1 of 18

1

TEACHING AND LEADING FOR EQUITY

Marysville Site Council

2 of 18

Mindful Moment

Marysville Way

2

PORTLAND PUBLIC SCHOOLS

3 of 18

Agreements

3

CENTER for EQUITY and INCLUSION

Adapted from Pacific Education Group, Courageous Conversations

Listen to understand

Be willing to do things differently and experience discomfort

Expect and accept non-closure

Confidentiality - agree to not share other’s stories

Speak your truth responsibly

Stay engaged

Center experiences of our Black and Native students

4 of 18

The PPS Path Forward:

Our Instructional Priorities for 2022-23

PORTLAND PUBLIC SCHOOLS

5 of 18

Our Why - PPS Mission and Graduate Portrait

PPS’ Mission:

We provide rigorous, high quality academic learning experiences that are inclusive and joyful.

We disrupt racial inequities to create vibrant environments for

every student to demonstrate excellence.

PORTLAND PUBLIC SCHOOLS

6 of 18

Why Now?

We continue to see gaps in student outcomes that are predictable by race
Student learning experiences vary within a school and between schools
Lack of consistent support and resources from the central office for our schools

In order to address these challenges, we must ensure all students have equitable access to high-quality teaching and materials through a consistent vision for teaching and learning in every classroom for every student.

PORTLAND PUBLIC SCHOOLS

7 of 18

What do we want to be true in PPS by 2025?

Improved student outcomes that are no longer predictable by race.

Higher quality and more consistent instructional practices across all PPS classrooms.

Grade level and standards-aligned materials in all PPS classrooms.

Professional learning and support for teachers and leaders is robust, effective and aligned.

PORTLAND PUBLIC SCHOOLS

8 of 18

How Will We Get There?

Our Path to Educational Equity:

PPS Instructional Framework
High-Quality Adopted Core Curriculum (K-12)
Aligned Teacher Professional Learning

PORTLAND PUBLIC SCHOOLS

9 of 18

Year One Metrics: Initiation & Implementation

(link to Implementation Plan)

PORTLAND PUBLIC SCHOOLS

For Year One of implementation of the Instructional Framework, we have set specific implementation targets:

To start, we are focused in year one on building understanding and positive perceptions of the Instructional Priorities across our system.

We are also focusing in on shifting classroom practice in relationship to Component 1 of the Framework: Grade-Level Standards-Aligned instruction.

In 2021-22, we completed a current state analysis that included observation in over 200 classroom across over 40 of our schools. The data from this analysis provided the following baseline:

39% of assignments students were asked to complete were considered grade appropriate (reflected college-and career-ready academic standards) with an average of 54% in math and 23% in ELA
27% of the lessons observed offered students strong instruction, with an average of 37% in math and 17% in ELA

Thus, our measurable goal in Year One will be that 50% of educators are teaching grade level content to all students that reflects the design and intent of the standards--this will be measured through quarterly district walk-throughs.

10 of 18

Year One Responsibilities for Building Educators

Building Leaders are responsible for…

Ensuring that all teachers understand (1) what Grade Level & Standards Aligned, Culturally Affirming, Deeply Engaging and Data Driven are and (2) how these instructional priorities will reduce inequities in teaching and learning in their schools.

(1) Setting school-wide expectations for the implementation of GLSA instruction and (2) providing professional learning to support those expectations.

Accurately observing for and providing teachers effective feedback and coaching on GLSA instruction.

Teachers are responsible for…

Understanding (1) what Grade Level & Standards Aligned, Culturally Affirming, Deeply Engaging, and Data Driven are and (2) how these instructional priorities will reduce inequities in teaching and learning in their classrooms.

Implementing grade-level appropriate and standards-aligned (GLSA) instruction in their content area.

PORTLAND PUBLIC SCHOOLS

11 of 18

A Quick Tour of the Framework (1.0)

Component Name & Definition

Educator Indicators

Student Indicators

Link to Framework here.

PORTLAND PUBLIC SCHOOLS

Now we are going to take a few minutes for you to take a first look at the Framework (if you did not already have a chance to do so at Summer Institute). The full Framework is linked on this slide:

This slide is a quick orientation to the architecture of the Framework:

There are four components of the framework--all connected to the central goal of educational equity (see the four circles on this graphic).

Each component has one page in the document. Each component has a name, a definition, educator indicators, and student indicators. The idea is that--over time--we will grow to a point at which you could see evidence of these educator and student indicators in all classrooms most of the time (realizing that some may be more present than others depending on the lesson type). In Year One, we are particularly focused on learning, coaching, and developing around Component One: Grade Level, Standards-Aligned instruction.

12 of 18

Third Grade Reading

12

PORTLAND PUBLIC SCHOOLS

13 of 18

Fifth Grade Mathematics

13

PORTLAND PUBLIC SCHOOLS

14 of 18

Our Data

14

Data Set Focus:

Panorama
Category: Student Relationships
Years: 2021-22

PORTLAND PUBLIC SCHOOLS

15 of 18

Disaggregated by Race

15

If you came to class upset, how concerned would your teacher be?

Black - 60% Asian - 56% Hispanic - 47%,

White - 47% Confidentially Protected - 33%

When your teacher asks you “How are you?”, how often do you feel that your teacher really wants to know?

Black -53% Asian - 56% Hispanic - 47%

White - 71% Confidentially Protected - 33%

How excited would you be to have your teacher again?

Black -67% Asian - 94% Hispanic - 80%

White - 80% Confidentially Protected - 56%

How respectful is your teacher towards you?

Black -73% Asian - 94% Hispanic - 100%,

White - 96% Confidentially Protected - 67%

PORTLAND PUBLIC SCHOOLS

16 of 18

Our Data

16

Data Set Focus:

Panorama
Category: Sense of Belonging
Years: 2021-22

PORTLAND PUBLIC SCHOOLS

17 of 18

Disaggregated by Race

17

How well do people at your school understand you as a person?

Black - 60% Asian - 82% Hispanic - 67%

White - 66% Confidentially Protected - 44%

How much support do adults at your school give you?

Black - 85% Asian - 82% Hispanic - 73%,

White - 87% Confidentially Protected - 56%

How much respect do students at your school show you?

Black - 47% Asian - 65% Hispanic - 60%,

White - 62%, Confidentially Protected - 56%

Overall how much do you feel like you belong at school?

Black -67% Asian - 81% Hispanic -57%,

White - 86% Confidentially Protected - 44%

PORTLAND PUBLIC SCHOOLS

18 of 18

Optimistic Closure - Community Circle

18

My Next Step:

What is one word to describe how you are feeling?

PORTLAND PUBLIC SCHOOLS