leadership seminars and institutes. Further SOAR benchmarks are in development.

For further information on each phase of Framework implementation, refer to A Framework for Systemic Equity Transformation Overview.

Pacific Educational Group, Inc. Systemic Equity Transformation Framework Implementation Benchmarks October 2007 Page 4

Emerging

In Place

INDICATORS/BENCHMARKS

Not In Place