How's our Equity Resolution doing?
Each year our Equity Action Team will focus on and report about the latest initiatives and goals met for the growing document that is our NTPS Equity Resolution >>.
Last update: 3/2021
Hiring & Retaining a Workforce that Reflects the Diversity of our Student Body
Resolution Items a-d (last updated 3/2021)
Resolution Item Status a. The District will prioritize retaining and hiring BIPOC staff in our schools and at the District office at all levels. A special emphasis will be placed on increasing the percentage of BIPOC educators and administrators. The District will amplify Voices of Color by collaborating with the NTPS Minoritized Educator Roundtable, NTPS Social Justice League, Student and Parent Affinity Groups, and local community partners in this work.
Representatives for our HR and Finance Department attended a listening session with our Equity Advisory Team to learn more about the vision and expectations identified in sections a-d.
2020 Staff Data by Race Identified and is available at: LINK NEEDED (broken on Co-Conspirators)
b. The District will research and report how other districts have built strong relationships with their BIPOC communities and the policies and procedures that support those relationships. In addition, they will research and report how other districts have used mentor/mentee programs to support retention of BIPOC staff.
NTPS has joined the Somali Parent Education Board to learn and collaborate with BIPOC parents and educators in several school districts up North who have built strong relationships with their BIPOC communities. We have developed a BIPOC Parent Leadership Team who is working closely with SPEB to guide NTPS in policies and procedures moving forward. The team continues to meet monthly and has recruited three more members.
c. The District, in consultation with Educators and Experts with bi-literacy skills, will explore ways to appropriately compensate bi-literacy skills. d. The District will compensate staff who lead and organize school and District equity initiatives as well as those who have been requested to attend meetings/conferences where they can build a network of support that results in hiring of BIPOC educators and administrators.
Ethnic Studies, Anti-Racism Education, & Culturally Responsive Practices
Resolution Items e-n (last updated 3/2021)
Resolution Item Status e. Ethnic Studies is a K-12 framework that can be applied to all content areas; it is a mindset that informs how a subject is taught and not just what is taught. Ethnic studies centers on the humanization of education as well as the knowledge and perspectives of diverse racial groups, reflecting narratives and points of view rooted in that group’s lived experiences and intellectual scholarship. The District will mandate age appropriate Ethnic Studies K-12 for all classrooms to be given throughout the entire school year. The four areas of focus in Ethnic Studies include Identity, Power and Oppression, History of Resistance and Liberation, Action and Reflection. The District will provide a timeline for full implementation, with initial implementation to begin in the 2021-2022 school year.
- 11 staff members PreK-12 were selected through an application process to participate in a year-long training with the XITO Institute out of Arizona. The training focuses on building a common understanding and foundation for Ethnic Studies instruction. The team will also serve in a leadership role as we continue to develop cohorts and professional development for the district.
- We have NTPS/River Ridge High School staff and students serving on the OSPI Ethnic Studies Advisory Committee. OSPI is developing a recommended framework with resources and NTPS is monitoring/participating in the process to help inform our work moving forward.
- The Equity Department met with the XITO Institute to discuss a draft of a multi-year roll out plan. Once the draft is complete the plan will be shared with the Equity Advisory Team and Ethnic Studies Cohort 1 for input.
- Ethnic Studies Planning Team scheduled additional monthly meetings to begin outlining potential frameworks and roll out plan.
- At the Ethnic Studies cohort meeting the topic of developing a "school within a school" or Ethnic Studies track came up and the committee is exploring possibilities. The team also discussed the need to center students, families and community in the development of Ethnic Studies in our district.
f. Until K-12 Ethnic Studies is fully implemented, Educators will adopt the Social Justice Standards(12) to build a foundation towards the implementation of Ethnic Studies and to help develop students who are critical thinkers and solution seekers. The Social Justice Standards focus on Identity, Diversity, Justice and Action.
- All buildings and departments will complete a mini lesson with staff focused on the Social Justice Standards. The purpose of this mini lesson is to build awareness for all staff that the Social Justice Standards exist and to begin to think deeply about how they can be woven into our current curriculum and instruction. In 2021-22 all staff will participate in a mapping process aligned to their grade level/content curriculum to identify where Social Justice Standards are currently embedded and to identify gaps.
- The Elementary ELA Coaching team is recording over 200 Reading Comprehension videos that address the Social Justice Standards. These lessons support K-5 teachers during remote learning and are provided as examples of how we can begin to humanize instruction.
g. Until K-12 Ethnic Studies is fully implemented in all buildings, administrators will require Professional Learning Communities, along with Instructional Coaches, to analyze curriculum with an anti-bias, anti-racist lens to ensure a safe climate and strong relationships with all students, families, and community. The District will provide guiding questions to use during this analysis.
- The anti-racist text selection tool has been developed in partnership with Cultures Connecting, Teaching Tolerance and our Equity Advisory Team. The tool is available on the equity website and in the staff equity google drive.
- Our IMC (Instructional Materials Committee) will be adopting the Teaching Tolerance version of the anti-racist text selection tool and will be trained on the new tool at the next IMC meeting (January 2021)
- The IMC reviewed both racial equity forms and will be piloting them throughout the year.
- A curriculum reporting form is developed and located on the district website for staff to submit curriculum recommendations and concerns. We received our first report which was then sent directly to the IMC for review.
h. Until K-12 Ethnic Studies is fully implemented, all schools will review the Equity Text Tool and NTPS developed Black Lives Matter resources(13) to develop culturally responsive and inclusive learning plans that move beyond surface level attention to cultural differences and foster a sense of belonging by embracing and giving power to diverse points of view. They will give special attention to decolonizing curriculum and balance the perspectives of Black History and Native American History.(14)
- The anti-racist text selection tool is currently available for staff to use. The training for the new tool will take place at the August 2021 professional development days.
- Black Lives Matter resources are available on the equity website with links to three primary sites: Black Lives Matter at School, Teaching Tolerance and the Zinn Project
- There are two courses being implemented at River Ridge High School that focus on Indigenous perspectives. One course is US History and the other is an English course. Plans are being developed to begin similar courses at Timberline High School and North Thurston High School.
- We are exploring the potential of Black History 365 which is Black History curriculum.
i. The District will create a system for a school to share these culturally responsive and inclusive learning plans with other schools.
j. Educators will consult cultural or special education representatives or Equity Advisory Teams to review projects, lessons or events, involving cultural learning, to prevent perpetuation of stereotypes and to ensure respectful and multidimensional representation of another culture or lived experience. k. Educators and Administrators will engage in ongoing discussions about how language, and everyday conversations, can lead to bias. Every child will be free from educator-bias based on past performance and behavior.
- August 2021 there will be professional development offered specific to this topic by our Equity consultants. In addition, the Equity Advisory Team will develop a series of mini lessons for staff professional development at the building and department level.
l. K-12 building administrators will report on how Since Time Immemorial Curriculum(15) is being utilized effectively and appropriately in every grade level in their building to support the teaching of tribal sovereignty, tribal history, and current tribal issues at the secondary level. NTPS will continue to develop specific courses based on Indigenous perspectives and scholarship.
- K-12 Building Administrators will report on how Since Time Immemorial Curriculum is being utilized effectively and appropriately in every grade level in their building to support the teaching of tribal sovereignty, tribal history, and current tribal issues. At the secondary level, continue to develop specific courses based on Indigenous perspectives and scholarship.
- Native Student Programs (NSP) is working closely with building leaders and district committees in development of a reporting process.
- NSP has helped create, train, and continually support our district’s two Native Studies courses: US History Through the Native Perspective and Literatures Through Native Perspectives.
- NTPS engages in bi-annual tribal consultation work sessions to collaborate with the Nisqually tribe and communicate updates and progress.
- NSP and NTPS work closely with tribal partners on projects such as tribally led professional development opportunities, guest teaching, committee work, and community events.
- NSP provides on-going training, educational resources, and support for district staff and including district professional development days.
- Our work in tribal collaboration and Native Studies has been featured in sources such as Association of Washington School Principals and Crosscut.
- NTPS has remained committed to recruiting and providing space for Native representation, voice, and perspectives in its ongoing equity work.
m. The District will give clear guidance to teachers regarding LGBTQIA+ materials and resources to ensure true representation for all students in our curriculum and supplemental materials. The resources will ensure that teachers and staff members are equipped with the knowledge, vocabulary and resources to effectively include LGBTQIA+ perspectives in the classroom and that students, families, and staff understand that the LGBTQIA+ community is supported by NTPS.
- The Equity Advisory Team identified two elementary books that were purchased and distributed to every elementary classroom. Lesson plans for the books were also included and are available on our 2020 Equity Google drive.
n. The District will give clear guidance to teachers regarding students with disabilities materials and resources to ensure true representation for all students in our curriculum and supplemental materials. The resources will ensure that teachers and staff members are equipped with the knowledge, vocabulary and resources to include students with disabilities’ perspectives in the classroom and that students, families and staff understand that students with disabilities are supported by NTPS.
Resolution Items o-r (last updated 3/2021)
Resolution Item Status o. The District will engage in continuous analysis and reflection on the disproportionality that exists in many data points within our system to acknowledge the areas in which the District has perpetuated this disproportionality. This data will be provided to building staff, so they can use it for meaningful work in their School Improvement Planning process and actively seek to recognize and remove barriers to education. p. All educators and staff will know their discipline, achievement and attendance data as it pertains to marginalized populations. Educators will set goals to eliminate disproportionality and complete training in areas of need with an equity lens. q. The District will increase use of the data dashboard which provides buildings with the ability to disaggregate several types of data (by race, students with disabilities, and poverty), including discipline, attendance, district/statewide assessment, and grades. The data will be used to co-create action plans with families and communities. r. The District will use the data dashboard to continue to find the bright spots in the District where marginalized students reach educational justice and recognizing and celebrating where gaps are being eliminated through specific practices within our District.
Policies & Practices
Resolution Items s-t (last updated 3/2021)
Resolution Item Status s. The District will identify system inequities by reviewing all policies through the Equity Decision-Making Tool to evaluate the impact of the decision on all racial communities. All future decisions, in every District department and schools, will be evaluated using this tool.
- The Equity Decision-Making Tool is developed (Called PAUSE) and has been shared with district leadership and is available on the 2020 Equity Google Drive.
- March 5, 2021 all administrators will participate in a practice session on when and how to use the tool.
t. The District will develop a survey and implementation plan for conducting an annual assessment of all educators, and leaders, in implementing anti-racist, anti-bias practices. The results of the assessment will be used for planning professional learning.
Resolution Items u-v (last updated 3/2021)
Resolution Item Status u. The District will provide mandatory, differentiated professional development focused on anti-racism, racial equity, and inclusionary practices (to include the Universal Design for Learning principles) for all certificated and non-certificated staff. Building administrators will be intentional about differentiated racial equity lessons for all staff. They will also respect and honor requests from staff of color who may express alternative needs. v. School Board Members will be provided the Equity resources on anti-racism and inclusionary practices that district leaders and staff study and are encouraged to report on equity training and initiatives during Board Meetings.
Social & Emotional Support
Resolution Items w-y (last updated 3/2021)
Resolution Item Status w. The District will outline an implementation plan of training for teachers, caregivers, school staff and students on restorative practices. The plan will include how we will imbed restorative practices into PBIS, SEL curriculum, and our approach towards discipline.(16)
- Identify 4 schools to serve as early implementers of restorative practice: Lydia Hawk, Olympic View, Nisqually Middle School, River Ridge High School.
- Provide classroom teachers, staff, and administrators at early implementer schools with 12 hours of training during 2020-21 in order to introduce participants to the basic principles, values, and processes of Restorative Practices in school settings, and to provide participants with a framework for responding to challenging behavior through authentic dialogue, self-reflection, empathy, and accountability.
- Create a partnership between NTPS, Thurston County Dispute Resolution Center, Collaborative Learning Solutions, and the Teacher Education Program at Evergreen State College with plans to create a CTE class and Restorative Justice Center at River Ridge High School during 2021-22.
- Provide any interested para in 2020-21 with a two-hour training designed to introduce participants to the why, what, and how of restorative practices, including affective statements, affective questions, social discipline window, and how restorative practices are embedded in PBIS and social emotional learning.
- Launched a cross-role Restorative Practices Leadership Team. Team’s first meeting was 2/5/21 to begin planning implementation steps.
- Submitted a competitive iGrant to OSPI requesting funding to support RP leadership development for 2020-21.
x. The District will evaluate ways to reallocate funds for professionals in the areas of mental health, child-welfare, substance abuse, homelessness, etc. connected with the schools to address these issues with families and students. With building administrators, mental health professionals, students, and SRO’s, the District will develop an ongoing review of procedures and experiences of our work with SRO’s. In addition, they will verify that NTPS’s policies meet OSPI’s mandatory training requirements for the School Resource Officer programs to ensure compliance.
- In collaboration with ESD 113, provided SROs in 2020-21 with "Safety & Support for Students" training on 12 areas mandated by HB1216.
- Adopted NTPS Board Policy and Procedures for our SRO program that addresses roles, responsibilities, and limitations of SROs, when teachers and administrators may ask an officer to intervene, and process for filing complaints.
- In the process of developing a Memorandum of Understanding between NTPS, Thurston County Sheriff’s Department, and Thurston Police Department based on the NTPS Board Policy and Procedures for our SRO program.
- Currently, we are in the process of creating a SRO activity report and data collection system that will allow the district to generate quarterly reports showing SRO activity by level, incident type, and SRO calls disaggregated by outcome based on grade, gender, ethnicity, free/reduced lunch, disability, ELL enrollment, foster care, housing status.
y. The District will assure that student affinity groups receive facilitation of clear pathways to achieve their goals.
Resolution Items z-cc (last updated 3/2021)
Resolution Item Status z. The District will create an attractive, easy to navigate, Equity Web Page for students, families, and current and future employees to better understand the details of our racial justice work. The webpage will include a statement affirming Black Lives Matter at School, this Resolution and updates on each of these actions. In addition, it will include the outcomes of the District Leadership Team’s work in Equity from the 2019-2020 school year.
- Equity website has been revamped to provide in-time information about NTPS equity focuses.
- Website will be reviewed by the Multicultural Action Council 2x a year for feedback and improvements.
- Affirming statement for Black Lives Matter is on the equity website along with Black Lives Matter resources and activities.
aa. During the 2020-2021 school year, the District will research and report on the impacts for marginalized communities with state and local testing and create plans to identify and eliminate racist or biased policies in relation to our assessment system and the use of assessment data. bb. The District Multicultural Action Committee will assist schools in diving deeper in cultural events and experiences to make space for more meaningful learning about the issues that are relevant to diverse cultures.
- Multicultural Action Council reviewed the Equity Resolution, specifically section bb. The committee developed a common vision for this section and brainstormed possibilities moving forward. The committee meets monthly and plans to have a document outlining this focus by the end of the school year. Next meeting is March 25th, 2021.
- Multicultural calendar centered on non-western celebrations sent out district wide to bring awareness to the diversity within our district.
cc. The District will use the research based Universal Design for Learning as a system-wide inclusionary decision-making framework, building awareness with key players inside and outside the system and recognize and remove barriers to education and/or meaningful engagement in enrichment and extracurricular activities