Progress on Equity Goals
The progress on equity goals includes training on culturally responsive practices, capacity building, collaboration with Harvard University, behavior support interventions, and efforts to address discipline disparities in schools. Initiatives involve educators, administrators, and students in creating inclusive and equitable learning environments. The focus is on promoting diversity, equity, and justice in the educational system.
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Presentation Transcript
2 All administrators participated in two full days training on culturally responsive practices, Dr. Tamika LaSalle Four cohorts of administrators continued this work in two half day sessions Building Capacity District Observing Cultural Inclusive Curriculum Through the Evaluation Process- Monthly Professional Development for Administrators, Todd White District Management Group (DMG) assessing system of supports and equitable distribution of resources
3 High School participates in Harvard University s Reimagining Integration Diverse and Equitable Schools, Dr. Lee Teitel, Harvard, April-2018. This work results in Student Ambassador Program Building Capacity Continued High School in the process of becoming Connecticut s first No Place for Hate School- ADL High School participates in the Peer Ally Program Training through ADL
4 Continue Change From Within: Building Capacity for Educational Justice works with teams of teachers from individual schools or districts to deepen their understandings around implicit bias and culturally responsive teaching. SCSU Dr. Jessica Powell Building Capacity Continued De-escalation strategies HCLC, Social Workers, Guards, Paras, Administrators
5 All schools are engaged in Positive Behavioral Support Intervention Support Training (PBIS) through CREC District applied and received the State of Connecticut Child Health Development Institute Student Discipline Diversion Grant Addressing Discipline Disparities Title I Elementary Schools , HHS, HCLC, and HMS will participate in Mindfulness training from Elm Village Offering tools around resilience and dealing with trauma Working with teachers around racial and social injustice Helping give students a voice to skillfully advocate for their needs.
6 District continues works with Juvenile Review Board (JRB) intended to divert from Juvenile Court children who have committed minor delinquent acts or whose behavior at home or school indicates they are at risk of delinquency. Addressing Discipline Disparities Continued District participates with Racial and Ethnic Disparities Committee (RED). The RED model creates a diverse roundtable of individuals who are key decision makers in the lives of youth. The overall goals of the RED committees is to reduce the over- representation of youth of color at key decision making points throughout the juvenile justice and educational systems, reduce the disparate treatment of youth of color at these decision points, and prevent youth of color from unnecessarily entering and moving through the juvenile justice system and school-to-prison pipeline.
7 Portrait of a Graduate
