ENSURING EQUITY OF OPPORTUNITY IN BALTIMORE COUNTY PUBLIC SCHOOLS

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2 ENSURING EQUITY OF OPPORTUNITY IN BALTIMORE COUNTY PUBLIC SCHOOLS Office of Equity and Cultural Proficiency Dr. Lisa Williams

3 Objectives The purpose of this discussion is to: Define and describe how Baltimore County Schools are moving forward in the application of an equity lens Describe how data is used to describe conditions related to equitable access Describe the transition from theory to practice as the district continues its equity focus

4 WHO WE ARE African American 13.70% Asian 2.20% Hispanic 0.60% American Indian 0.30% White 83.20% BCPS Enrollment 1984 Hispanic 8.90% Multiracial 4.60% Asian 7.10% American Indian 0.40% Hawaiian/ Pacific Island 0.10% White 40% African American 38.90% BCPS Enrollment 2017

5 WHO WE ARE At a Glance Students eligible to receive free and reduced price meals 45.1% Number of English learners (K-12) 4.5% 108 countries 85 languages

6 WHO WE ARE 113, , , , , , , , , , , , , , ,

7 AS YOU VIEW THIS IMAGE, SHARE THOUGHTS IN THE CHAT 7

8 A FOCUS ON EQUITY AND EXCELLENCE

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10 Where we are Leadership Literacy Climate 10

11 What we want for our students! Globally competitive graduates Globally contributing citizens 11

12 How are you defining equity in your organization?

13 HOW WE PLAN TO GET THERE: THEORY TO PRACTICE-A FOCUS ON EQUITY AND EXCELLENCE

14 FOCUS ON EQUITY AND EXCELLENCE: GRADUATION TRENDS

15 WHAT IS MEANT BY EQUITY? Ensuring availability of opportunities that engender equally high outcomes for every learner.

16 WHAT IS THE RELATIONSHIP BETWEEN EQUALITY AND EQUITY? Equality aims to ensure that everyone gets the same things in order to achieve high academic outcomes. Equity involves trying to understand and give people what they need to achieve high academic outcomes.

17 HOW WE ARE MOVING THE WORK: THE POLICY ENVIRONMENT 17

18 Creating an environment where equity is permissible Policy 0100: Equity Disparities on the basis of race, special education status, gender, ethnicity, sexual orientation, English Language Learner (ELL) status, or socioeconomic status are unacceptable and directly at odds with the belief that all students can achieve

19 USING DATA EFFECTIVELY TO UNDERSTAND CONTEXT 19

20 HOW IS YOUR SYSTEM USING DATA TO UNDERSTAND EQUITABLE ACCESS? 20

21 EXAMPLE OF THE NEED TO CLOSE GAPS Race/Gender Demonstrating Approaching Emerging Amr Indian/Al * * * Asian Black Native Hawaiian * * * White His./Latinx Two or More Races Male Female

22 Number of AP Courses Taken EXAMPLE OF THE NEED TO RAISE THE BAR BCPS Average Least AP Courses Taken 32 Most AP Courses Taken

23 WHAT SYSTEMIC ENGAGEMENT LOOKS LIKE 23

24 EQUITY AND SYSTEM PLANNING STRUCTURES School Progress Plans Office Performance Management Plans

25 EQUITY AND STAFFING CONSIDERATIONS Retention Recruitment Development Leadership Succession Leadership

26 IMPLEMENTATION OF BOARD OF EDUCATION POLICY 0100 EQUITY EARLY INDICATORS

27 INCREASED STUDENT ACHIEVEMENT Increasing GPAs Increased AP participation Increasing SAT performance and participation

28 INCREASED ACCESS TO RIGOR Established universal S.A.T. Established pathway to second language competency

29 ENHANCING EQUITABLE LEARNING OPPORTUNITIES Established S.T.A.T. Increased Pre-K seats by 300

30 BUILDING LEADERSHIP CAPACITY Awarded a $1.5 million grant to enhance professional development on connecting equity and S.T.A.T. Awarded a $2 million grant to create a comprehensive support system for students with behavioral challenges

31 MOVING FORWARD Increase organizational cultural competency through continuing the equity training Focus on literacy and leadership across the organization Ensure a positive learning environment in all schools! School Progress Plans focused on customization and personalization of learning