Tiered Focused Monitoring Civil Rights Toolkit



Technical AssistanceCivil Rights: Curriculum Review and Institutional Self-Evaluation Tiered Focused Monitoring Toolkit Listed resources for the below criteria may be used to inform the process your school or district chooses to satisfy the document requirement(s) of each standard.Disclaimer: Reference in this web site to any specific commercial products, processes, or services, or the use of any trade, firm or corporation name is for the information and convenience of the public, and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education.CriterionDistrict Self-Assessment Document Requirement(s)ResourcesCurriculum review The district ensures that individual teachers in the district review all educational materials for simplistic and demeaning generalizations, lacking intellectual merit, on the basis of race, color, sex, gender identity, religion, national origin and sexual orientation. Appropriate activities, discussions and/or supplementary materials are used to provide balance and context for any such stereotypes depicted in such materials. M.G.L. c. 76, s. 5; 603 CMR 26.05(2) as amended by Chapter 199 of the Acts of 2011. Description of local practices to review curriculum for bias and stereotyping.Implementation Suggestions There is no generally required set of methods of implementation. As stated in the left column, the district is required to ensure that individual teachers in the district review all educational materials for simplistic and demeaning generalizations, lacking intellectual merit. This goes beyond a typical review of standard curriculum materials. Teachers must review all educational materials they bring into the classroom, whether it be a news article, picture book, advertisement, etc. on an ongoing basis. If a teacher does discover bias in a certain material he/she must also then develop appropriate activities, lead discussions or provide additional material to provide balance and context. Here are some suggested methods for implementation: Empower students to lead peers and staff in confronting bias:WORLD OF DIFFERENCE? Institute; A CLASSROOM OF DIFFERENCE? Source: Anti-Defamation League of New England Sample student activates attached at end of document.Consider an on-going, in-depth anti-bias course for teachers: Courageous Conversation Source: Pacific Educational GroupIDEAS Curriculum Source: EDCO CollaborativeDiversity Education and Training; Diversity Facilitator Training Source: ChangeWorks ConsultingStandards and Promising Practices for Schools Educating Boys of Color Source: Coalition of Schools Educating Boys of ColorPersonal Approach to Change and Equity (PACE) Source: VISIONS, Inc.Require that all staff participate in implicit bias training, followed by personal reflection or small group discussion: LEA Resource Manual for Courageous ConversationsDevelop a checklist for teachers to use when bringing educational materials into the classroom and for reviewing long-standing curriculumWashington Models for The Evaluation of Bias Content in Instructional Materials Source: State of WashingtonAsk both teachers and students to reflect on the curriculum and school environment using a reflection guide: Some Practical Ideas for Confronting Curricular Bias Source: Myra Sakler FoundationSadker Resources for Gender Identity Source: Myra Sakler FoundationCritical Practices for Anti-Bias Education Source: Teaching Tolerance Institutional self-evaluationThe district evaluates all aspects of its K-12 program annually to ensure that all students, regardless of race, color, sex, gender identity, religion, national origin, limited English proficiency, sexual orientation, disability, or housing status, have equal access to all programs, including athletics and other extracurricular activities. It makes such changes as are indicated by the evaluation.Title VI: 42 U.S.C. 2000d; 34 CFR 100.3(b)(2); EEOA: 20 U.S.C. 1703(f); Section 504: 29 U.S.C. 794; 34 CFR 104.4(b)(4); Title II: 42 U.S.C. 12132; 28 CFR 35.130(b)(3); NCLB: Title III, Part A, Sec. 3121(c)(1)(C); Title X, Part C, Sec. 722(g)(1)(J)(i), 722(g)(7); Mass. Const. amend. art. 114; M.G.L. c. 71A, s. 7; c. 76, s. 5; 603 CMR 26.07(1),(4) as amended by Chapter 199 of the Acts of 2011.A copy of the most recent evaluation, conclusions reached, and resolution of any identified issues. Implementation Suggestions There is no generally required set of methods of implementation. Some schools and districts use an outside consultant to carry out the evaluation, but this is not required. Whatever it consists of, the school or district must keep documentation of each year’s evaluation, the conclusions reached on the basis of the evaluation, and the steps taken to resolve any identified problems. Here are some suggested methods of implementation: Questionnaires to students, parents, staff, and possibly community partners seeking feedback on the accessibility to students regardless of race, color, sex, gender identity, religion, national origin, limited English proficiency, sexual orientation, disability, or housing status of all K-12 programs, including athletics and other extracurricular activities. Review sample surveys and tailor to school/district needs. Consider using a free online survey tool. This is NOT a satisfaction survey. Provide translated surveys.Questionnaires to or interviews of appropriate staff, students, and parents, e.g., members of special education parent advisory councils and other advisory groups; students and staff involved with gay/straight alliances, multicultural organizations, and cultural/ethnic clubs; athletic directors; students and families in a district METCO program; and/or administrators in charge of extracurricular activities. Data Equity Walk: engage with education data and discuss equity issuesEquity Walk: sharpen & focus the instructional leadership lens and allow the gathering of observational data to confirm or challenge assumptions regarding school improvement and equity in the building(s).Analysis of distribution of students in programs, including athletics and extracurricular activities, by race/ethnicity, gender, LEP status, IEP/504 plan status, and housing status. This analysis might be combined with review of, e.g., --entrance criteria for remedial or advanced classes, --supports for students taking advanced classes, --scheduling conflicts, --athletic policies, --publicity for extracurricular activities, --data on the incidence of bullying, hate crimes, and harassment/discrimination, and/or --complaints or concerns about the accessibility of programs, including athletics and other extracurricular activities.Connect with other school/district evaluation activities to gather necessary dataConnect with other districtsReview processes already in place – codifyConsider resources below to inform the process (For example: conduct a data equity walk to unpack data collected by the district and/or conduct an equity walk to zone in on school climate, etc.)Reach conclusions (additional research) Analyze survey responses and other data collected to reach conclusions. Capture this information in a written report or other documents.Resolve any identified issuesMake changes as are indicated by the report (keep track of changes made)Resources Data Equity Walk Source: Education Trust - WestA Data Equity Walk is a 45-90 minute activity for any size audience to engage with education data and discuss equity issues. Participants dive into data that shows education outcomes and exposes gaps between groups of students. The data usually show district or school performance across different measures like student achievement and school climate.Sample surveys for parents, students, teachers, and administrators (attached at end of document)Additional information from DESEThe Office for the Education of Homeless Children and YouthWorks to ensure the enrollment, attendance and the opportunity to succeed in school for homeless children and youth. Staff provide technical assistance and guidance to school districts and families. This Office collaborates with other state agencies and community providers to support homeless families and their students. Questions regarding the Massachusetts implementation of McKinney-Vento Homeless Education Assistance Act and/or individual cases are always accepted.Office of English Language Acquisition and Academic Achievement (OELAAA) Manages federal and state funds for English Language Learners (ELLs). It provides technical assistance and professional development opportunities to increase the capacity of Local Education Associations (LEAs) to serve ELLs. It also coordinates ESE ELL initiatives and ELL policy development.Safe Schools Program for LGBTQ Students The Safe Schools Program for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) Students is a joint initiative between the Massachusetts Department of Elementary and Secondary Education (ESE) and the Massachusetts Commission on LGBTQ Youth*. Founded in 1993 in response to concerns about LGBTQ youth suicides and other risk factors, the program now offers a range of services designed to help schools implement state laws impacting LGBTQ students, including the state's anti-bullying law, gender identity law, and student anti-discrimination law HYPERLINK "" Office of Special Education Planning and Policy Focuses on interagency and special education policy, planning and related personnel development activities.METCO A grant program funded by the Commonwealth of Massachusetts. It is a voluntary program intended to expand educational opportunities, increase diversity, and reduce racial isolation, by permitting students in certain cities to attend public schools in other communities that have agreed to participate. Survey suggestion: Ask for demographic data to help identify trends and areas of need. For Example: What is your race/ethnicity? Please mark the one box that describes the race/ethnicity category with which you primarily identify.Hispanic, Latino/a/xWhiteBlack or African AmericanAsian Native Hawaiian or Other Pacific IslanderAmerican Indian or Alaska NativeTwo or More RacesI don’t wish to answer. is your current gender identity? (Check all that apply)MaleFemaleTrans male/Trans manTrans female/Trans womanGender non-conformingDifferent identity (please state): _______________________________I don’t wish to answer. you have a disability?Please check one of the boxes below:Yes, I have a disability (or previously had a disability)No, I don’t have a disabilityI don’t wish to answer. for Students*Most of the timeSome of the timeNeverI am accepted as a valued member of my school community. My teachers encourage me to learn about people with various cultural practices. The staff at my school treats everyone fairly. Bullying is taken seriously and action is taken immediately. My teachers have created positive relationships with my family. I feel comfortable talking to my teachers when someone is treating me unfairly. I feel comfortable asking for help when needed. My own perspective is valued in school, even if it is different. My teachers have high behavioral and academic expectations for all students. My teachers give extra support to students who speak different languages. The staff at my school treats all students with respect. The people who volunteer at my school look like my classmates and me. I see pictures, artwork, and books in school that represent my friends and me. My teachers help me to see more than one point of view. I feel physically safe in my school. I feel emotionally safe in my school. My school celebrates differences. All of the holidays that students celebrate are represented equally. If my teachers hurt someone’s feelings, they accept responsibility and apologize. Students are taught to do the same. The teachers and staff at my school care about me for who I am. *The above assessment was adapted from “Minneapolis Public Schools, Positive School Climate Tool Kit, First Edition”, by Nancy Papke of the Cherry Creek School District (CO) and Kristen Genevieve Davidson. for Teachers*Most of the timeSome of the timeNeverI am aware of my own racial, ethnic, and cultural background, and understand how it affects my perceptions and values. I seek opportunities to learn about the cultural practices in our school community, including staff, families, and students. I regularly reflect on my own bias and how I view and treat people whose cultural practices are different from my own. As a faculty member, I feel supported and valued for my own identity and perspectives. I value the diverse perspectives and cultural practices of my colleagues. I regularly examine academic and behavioral data for achievement gaps by race, native language, socio-economic status, and gender. I review data to inform instruction in ways that best meet the needs of individual learners, and collaborate with colleagues in data-based decision-making. I create positive relationships with families so that we can work as a team to best meet their child’s needs. I engage in professional development to examine my own cultural awareness and develop culturally relevant teaching strategies. I encourage all families to give me feedback and volunteer in my classroom. I participate in action research focused on equity to better meet my students’ needs and improve my instructional strategies. I monitor student engagement within this research. Students and families feel comfortable when reporting inequitable practices or incidents, whether parties involved include me, students, or fellow colleagues. Communication is available to families in multiple languages. I make sure that there are translators available to improve school and family communication.Art work and photographs embedded in communication and classroom decor reflect the demographics of the students positively and are age appropriate. I act as a student and family advocate. I openly confront my colleagues if I see practices that I feel are inequitable. I preview visual media to make sure that it is culturally relevant and anti-bias. My behavioral expectations and policies have taken into account the varying cultural expectations and norms in my student demographics. I review curriculum and assessments for historical accuracy, cultural relevance, multiple perspectives, and anti-bias. Culturally relevant lessons are embedded in my day to day teaching, rather than taught in isolated units.I differentiate to meet the needs of students from varying backgrounds and have high expectations for all. I provide the support needed to reach expectations. Holidays are equally represented and celebrations are sensitive to the varying religions and cultural practices of my student population. I actively dispel racial and cultural stereotypes in my curriculum, assessments, materials, and classroom décor. I am comfortable in leading discussions about race, ethnicity, class, gender, sexual orientation, and religion with students. I avoid imposing my personal values and opinions and assist students in learning the difference between fact and opinion. I encourage the sharing of opinions that are different than my own and looking at multiple perspectives. *The above assessment was adapted from “Minneapolis Public Schools, Positive School Climate Tool Kit, First Edition”, by Nancy Papke of the Cherry Creek School District (CO) and Kristen Genevieve Davidson. for District Administrators*Most of the timeSome of the timeNeverI am aware of my own racial, ethnic, and cultural background, and understand how it affects my perceptions and values. I seek opportunities to learn about the cultural practices in my school community, including staff, families, and students.I regularly reflect on my own bias and how I view and treat people whose cultural practices are different from my own.Our district collects and disseminates academic and behavioral data, and examines achievement gaps by race, native language, socio-economic status, and gender. Strategic plans are put in place to address all achievement gaps.Our district provides professional development for administrators, staff, and teachers to examine their own cultural awareness and learn culturally relevant educational practices. Our district actively reaches out to families from various backgrounds to give feedback and assist in the creation of district policies. Our district has clear procedures to report and respond to allegations of inequity. These issues are dealt with in a sensitive and timely manner. We actively recruit applicants of diverse cultural backgrounds and ethnicities to work in our district. We provide support systems in order to meet the needs of our staff from diverse backgrounds.District communication with families is available in multiple languages and is sensitive to varying family structures as well as diverse cultural and socioeconomic backgrounds. The district provides translators to improve school and family communication.Artwork and photographs embedded in district communication (including web sites, décor in administrative buildings, and printed matter) reflect the demographics of our student body. District administrators openly confront inequitable practices and have policies in place to hold staff accountable for their actions. District policies are created while consciously working towards equity for all students and families. Historical policies are reviewed for cultural sensitivity. Members representing the demographics of the community assist in this process. District curriculum and assessments are reviewed to make sure that materials are historically accurate, culturally relevant, and anti-bias. District standards and curriculum reflect that culturally relevant lessons are embedded in day to day teaching, rather than isolated units. District curriculum includes differentiation tools to meet the needs of students from varying backgrounds.District policies include how to respect holidays in a manner that is sensitive to the religions and cultural practices of students and families.Staff evaluations include equity related expectations. *The above assessment was adapted from “Minneapolis Public Schools, Positive School Climate Tool Kit, First Edition”, by Nancy Papke of the Cherry Creek School District and Kristen Genevieve Davidson. for School Administrators*Most of the timeSome of the timeNeverI am aware of my own racial, ethnic, and cultural background, and understand how it affects my perceptions and values. I seek opportunities to learn about the cultural practices in my school community, including staff, families, and students.I regularly reflect on my own bias and how I view and treat people whose cultural practices are different from my own.Our school regularly examines academic and behavioral data for achievement gaps by race, native language, socio-economic status, and gender. Strategic plans are put in place to address all achievement gaps.Data is disseminated to families with procedures for them to offer support in improving our school for all students. I support professional development for administrators and faculty to examine our own cultural awareness and develop culturally relevant school-wide and classroom practices. I actively reach out to families from various backgrounds to give feedback and assist in the creation of district policies. I actively recruit families to volunteer in the school and on committees so that volunteer pools reflect the student body. Our school has clear procedures to report and respond to allegations of inequity. These issues are dealt with in a sensitive and timely manner. I actively recruit applicants of diverse cultural backgrounds and ethnicities to work in our school. Our school has support systems in order to meet the needs of our staff from diverse backgrounds.School communication with families is available in multiple languages and is sensitive to varying family structures as well as diverse cultural and socioeconomic backgrounds. I make sure that translators are available to improve school and family communication.Artwork and photographs embedded in school communication and school décor reflect the demographics of our student body and are age appropriate. The books in our school library reflect our student body and depict varying cultural practices in a positive and anti-biased way. I openly confront inequitable practices and have policies in place to hold staff accountable for their actions. I encourage staff to do the same. School policies are created while consciously working towards equity for all students and families. Historical policies are reviewed for cultural sensitivity. Members representing the demographics of the community assist in this process. Curricula and assessments used in our school are reviewed to make sure that materials are historically accurate, culturally relevant, and anti-bias. Behavior expectations and policies have taken into account the varying cultural expectations and norms among students and families. Curriculum guidelines reflect that culturally relevant lessons are embedded in day to day teaching, rather than isolated units. Our school incorporates differentiation tools to meet the needs of students from varying backgrounds.School policies include how to respect holidays in a manner that is sensitive to the varying religious and cultural practices of the student population.Teacher expectations and evaluations include culturally relevant teaching, with a focus on equity and positive relationships.*The above assessment was adapted from “Minneapolis Public Schools, Positive School Climate Tool Kit, First Edition”, by Nancy Papke of the Cherry Creek School District and Kristen Genevieve Davidson. FOR STUDENTS:Discussing race can be overwhelming. The conversations are not easy, but they are courageous conversations and they need to happen more and more with our students. The following are selected samples of activities that may help you develop your own lessons. Following the lessons are small group discussions intended to be facilitated by students with their peers. The lessons are based on resources gathered from the Anti-Defamation League (ADL) and a series of videos presented by NY Times on race issues. Activity #1 Every Day Bias *adapted from Anti-Defamation League (ADL) website: educationAge Group: High School StudentsBackground: An introductory lesson on race developed to teach students about implicit and explicit bias. Discussions facilitated by students in small group settings focus on real life experiences, social media, and the news. Procedures:Discussion:Ask students, What is bias? Watch video:“Peanut Butter, Jelly and Racism” video (2016, 3 mins, POV/The New York Times, Please visit NY Times Webpage to search and view contentDiscussion Questions:Pair students and ask them to first share answers with a partner. Then ask for whole group participation. What is implicit bias?How is implicit bias different from racism?Have you heard about incidents of bias in the news lately?What happened and what do you know? Read: Examples of Everyday Bias handout. Have students read the handout aloud or give them ten minutes to read it silently.Examples of Everyday Bias 1. In April 2018, five African American women were playing golf at the Grandview Golf Course in Pennsylvania. They were told by the club’s owners that they were moving too slowly on the golf course and then called the police. When the police arrived, they learned the reason they were called was because of a dispute between the club’s management and the golfers. They talked with both groups for about 20 minutes and then determined that further police involvement was not necessary. One of the women said, “I felt like we were discriminated against. It was a horrific experience.” (Rachel Siegel, “White golf course owners said five African American women were playing too slowly. Then they called the police,” The Washington Post, April 25, 2018.) 2. In May 2018 in California, Jazmina Saavedra, a Republican U.S. congressional candidate, barged in on a person, who appeared to be a transgender woman, using the restroom at a Denny’s restaurant and livestreamed the episode. She turned the camera to the stall door and said “there’s a man here saying that he’s a lady.” Saavedra then confronted the woman, who eventually came out of the bathroom in a black hoodie and was escorted out of the restaurant. As she left the restaurant, Saavedra screamed, “Next time use the men’s room.” Denny’s apologized and called the behavior “disrespectful.” (Crystal Hill, “House candidate livestreams Denny's bathroom over 'man inside saying he's a lady,' video shows,” The Sacramento Bee, May 18, 2018.) 3. In May 2018, at a Starbucks in California, the word “beaner” (a racial slur for Mexican people) was printed on the cup of a Latino customer. The customer was out on a coffee run from work; when he returned to work at a nearby restaurant with the cup, his colleague noticed the word on his cup. The colleague called Starbucks to complain about the incident and was told that “their employee couldn’t understand what Pedro had told them” then offered her a $50 gift card. (Nikita Richardson, “Starbucks Didn’t Fix Racism at Its Stores Fast Enough,” Grub Street, May 18, 2018.) 4. In May 2018 in a restaurant in New York City, a man berated customers and employees for speaking Spanish and then threatened to call immigration officials. According to a video recording of the incident, the man says “Your staff is speaking Spanish to customers when they should be speaking English. Every person I listen to: He spoke it, he spoke it, she’s speaking it. This is America!” He continued to rant to an employee and then threatened to call ICE (Immigration and Customs Enforcement) officials saying, “My guess is they're not documented. So my next call is to ICE to have each one of them kicked out of my country.” (Faith Karimi and Eric Levenson, “Man to Spanish speakers at New York restaurant: 'My next call is to ICE',” CNN, May 17, 2018.) 5. In May 2018 in Florida, a man approached five young men who were eating in a McDonald’s parking lot and asked them, “Are you American boys?” The young men, all international students from Egypt who ranged in age from 19 to 23, did not respond. According to the report, the man then flashed his pocket knife, opened and closed it and shouted, “Get the … out of my country!” using the f-word, and then said, “You don’t deserve American food!” At this point the five men decided to leave but the man grabbed a stun gun from his truck and as the men rushed to get back into their cars, the man charged at them with the stun gun drawn. As the man continued coming at them, they got out of the parking lot and called the police. (Meagan Flynn, “’You don’t deserve American food!’”) Muslim students attacked at McDonald’s, police say,” The Washington Post, May 25, 2018.) ? 2018 Anti-Defamation League, education Discussion Questions:Pair students and ask them to first share answers with a partner. Then ask for whole group participation. What are your thoughts and feelings about what you read? Did any of the examples stand out for you and if so, why? Could you relate to any of the examples? What are some of the differences among the examples? What patterns do you see in the examples? Are we seeing more of these incidents lately? Why or why not? How do you know? What do you think the impacts of these incidents are on the people involved? On people of color or others in marginalized communities? On our society as a whole?Activity #2 Every Day Bias in Social Media *adapted from Anti-Defamation League (ADL) website: educationAge Group: High School StudentsProcedures:Hashtags about Everyday Bias 1. Explain that as a result of the everyday bias people experience, several related hashtags have been created to amplify them on social media. Has anyone seen a hashtag like this? Share some specific hashtags such as #DrivingWhileBlack, #ShoppingWhileBlack and #LivingWhileBlack. These hashtags have helped people share their own experiences and learn about others’ experiences with everyday racism. Activity:Students use cell phones to work in pairs to research specific hashtags like these (and others) to learn more about experiences people have had with this type of everyday bias. Students share what they learned by responding to the following questions: What hashtags did you find and what do they mean? Have you ever experienced (as a target or witness) everyday bias in public spaces? What happened? How did you feel when you experienced this bias? What did you do or what did you wish you could have done? What can people do about everyday bias? Have students do a go-round, each sharing one thing they think should be done to address bias.Are we seeing more of these incidents lately? Why or why not? How do you know? What do you think the impacts of these incidents are on the people involved? On people of color or others in marginalized communities? On our society as a whole?CONTINUE THE CONVERSATION ON RACE WITH FOLLOW-UP VIDEOS:The New York Times developed a series of videos on race that are all under five minutes to continue discussions with students on thinking about race:1 Peanut Butter and Jelly:Please visit NY Times Webpage to search and view content2. The Life Changing Magic of Hanging Out:Please visit NY Times Webpage to search and view content3. Why We’re Awkward: Please visit NY Times Webpage to search and view contentHow to think about race, why this is challenging 4. Snacks and Punishment:Please visit NY Times Webpage to search and view contentSlowing down and thinking about race5. High heels, Violins and a Warning:Please visit NY Times Webpage to search and view contentCounter-acting bias6. Check our Bias to Wreck Our BiasPlease visit NY Times Webpage to search and view contentConcrete examples of bias Additional videos:7. Children on RacePlease visit Bing Webpage to search and view contentIn 2012, Anderson Cooper interviewed children in order to “examine how early children begin to form attitudes and opinions about race.” ()8. Children on RacePlease visit YouTube Webpage to search and view contentA follow-up to the previous video. The same students, now in middle school, are interviewed to see how their life experiences have impacted their feelings on race. ................
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