Long Term Collaborations

I partner with PK-12 organizations to engage in an in-depth analysis of the impact of current practices on historically marginalized communities. I then bring experience in creating strategic plans for implementing equitable practices. Together we work to develop a long-term strategic plan with measurable outcomes, specifically in the educational attainment of historically marginalized communities.

Long Term Collaborations

I partner with PK-12 organizations to engage in an in-depth analysis of the impact of current practices on historically marginalized communities. I then bring experience in creating strategic plans for implementing equitable practices. Together we work to develop a long-term strategic plan with measurable outcomes, specifically in the educational attainment of historically marginalized communities.

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Are you practicing Race Based Discipline?

We will conduct a three year data analysis to identify trends and patterns. Our review will focus on office referrals and suspensions. Additionally, we will examine who is being sent to the office or is consistently in the hall. This data is usually not formally recorded but needs to be analyzed. We also need to analyze the school-wide behavior management plan. Once we have the school's patterns/trends and how they do/do not match up to the school-wide behavior management plan then we can arrange for a presentation to the staff. The presentation will start with the school's data that is race based. We then lead the staff through an analysis about their own beliefs about behavior that is race based. We move into an adaptive approach to behavior management through presentations of case studies from personal experience.

Are you practicing Race Based Discipline?

We will conduct a three year data analysis to identify trends and patterns. Our review will focus on office referrals and suspensions. Additionally, we will examine who is being sent to the office or is consistently in the hall. This data is usually not formally recorded but needs to be analyzed. We also need to analyze the school-wide behavior management plan. Once we have the school's patterns/trends and how they do/do not match up to the school-wide behavior management plan then we can arrange for a presentation to the staff. The presentation will start with the school's data that is race based. We then lead the staff through an analysis about their own beliefs about behavior that is race based. We move into an adaptive approach to behavior management through presentations of case studies from personal experience.

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Intersectionality of Special Education and ELLs

Begins with a three year data analysis on two fronts:

  • Special Education - who has been referred and by whom? Break down into race, gender, and linguistic proficiency? Who has been identified? Same breakdown.

    • For ELLs  that have been referred/identified the data analysis needs to include: time in the country AND in U.S. schools, language proficiency level, educational background in country of origin, performance on state assessments, attendance and grades in core content.​

  • ELLs - aside from tracking their level of linguistic proficiency over a three year period, we would need to know the program that they have been in to address English acquisition.  We would determine how much time they spend in the core and what preparation teachers have to understand how to shelter instruction. Additionally, we would collect students’ reading levels in both English and their native language, if that is available.​

Another important data point is: how many administrators (building leaders all the way to cabinet) have a background in second language acquisition, literacy and special ed.  This tells us the benchmark in terms of the depth of their understanding.

After the data analysis, we will schedule a meeting with decision makers to discuss the findings.  Based on the findings, we will bring a proposal as to how we need to move forward to address the issue.  The plan may include:

  • PD for leaders about the intersectionality of SpEd and ELLs

  • Coaching of district level administrators as to how to engage in equitable practices when it comes to ELLs and students of color.

  • PD for school staff about the intersectionality of SpEd ad ELLs

  • Working with district level administrators to create a strategic plan that will address how they will implement equitable practices over a three year period. We have experience walking districts in creating a strategic plan for leading for equity and the plan developed will include measurable outcomes.

  • Other servcies as mutually determined may be needed.

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