An Overview: Working Systemically—Building Equity Dr. Bradley Scott, Director IDRA SCCE

1. The IDRA South Central Collaborative for EquityIntercultural Development Research Association (IDRA)Executive Director – Dr. Maria “Cuca” Robledo Montecel An Overview: Working Systemically—Building Equity Dr. Bradley Scott, Director IDRA SCCE

2. Project Authority • Title IV of the Civil Rights Act of 1964

3. Project Purpose • T and TA to support • Desegregation • Civil rights • Educational equity • T and TA to increase access to high quality teaching and learning

4. Examining a Context for Equity and Excellence Institutional Norms Board Policy Hidden Curriculum School Environment and Culture Attitudes and Expectations ? Formal Course of Study Assessment Placement Methods and Materials

5. The Cultural Process Model Management and Direction Curriculum and Instruction School Environment and Culture Student Results (Outcome) Environment and Culture Institutional Monitoring

6. Fifth Generationof Civil Rights and Educational Equity 2001-Future • Systemic equity is the transformed ways in which systems and individuals habitually operate to ensure that every student has the greatest opportunity to learn enhanced by the resources and supports necessary to achieve competence, excellence, independence, responsibility and self sufficiency for school and for life. Focus:

7. Fifth Generationof Civil Rights and Educational Equity Equity Concerns: • Strategic and focus implementation of the Goals of Educational Equity. Goal 1: Comparably High Achievement and Other Student Outcomes Goal 2: Equitable Access and Inclusion Goal 3: Equitable Treatment Goal 4: Equitable Opportunity to Learn Goal 5: Equitable Resource Distribution Goal 6: School Accountability

8. Fifth Generation of Civil Rights and Educational Equity (Continued) Equity Concerns: • Technology equity for management, instruction, creation, and development • Heightened educational stakeholder collaboration • Parental involvement and engagement • Safety and security in learning environments and spaces • Pre-kindergarten through grade 20 education and school completion

9. Fifth Generation of Civil Rights and Educational Equity (Continued) Equity Concerns: • Transformed curriculum that is relevant, meaningful, powerful, and dynamic to produce excellent outcomes • Mastery of English language literacy • Mastery of math, science, other core content areas, and global competence • Reformed expanded and targeted professional development, staff renewal, and staff support systems

10. Fifth Generation of Civil Rights and Educational Equity (Continued) Equity Concerns: • Confronting persistent issues (i.e., dis-proportionality issues, gap issues, tracking, ability grouping) • Stakeholder non-accountability (stubborn educators, non-responsive parents, weak or poorly focused problem solving and decision making • Initiating courageous conversations

11. Conditions of Positive Intergroup Contact • Equal Status • The organizational culture does not favor one group over another and works to ensure that all groups share power, decision-making status, leadership, etc. • Knowledge/Acquaintance • The organization provides ample opportunity for students to learn to know one another. • Common Goal • Different groups of people within the organization see themselves as part of one or more common purposes to which they commit themselves, and they are willing to work together to reach them.

12. Conditions of Positive Intergroup Contact (continued) • Institutional Support • Administration rules, regulations, and procedures are established that demonstrate commitment and leadership and that • articulate publicly and with conviction the importance of dynamic integration, positive race relations, and intergroup contact; • prohibit any work practices, whether by effect/impact or by employee practice, which discourage good human relations and positive intergroup contact; and • help draft and fairly administer rules of conduct for everyone.

13. Challenges for You • Create appropriate policy and administrative regulation and practice • Modify policy and administrative practice as needed to comply with the law • Implement policy and administrative practice fairly, equitably, and in keeping with the law • Be proactive, not simply reactive

14. Challenges for You(continued) • Keep staff and agents informed and trained • Conduct continual monitoring and environmental scanning – results monitoring disaggregated • Hold all stakeholders accountable • Consistently and fairly implement appropriate consequences • Create and implement institutionalization strategies

15. Assistance You Should Seek • Technical assistance and advisement • Policy development • Professional development • Current research • Information dissemination • Parent leadership • Student life skills development • Training for diversity • Advisement on monitoring • Student leadership development

16. Intercultural Development Research Association South Central Collaborative for Equity 5835 Callaghan Road, Suite 350 San Antonio, Texas 78228 bradley.scott@idra.org www.idra.org contact@idra.org 210.444.1710 Creating schools that work for all children