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Putting Race at the Forefront

Learn about the importance of addressing race in educational settings and how to create safe and supportive environments for students. Gain insights from experts and explore strategies for equitable access and student support. Join the conversation and make a difference in promoting diversity and inclusivity in schools.

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Putting Race at the Forefront

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  1. Putting Race at the Forefront March 27, 2019 – Safe and Supportive Schools Conference

  2. CONTENTS 01 Introduction 02 Putting Race at the Forefront 03 School & Student support 04 Questions and Answers

  3. Introduction 01

  4. Who is in the room? • Dr. Osly Flores – DESE Office of College, Career & Technical Education • Dr. Kenann McKenzie – Director of the Aspire Institute& Adjunct Assistant Professor • Dr. Kahris McLaughlin – Boston University Wheelock College for Education and Human Development at Boston University

  5. Putting Race at the Forefront 02

  6. Putting Race at the forefront in CCTE • Program Advisory Committee (PAC): Districts that apply for new Chapter 74 CTE programs are required to have PACs for each specific program: • Type of Representation: Business, Organized Labor, Postsecondary Institution, Registered Apprenticeship, Parent/Guardian, and Student. • Composition: Person with Disabilities, Racial or Linguistic Minority, and Non-traditional by gender (if applicable). • We interview the PAC members as part of the approval process. • We recently updated our interview protocol to include a specific question around diversity.

  7. Putting Race at the forefront in CCTE

  8. Putting Race at the forefront in CCTE

  9. Equitable Access • Onsite Monitoring Reviews: Every six-years, our office conduct onsite CVTE program reviews. • We are disaggregating enrollment data before our visits. • Kinds of CVTE Reports: • CVTE Enrollment by Gender/Ethnicity • CVTE Enrollment by Race • CVTE Enrollment by Special Populations • CVTE Nontraditional Enrollment by Gender by Race/Ethnicity • CVTE Nontraditional Enrollment by Gender in Special Populations • CVTE Graduate Follow-up Survey Results • Engage districts with conversations.

  10. CVTE Enrollment by Race (example*)

  11. School & Student support 03

  12. Aspire InstituteSafe & Supportive Schools ConferenceMassachusetts Department of Elementary and Secondary Education Kenann F. McKenzie, Ph.D., Director ASPIRE INSTITUTE at BU Wheelock

  13. What is the Aspire Institute? • Our mission is to advance knowledge and solutions in response to social and educational challenges. • To fulfill this mission, we collaborate with schools, the local community, faculty partners and other trained experts to envision and develop effective practice in the fields of education, human development and community wellness. • All programs share the common theme of bringing culturally responsive, socially just practices to the forefront. Aspire@BU.edu

  14. Areas of School & Student support: Building capacity to reach vulnerable students and reduce opportunity gaps Aspire@BU.edu

  15. Areas of Support & Monitoring to Enhance Access • Transformation towards more Culturally and Linguistically Sustaining Practices (CLSP) • Classroom and school climate management rooted in social justice, building student agency and restorative practices • Building civic capacity for community engagement with families and other caregivers • Capacity-building of teachers and school leaders to support in healthy socio-emotional development of students Aspire@BU.edu

  16. Supporting School Personnel to Support Children • CLSP: Objective is to create environments that are welcoming and are based on an asset model. We can use research and data to ensure we know our school communities. Ex. Hammond • We offer mentoring to teachers who are new to the profession who need both classroom and ‘moral’ support. Our goal is to improve practice, increase retention in the field and to reduce turnover/absenteeism. High turnover and absenteeism because of burnout, stress and other factors being experienced by the adults also add to stress and uncertainty for children. • We support school leaders in developing adaptive skills that allow them to be flexible and skilled enough to adjust to dynamic and systemic demands; to increase trauma sensitivity and to build a healthy school culture and climate. • We are committed to assisting with the development and retention of a diverse pipeline of educators and school leaders. Aspire@BU.edu

  17. Partnerships and the need for embedded support Our goal is to create school transformation over time by helping schools to build internal and external capacity leveraging the necessary partnerships needed to enhance the well-being of children. To model this, we need to collaborate with community-based organizations, schools and the District to identify areas of resource gaps that need to be closed in order to ensure stronger equity in supporting all children. Aspire@BU.edu

  18. Thank you! Thank you! Please email Aspire@BU.edu with your additional comments and questions. Aspire@BU.edu

  19. #1 For Some Dr. Kahris McLaughlin Boston University Wheelock College for Education and Human Development at Boston University

  20. Questions and Answers 05

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