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Strengthening Diversity, Equity, and Inclusion in RSU 5

June 8, 2022

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What does DEI work mean in RSU 5?

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RSU5 recognizes and values the variety of ways diversity exists across our community. We are committed to maintaining a school community that allows:

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• all people to be seen, heard and valued for who they are (respect & empathy);
• all students to have a voice;
• all students to have access to both learning and co-curricular opportunities.

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Data

Overview

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Reading

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Math

Next Steps

to Address Achievement Gaps

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• Summer learning
• RTI support
• Provide reading resources
• Extended school day

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Mid-Atlantic Equity Consortium FHS Data Findings

(2017-2020)

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• “Free and reduced meals” FHS students: higher risk for in school and out of school suspensions
• Females: less likely to receive in school and out of school suspensions than males
• Students of color (with the exception of Asians): higher risk to receive in school and out of school suspensions

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FHS Students:

Will Dunham

Lauren Roussell

Ava Meyers Klein

Kira Miller

Lily West

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DEI Update

Overview of Participation and Process

• 12 student leaders designed the research process
• 11 student leaders facilitated conversations
• 52 FHS students participated, recruited via
• Open invitation
• Personal invitation
• Random selection invitation
• All participants gave permission to have their perspectives shared anonymously with administration, faculty, and school board.
• Conversations were recorded and uploaded to Local Voices Network.
• Student leaders did initial coding and provided material for deeper analysis provided by MIT and Ed Forum of Maine.

Key themes that surfaced across groups

• Trusting relationships are in need of tending — between administration and students, administration and faculty, and faculty and students.
• Communication difficulties are at the heart of many issues of student concern.
• Change in school culture is crucial for the wellbeing of all students, including specific attention being given to discrimination in the areas of sexism, racism, and homophobia expressed by faculty and students alike.
• Many students want true collaboration on important issues that affect them. Working together toward positive solutions to school-wide problems is the best way forward.

Area of concern #1: Communication

• Students want to be included in decisions that impact them directly.
• Many students expressed experiencing “voice” but not “influence.”
• Students shared a desire for more open and trusting communication with their teachers.
• Students want want to know teachers care, but don’t want to be pulled out of class to be asked if they are “okay,” especially students in minority/vulnerable groups. Don’t separate students from the group during class.

Area of Concern #2: Discrimination

• Students shared many experiences of being targeted because of their gender expression. These experiences are in at least some cases impacting their ability to focus on learning at school.
• When teachers do not address the concern in real time, it deepens the impact, erodes trust, and perpetuates the culture.
• Punishment does not seem to work. Solutions need to be effective.
• Students see a solution through more school-wide awareness immediately after incidents.
• Students felt teachers often did not know how to handle racial or gender/sexual identity topics appropriately or used the class to discuss race in ways that felt misguided to both students of color and white students.

Area of Concern #3: Rules and Policies

• Students are experiencing many negative consequences as a result of bathroom vandalism and the school’s response to it. Many felt the response has been ineffective and detrimental to positive school culture and student-admin-teacher relationships. Students can be a part of the solution.

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• Sports teams are a point of pride for many students. However, there are policies that students disagree with, as well as concern about the focus on boys sports over girls.

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• Many students mentioned dress code as an area of concern with connections to sexism and racism. Implementation of the code feels arbitrary and inconsistent, reinforcing the impression that teachers and admin are targeting groups specifically. Students seemed unaware of a change in policy to no longer “dress code.”
• A lack of consistency between teachers in the application of policies across is eroding trust.

Pride, Hopes, and Visions for the Future

• Many students expressed pride in the school’s facilities, sports teams, and certain academic departments. Many older students also recall a time when the community felt more connected.
• Hopes include clearer structures and avenues for communication, greater transparency on decision making, student influence on teacher professional development, and greater understanding of the harm discrimination is doing and effective strategies to end discrimination based on sex, gender, and race.
• Visions for the future include a school where students, administration, and teachers come together to collaborate on policy; all students feel seen and safe; and trusting relationships are at the heart of school culture.

DCS DEI Update

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• Undertook a process to identify areas of strength and areas for growth in terms of ensuring equity and inclusion for our diverse school community.
• K-5 student agreements from Responsive Classroom
• 6-8 advisory focus
• Staff PD time
• Community members invited to round table discussions

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Overarching Categories Identified

(from staff, student, and family)

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• Students are set up for a successful day at school
• Everyone feels safe at school
• Everyone has the support they need for learning
• We learn about and respect the ways all people are different
• All people at school have a voice

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2022 DCS Feedback Survey Results

Participation

Students: 126 (Grades 6-8)

Staff: 60

Parents/Community Members: 55

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• Overarching themes and sub headings shared in survey format to families, staff and our middle school students
• Participants were asked to rate their experience on 1-4 scale

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Supports exist for students and their families with access and resources to meet basic needs.

Parent/Community Member

Staff

Student

TOTAL

2022 DCS Feedback Survey Results

Participation

Students: 126 (Grades 6-8)

Staff: 60

Parents/Community Members: 55

Focus areas for next year:

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• We learn about and respect the ways in which all people are different.
• All people are seen and valued for who they are.

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• Everyone has the support they need for learning
• Learning opportunities are flexible and accessible for all students.

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All people are seen and valued for who they are.

Parent/Community Member

Staff

Student

TOTAL

Learning opportunities are flexible and accessible for all students.

Parent/Community Member

Staff

Student

TOTAL

DCS Final Reflections

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• The input and perspective of all families is highly valued

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• All feedback is helpful as we build more inclusive communities

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Accomplishments on Strengthening Respect & Empathy in RSU 5

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• Responsive Classroom (PK-8)
• Civil Rights Teams Established
• Perspective: Washington Screening for Biased Content Tool
• Policies
• Workplace Bullying
• Revising pronoun language in all
• Discipline (promoting restorative justice)

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Accomplishments on Strengthening Student Voice

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• MAEC Audit : FHS focus groups
• DEI Committee - Student Representatives
• Cortico - Student Led Discussions at FHS
• Civil Rights Teams 2-12
• School initiatives that promote student voice

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Accomplishments on Strengthening

Student Access

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• Late/Activity Bus for FMS Students
• Summer Learning Programs
• Scholarships - Freeport High School Scholarship Foundation
• Budget
• Increased student support
• Social Worker - FHS/FMS
• Guidance Counselor - DCS
• Early Intervention Team
• Civil Rights Teams
• Increased hours for Athletic Trainer
• Technology Position
• One-to-one access for all
• Equity Audit

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Social Studies

Accomplishments K -8

Tess Hoffmann - 4th Grade Teacher- Pownal Elementary School

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Social Studies DEI Focus 9-12

Tim Grivois - Social Studies Department Chair - Freeport High School

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Other Accomplishments

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• MAEC Audit Completed
• Hiring Practices
• Anti-bias training
• New platform from TalentEd to Frontline
• Recruitment
• Career Fair
• USM, UMF - job boards
• Advertising on social media

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Heart of What We Are Doing

In RSU 5:

Respect, Empathy, & Perspective

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K-12 Standard: Students draw on concepts and processes using primary and secondary sources from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

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6-8 Performance Indicator: (D1) Analyzing interpretations of historical events that are based on different perspectives and evidence from primary and secondary sources.

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High School Performance Indicator: (D1) Analyzing and critiquing varying interpretations of historic people, issues, or events, and explain how evidence from primary and secondary sources is used to support and/or refute different interpretations.

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Final Next Steps

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• Policy
• Adopt policy, Memorials & Remembrances
• Revise Title IX policies
• Examine Hiring Practices
• Review co-curricular eligibility “policy”
• Continue Diversity, Equity, and Inclusion work in all schools/departments
• Continue professional development

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“It is time for parents to teach young people early on that in diversity, there is beauty, and there is strength.”

Maya Angelou