II.Assessment Purpose and Focus
Educational Diversity Assessment Interview Sheet
© 1999 Tulin DiversiTeam Associates 5 Curtis Park Drive
Wyncote, PA 19095 (215) 884-7325 FAX 215-886-5515
E-Mail: info@diversiteam.com
URL: http://www.diversiteam.com
Submitted by Gloria Grantham & David P. Tulin October 5, 1999
1. BACKGROUND SUMMARY
This is a summary report of the findings and Consultant Conclusions and Action Recommendations resulting from Interviews, meetings and correspondence with Nyack Public School District School Board members (4), district and school administrators (11), teachers and other non-administrators (3 7), parents (46), students (15), non-teaching staff (7) and Nyack community members/leaders and/or Task Force members (30). (Total number interviewed 150) These participants reflected diverse backgrounds of race, gender, socioeconomic status, national origin, educational level, age, religion, and organizational affiliation. (64 % were "white" and 36% were People of Color)* These interviews were conducted together and separately by outside consultants David P. Tulin and Gloria Grantham, Ph.D., of Tulin DiversiTeam Associates, Wyncote, PA. The interviews and correspondence involved 150 people, with one-on-one in-person and, telephone interviews ranging in duration from 30 minutes to 2 hours. (Interview questions are attached.)
II. ASSESSMENT PURPOSE AND FOCUS
The goal of this assessment was not to conduct an investigation to determine the specific facts in any particular grievance, compliant or incident, but rather to identify:
A.The diversity strengths in the Nyack Public School District
B.The diversity weaknesses/areas in need of improvement in the Nyack Public School District
C.Action recommendations for the Nyack Public School District to help strengthen the positives and reduce or eliminate diversity problems and obstacles, in order to more fairly and effectively communicate with and develop the talents of School District employees of all backgrounds, increase the perception and reality of fair treatment, trust, inclusion and involvement of parents of all backgrounds, strengthen the perception and reality that there is fair treatment and there are equal opportunities for academic achievement for students of all backgrounds, and increase the probability of success for all Nyack School District students, with additional focus on challenges and opportunities for "minority" students.
Given the set of circumstances and concerns that preceded the conducting of this Climate Assessment, most of this report focuses on identifying areas in need of improvement, plus some specific recommendations to help reduce or eliminate some of the Nyack School District's identified weaknesses or problems, while also maximizing its strengths. Hence, the -focus of this report is not on "balancing" every negative with a positive, but of identifying, focusing, and offering some analysis and prescriptions for consideration to improve the quality of the educational climate and practices in the Nyack Public School District.
*This report uses commonly accepted terms such as People of Color and "minority" to refer specifically to African-Americans and Haitian Americans in Nyack. The quotes around "minority" reflect the reality that minority and majority are relative based upon their context, and that the phrase is too often used to minimize rather than describe.
Nyack School District Diversity Assessment Report
III.PATTERNS OF FINDINGS
A.Strengths/Positives
1. Most Nyack school community members interviewed have a sense of pride and enthusiasm about living in such a diverse community and/or working or attending school in the Nyack Public School District
2. Most Nyack school community members interviewed appreciate the way in which the community comes together to support one another in times of crisis
3. Most Nyack school community members interviewed appreciate the diversity of the district and people's desire to "do the right thing."
4. Most Nyack school community members interviewed appreciate the opportunity for parents to participate in School District committees and activities, (i.e., hiring, Special Education).
5. Most Nyack school community members interviewed appreciate the many dedicated teachers, principals and staff who go beyond their call of duty.
6 Most white Nyack school community residents interviewed, and a few "minority" respondents, appreciate the opportunity to be heard by the administration and teachers, and even if they do not always agree, they appreciate being able to voice their concerns.
7. Most white and some "minority" Nyack school community residents interviewed appreciate the dedicated teachers who are in regular contact with parents regarding their children's progress, particularly at the elementary level.
8. Most white and some "minority" Nyack school community residents interviewed appreciate that the Nyack School District's small size and closely-knit relationships offer opportunities for parents and administrators to know each other and communicate on a first-name basis.
9. Many employees interviewed appreciate the opportunity to grow and develop, and be evaluated and promoted, based upon talent and measurable achievements.
10. "Many parents appreciate the Superintendent's leadership." Interviewee Quotes Reflective of the Positive Responses
"There's a willingness to share information and ... it is good (that the) District reaches out to the community."
"Teachers are excellent; they help the kids, and they're knowledgeable."
"There's a strong push in my building to help all children."
"The staff is forward looking."
"(The consultants are) here and the community cares."
" The District leadership is good."
Nyack School District Diversity Assessment Report
III.PATTERNS OF FINDINGS (continued)
A. Strengths/Positives (continued)
Interviewee Quotes Reflective of the Positive Responses (continued)
"Kids get along."
"The community is diverse, and they are willing to be aware of diversity."
"Good physical sites, small classes and a capable administration."
'Pleased that there is finally a black principal."
"The Superintendent is tying to turn the District around."
B. Diversity Weaknesses/Areas in Need of Improvement
1. Most interviewees considered the lack of a full-day kindergarten a weakness.
2. Many interviewees identified factors such as personal relationships, subjectivity, "Who you know" or for how long, as variables that sometimes intrude on professional practices and decision-making.
3. Many interviewees felt that many academic programs lack rigor and challenge, including the high level classes.
4. Most interviewees identified low expectations for students in "Special Education!' and for those who are not in "high level classes."
5. Sonic white and "minority" interviewees identified a lack of nurturing of middle school students after they transition from the elementary schools.
6. Many "minority" and some white interviewees identified an uneven and often unsuccessful attempt to include parents and children of all backgrounds in educational activities. Nyack School District Diversity Assessment Report
7. Most "minority"' and some white interviewees said the School District should significantly improve its hiring and promotional practices to include more "minority" teachers and administrators.
8. Most interviewees targeted the Special Education Program as in need of improvement in areas such as: identifying and classifying legitimate disabilities; the disproportionate placement of black students in Special Education; and the perception and/or reality that Special Education is a dumping ground for students of limited English proficiency and/or behavior problems whose parents are not as actively informed of or assertively involved in school decisions.
9. Most "minority" and some white interviewees expressed fear-that their children will not get a good education if placed in Special Education, and will be labeled and stigmatized throughout their school experience.
10. Most "minority" parents interviewed do not believe that their own children get equal access to and full information about testing, counseling, awards, academic recognition, scholarships, tutoring, supplemental academic programs, transportation, and placement in higher level courses.
11. Many "minority" parents interviewed state they receive information too late, second hand, or not at all.
12. Many "minority" parent interviewees fear a backlash from teachers, administrators and other parents if they speak up for their children or about their concerns.
13. Many "minority" parents, students and teachers interviewed share the feeling that they are not treated fairly and, in order to have the same benefits as white parents, students or teachers, their options are to fight, shut up, or "play the game" in order to be seen not as disruptive, but as "team players."
14. Most "minority" and some white interviewees believe that "minority" children are not treated fairly, and do not have the same academic advantages as white students. Nyack School District Diversity Assessment Report
Interviewee Quotes Reflective of the Negative Responses
"Money should be put into an after school homework center, a summer program for elementary school, and a full-day Kindergarten."
"Teachers need more alternatives for meeting with parents."
"Teachers need sensitivity and awareness training and training for principals."
"Get rid of people if there is evidence of special treatment to one group over another."
"Teacher training is needed for diverse learners and classroom management."
"Find innovative ways to teach those who are not achieving."
"Empower black families to feel and be a part of the system."
"Get kids from Honor Society to learn community service by tutoring others."
"Teachers need Public Relations Training."
"Research how kids are tested for Special Education."
"Provide teacher training across the board."
"We need a more diverse staff of "minority" teachers."
"Training is needed for all new teachers."
"More black male teachers should be hired and more black teachers should be promoted."
"There needs to be a policy for early intervention."
"Get rid of the dead wood, you need people who care."
"Students should be put in the right classes; when they tell their Guidance Counselor they are in the wrong classes - Guidance Counselors say, 'You are in the right class."' Nyack School District Diversity Assessment Report
III.PATTERNS OF FINDINGS (continued)
Interviewee Quotes Reflective of the Negative Responses (continued)
"Eliminate the ISS (in-school suspension) and the OSS (out-of-school suspension)."
"Provide equal services to all students."
"The Task Force might be a start to figure out how we can hear each other."
"Let's explore the 'isms."'
"Reroute the tracking system - - it needs to be changed."
"Have parent workshops to help parents learn what to do."
"Clean up the Special Education Program"
C.Interviewee Responses to Reported Racial Disparity in Academic Achievement
1.All administrators interviewed are aware of racial disparities.
2.All but one parent interviewed are aware of a disparity.
3.All School Board members interviewed are concerned about racial disparities.
4.All students interviewed are aware of some racial disparities.
5.All but three teachers interviewed are aware of racial disparities.
6.All people of color interviewed are aware of racial disparities.
7.All community leaders interviewed are aware of racial disparities.
Nyack School District Diversity Assessment Report
CONSULTANTS' CONCLUSIONS
These are the individual, professional opinions and conclusions of the two consultants based upon our interpretation of the data and findings.
1. Criticisms of the School District are too often interpreted and responded to by its leaders as maliciously intended and hurtful personal attacks, rather than as legitimate, personal and professional disagreements of people of good will. As a pattern, most School District and site-based administrators are good people and professionals, who want to do right by every student regardless of background and are hurt or offended that they are seen or treated as uncaring and insensitive to the concerns of "minority" professionals, parents and students. As a pattern, most critics of the School District are good people and knowledgeable about educational and diversity issues who are hurt, angry, or frustrated that enough progress is not being made and who believe that legitimate struggle over these issues with School District leadership should result in a unified and effective effort for meaningful improvement. The "family-like" nature of the community in Greater Nyack causes people to too readily label others who raise uncomfortable issues as having a "chip on their shoulder," being confrontational or being enemies of what is "best for the District."
2.There is an adversarial, warring camp climate in the Greater Nyack School Community that undermines the child-centered focus that is necessary to resolve legitimate problems. Good people can differ about how students of diverse backgrounds are treated, but criticisms of the School District are too often cloaked in acrimonious and personalized tones that imply that School District leaders have negligent or even malicious intent to cause or allow students from "minority" backgrounds to fail.
The leadership of the School District and some teachers and parents take ' criticisms of policy-or practices about race-related educational issues personally and defensively, too often attacking the motives of the critics, and responding in ways that appear to defend the status quo rather than to act as change agents committed to continuous improvement. The more that people criticize the School District based upon information provided by the District, the School District response is to sometimes withhold or limit the dissemination of additional information out of fear that it will generate more criticism. Understandably, this only serves to open the School District to additional criticism about its lack of openness.
This situation undermines efforts to harness the cooperative talents and energies of potential problem solvers, leading to appeals to outside agencies and the media by some critics, and a "circling of the wagons" and a "friend vs. foe' mentality and approach on the part of some School District leaders. We have concluded that there is a great waste of energy and talent that, with a de-escalation of animus and a common commitment to acknowledging the problems that really do exist for people of color in the School District, significant improvements could be made. Nyack School District Diversity Assessment Report
3.Most parents, administrators and teachers in the School District view Nyack's diversity as positive, although most white interviewees consider the very presence of diversity as an important accomplishment; whereas, most "minority" respondents, while valuing demographic diversity, view much of Nyack's diversity too often still about numbers and proximity, particularly when many, of them regularly experience segregated social, housing, educational and job opportunities. Indeed, many of them and their children feel that they are treated as tolerated or exotic, temporary members or visitors of a community that is still functionally segregated.
4.Everyone interviewed recognized that there is a race differential or racial disparity in academic achievement. In fact, almost every administrator, parent and School Board member interviewed, all students interviewed, all but three teachers interviewed, all People of Color interviewed and all community leaders interviewed, observed, reported, or acknowledged that there is a racial disparity in academic achievement.
5.Informed visitors to the elementary, middle or high schools without any roster to guide them, can easily see that the darker the complexions of the students, the higher the probability that those classes are Special Ed or lower level, and the whiter the class complexions the higher the academic level of the class. Regardless of whether this is part of a national phenomenon (which it is), the Nyack School Community must feel sufficiently dissatisfied and even outraged, and commit itself to working across boundaries of race, politics, economics and professional function in order to change this reality.
6.There is a widely-held perception on the part of some staff and parents of a disproportionately high utilization on the part of white parents, of the 504 category that provides these parents and their students with special flexibility and treatment benefits (most of which are legitimate), with far less utilization of this classification and services by "minority" parents and their children. Conversely, there are widely-held perceptions that a disproportionate number of ' "minority" students from first grade on are 'in self-contained Special Ed classes, with a much lower number of such classified students among white members of the community. This issue is in need of further analysis based on additional "hard" data, though the frequency of educators and parents raising it is of concern. Nyack School District Diversity Assessment Report
7.Most school administrators and teachers care about students and link their success and fulfillment to student achievement. We are concerned, however, that too many administrators and teachers disproportionately attribute the disparate patterns of achievement of "minority" students vis-a-vis white students to economics, parenting, culture and "attitudes toward education." Although there are clearly complex and multiple reasons for race-based achievement disparities, we are concerned that there is too strong a focus on external variables and an insufficient focus on the professional power and responsibility educators have to change the system and the climate within the District and its schools and classrooms in order to more successfully reach "minority" students.
8.Many (but not all) white parents interviewed explained the "gaps" by either blaming or explaining . away many of the problems as originating "from the home,~ with many telling us that "race is not the issue."
9.Although most Black and Haitian-American parents interviewed expressed concern for a fairer, more proactive School District approach to the treatment and opportunities for success of "minority" students, these parents also acknowledged the importance of strengthening home/parent involvement and parent-school partnerships.
10.What is often seen as the strength of the Nyack Community, namely its long history together and close knit relationships, also operates in negative ways by providing disproportionately easy access and responsiveness to the concerns of residents who know and/or feel comfortable with administrators and teachers in the School District. "Newcomers," without that long history, and members of "minority" groups who have historically been excluded from the positions of power and social networks of the predominantly white leadership of Nyack, say they receive less access to a sympathetic or positive hearing from the veterans. This often pressures those not in the "establishment" or "Mainstream" to quietly accept the status quo, silently hoping that changes will be made, or to feet so excluded that when a School District encounter is finally engaged in, it comes too late or becomes adversarial.
11. Programs designed to involve parents of all backgrounds as full partners in the education of their children are neither coordinated or proactive, nor are they developed after wide solicitation of input and counsel from parents of all backgrounds. Nyack School District Diversity Assessment Report
12.There is the presence of "Stereotype Threat" in the elementary, middle and high schools that limits the ability of many "minority" students to succeed. No one individual or group can be blamed for this phenomenon', and it is mainly due to our US history of racism that continues to systemically impact upon many communities, including Nyack. It is important, however, not to deny the reality of its presence, and to work deliberately and with commitment to change it. Based on Stanford University's professor Claude Steele, part of the definition of "Stereotype Threat" is an often subtle, pervasive and destructive climate of lower performance expectations for members from certain groups. This creates an emotional land mine that raises levels of anxiety. . . that can shrink the available space for the working memory, and can seriously impair cognitive ability and work performance.
13.Pre-first grade ' school and reading readiness are weak. More consistent and.' comprehensive intervention and support in the first three grades would be welcomed by principals, teachers and parents who were interviewed. Most educators interviewed agree and believe that if a student has not mastered necessary reading skills by the time she/he is in the fourth grade, the student's fate from seventh grade through high school, relating to the ability to be challenged and be successful in the highest level courses, is very difficult.
14.The absence of a full-day kindergarten was widely identified by respondents as a weak link in effectively preparing all students for a successful school experience. This was seen by interviewees of all backgrounds as disproportionately hurting children from "minority" groups.
15.In the name of attempting to measure achievement, we join many in the country who are concerned about the ever-expanding battery of tests that are sometimes used inappropriately. Assessments, for example, of students entering first grade too often become self-fulfilling prophecies that result in premature and unfair "tracking" that disproportionately affects Nyack's "minority" students.
16.Some white and Black parents and educators expressed concern. about a School District-wide climate that accepts average achievement and does not push its professionals or its parents or its students to aspire to achieve consistent educational excellence. Instead of a "Culture of Excellence," we heard a number of interviewees state that they experience a "Culture of Mediocrity" in which educators and students are not challenged or expected to reach the highest levels.
17.The inclusion of curriculum material that reflects the experience of cultures that are both represented within Nyack as well as those represented in our nation and the world is not prioritized and coordinated, and is too often left to the discretion of individual teachers.
18.There is no methodic, consistent education program for parents, paraprofessionals, teachers and administrators that helps participants learn about and from the diverse cultures represented by the Nyack School population, nor how to effectively utilize and integrate such learning into instructional strategies, more effective parent/school partnerships, student counseling and guidance, "minority" recruitment and retention, and holding all employees accountable for Diversity Best Practices in their areas of responsibility. 19.There is a clear under-representation of "minority" teachers and administrators in the District that has a direct impact on the perceptions and the reality of the District's diversity commitment.
20.A large number of African-American professionals in the School District feel marginalized, isolated and often intimidated, with most choosing to focus on their own responsibilities without "rocking the boat." When issues are raised by Black professionals relating to "minority"' student achievement or the possible presence of racism, they are generally met with denial or accusations of "being hung-up on race," grinding their own ax, or not being a "team player."
21."The squeaky wheel gets the oil" historic norm of the School District is seen by many respondents as actually rewarding those who make the most noise or challenge a decision of the School District. This tends to reinforce those who feel most comfortable or confident complaining, closes out many people who either do not behave in that manner out of personal preference, or who come from cultures which are reticent to challenge authority, as well as those who are fearful that their perceived "militancy" might cause school professionals to "take it out on their kids."
22.In the implementation of professional policies and practices relating to issues such as personnel, teacher assignments and student placement, the informal family history and comfort zones of those who know each other in the community often make "who you know" more important than what you know and what you accomplish. This social networking too often allows professionals to bypass lines of authority, and sometimes causes social networks to take precedence over professional relationships and policies.
23.Parents who feel most comfortable (the "mainstream") challenging the School District's placement of their children, often pressure their children and the School District to enroll them in AP/Honors courses, though they may not have been recommended. Interviewees in this category indicated that once their children are in these courses, they can generally remain even though they may not excel. The proper school support resources are still provided to them. Conversely, many parents of "minority" students complain that their ability to challenge the recommendations of the School District and enroll their children in such high level courses has not been clearly, consistently, or proactively communicated to and with them, and many have reported that when they have attempted to challenge that school recommendation and enroll their children in these classes, they have been actively discouraged and warned about how they are being unfair to their children, and may not get support services that they might need to "keep up." This often had the affect of intimidating them out of enrolling their children in AP/Honors courses.
24.There appears to be no school-wide, methodic set of accountability standards related to the expectation that every teacher should actively and regularly communicate with parents in general, and parents of "minority" students, in particular, both to communicate special achievements as well as to solicit parent involvement in remedying student performance concerns. 25.There is a concern among some school-based administrators and teachers and parents that the Superintendent is surrounded by a buffer of administrators and that she is less accessible than she has been in the past.
26.There is an increased feeling among school-based administrators that they are not as involved as they would like to be in being consulted and participating in the District's key policies and decision-making processes. 27.The mind set of most interviewees tends to focus on the solving of problems within the School District. Solutions that might involve other stockholders technically outside of the School District such as elected political officials, religious leaders, business leaders, and community-based organizations were generally not considered.
28.In the recent past, the School Board was widely viewed as being supportive of the School District administrative leadership and its policies and practices. This has sometimes been interpreted by interviewees as the School Board acting as a "rubber stamp" for the status quo. Many interviewees, however, still took to,. School Board members to exert their independent, collective judgment and authority to advocate and support positive change in these diversity areas, to provide resources for the administration to implement needed changes, and to hold School District professional leaders accountable for meeting School Board diversity goals.
Nyack School District Diversity Assessment Report
NEXT PROCESS STEPS
It is the decision of members of the school community to determine how they wish to respond to his report. We do, however, recommend that the Task Force and the School Board independently review this report and identify and prioritize those Action Recommendations with which they agree, consider whether changes to some of these recommendations are appropriate, and/or identify additional Action Recommendations not contained herein.
One of the first functions of the Task Force should be to recommend members who will compose a Task Force Steering Committee. This Task Force Steering Committee and the School Board would meet together on or before November 15, 1999 to work on developing change implementation plans that will be (a) jointly developed and shepherded; (b) developed and shepherded by the School Board; and (c) developed and shepherded by the Task Force. Nyack School District Diversity Assessment Report
ACTION RECOMMENDATIONS
1. School Board members, School District leaders, teachers, parents and community members, many of whom are represented on the Task Force, should agree to a six-month "cease-fire" on actions that attack or undermine one another, and in that period try to work together to share tasks and responsibilities in order to build bridges among and between all segments of the Nyack School Community. The purpose of this common effort would be to implement some of these and/or other Board/Task Force Action Recommendations that can make a significant difference in closing gaps enumerated above, including disparities between "'minority" and white student placement, treatment and achievement; between the sense of ownership, inclusion and involvement of "minority" and white parents, and between representation and empowerment of "minority" and white School District professionals.
We hope that this "cease-fire" period includes a moratorium on "blaming," a phenomenon which poisons goodwill and saps the energy and focus of a --potentially creative and powerful coalition of citizens who otherwise could be keeping their "eye on the prize;" namely, the sacred and best interests of all School District students. This coalition should reach out in unity to seek the support of the community and its political and business leaders for the resources necessary to support and drive significant improvement.
2. A clear and forceful "zero tolerance for intolerance" policy should be communicated and instituted for all school employees, including the development and dissemination of specific, professional behaviors that contradict this policy on the one hand, along with those specific behaviors that would reflect the highest commitment to diversity best practices on the other. Included should be the specific policies and procedures that the District will use to hold people accountable for supporting this policy.
.3.Full-day kindergartens for each of the three elementary schools in the district, including a strong component of school and reading readiness, should be made available and offered to every child. This will increase the social and cognitive experiences of children of all community members, and particularly will help to "nip" the diversity achievement gap "in the bud."
4.Pre-first grade test results, as well as assessment instruments through third grade, should not be used as key criteria for placing students in particular classes, groupings, or tracks. Nyack School District Diversity Assessment Report
5.When a student moves from elementary to middle school, teams representing educators familiar with each entering student should meet prior to the beginning of the school year with a middle school teacher who is scheduled to teach that student and deliberate as "student advocates" to plan a positive middle school. transition and a course of action to raise the bar of expectations and recommend resources to improve the probability of success of each entering student.
6.When a student moves from middle school to high school, teams representing Educators familiar with each entering student should meet prior to the beginning of the school year with a high school teacher who is scheduled to teach that student, and deliberate and function as "student advocates" to plan a positive high school transition and a course of action to raise the bar of expectations and - - recommend resources to improve the probability of success for every high-school entering student.
7.Create an ad hoc committee of African-American and Haitian School District employees to recommend "minority" candidates for employment consideration and to meet with the Superintendent on a regular basis to identify obstacles to recruitment and retention, and to recommend changes to expand the opportunities of "minority" employees in the School District to advance and make more significant contributions to the School District community.
8.Maintain records by racial category, within the limits of the law, relating to "minority" hiring and promotion, student discipline, student placement, student achievement, state and national test scores, and classification in Special Education and "504" for the purpose of setting goals and effectively measuring progress.
9.Over the next 5 years, the School Board should set specific, annual goals for closing the gaps in areas such as "minority" recruitment, retention and promotion, Special Education involvement, teacher participation and staff development, participation of parents from previously under-represented groups, and the test scores of students from all backgrounds in order to significantly close these and other identified gaps in each of the areas outlined, and should hold School District leaders accountable for meeting each of the School Board's targets. Nyack School District Diversity Assessment Report
10.Have the School Board incorporate into the job descriptions of administrators, evaluation criteria for specific behavioral and performance goals related to closing the racial gaps.
11. Have the Nyack Federation of Teachers develop its own recommendations to the School District to prioritize the proactive involvement of teachers in regularly communicating with parents and partnering with them to generate more active participation and support of their children's academic achievements, specifically including "'minority" parents, and recommend to the School Board teacher reward and accountability measures consistent with these goals.
12.Every PTA officer group of each school should be expected to have in its leadership parents whose backgrounds reflect the cultural and racial composition of the students in the school.
13.The School District and its administrators and faculty members (consistent with the parameters of the union contract) should agree to a minimum of 16 hours of professional development per academic year that is specifically focused on the areas of learning about and learning from the diverse cultures represented in the School District cultural diversity awareness a ' and leadership competencies; and, strategies to enhance the achievement of "minority" students. Consistent with this commitment, the School District should encourage and support school staff participation in outside visitations and conferences that are focused on enriching these professional areas.
14.One of the criteria to be an officer of the Parent/Teacher Association should be to participate in a minimum of 6 hours per year of programming on cultural diversity awareness and leadership competencies. There should also be included in the PTA's goals the objective of reducing racism and measurably increasing "minority" participation each year. Nyack School District Diversity Assessment Report
15.Create Focus Groups of "minority" parents, solicit from them strategies which, in their best judgment would significantly increase parent trust and more active involvement in their schools. The School District should implement those recommendations during the 1999-2000 school year, and involve these Parent Focus Groups as part of a core group of Parent-School Partnership Champions, and as participants in the School District's diversity improvement deliberations and decision-making.
16.Have the School District actively seek to be included in research projects and school consortia that focus on research, best practices, and bench marking on strategies to address issues related to this report.
17.Expand the School District's entrepreneurial approach in soliciting private, foundation, business and government funding to help finance recommended action initiatives, and invite the development and publication of research models that could help to effectively measure and evaluate the District's progress.
18.Develop and expand alliances with Nyack community-based organizations, ethnic advocacy groups, and religious institutions as venues for parent/teacher meetings, parent/school partnership activities, parent/teacher association meetings, staff development programming, student tutoring, mentoring, enrichment, and other student support activities.
19.During school sponsored activities such as "meet the teacher,"' and "back to school night," have diverse parents plan and share the agenda with an "understand our community" segment that contributes to the process of "learning from and about" the diversity of Nyack's community.
20.Consistent with supporting a culture of professional excellence, create and encourage participation in cross-racial, interdisciplinary professional learning groups focused on learning about and incorporating multicultural content and strategies to enrich the knowledge and competencies of professionals. Nyack School District Diversity Assessment Report
21.In the spirit of continuous improvement, diversity commitment and trust-building, the School District should develop communication initiatives designed to trumpet culture change messages that encourage, invite, and reward "out-of-the-box," innovative, challenging, "rock the boat" energy and ideas.
22.As part of this outreach initiative, the job descriptions and evaluation criteria for School District administrators and principals should include their active leadership and participation in grass-roots "minority" events; the wide and active inviting and welcoming of suggestions for diversity improvement (regardless of their source), and a track record of communicating their response in a timely manner.
23.Contact and meet personally or in a group with every parent and guardian of current-and prospective Special Education students, to hear concerns, accolades, and recommendations for improvement, and to My explain parent and student options.
24.Establish a Special Education hotline for any parent or guardian in need of an immediate (and possibly confidential) response to issues and concerns.
25.Explain and reexplain, through every vehicle possible (Le., telephone calls, parent individual or group meetings, local public service announcements, newspaper items, letters, religious institution bulletins and community organization newsletters) that there is open enrollment in AP/Honors courses, and assure parents of these potential honor level students that the best support resources of the School District will be made available, should they decide to participate.
26.Principals and School District administrators must reject any favoritism to a parent, staff member, or student. Professionals should never allow "friends" to bypass those who are responsible for functioning as the appropriate advisors or decision- makers on student, parent or staff issues. Nyack School District Diversity Assessment Report
27.The School District administration should review its curricular materials in every subject and grade to incorporate the best multicultural materials for integration into the school curriculum and into the instructional strategies of teachers of all students.
28.School District administrators should base their pattern of communication and information sharing not upon the principle of "need to know," but rather on the "right to know," as a vehicle to create more open, trusting, and authentic partnering with school community members.
29.Superintendent and her cabinet; (i.e., Assistant Superintendent, five principals, directors and coordinators) should meet regularly to: provide members with updates and the "big picture" of school district issues and strategies; deliberate, -coach, accelerate and support the respective school-based Diversity Commitment and Inclusion site committees' deliberations (see Item #33) and help to advance the speedy and effective implementation of their final, revised school diversity strategies. The Superintendent and her cabinet should also communicate a clear sense of leadership direction, energy and commitment and reemphasize the "open door policy" and encourage members of the Cabinet and others to utilize it. They should plan together as a team, utilizing each other's suggestions, experiences, expertise, knowledge, skills and resources for a clear road map and for accountability mechanisms to fulfill the approved Diversity Action Recommendations.
30.The Superintendent should develop with the cabinet a plan for the recruitment, hiring, promotion and retention of administrators, teachers and other district employees from "minority" backgrounds; review hiring and other personnel data to assure equity among and between white and "minority" teachers relating to tenure and tenure track status and practices; and establish procedures that outline a process for fair and consistent recognition and rewards for employees' talents and achievements; and design a mentoring program to help new teachers quickly become full members of a diverse and interdisciplinary learning and teaching community. Nyack School District Diversity Assessment Report
31.Assure a policy and practice of competency-based and fairness-based teacher class assignments, and provide opportunities for teachers to promote their individual skills, talents, and innovative approaches to teaching. A plan to expand rewards and recognizes to individual teachers for their commitment to professional development and innovative instructional strategies not only will add to educators' sense of fulfillment, but will enrich the academic experiences of students from all backgrounds.
32.Address Special Education issues beginning with the identification of areas of possible non-compliance of IDEA such as: teacher referrals of students for special education, screening and testing of children, IEP team members, the dissemination of materials to parents regarding special education, effective and honest communication with parents and/or students of the facts and the law (so that parents may make informed decisions and not feel pressured); a comparative analysis of communication about and referral to an eligibility for Special Education classification and "504" classification; qualifications of special education teachers, substitute teachers and resource room teachers; revisit the goals and intended outcomes of blended classes and other methods and practices that may disproportionately impact on "minority" children as well as the families of all students involved in these programs.
33.Each of the five schools in the District should organize a site-based 'Diversity Commitment and Inclusion" Committee led by each principal and deliberately composed of staff members, parents, and other stockholders who reflect the diversity of the Nyack community. Each of these site-based committees should identify specific action strategies and techniques that in their judgment would significantly increase the prime mission of this group to:
a.Create a school that is invitational to students and parents of all backgrounds
b.Develop, staff, implement and monitor initiatives, (such as "meet the family walking tours," outreach scheduling of PTA meetings, cross cultural programming, and parent/school partnership projects) designed to welcome students, parents and staff of all backgrounds, increase the involvement of previously non-involved parents with staff members to strengthen their partnership in the educational process. Nyack School District Diversity Assessment Report
c.Initiate plans for developing cross cultural diversity competency programming for staff and parents.
d.Develop cross cultural diversity curricular resource recommendations for integration into and enrichment of the curriculum
e.Increase the probability of high academic achievement and educational excellence for all students, with particular focus on those students from "minority" backgrounds.
34.Each of the site-based "Diversity Commitment and Inclusion" committees should identify specific tasks that, in their judgment, would have a significant and positive impact on the issues raised in this report, and should submit their report to the Superintendent and her Cabinet, outlining their strategies, including clear timetables, job responsibilities, resources needed, and mechanisms to evaluate progress and success. A report from each committee would be submitted to the Superintendent no later than December 15, 1999 and, through a process that would involve communication and consultation with the School Board, the Diversity Task Force Steering Committee, the Superintendent's cabinet and the respective site committees, would be finalized and approved for implementation no later than February 28, 2000.
35.Each of the five schools should develop a leadership cadre of students as Diversity Champions. This Diversity Champion group should be composed of identified leaders within the school representing diverse backgrounds who are committed to improving the school climate in support of relationships of respect and camaraderie between and among students of all backgrounds. These students would meet during October, November and December to develop recommendations to be submitted to their schools' Diversity Commitment and Inclusion Committee focusing on:
a. Recommending learning experiences on and off-site that would help all students better understand, appreciate and respect the diverse cultures reflected among students from the greater Nyack community
b.Organizing activities to celebrate diverse cultures throughout the daily life of the school Nyack School District Diversity Assessment Report
c. Developing diversity competencies and behaviors expected of., student leaders in school sponsored organizations
d. Recommending ideas on how to better welcome and help feel at home "newcomers" to the school and community
e.Recommending ways to involve all parents of all backgrounds to better support the learning of their children and the success of the school Nyack School District Diversity Assessment Report
f. Modeling techniques to interrupt prejudicial behavior between students
g. Recommending ways to help students who are underachievers
36.Convene a I -Day, cross cultural diversity awareness, commitment and strategy retreat specifically for Nyack School Board members focusing on: raising the awareness of how assumptions and stereotypes may impact upon personal and professional interactions; openly discussing School Board members' concerns about, and hopes for, the diversity change strategies "on the table;" building strategies to enhance the School Board's team relationships, deliberations and decisions; and, engaging in a process to begin setting School Board goals and accountability standards related to these diversity issues.
Nyack School District Diversity Assessment Report
FINAL ACKNOWLEDGEMENTS
We sincerely appreciate the challenge and opportunity afforded us in attempting to fairly and honestly respond to these very important and often emotionally charged issues. We wish to thank those School Board members and School District leaders who took the important risk of engaging us in this process in the spirit of commitment to and concern for equity and excellence for all members of the Nyack community.
We also wish to thank faculty and staff members whom we experienced as caring, candid and in some instances, courageous. Our gratitude also extends to the, students who displayed openness and a spirit of goodwill, parents who volunteered their time amidst the juggling of their multiple responsibilities, and District support staff who were open, generous and efficient. We also thank the many community leaders and Task Force members, many of whom shared their authentic and often strong feelings while still displaying respect for the complexities of the situation and the humanness of those with whom they disagree. Indeed, many interviewees probably added shareholder value to phone, fax, and e-mail servers by their active pursuit of us, often following up with additional thoughts or insights, with some putting more time and energy into recruiting other interviewees to assure maximum, diverse representation.
This project was not easy, but it was meaningful, and we thank the Nyack School community for allowing us to suggest ways to help move a fine School District and community to higher levels of equity and excellence for families of all backgrounds.
Educational Diversity Assessment Interview Sheet
Name__________________________________Date________________ Time_____________
After introducing ourselves, and generally describing the assessment process, purpose, and commitment to confidentiality, proceed with:
A.Background information, demographics, positions of the respondent
B."What is positive or good about the Nyack School District? (Insights, examples, experiences, etc.) " Include comments/examples.
C."What is negative, bad, weak, could be better?" (Examples).
D.Specific responses to reports of racial/diversity disparity in educational achievement?
E.Specific or general recommendations for action that, if implemented, could help improve the quality of the educational system in Nyack and/or could close the gap.
F.Additional participant comments or suggestions, including "Who else might be talked to, what else might be looked into?'
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