Monitoring Report Equity Analysis Review of Department of Education Edinsight Data Academic Services (Fall 2018) er eee aE ot 2012-13 2013-14 2014-2015 2015-2016 2016-2017 2017-2018 This data does not include preschool numbers. References ‘Schoo! Board Policy: ‘© 102.00; Equal Educational Opportunity ¢ 401.01: Equal Employment Opportunity ‘© 500.00; Objectives for Equal Educational Opportunities for Students ‘© 603.04; Multicutural and Nonsexist Equity Education Opportunity 2022: Strategic Plan: Mision Cards B,C, and D Cra During the fall of 2018, the Chief Officer of Academic Services facilitated a review of the Edinsight Equity Data for the disirict with the District Equity Committee, Administrative Cabinet Members, Academic ‘Services Statf, and the Schoo! Imorevement Advisory Council SIAC). A summary of the findings of these reviews is included in this report along with a summarization of progress in identified areas cf focus and suggestions for additional improvement, ‘Students: Enrollment ‘© Majority white, down slightly, 86% (8896 three years ago) ‘© Socioeconomic Status (SES) ‘© Steady at 15.02% (15.34%, 13%, 6 12%in three previous years) © Student Groups ‘© Black students: 2% of fotal enrollment; 4% of those enrolling out ‘Students with IEPs gender discrepant: 68% male and 32% female Dropout still gender discrepant, although improved: © 63% male (was 80%), and 37% female (was 20%) Employees: male / female, disproportionate at 23% / 77% Student: disproportional at 6% white; stat? 99% white Administrative statt 100% whi Administrators: male / female, discrepant 61% / 39% Tech Department: 100% male Paraprofessionals: 95% female ‘Teachers: © Elementary: 7% male, 93% female © High Schoo: 449% male, 56% female eeCurriculum: Course participation * Hispanic students (5% total pop) disproportionote percentage in automotive topics and service, 50% © Low SES students (15% total pop) disproportionate percentage in 4% Health Occupations (4%), ‘ond Life Skits (3096) © White students (85% fotal pop], represent 100% of Accounting, Business Law and. Entrepreneurship courses Female students (50% total pop), represent 80+% of most Health Occupations courses ee koa Progress Updates on Suggested Improvements 2017-18: ‘Communications: * Conducting surveys with families who open enroll out/in: Ongoing ‘8 Outcome: Feedback was mixed and themes were not evident; transportation convenience, dual enroliment/homeschool option, and school/class size were noted. ¢ Developed and distributed a recruitment flyer for current teachers to encourage applications to ‘the District: Ongoing ‘Academic Services: Provide staff gender ditferences/behavior professional learning, to reduce discipline referrals: Ongoing © Supporting implementation of “Mult-Tiered Systems of Support” and “Leader in Me" for students to reduce discipline referrals for targeted students. ‘© Counseling students on advantages of selecting courses where thelr genders Underrepresented and promote courses to underrepresented students (Le. malesin FCS, ‘females in automotive}. Ongoing © Counselors work closely with students to develop individual Career Academic Plans Using the Naviance tool grades 6-12). © Career ond Technical Education staff are working with the Department of Education to promote non-traditional coursework options to students. ‘* Training staff to meet needs of culturally civerse students and families: Ongoing © Developed and monitoring the implementation of action plans to address student ond statf needs in bullcings with large numbers of English Learners. ‘* Addressing barriers impacting students with low SES and IEPs (e.g. growth mindset: Ongoing ‘© Emphasizing “growth mindset" in classrooms throughout the District Human Resources: ‘© Conducted “Stay Interviews" for current staff to Inquire about why staff stay at Complete © Dotaindicatedthet is; good place te work and that staf find the environment ‘and colleagues supportive. No specific evidence was shared that would indicate an underlying problem with feelings about discrimination/harassment. ‘* Review of a portion of job descriptions, policy, cnd handbooks for discriminatory language: Complete '* Providing required training to staff on a number of subjects including diversity, inclusiveness, and, strategies targeted to assist DOP/SES students: Ongoing © Hired additioncl staff to increase support to students in the Summit program, inoluding the provision of wrap-around services, and mental heaith support.Proposed Next Steps for Additional improvement 2018-19: ‘Communications: ‘* Continue fo collect survey data from students/familles that open enrolled out/in; ction steps to address themes, Academic Services: ‘© Provide professional learning in: © Gender differences relative to student behavior to reduce clscipine referrals, © Meeting needs of culturally diverse and low SES familles/students, © Students-at-rske © Monitor and document progress regarding reduction dropout rates. 7 © Explore mentoring programs. 4,0 Provide professional learningin supporting students’ mental health Consider the following relative to EL programs: © Continue to monitor staff to ensure ELs have appropriate staff support © Determine whether EL attendance centers are the best delivery model. Continue to promote participation courses where student groups are underrepresented, Invite diverse community professionals in fo present to students, Use micidle schoo! electives to promote equity in high school courses. Educate parents on AP options and access, Invite parents and teachers to think outside the box to create a culture of acceptance and to problem-solve identified equity issues. Expire the extent fo which students feel safe and included in school, overall, as a means to increase access to all programs and activities. ‘Consider action steps to reduce the over-dentification of diverse students in Special Education. ‘Business Services: ‘¢ Ensure resources proportionally distributed to diverse populations, ‘Human Resources; © Increase percentage of culturally diverse staff by: © Advertising for positions in places we can reach more diverse applicants. ©. Networking with current staff fo reach out to culturally diverse individuals. ‘© Reviewing the process for recruiting student teachers and Teaching Academy participants to increase the focus on underrepresented populations, © Review need for a District Equity Specialist