African American Male Advisory Committee RECOMMENDATIONS TO THE SUPERINTENDENT Presented September 28, 2017 Table of Contents Letter to Dr. Nyland ...................................................................... 3 Attendance Recommendations ..................................................... 5 College and Career Readiness Recommendations .................... 12 Community Partnerships Recommendations .............................. 21 Family Engagement Recommendations ..................................... 29 Policy and Practice Recommendations ....................................... 39 AAMAC 3.0: The Next Chapter………..… .................................. 48 AAMAC Final Recommendations September 2017 Page 2 September 28, 2017 Dear Superintendent Nyland, The African American Male Advisory Committee officially formed in June 2016. The African American Male Advisory Committee’s (AAMAC) roots go back to the original African American Male Think Tank, a group that authored six initiatives whose purpose was to improve the quality of life and education for all African American males within Seattle Public Schools. Five of those six initiatives were operationalized and the positive effects, such as providing professional development addressing racism and implicit bias, trauma, social justice, equity, and culturally responsive pedagogy can be seen in our schools today. Throughout 2016-17, the AAMAC made an in-depth review of the issues surrounding African American male achievement. The mission you gave the AAMAC was to provide guidance on how to best transform our educational system so that we are ensuring educational excellence for all students, particularly our African American males. Community members from a wide range of backgrounds, professionals and SPS employees were selected to serve on this advisory committee in order to put a fresh set of eyes on a decades-long community/district issue. This also helped to ensure that there was authentic community engagement in the project. This project is one of the community, for the community. PROCESS/COMMUNITY INPUT The African American Male Advisory Committee held monthly meetings. Concurrently, subcommittees met to go deeper and to address areas that were identified as critical. Committee members were encouraged to provide honest insight to the issues that both prevent and enable the personal and educational development of African American males within Seattle Public Schools. By design, members were encouraged to bring their unique story to each meeting and by doing so, foster a space for reform, justice and solutions. In order to gain authentic insight, panel presentations were made to the AAMAC by:  Parents (October 2016)  Students (December 2016)  Teachers/Educators (March 2017)  Community members (Public community forum, June 2017) At the conclusion of presentations and listening sessions, individual committees continued to meet to narrow the focus of the findings and finalize them for recommendations. The individual sub committees Attendance, College and Career Readiness, Community Partnerships, Family Engagement and Policy and Practice. AAMAC Final Recommendations September 2017 Page 3 Written recommendations and ideas have been generated and vetted by community members and committee members. Accordingly, the AAMAC has included long-term policy recommendations coupled with short-term tools that can be employed immediately to empower the community to leverage the good work that is already taking place. It is these recommendations that are being presented to you. It is important to note the overarching theme through all the meetings is that African American male achievement is systemic problem that will require long-term community solutions. NEXT STEPS AND TIMELINE 1. Superintendent previews recommendations and provides input: August 21-23 2. AAMAC reviews the initial preview: August 24 3. AAMAC presents finalized recommendations to the Superintendent: September 28 4. Superintendent formally reviews recommendations: September 29 – October 10 5. Introduce recommendations at EOG Institute: October 13 It is my distinct honor to present the work of the committees to you. The committees have worked long, hard and thoughtfully on the enclosed recommendations. You will find every element of the 4P’s – positive beliefs, positive relationships, positive learning, and positive partnerships embedded in the recommendations. We look forward to working with you on implementation. Regards, Brent Jones Dr. Brent Jones Chief, Strategy and Partnerships Officer AAMAC Final Recommendations September 2017 Page 4 Attendance Sub-Committee Recommendations AAMAC Final Recommendations September 2017 Page 5 Attendance Sub-Committee Members George Breland Dwane Chappelle Brad Fulkerson Eric McCurdy Darryl Russell Kathi Petrotta Pat Sander Nitica Simons Mission: To maximize instructional time, Seattle Public Schools will have in place school cultures and climates sustained by structures and supports that encourage school attendance of African American males and ensures each is known, cared for and educated. Vision: We envision Seattle Public Schools’ African American males attending classes, engaged and productive, confident and prepared for their next steps. AAMAC Final Recommendations September 2017 Page 6 AFRICAN AMERICAN MALE ADVISORY COMMITTEE RECOMMENDATIONS OVERVIEW SEPTEMBER 28, 2017 ATTENDANCE COLLEGE AND CAREER READINESS COMMUNITY PARTNERSHIPS FAMILY ENGAGEMENT POLICY AND PRACTICE Develop tactics to operationalize and implement School Board Policy 0030, 'Ensuring Educational and Racial Equity' 1 Identify programs and partnerships to address chronic absenteeism for African American males Increase access for African American male students to rigorous, hands-on, project based learning pedagogy and STEM curriculum Ensure that all partnership programs support African American male students Every African American male student and/or family is warmly welcomed to school every day 2 Develop partnerships with families and communities to ensure consistent attendance for African American males Ensure that all African American males are aware of and planning for post-secondary options beginning in middle school Inspire African American male students' communities, families, and schools to action Parents and teachers in every school are actively learning to partner together to support student success Provide trainings to all SPS leaders and staff on how to implement and execute School Board Policy 0030 3 Ensure that every African American male student is connected to a caring adult who knows his personal story strength, and need Create networks of partnerships that provide college tours, career connected learning, and work based experiences for African American students Encourage and develop systems to attract and retain African American male teachers All families have access to a helpful and easy-to-use “Guide for Students and Families of Seattle Public Schools" Develop a communication plan to enlist communitywide awareness and support for School Board Policy 0030 AAMAC Final Recommendations September 2017 Page 7 African American Male Advisory Committee Attendance Committee Recommendations FULL TEXT Goal 1: Seattle Public Schools understands the reason(s) why African American scholars do not attend school and develops/identifies appropriate programs and partnerships to address those reason(s) Implementation     Timeline Across the District and at each school site analyze attendance data (including tardiness) by class period (MS/HS), content area, etc… Survey of students and families Study schools with low rates of African American male chronic absenteeism Provide staffing/FTEs to schools based on data specifically to monitor, respond to, and support students with attendance barriers Results Every Trimester/ Semester Annually/ Semi-annually Evaluation Mechanism TBD Person/Area Responsible Principals Research & Evaluation HR Student Support Services AAMAC Final Recommendations September 2017 Page 8 Goal 2: African American Families and community are partners in ensuring consistent attendance Implementation     Design systems and practices in response to Purpose #1 Explore funding opportunities for case management/wrap around services for African American male students exhibiting chronic absenteeism Study the outcomes of the expansion of My Brother’s Keeper and other mentoring programs Expand Family and Community support and engagement work currently being done through Johns Hopkins and SPS Timeline Annually Results   Learn what schools and community partners are doing to support programs (e.g. mentoring, Project Mister, Success Mentors, My Brother’s Keeper) Provide a usable list of programs and promising practices AAMAC Final Recommendations September 2017 Page 9 Evaluation Mechanism Schools have been identified that have programs that effectively support African American students Person/Area Responsible Education Directors Family & Community Partnerships Goal 3: Every African American male student is connected to an adult; every African American male student is known by story, strength and need (a positive relationship) Implementation    Schools analyze student connectedness (including both student and staff perspectives) Make available to schools curriculum/programs (ex: check in) and professional development relating to establishing, maintaining, and restoring relationships (including across cultures) District partners with and holds discussion with Building Leaders and Union(s) with the goal of establishing District-wide time within school day (at least weekly) specifically for building relationships Timeline Evaluation Mechanism Results  Adults have more and effective tools  Establishes time dedicated to building relationships TBD Person/Area Responsible Principals Curriculum & Instruction Seattle Education Association Student Support Services AAMAC Final Recommendations September 2017 Page 10 Goal 4: African American male scholars are engaged and excited about learning Key Action Steps        Review mandated curriculum and interview staff and African American male students Focus on student backgrounds and cultures (professional development, student voice, community partners) Review (and develop or expand as needed) internal and external programs Create and distribute menu of best practices for teachers Equity Teams in every building Leverage Ethnic Studies taskforce to accomplish overall goals of this recommendation Establish a group to explore structural changes (credits, grading, course offerings, etc…) Timeline Within one year Evaluation Mechanism Results   Improve relevance of lessons/assessments, and highlight best practices for teaching African American males TBD Support African American male students during disciplinary exclusion and breaks Person/Area Responsible Curriculum & Instruction Student Support Services HR  Encourage student voice and choice in their learning  Create a more meaningful and engaging secondary experience for African American males *END OF ATTENDANCE RECOMMENDATIONS* AAMAC Final Recommendations September 2017 Page 11 Strategy & Partnerships College and Career Readiness Sub-Committee Recommendations AAMAC Final Recommendations September 2017 Page 12 College and Career Readiness Sub-Committee Members Eric Anderson Lois Brewer Warren Brown Eric Coe Michael Tolley Sheldon Levias Rayburn Lewis Mission: We exist to develop a multi-pronged approach for creating educational systems that transform the course of the African American male students’ lives. We do this by involving parents, teachers, and mentors to uplift and encourage them; by promoting equity conscious school communities that support student self-efficacy and commitment to social justice and citizenship; and by developing networks of partnerships to enhance college and career awareness and preparation. Vision: We support empowered African American males who are the “architects of their own dreams.” We help them graduate "Seattle Ready," by improving equitable access to rigorous K-12 education, by early awareness of postsecondary opportunities, by removing institutional barriers along the way, by opening doors to college and career-connected opportunities as they plan for their futures. AAMAC Final Recommendations September 2017 Page 13 AFRICAN AMERICAN MALE ADVISORY COMMITTEE RECOMMENDATIONS OVERVIEW SEPTEMBER 28, 2017 ATTENDANCE COLLEGE AND CAREER READINESS COMMUNITY PARTNERSHIPS FAMILY ENGAGEMENT POLICY AND PRACTICE 1 Identify programs and partnerships to address chronic absenteeism for African American males Increase access for African American male students to rigorous, hands-on, project based learning pedagogy and STEM curriculum Ensure that all partnership programs support African American male students Every African American male student and/or family is warmly welcomed to school every day Develop tactics to operationalize and implement School Board Policy 0030, 'Ensuring Educational and Racial Equity' 2 Develop partnerships with families and communities to ensure consistent attendance for African American males Ensure that all African American males are aware of and planning for post-secondary options beginning in middle school Inspire African American male students' communities, families, and schools to action Parents and teachers in every school are actively learning to partner together to support student success Provide trainings to all SPS leaders and staff on how to implement and execute School Board Policy 0030 3 Ensure that every African American male student is connected to a caring adult who knows his personal story strength, and need Create networks of partnerships that provide college tours, career connected learning, and work based experiences for African American students Encourage and develop systems to attract and retain African American male teachers All families have access to a helpful and easy-to-use “Guide for Students and Families of Seattle Public Schools" Develop a communication plan to enlist communitywide awareness and support for School Board Policy 0030 AAMAC Final Recommendations September 2017 Page 14 African American Male Advisory Committee College and Career Readiness Committee Recommendations FULL TEXT Goal 1: Promote student self-efficacy and commitment to social justice and citizenship through positive relationships and equity-conscious school communities Implementation Timeline Establish/Continue Growth in positive relationships with African American students and their families Tie to Welcoming Environment Work in Goals 2&4 Evaluation Mechanism Results Positive changes in teacher and community skills, attitudes and dispositions in developing and maintaining positive relationships with students and families    Establish/Nurture equity-conscious school communities More on next page Tie to Welcoming Environment Work in Goals 2&4 Positive changes in teacher and community skills, attitudes and dispositions in:  equitable decision making  equitable discipline  equitable opportunity AAMAC Final Recommendations September 2017 Page 15        Learning walks on teacher skills, attitudes & dispositions (rubric)? School Climate Surveys- Students, Staff, & Families. Increased African American academic achievement Equity Tool Kit Rubric C-SIP Climate Survey Equity Tool Kit Rubric Discipline and Restorative Practices Access to opportunities C-SIP Person/Area Responsible School Leadership Curriculum & Instruction Family Engagement Research & Evaluation Curriculum & Instruction Research & Evaluation Strategy & Partnerships Implementation All schools have social justice and civic citizenship as part of their C-SIP Timeline Evaluation Mechanism Results Increased:  community based decision making  participation in active citizenship, community, locally, nationally, and worldwide  problem solving  innovation  linking classroom learning with meeting community needs AAMAC Final Recommendations September 2017 Page 16      Project Based Learning Pedagogy Service Learning Pedagogy Community Partnerships with annual climate survey & capacity review Equity Tool Kit Rubric -C-SIP Person/Area Responsible Principals Education Directors Teaching & Learning Strategy & Partnerships Goal 2: Increase access for African American males at all ages to rigorous, experiential, hands-on, project based learning; particularly in Science, Technology, Engineering, and Mathematics (STEM) Implementation Timeline Increase access for African American males to instruction that is:  rigorous  hands-on  experiential  project based learning  STEM Ongoing Evaluation Mechanism Results Teacher proficiency demonstrated at PK-K Grades 1-3, 4-5, 6-8, & 9-12 yielding positive outcomes    Build 21st Century skills at all levels, PK – 12 Ongoing Cleveland High School Data & Job Shadow experience has shown that using project based learning pedagogy builds 21st Century skill development in HS students (comparable effect with problem and SL based learning pedagogy) More on next page AAMAC Final Recommendations September 2017 Page 17    Person/Area Responsible Comparison year to year of African American male access and success PK-12th grade (course taking, completion, passing with C or better) C-SIP Curriculum & Instruction Student assessments Professional Development C-SIP Curriculum & Instruction Teaching & Learning Research & Evaluation Teaching & Learning Implementation Timeline Recruit and engage African American male professionals for real-world learning experiences with African American males at all levels, PK – 12 Pilot in Spring 2018 with 20 – 30 students Results AAMAC Final Recommendations September 2017 Page 18 Evaluation Mechanism Inventory experiences in C-SIP reporting for partnership development and maintenance Person/Area Responsible Goal 3: Ensure that all African American males are aware of and planning for, postsecondary options and create networks of partnerships to provide mentorship, college tours, internships, and other workplace-based experiences Implementation Timeline African American males are aware of post-secondary options through a combination of mentors, college/program tours and/or career connected learning Inventory in January 2018 Evaluation Mechanism Results More on next page AAMAC Final Recommendations September 2017 Page 19  Initiation of partnership with Educurious for system development  Survey of partnerships with College Access Programs  Survey of partnerships college/trades outreach programs Person/Area Responsible Community Partnerships Teaching & Learning (CTE & CCR) Implementation Timeline Recommendations of 24 Credit Taskforce:  High School & Beyond Planning  Student Support & Advisory  Daily Schedule  Extended Learning  Policies  Run credit retrieval classes during the school day  System-wide consistence for middle school access to earn high school credit  Explore current consensus of 2 semesters/7 period schedule  Run credit retrieval classes during school day, supported by teacher  Committee for long term plan for digital course work in high school  Develop long term plan for articulated CTE & CCR nimble enough to respond to student interest & labor market needs  Support Career Center Specialist/Work Site Learning Instructor positions  Develop summer learning opportunities for credit retrieval and first time credit  Align policy 2415 with state graduation requirements  Connect service-learning requirement to HS & Beyond Plan  Re-write policy 2420 Spring 2018 distribution of information Results Evaluation Mechanism If/then:  With a common platform, student movement within district will be supported with planning  Advisory implemented 17-18 for a minimum of 25 minutes per week  Current credit retrieval summer school funded by City of Seattle Family/Ed Levy Plan in Summer 2018 Spring 2018 * END OF COLLEGE AND CAREER READINESS RECOMMENDATIONS* AAMAC Final Recommendations September 2017 Page 20 Person/Area Responsible HR Labor Relations Teaching & Learning (CTE/CCR) Strategy & Partnerships Community Partnerships Sub-Committee Recommendations AAMAC Final Recommendations September 2017 Page 21 Community Partnerships Sub-Committee Members James Bush Erwin Chappel Clarence Gunn Ina Howell Rodney Jones Darryl Russell Erik Weiss Mission: Partner with the community to create environments for African American male students to excel academically and thrive socially and emotionally. Vision: Our communities actively collaborate around common goals to educate, support and uplift African American students. AAMAC Final Recommendations September 2017 Page 22 AFRICAN AMERICAN MALE ADVISORY COMMITTEE RECOMMENDATIONS OVERVIEW SEPTEMBER 28, 2017 ATTENDANCE COLLEGE AND CAREER READINESS COMMUNITY PARTNERSHIPS FAMILY ENGAGEMENT POLICY AND PRACTICE 1 Identify programs and partnerships to address chronic absenteeism for African American males Increase access for African American male students to rigorous, hands-on, project based learning pedagogy and STEM curriculum Ensure that all partnership programs support African American male students Every African American male student and/or family is warmly welcomed to school every day Develop tactics to operationalize and implement School Board Policy 0030, 'Ensuring Educational and Racial Equity' 2 Develop partnerships with families and communities to ensure consistent attendance for African American males Ensure that all African American males are aware of and planning for post-secondary options beginning in middle school Inspire African American male students' communities, families, and schools to action Parents and teachers in every school are actively learning to partner together to support student success Provide trainings to all SPS leaders and staff on how to implement and execute School Board Policy 0030 3 Ensure that every African American male student is connected to a caring adult who knows his personal story strength, and need Create networks of partnerships that provide college tours, career connected learning, and work based experiences for African American students Encourage and develop systems to attract and retain African American male teachers All families have access to a helpful and easy-to-use “Guide for Students and Families of Seattle Public Schools" Develop a communication plan to enlist communitywide awareness and support for School Board Policy 0030 AAMAC Final Recommendations September 2017 Page 23 African American Male Advisory Committee Community Partnerships Committee Recommendations FULL TEXT Goal 1: Ensure that all partner programs support African-American students Implementation Evaluation Mechanism Person/Area Responsible Schools and community partners connect students to appropriate programs and services, as well as identify students not receiving recommended services Multi-Tiered Systems of Support (MTSS) is a potential resource at the school level that can track interventions and supports at the school level Principals Schools and community partners connect students to appropriate programs and services Schools will have the opportunity to review program evaluation reports to better inform decision making at the school level   Timeline Community partner will access student performance and provide updates to school on student growth Annually / Regular meeting with community partners / providers to discuss student supports and growth (either standalone or as a member of MTSS, BLT, etc.). Community partners provide program evaluations / reports of program offerings to partner schools Annually / Community Partner Fairs / forums for community based and faith based organizations that support African American male students Annually – prior to school level budget decisions Semiannually Semiannually Results  Help schools better understand the resources that are available to support students Ensure that BLT, principals and Ed Directors are aware of and encourage participation More on next page AAMAC Final Recommendations September 2017 Page 24    Number of participating organizations Number of participating schools Participant surveys Number of organizations that make a new connection with schools Family & Community Partnerships Principals Family & Community Partnership Family & Community Partnerships Implementation Timeline Inventory: every school has goals related to Eliminating the Achievement Gap and aligned Continuous School Improvement Plan Annually Results   Identify opportunities for SPS and community based organizations to partner with other local municipal agencies, Educational Partners, and funders in support of African American students (e.g. Our Best, King County Juvenile Justice & Equity Steering Committee, King County Best Starts for Kids, University of Washington (Communities in Action)) Ongoing Explore partnerships with local business industry leaders (e.g. Tech, Arts, Media, Trades) to support efforts of SPS and local community partners Ongoing Learn what schools and community partners are doing to support programs (e.g. mentoring, Project Mister, Success Mentors, My Brother’s Keeper) Provide a usable list of programs and promising practices Cultivate potential resources, increase coordination, and support collective impact    Elevate and market SPS’s Skill Center and CTE (Career Technical Education) programs to community partners serving AA male students Improve coordination of community and industry leaders to serve AA male students Cultivate apprenticeships, internships, and other opportunities that support student growth Evaluation Mechanism Schools have been identified that have programs that effectively support African American students As result of increased partnerships, SPS sees an increased investment in student supports for African American males Survey the number of partnerships that were developed as a result of increased community partnerships Person/Area Responsible Education Directors Family & Community Partnerships Strategy & Partnerships Family & Community Partnerships College & Career Readiness Strategic Partnerships Family & Community Partnerships AAMAC Final Recommendations September 2017 Page 25 Goal 2: Inspire African-American students’ communities, families, and schools to action Implementation Timeline Support community partner’s education related forums (e.g. S.A.B.S.E.—Seattle Association of Black Student Educators) through effective use of inventory, marketing, and appropriate staffing support Annually and as informed Identify early adopters of schools that have implemented successful programs for African American male students (e.g. My Brother’s Keeper) that are ready for replication Ongoing Evaluation Mechanism Person/Area Responsible Families, community partners, and schools are informed, aware, and participating in community led events Community partners, families, and educators have the tools to effectively serve African American male students Surveys and communication protocols (e.g. number of events marketed on behalf of community partners by SPS) Family & Community Partnerships ID efforts that have successfully closed gaps for African American male students Increase awareness Eliminating the Opportunity Gap Results     Strategy & Partnerships Education Directors Research & Evaluation Create / identify successful national models to support AA student achievement and mentorship (e.g. Ted Ginn Academy, Oakland Unified – Kingmakers via City Our Best Initiative) Ongoing     Build Capacity—Bring together community partner and school leaders to align, leverage and bring together learn best practices for supporting AA males students and to inform about school improvement processes, district wide practices, initiatives, and priorities Ongoing     ID efforts that have successfully closed gaps for AA male students Increase awareness Identify potential resources for expansion ($) Increase the number of mentors at SPS Landscape Analysis Incorporate best practices in students from CBOs and District partners Provide training and resources about upcoming district supports, practices, and opportunities for engagement Align community and district practices to support African American students School leaders have Continuous School Improvement Plans that include community partner and parent voice Survey participants AAMAC Final Recommendations September 2017 Page 26 Strategic Initiatives Research & Evaluation Family & Community Partnerships Strategic Partnerships Education Directors Goal 3: Encourage and develop systems to attract and retain African American teachers Implementation Timeline Develop African American youth led and created professional development for school staff with paid interns that serve similar to artists in residence Ongoing Evaluation Mechanism Results   Student mentors on site at schools Identified potential resources (funding) and/or partners to support this work TBD Person/Area Responsible HR Labor relations Strategy and Partnerships AAMAC Final Recommendations September 2017 Page 27 Goal 4: Establish formal relationships and collaborative systems to engage community partners serving African American students Evaluation Mechanism Person/Area Responsible Implementation Timeline Results Meet with regional funders and community partners to establish plans and opportunities to support AA male students Ongoing Increased alignment amongst groups, organizations, providers, and other existing advisory bodies (e.g. Our Best Advisory Committee, Juvenile Justice Steering Committee, etc.) TBD Family & Community Partnerships Inform community partners and community members about how to partner with and navigate schools, including clear partnership criteria and expectations for partners and volunteers TBD  TBD Family & Community Partnerships TBD Family & Community Partnerships   Develop capacity building training to help support the growth of small community partners that have the relationships and skills to support black students and parents Ongoing SPS will have clear criteria, expectations, and processes to intake, support and manage partnerships. Increased alignment to SPS / school goals with partner providers. Partners will better understand how to engage with school leaders and SPS central staff TBD *END OF COMMUNITY PARTERNERSHIPS RECOMMENDATIONS* AAMAC Final Recommendations September 2017 Page 28 Family Engagement Sub-Committee Recommendations AAMAC Final Recommendations September 2017 Page 29 Family Engagement Sub-Committee Members Marlon Brown Marty McLaren Audrey Querns Emijah Smith Mission: Support African American families, and every teacher at every school to work as reciprocal, equitable, and culturally responsible partners that accelerate academic achievement and social/ emotional development of every child. Vision: Every African American family in SPS works in partnership with our teachers, schools and central office to ensure academic excellence for each of our students. In this partnership, students, families and educators feel respected, valued and connected. AAMAC Final Recommendations September 2017 Page 30 AFRICAN AMERICAN MALE ADVISORY COMMITTEE RECOMMENDATIONS OVERVIEW SEPTEMBER 28, 2017 ATTENDANCE COLLEGE AND CAREER READINESS COMMUNITY PARTNERSHIPS FAMILY ENGAGEMENT POLICY AND PRACTICE Develop tactics to operationalize and implement School Board Policy 0030, 'Ensuring Educational and Racial Equity' 1 Identify programs and partnerships to address chronic absenteeism for African American males Increase access for African American male students to rigorous, hands-on, project based learning pedagogy and STEM curriculum Ensure that all partnership programs support African American male students Every African American male student and/or family is warmly welcomed to school every day 2 Develop partnerships with families and communities to ensure consistent attendance for African American males Ensure that all African American males are aware of and planning for post-secondary options beginning in middle school Inspire African American male students' communities, families, and schools to action Parents and teachers in every school are actively learning to partner together to support student success Provide trainings to all SPS leaders and staff on how to implement and execute School Board Policy 0030 3 Ensure that every African American male student is connected to a caring adult who knows his personal story strength, and need Create networks of partnerships that provide college tours, career connected learning, and work based experiences for African American students Encourage and develop systems to attract and retain African American male teachers All families have access to a helpful and easy-to-use “Guide for Students and Families of Seattle Public Schools" Develop a communication plan to enlist communitywide awareness and support for School Board Policy 0030 AAMAC Final Recommendations September 2017 Page 31 African American Male Advisory Committee Family Engagement Committee Recommendations FULL TEXT Goal 1: Every African American student and their family is warmly welcomed to school every day by ALL staff – instructional and building support staff Implementation Timeline District Leadership presents this goal to principals, inviting participation, asking for feedback and suggestions on implementation District leaders determine timing for presentation to principals. Ideally, this initiative is rolled out as part of prep for the coming year. However, because it is simple, it can be folded in ASAP during the year At every school, one staff member agrees to be responsible for leading this initiative Staff lead identified within one month of rollout of initiative Results Successful presentation of plan to principals, feedback, tweaking of initiative accomplished as needed More on next page Evaluation Mechanism Superintendent/Board apprised of progress of implementation via Executive Directors, via Principals Climate Survey Person/Area Responsible TBD by Superintendent Principals Education Directors Building Staff AAMAC Final Recommendations September 2017 Page 32 Person/Area Responsible Timeline District department (Teaching and Learning or Family Engagement) develops samples/modules for authentically welcoming outreach to students and families with input from members of Seattle’s African American community. The menu consists of suggestions and best practices In parallel with input from principals Staff lead selects and modifies welcoming modules appropriate for their school community. Develops a simple plan for outreach to and education of staff, including a timeline, and written “menu” for staff use Plan, timeline, and menu developed within one to two months after Lead is identified Plan, timeline, menu of welcoming behaviors in place Principals report to Executive Directors on rate of completion Education Directors Staff lead initiates implementing plan Implementation begins immediately on completion of plan, etc. within two months of naming Lead Staff intentionally practicing authentically welcoming behaviors to AA males, families, and all students Lead reports on implementation and feedback to principal Principals More on next page Results Evaluation Mechanism Implementation Family & Community Partnerships AAMAC Final Recommendations September 2017 Page 33 Implementation Staff lead checks in with staff, offers support and encouragement, reports on success at staff meetings Timeline Informal feedback, Results Feedback and conversations about the initiative ongoing re-evaluation begins within one month of implementation Evaluation Mechanism Person/Area Responsible Informal or formal reports to lead. Parent and student responses on Annual Climate Surveys. Questions needed (already present?) Principals re: students’ and families’ sense of welcome and belonging AAMAC Final Recommendations September 2017 Page 34 Research & Evaluation Goal 2: At every school, pre-K through 12th grade, parents and teachers are actively learning to partner together to support student success (also known as Harvard’s DualCapacity Framework*.) This is a long-term goal, including a Board Commitment to fund the initiative for a minimum of five years Evaluation Mechanism Implementation Timeline Results Appropriate District Leaders agree on a model/structure for implementing a districtwide teacher/parent partnership initiative. This structure offers a coherent planning tool and a rich array of examples and resources that guide parents and teachers in how to create parent/educator partnerships. Example: Harvard Ed School’s “Dual Capacity Framework” Two months from Board approval Leadership will have a basic structural concept on which to base its educator/family partnership initiative N/A SPS Department of Teaching and Learning partner with School-Family Partnerships to plan, organize, and implement the training of school leaders in the selected parent/educator partnership framework Completed one year from Board Approval, maximum time All principals and building leaders will be ready to engage with staff planning out a parent/educator partnership initiative Principals, Leadership will report on progress milestones Individual school leaders will engage staff (and parents if possible) in visioning and planning the schools’ unique priorities and strategies for creating parent/educator partnerships.** This process should be complete in four months from initiation at individual schools Each School will have a unique shortand long-range plan for creating parent/educator partnerships, described in a format similar to this matrix, and included in the Continuous School Improvement Plan Person/Area Responsible Superintendent Family & Community Partnerships Principals Teaching & Learning Community Engagement AAMAC Final Recommendations September 2017 Page 35 Principals, Leadership will report on progress milestones Principals Education Directors Implementation Educators and school leaders throughout SPS will reach out to parents/families/guardians to form school-specific partnerships that will support the academic and emotional success of students Timeline Results Beginning of school year Staff at every school will be committed to and engaged in establishing effective partnerships with parents. These relationships are expected to enhance student wellbeing and success 2018-19, with possible lead-in during 2017-18 school year Evaluation Mechanism Person/Area Responsible Reports from Principals including answers to evaluative surveys prepared by Teaching and Learning Principals Annual Climate Surveys will reflect the success of these initiatives. Questions may need to be revised to identify schools’ level of partnership * The Dual Capacity Framework can be found online here, as a supplemental handout at the presentation or directly: https://www2.ed.gov/documents/family-community/partners-education.pdf . ** Schools that already have effective partnership programs in place will be tasked with improving and honing those programs AAMAC Final Recommendations September 2017 Page 36 Teaching & Learning Research & Evaluation Goal 3: All families have access to a “Guide for Students and Parents of Seattle Public Schools,” and they find it helpful and easy to use Key Action Steps Timeline SPS Departments of Teaching and Learning and Family Engagement partner to create this guide. The guide has two purposes: First, to empower and inform parents to involve themselves and to advocate with the district on behalf of students. Second, to provide parents/families/guardians with a user-friendly source of information to aid them in navigating the complexities of our large urban district Two years, possibly one year To support widespread family use of the guide, principals will task staff with giving SPS Parent Guides to parents in person (at parent conferences and other parent/educator gathering opportunities) and demonstrate how to use the guide As soon as guide has been published Results Guide will be available to families/guardians. Its use will empower parents/families/guardians to support student success Evaluation Mechanism Person/Area Responsible The guide will be evidence of the accomplishment Teaching & Learning Community Engagement Parents/families/guardians will be far more knowledgeable about navigating the various systems and resources of the district than in the past. This will lead to enhanced support for students and enhanced student success Principals will monitor sharing by teachers and use of the guide by parents and report to Education Directors The Annual Climate Survey would have a question regarding the usefulness of the guide, also regarding teachers giving guides to parents and demonstrating how to use it More on next page AAMAC Final Recommendations September 2017 Page 37 Principals Education Directors Teaching & Learning Research & Evaluation Key Action Steps Timeline Results To maximize the effectiveness of this initiative, we suggest a required, standard, yet customized, “New Family Induction” training, offered at every school, to aid families in supporting their new-to-SPS students, and introduce them to the use of the SPS guide Timeline to coincide with publication of SPS Parents Guide Parents/families/guardians will be far more knowledgeable about navigating the various systems and resources of the district than in the past. This will lead to enhanced support for students and enhanced student success Evaluation Mechanism Principals report to Education Directors *END OF FAMILY ENGAGEMENT RECOMMENDATIONS* AAMAC Final Recommendations September 2017 Page 38 Person/Area Responsible Education Directors Policy and Practice Sub-Committee Recommendations AAMAC Final Recommendations September 2017 Page 39 Policy and Practice Sub-Committee Members Kevin Baker Sean Connor Cal Crow Donald Felder Tanisha Felder Chevas Gary James Johnson Brent Jones Sarah Pritchett Keisha Scarlett Princess Shareef Anthony Shoecraft Our Mission: Our mission is to review and analyze all policies and practices at all levels (governance, administrative and instructional) which serve to either diminish or have the potential to deliver on the promise of “full cognitive engagement and development” of African-American males and make recommendations to dismantle obsolete, realign existing, reconstruct and develop new policies and practices, driven by data, for adoption by members of the Seattle School district school board, district leadership, principals, teachers with the specific intent of holistic school reform; both its technical aspects and its cultural behaviors and practices with the intent to lift AfricanAmerican male engagement, and self-pride for the purpose of closing the gaps of opportunity and achievement. Our Vision: Our vision, as a function of our recommendations, their adoption and effective proactive and measureable implementation by all responsible district staff and stakeholders, is that policies and practices at all levels will exclusively serve to be synergistic in lifting the cognitive development, psychological strength, self-esteem and academic achievement of our African-American male students. Toward this end we seek that the Seattle School district will strive to become the standard by with all other U.S. public school districts are measured by with regard to closing the opportunity and achievement gaps for our African-American males. AAMAC Final Recommendations September 2017 Page 40 AFRICAN AMERICAN MALE ADVISORY COMMITTEE RECOMMENDATIONS OVERVIEW SEPTEMBER 28, 2017 ATTENDANCE COLLEGE AND CAREER READINESS COMMUNITY PARTNERSHIPS FAMILY ENGAGEMENT POLICY AND PRACTICE 1 Identify programs and partnerships to address chronic absenteeism for African American males Increase access for African American male students to rigorous, hands-on, project based learning pedagogy and STEM curriculum Ensure that all partnership programs support African American male students Every African American male student and/or family is warmly welcomed to school every day Develop tactics to operationalize and implement School Board Policy 0030, 'Ensuring Educational and Racial Equity' 2 Develop partnerships with families and communities to ensure consistent attendance for African American males Ensure that all African American males are aware of and planning for post-secondary options beginning in middle school Inspire African American male students' communities, families, and schools to action Parents and teachers in every school are actively learning to partner together to support student success Provide trainings to all SPS leaders and staff on how to implement and execute School Board Policy 0030 3 Ensure that every African American male student is connected to a caring adult who knows his personal story strength, and need Create networks of partnerships that provide college tours, career connected learning, and work based experiences for African American students Encourage and develop systems to attract and retain African American male teachers All families have access to a helpful and easy-to-use “Guide for Students and Families of Seattle Public Schools" Develop a communication plan to enlist communitywide awareness and support for School Board Policy 0030 AAMAC Final Recommendations September 2017 Page 41 African American Male Advisory Committee Policy and Practice Committee Recommendations FULL TEXT Goal 1: Develop tactics to operationalize Policy 0030, ‘Ensuring Educational and Racial Equity’; focus on implementation key racial equity elements in the policy Implementation EQUITABLE ACCESS (A)   Provide material for history/social studies and civic teachers (tailored K-12) regarding Ethnic Studies curriculum Timeline Prep for RACIAL EQUITY ANALYSIS (B) Engage African American stakeholders; students, teachers, parents, community members in development of practices and policies  2018-2019  Invest in training of teachers that includes developing empathy for African American male students  On-going Evaluation Mechanism Results Students whose history & heritage are taught, understood and celebrated learn better, be more successful and develop positive aspects of identity Ethnic studies can also help white students better appreciate the “democratic ideal of equity and justice, upon which the country was founded” Improved performance of African American male students People affected by an issue, along with other advocates familiar with the issue, provide insight and perspective about the possible implementation and outcomes of policies, which yield better policies and practices  AA male student, parent surveys  Track attendance, suspensions, grades year over year and from the first half of the year to the 2nd half of the year Survey of African American students, teachers and parents about inclusion in the process (similar to a customer satisfaction survey) Person/Area Responsible Curriculum & Instruction HR Research & Evaluation Community Engagement HR Research & Evaluation Strategy & Partnerships More on next page AAMAC Final Recommendations September 2017 Page 42 Implementation WORKFORCE EQUITY (C) Timeline Results ASAP An increase in the number of minority teachers District investment in Classified to Certificated program, specifically focused on recruiting AfricanAmerican staff as a pipeline to teacher positions in Seattle Public Schools WELCOMING ENVIRONMENT (E) Students have a voice and the opportunity to make contribution to their education    Each African American male student participates in a Vision exercise. Once completed it is reviewed by staff Teachers to provide a vision for each African American male student African American male students are tasked with writing their educational plan for the year 1/01/2018  Staff members are aware of the vision exercise and leverage it to hold students accountable  Teachers work collaboratively with students to achieve their plan  Teachers incorporate the results of vision plans into their curriculum and how they approach teaching  Create ownership, driving empowerment and positively impact African American male student’s motivation to learn and engage in school  Improved performance of African American male students Evaluation Mechanism  Successful integration of the program  Track how many African American participants and participants of color  Track how many of those are recruited, interviewed, and hired into the classroom  Each school should track the completion of a vision exercise by each AA male student  Track attendance, suspensions, grades Year over Year and from the first half of the year to the 2nd half of the year Person/Area Responsible HR Principals Building Leadership Teams Community Engagement Teaching & Learning Strategy & Partnerships More on next page AAMAC Final Recommendations September 2017 Page 43 Implementation RECOGNIZING DIVERSITY (H) Timeline ASAP Improve hiring practices: Add cultural competency skill set and demonstrated experience to HR recruitment requirements, for both leaders and teachers Results  Increased number of admin/educators, with a proven track record of working with students & parents of color  Improved school culture and environment, that supports the success and readiness of African American male students Evaluation Mechanism Person/Area Responsible  Identify a list of cultural competency requirements & questions (situationspecific, diversity-related questions) e.g. “What do you think is causing a disproportionate number of African American males to be suspended? If you were hired here (teacher, administrator, para-educator, custodian, clerical staff, etc.). What do you think you could do to help change/improve this?” HR  Track the number of districtwide new hires that meet these requirements Create a process to include African American male students and parents in the interview process of leaders/teachers 4/1/2018 Student and parent engagement will ensure leaders/teachers are hired that will help drive school culture and environment to support the success and readiness of African American male students Track the number of candidates who are part of this new initiative, and how many get hired on an annual basis Principals HR Seattle Education Association AAMAC Final Recommendations September 2017 Page 44 Goal 2: Incorporate Policy 0030, ‘Ensuring Educational and Racial Equity’, into existing district-wide training, specifically how to implement and execute Implementation Timeline Incorporate Policy 0030 into the Building Leadership Team Training (BLT) pilot program 1/01/2018 Results To test training activities and gather feedback, to drive improvements to the overall training experience Evaluation Mechanism Person/Area Responsible 100 schools participate in the pilot program Principals Building Leadership Teams The second day of training has a 90-minute segment focused on equity:     Reading Mica Pollock’s Talking Precisely About Equal Opportunity Exploring Policy 0030 Reviewing the Racial Equity Analysis Tool Team based learning; working through equitybased decision-making scenarios Develop new hire equity training (mandatory) Teaching & Learning Rollout in preparation for 2018-2019 school year  Acquire necessary skill set to instruct, relate and respond to African American male students.  Emphasize importance and prioritization of equity and how they show up, in the buildings, engage with African American male students and their families to drive a welcoming environment More on next page AAMAC Final Recommendations September 2017 Page 45  Assigned resources to lead training (leveraging existing content)  Student, parent, staff surveys, including specific questions regarding equity and race HR Research & Evaluation Implementation Evaluation Mechanism Person/Area Responsible Enhance Equity team training skill set to instruct, relate and respond to African American male students Student, parent, staff surveys, including specific questions regarding equity and race Strategy & Partnerships  Training, materials and tools disseminated through each school building, reaching all staff.  Periodic training to revisit key equity and race initiatives Student, parent, staff surveys, including specific questions regarding equity and race Timeline Results Equity team training (mandatory) Rollout in preparation for 20182019 school year Develop ongoing Building Leadership Team equity team training, post pilot program Rollout in preparation for 20182019 school year Principals Education Directors Strategy & Partnerships Identify and prevent microaggressions toward African American males  Create training content to explain what microaggressions are, how to identify and how to NOT perpetuate them  Include this in all equity and race training Annual  Improve the perception, held by some school administration and teachers, of American African male students  Teachers see the potential, talents and promise of African American students; holding these students accountable, as any other student. AAMAC Final Recommendations September 2017 Page 46 Create a survey for African American male students (similar to a customer satisfaction survey) and administer at the beginning of the school year and another at the end of the year Research & Evaluation Strategy & Partnerships Goal 3: Develop a communication plan around Policy 0030, ‘Ensuring Educational and Racial Equity’ Key Action Steps Intentionally include components of policy 0030 into the, ‘SPS Formula For Success’ document Timeline ASAP Evaluation Mechanism Results Increased awareness, visibility and emphasis on the importance of improving racial equity, districtwide through real strategies. And more importantly increase awareness and improve perception and engagement of community Track inclusion of 0030 in the document Person/Area Responsible Superintendent Student Support Services Strategy & Partnerships Create an innovative marketing campaign around Policy 0030 and our recommended action steps to reach African & African communities and families before 12/31/2017   Increased prioritization, visibility and emphasis on the importance of improving racial equity in SPS Reduction in the opportunity gap Track development and execution of the campaign; SPS web content, social media (e.g. Twitter, Facebook, TV and radio coverage) and it’s reach to the intended audiences *END OF POLICY AND PRACTICE RECOMMENDATIONS* AAMAC Final Recommendations September 2017 Page 47 Community Engagement (Communications) AAMAC 3.0: The Next Chapter AAMAC Final Recommendations September 2017 Page 48 AAMAC 3.0: The Next Chapter While the 2.0 version of the African American Male Advisory Committee has achieved its goal of researching, creating, vetting and submitting recommendations to the superintendent and senior leadership, the equity work of our district is far from complete. AAMAC 3.0 is looking forward to continuing to providing valuable community input. Some options currently under consideration are below. The first three are more probable; the fourth is a possibility: 1. Single-Issue Task Force AAMAC would become a single-entity committee, uniting to comprehensively address one high-impact issue regarding African American males. 2. Multiple-Issue Task Force AAMAC would become a single-entity committee, uniting to comprehensively address multiple high-impact issues regarding African American males. 3. Advocacy Group AAMAC would become “evangelists” for African American males, embarking on a campaign of public awareness and leading advocacy liaison sessions with district leadership. 4. Join an Existing Affiliate AAMAC would align itself with a regional or national organization such as the Campaign for Black Male Achievement. Interested in sharing your thoughts on AAMAC’s future? Contact us at: equityoutcomes@seattleschools.org AAMAC Final Recommendations September 2017 Page 49 SEATTLE ELLELLC SCHOOLS I Positive Learning Positive Beliefs I Positive Relationships Positive Partnerships AAMAC Final Recommendations September 2017 Page 50