Morris School District

District Priority Area: Equity and Inclusion

District Goal: The Morris School District will begin implementing the Equity and Inclusion Action Plan in order to create a more equitable, inclusive learning community that will promote lifelong success for each student.

Activity

Rationale,  Purpose,  & Outline

Evaluation Criteria

HR & Training

Create a district Equity & Inclusion Leadership Team 

Provide CRT training to Equity & Inclusion Leadership Team and turnkey to faculty/staff

Provide sustained culturally responsive training for faculty and administrators.

The Equity and Inclusion Leadership Team will provide guidance and support in the implementation of the MSD Equity and Inclusion Action Plan.  The District Equity and Inclusion Leadership Team will include the Director of HR, Diversity Network Coordinator, district administrators, and faculty/staff representatives from each school.  

Specifically, for 2018-2019, the primary objective of this team will be to lead school level dialogue regarding intercultural mindset and competency in small groups at each MSD school.  Our Equity and Inclusion Leadership Team will be trained on October 1st by CRT-L Baltimore in Module I titled The Meaning of Race and Culture.  Our Equity and Inclusion Leadership Team will subsequently turnkey this training to the entire staff at each school on the November 6th, 2018 PD day.  Feedback from the November 6th PD day will provide direction for the February 19th PD day.  However, the current plan is to move forward with CRT-L Module II titled Culture and Mindsets of Intelligence on 2/19/19 by following the same turnkey process used for Module I.   Outside of cultural mindset and competency training, the Equity and Inclusion District Leadership Team will also meet to discuss the implementation of the Equity and Inclusion Action Plan in its totality, including the Equity Pilot survey results (outlined below).  

Faculty and administrator surveys as well as ScIP and DEAC committee dialogue will provide additional feedback on the progress and effectiveness of our activities.  

  • Training Agendas and Slide Decks
  • Equity & Inclusion Leadership Team feedback.
  • ScIP Committee & DEAC Feedback
  • Faculty PD Surveys

HR

The MSD will develop and organize recruitment, interviewing and hiring demographic data.

The organization of demographic data relative to recruitment, interviewing and hiring will enable us to establish baseline numbers and assist us in refining our affirmative recruitment, hiring, and retention processes in order to meet district-wide equity and inclusion goals.  

  • Recruitment data in advance of job fair
  • Interview and Hiring demographic data July 2019

HR

MSD will conduct a recruitment job fair on the MSD Campus.

The MSD will ensure recruitment, hiring, and training practices manifest the belief that all students are best prepared for life by working with exceptional educators from diverse backgrounds and perspectives.  A key first step in realizing this objective is to begin to attract greater numbers of minority faculty and staff.  To this end, we have scheduled the MSD Job Fair for Thursday, March 7th, 2019 at MHS.  It will include a panel discussion with administrators, teachers, students, and parents on culturally relevant teaching.  We also plan to attract attendance by advertising in multiple publications and reaching out directly to appropriate organizations.

  • Participant Feedback
  • Resume, Interview and Hiring demographic data

PD & Training

3-Year Equity and Inclusion Training Outline

Provide diversity, equity, and inclusion training to new faculty in 2018-2019 aligned to the three interlocking components.

Professional development must be sustained over multiple years in order to be effective. Accordingly, the Morris School District will craft a multiyear training outline that coherently balances the three interlocking components essential for an inclusive learning community: (1) culturally responsive and intercultural competency training; (2) restorative practice strategies; and (3) trauma-sensitive schools training.  

ScIP and DEAC Committees will provide input and feedback in its development.    

  • The BOE will be updated on current year PD and training.
  • By July, 2019, the three-year Equity and Inclusion training outline will be memorialized in a BOE agenda.

Relationships & Partnerships

Equity Pilot with Panorama Education and RIDES

The Morris School District will strengthen district and community relationships in order to create a more inclusive & equitable learning community. In partnership with Panorama Education and RIDES (Reimagine Education Diverse and Equitable Schools), the Morris School District will conduct a Diversity, Equity, and Inclusion survey of all 6th-12th grade students in October.  Survey results will serve as a basis for training and community dialogue.

  • Survey Results
  • PD Strategic Response

Relationships & Partnerships

Equity and Inclusion Community Alliance.

The Morris School District will create an Equity and Inclusion Community Alliance consisting of varied community leaders, including students, in order to strengthen community dialogue regarding equity and inclusion initiatives. This group will meet two times in 2018-2019.

  • Meeting agenda, minutes, progress.
  • Participant feedback

Relationships & Partnerships

Enhance, refine and create stakeholder feedback platforms

Conduct student, faculty, and parent stakeholder surveys in 2019  in order to enhance parent, faculty, and student voice, strengthen relationships and refine systems. Align ScIP and DEAC dialogue more directly with district priorities and initiatives relative to equity and inclusion.

  • Survey results
  • ScIP and DEAC agendas

Relationships & Partnerships

Develop Communications & Community Relationship Action Plan

By July 2019, MSD will develop a communications and community relationship action plan that coherently integrates technology platforms, face-to-face dialogue, parent education forums, social media and community organizations (at both the district and school) level in order to enhance dialogue, feedback, accessibility, and trust, as well as to ensure that the MSD’s commitment to equity and inclusion is known and felt across all corners of the community.  

  • Action Plan memorialized on BOE agenda  by June 2019.

Relationships & Partnerships

Explore, provide and improve family outreach positions in the MSD

The MSD will explore, provide, and improve family outreach positions in order to build greater dialogue and trust with all families.   Three positions will be created and/or continued: Bilingual Newcomer Success Counselor, Bilingual Outreach, Equity and Inclusion Outreach.  

Create a Bilingual Newcomer Success Counselor position to work with students, families, and staff to ensure a safe and smooth transition into the school setting.  Responsibilities will include linking students and families to district and community resources, advocating for students, and serving as an additional layer of support for newcomer students to meet graduation requirements or identify alternate pathways to graduation or the workplace.

  • Activity Logs
  • Survey feedback at future intervals
  • Student success data such as attendance, grades, test scores, student and faculty feedback.

Relationships & Partnerships

Pre-School Education Expansion Aid

PEEA

In 2018-2019, the Morris School District will expand their partnership with Head Start of Morris County as a result of the NJ DOE’s PEEA grant.  We will submit a two-five year proposal to the Department of Education to expand our partnerships with other pre-school providers for students who live within the Morris School District boundaries.  

  • Preschool expansion student data
  • 2-5 Year Expansion Plan

Social Capital

Conduct Feasibility Study for new and/or redesigned STEM, Arts, & Media Center facilities in the MSD

The Morris School District will promote the success of each student through ensuring access to positive & diverse human relationships & the development of social networks and social capital. In partnership with the MEF, the MSD will explore sources of funding as well as various possibilities of expanding learning spaces and facilities where true integration is most accessible - specifically STEM, arts, music, and media centers.

  • Feasibility Study prepared in budget cycle 2019

Social Capital

Enhance NSBE at FMS & Expand NSBE to MHS

In 2017-2018 FMS created a chapter of the National Society of Black Engineers and this co-curricular club will be expanded to MHS in 2018-2019.

  • Participation numbers, activities log, meeting agendas

Social Capital

Co/Extra Curricular Data Management System

In 2017-2018, FMS compiled and analyzed student participation data, and this practice will now be launched district-wide.  By July 2019, the MSD will build student co/ extracurricular participation into data platforms (PowerSchool and/or Student Success Dashboard) in order to inform our strategies for building students’ sense of belonging across the district.

  • Comprehensive co/extra curricular participation data

Social Capital

Mentoring Programs

In 2018-2019, we will continue to refine, expand, and pilot various types of mentoring programs (peer-to-peer, adult-student, tutoring, etc.) throughout the Morris School District.  

  • Mentoring feedback
  • Achievement, attendance, behavior data

Social Capital

SAT Preparation

Similar to 2018, in the spring of 2019, MSD will provide free SAT/ACT test preparation for qualifying junior students with economic need and we will also explore how to increase access to college admissions standardized test preparation.

  • Participation and impact data

Social Capital

PK-5 Code of Conduct

In 2018-2019 the MSD PK and elementary schools will implement a redesigned Code of Conduct.  The new Code of Conduct binds accountability with support, counseling interventions and partnerships with families. Our goal is to reduce recidivism of unhealthy behaviors, promote healthy behaviors, restore relationships and assist students in their social and emotional growth.  The new Code of Conduct is designed to assure each student has access to meaningful, positive relationships and inclusion in the wider school community as well as the development of cultural competencies in our students.    

  • Behavior Data & Intervention Data
  • Faculty, Administrator, and Parent Feedback

Least Restrictive Environment

Continued Reduction Plan

Nationwide and in New Jersey, students with disabilities are disproportionately placed in more restrictive settings for academic and behavioral concerns.  Accordingly, the Morris School District will take steps to continue to reduce the number of students who are placed in more restrictive settings (such as resource room or out-of-district placements).   Expanding co-teaching offerings and training as well as trauma informed training, and a review and analysis of the Boggs Center Evaluation are important action steps.  

  • PD Agendas and feedback
  • Boggs Center Review conclusions and action plans
  • Teacher and parent feedback

Curriculum

Audit effectiveness of summer programs through student meetings and follow up strategies

The provision of summer programs for Morris School District students supports mastery of standards, strong transitions, social connections and community partnerships.  The identification of students who participate in our summer programs is methodical and focused on providing access for students in one or more subgroups.  In the 2018-19 school year, we will implement a system for following up with students/parents regarding academic and social success.  At MHS we’ll leverage the 9th Grade Experience structure to assign contact teachers who will follow up informally and formally over the course of the school year.

  • Student monitoring (attendance, grades, behavior) will take place during the 2018-19 school year
  • Formal student reporting/discussion will take place in October, February, May at the school level and include parents
  • Program evaluations (students, parents, teachers) will be facilitated at middle and end of school year.        

Curriculum

Equity & Inclusion Plan

The Morris School District will continue to implement curriculum goals and objectives listed in the Equity and Inclusion Action Plan, including: continued training in culturally responsive instruction, training in Amistad Commission objectives, training in co-teaching, auditing of literature and primary source resources through diversity and equity lens, and the inclusion of student voice in curriculum implementation among other strategies.

  • PD agendas
  • Student feedback
  • Curriculum Committee & BOE Minutes

Systems Access

Community Wi-Fi

The Morris School District will continue to refine and enhance its practices relative to increasing access to the district’s Wi-Fi for our students and families with economic need.  In 2018-2019, we will work towards a more seamless and comprehensive process practice and system, and, therefore, enhancing equity and access.

  • Wi-Fi Participation Data

  District Priority Area: Learner Positioning System & Social - Emotional Learning Competencies 

District Goal: The Morris School District will begin to infuse social - emotional learning into district curriculum, professional development, and counseling practices, and will also include it in the synthesis of multiple forms of achievement data, in order to empower students to marshal the metacognitive skills necessary to develop a positive, future-looking self-narrative.

Activity

Rationale & Purpose

Evaluation Criteria

Learner Positioning System

Student Success Dashboard 

Steps 4 & 5

In the 2018-2019 school year, in partnership with Panorama Education, the MSD will develop a Student Success Dashboard that integrates multiple forms of student academic achievement and growth data, including social and emotional learning metrics.  One purpose of the dashboard is the ability to gain a more accurate and holistic understanding of the growth and needs of each student as well as to identify larger systemic patterns and trends so that we can continue to refine programs and practices.  A comprehensive student success dashboard is an important step in defining student achievement beyond grades and test scores, and, thus, incorporating important social and emotional learning components into the larger Morris School District learning experience. Ultimately, our overarching goal of developing SEL competencies along with mastery of rigorous content learning standards is that students will develop an empowering self-narrative that connects each student to knowledge and skills, their future, local community, and the world.  The Learner Positioning System will continue to be a multiyear strategic goal.  

  • BOE updates in committee and BOE meetings
  • Data integration and high fidelity and quality Data Reports
  • 2019-2020 Action Plan continuation.

Social-Emotional Competencies

Data Analytics

Social and Emotional Competencies Survey Data

In the 2018-2019 school year, in partnership with Panorama Education,  the MSD will implement a student self-reflection and data system in relation to social-emotional competencies for students in grades 3-5 and possibly 6-8.  The first student SEL self-reflection survey will take place in January.  Additional surveys will be given in April and June, tentatively.  This learning experience and process coupled with additional action steps will foster dialogue, strategy development and ultimately student growth in social-emotional learning.  

SEL Competencies Focus: Growth Mindset, Self-Efficacy, Social-Awareness

SEL Perception Focus: Sense of Belonging, Teacher-Student Relationships

  • SEL Data Platform
  • SEL Student Data

Training

Social-Emotional Learning & Competencies  

PK - 5 /6-8

In partnership with Panorama Education, the MSD PK - 5 & possibly 6-8 faculty will be trained on November 6th  in the connection between student social and emotional competencies and student academic achievement as well as overall student growth.  Specifically, we will focus on the SEL competencies of growth mindset, self-efficacy, and social-awareness.  Student perception of their sense of belonging and teacher-student relationships will also be explored as critical SEL attributes in relation to student growth and overall success.    

  • PD Agendas
  • Feedback surveys, SCiP, and DEAC meetings

Training

Social & Emotional Analytics

PK - 8

On February 19th, the MSD PK-5 and possibly 6-8 faculty will be trained in Panorama Education SEL data analytics as well as instructional strategies to promote student growth in the identified SEL competencies noted above.  

  • PD Agendas
  • Feedback surveys, SCiP, and DEAC meetings

Self-Efficacy Development through Naviance Systems

6-12 Naviance Implementation

FMS students in grades 7 and 8 will utilize the Naviance platform to develop an understanding of their learning styles, strengths, interests and possible career preferences.  This information will be used by 7th grade students to inform the development of an Academic SMART Goal and Action Plan.  8th graders will use the results of their learner profile assessment and career preferences survey to learn more about potential careers and to inform their high school course selection.  

Naviance has multiple platforms for high school students to understand their unique strengths, connect their interests to careers, set goals, and assist in the college admissions process through a variety of data analytics.  Although Morristown High School has had the Naviance program for a number of years, in 2018-2019 we will coherently operationalize and enhance its use of the Strengths Explorer platform and College Preparation platform.

  • Naviance Data Analytics for 7th - 12th grade

Social Capital & SEL

PK-5 Code of Conduct

In 2018-2019 the MSD PK and elementary schools will implement a redesigned Code of Conduct.  The new Code of Conduct binds accountability with support, counseling interventions and partnerships with families. Our goal is to reduce recidivism of unhealthy behaviors, promote healthy behaviors, restore relationships and assist students in their social and emotional growth.  The new Code of Conduct is designed to assure each student has access to meaningful, positive relationships and inclusion in the wider school community as well as the development of cultural competencies in our students.  Implemented properly, the Code of Conduct will foster the development of social emotional competencies such as growth mindset, self-efficacy, and social awareness as well as a sense of belonging in the school or class community.    

  • Behavior Data & Intervention Data
  • Faculty & Administrator Feedback

District Priority Area: Health, Wellness, and Safety

District Goal: The Morris School District will implement safety and security actions as well as wellness strategies for students, teachers, and parents in order to ensure a comprehensively healthy community in which each student is empowered to maximize his/her potential.

Activity

Rationale & Purpose

Evaluation Criteria

Policy/Regulation Revisions & Implementation

Suicide Prevention, Gender Identity & Expression, Drug and Alcohol.  

In 2018-2019, the Morris School District will investigate current district practices, research model and highly effective programs, and revise a variety of BOE policies/regulations related to student health and wellness, including Suicide Prevention, Gender Identity and Expression, and Drug and Alcohol among others.  

  • BOE Policy approval
  • Policy Committee Minutes

Refine Student Response Team and HIB Protocols

Implementation

In 2018-2019, the Morris School District will refine and implement Student Response Team and HIB protocols (to reflect the new policy) in alignment with restorative practices, trauma sensitivity, and the revised code of conduct, in order to continue to systematically improve proactive intervention and support practices for students in crisis.  

  • Training Agendas
  • PD Feedback
  • Student data

MHS

Community

Wellness

At Morristown High School we will refine and continue to explore systemic and programmatic practices impacting student health and wellness.  This includes: refining summer assignments, sustained and consistent implementation of the new cell phone protocols, continued improvement in the implementation of the  homework free break guidelines, continue to enhance the new Colonial Fit program, among other wellness initiatives.  

  • Student focus groups and surveys
  • Participation Data
  • Summer Assignment revisions

Parent Education

In 2018-2019, the Morris School District will partner with the Morris Education Foundation to provide parent education related to social and emotional wellness.  

  • Program participation & feedback

Social Capital & Wellness

PK-5 Code of Conduct

In 2018-2019 the MSD PK and elementary schools will implement a redesigned Code of Conduct.  The new Code of Conduct binds accountability with support, counseling interventions and partnerships with families. Our goal is to reduce recidivism of unhealthy behaviors, promote healthy behaviors, restore relationships and assist students in their social and emotional growth.  The new Code of Conduct is designed to assure each student has access to meaningful, positive relationships and inclusion in the wider school community as well as the development of cultural competencies in our students.  Implemented properly, the Code of Conduct will foster the development of social emotional competencies such as growth mindset, self-efficacy, and social awareness as well as a sense of belonging in the school or class community.    

  • Behavior Data & Intervention Data
  • Faculty & Administrator Feedback

Curriculum 

Health

The Morris School District will continue to refine the Health Curriculum to meet the needs of all students with respect to health and wellness themes and issues at each academic level.  

  • Committee Minutes

District Crisis

Management Plans 

Revisions & Implementation

Last year the District Manager of Safety and Operations conducted a comprehensive evaluation of the safety and security practices and procedures of the Morris School District. Consequently, safety strategies were identified and refined in each school’s Crisis Management Plan and finances were allocated in the 2018-2019 budget.  Steps and strategies will continue to be refined and implemented in the 2018-2019 school year.  Key components include standardizing safety practices in all schools, school building hardening initiatives  (security vestibules, cameras, alarms, etc.),  policies, intervention programs (including threat assessment protocols), district communications, school entry protocols, personnel (security guards and Class II/III officers), faculty and staff training, drills, among other areas.  

  • BOE Updates
  • Committee Updates & Minutes
  • School and community communications
  • School and community Feedback