2022-02-10-LHRC-min - Laserfiche WebLink

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o LHRC Member question on whether there is mandatory DEI training for all building leaders and staff including recess monitor and coaches, also is there any mechanism for all staff to check individual progress on DEI? Dr Hackett responded that professional learning days are structured around both mandatory and optional development. LPS keeps track of what training the administration has done across the district. 100% of LPS workforce has engaged in some training and approximately 20% have engaged in in-depth graduatelevel coursework focused on DEI and LPS is seeing steady gains. LPS leadership at all levels have completed some DEI training including sometimes graduate levels type coursework. Re: athletic coaches, talking with athletic director Naomi Martin about requiring training and LPS hoping to put training into place. All members of the LPS administrative team will have completed about 12-25 hours of graduate level coursework, but there is no mandatory requirement for cultural competency or DEI training or professional development coursework/training. o LPS is Looking to make work more systematic by collecting data o Multiple LHRC members raised concern that LPS DEI efforts should not be limited to an attempt to mirror the "diverse" population, but instead the goal should be to hire a diverse staff across all levels, all cultural, identities, structural positions in all areas because that helps LPS students become culturally competent in the broader global community. Merely looking to mirror our population effectively is further marginalizing the marginalized, because we're not actually helping those kids who don't see themselves within the curriculum or staff. Additionally, many African American teachers and more broadly, African American people have historic and generational experience of curriculum and representational exclusion. Thus, it would be very helpful for all students to have African American teachers and administrators and for LPS to understand student experiences on a deeper broader cultural level. o LPS responded that they are developing a diverse curriculum (PreK-12) with community input and adoption of the Learning for Justice (_ ps://www.learnin orjus ice.or ) social justice model. LPS curriculum will eventually address identity, diversity, justice, and action. o LPS reports that it is looking to better incorporate student perceptions and students' voices. One example is studying the data from the annual student climate survey that was developed by the state measuring student perceptions regarding instructional relevance. LPS reported that in some cases Black/African American subgroup was not large enough to provide data regarding harassment, disparities, and disparate treatment within LPS. o LPS reported MCAS achievement gaps for two key subgroups SPED students and LPS Black/African American students - - for high school, gaps notably widened, while some gaps lessened from previous years with SPED students in elementary and middle school level. o LPS reported continued