Belonging Through A Culture of Dignity

The RTSD administrative team and building principals co-presented an update to the School Board and community that aimed to highlight important aspects of the district belonging initiative. The presentation included an overview of interconnected areas within the district that are aligned to support a safe, positive, and inclusive learning environment for all students, staff, and families.  Key topics included curriculum and programming, student services and mental health supports, communications and social media, infrastructure and accessibility, technology and information systems, and human resources. The update also included a summary of our staff and student climate survey process, specific focus areas for the current school year, and presentations from each building principal and/or team that showcased their respective action plans that will continue to unfold over the course of 2024-25 and beyond. 

Presentation

Video

Dr. Dutkiewicz provided an update to the Board Curriculum Committee regarding the Belonging Initiative for the 2023-2024 school year.  The presentation included a brief review of the previous school year and initiatives associated with the implementation of a district-wide book study and staff and student climate surveys. Moving forward, Dr. Dutkiewicz shared some belonging-focused activities, traditions, and practices that are in place at each of our five schools. Further, Dr. Dutkiewicz shared new elements of the initiative that include visuals that support association and application of dignity and belonging dispositions, and building-specific actions and activities that have been developed and/or expanded as a result of the book study and first-year climate survey results. Finally, Dr. Dutkiewicz shared the specific focus areas for the 2023-24 school year, which primarily include the Four Standards of Dignity and the associated timeline and benchmarks. 

Presentation Overview

Presentation Video

 

Dr. Dutkiewicz updated the Committee on the Belonging Through a Culture of Dignity district initiative. Highlights included detailed analysis of the staff and student climate survey results that aim to identify areas of strength and areas for growth, presentation of school-specific staff and student climate survey results and associated action plans, and continued plans for implementation for next school year. 

Presentation
Video

While efforts to achieve equity in education are prominent in school districts across this country, the effective implementation that results in meaningful change remains elusive. 

Even with access to compelling theories and approaches such as multicultural education, culturally responsive teaching, culturally relevant instruction, culturally sustaining pedagogy, schools still struggle to implement equitable change that reshapes the academic experiences of students marginalized by the prevailing history, culture, and traditions in public education. Instead of getting it right with equity implementation, many schools and districts remain trapped in a cycle of equity dysfunction. 

In "Belonging Through a Culture of Dignity," Cobb and Krownapple argue that the cause of these struggles are largely based on the failure of educators to consider the foundational elements upon which educational equity is based, belonging and dignity. Through this work, the authors make these concepts accessible and explain their importance in the implementation of educational equity initiatives. Though the importance of dignity and belonging might appear to be self-evident at first glance, it’s not until these concepts are truly unpacked, that educators realize the dire need for belonging through dignity.

Once these fundamental human needs are understood, educators can gain clarity of the barriers to meaningful student relationships, especially across dimensions of difference such as race, class, and culture. Even the most relational and responsive educators need this clarity due to the normalization of what the authors refer to as dignity distortions.

Cobb and Krownapple challenge that normalization and offer three concepts as keys to successful equity initiatives: inclusion, belonging, and dignity. Through their work, the authors aim to equip educators with the tools necessary to deliver the promise of democracy through schools by breaking the cycle of equity dysfunction once and for all.

Timeline	Book Study Implementation Steps
May - June 2022	Administrative planning meetings with authors, John Krownapple and Floyd Cobb
June 2002	Distribute books to all RTSD staff with letter and info flyer describing the Book Study for 22-23
July 26 & Aug. 26, 2022	Facilitate Administrative Team and School Board Orientation Sessions with authors
Aug. 29, 2022	Convocation – Keynote Speech from author, John Krownapple
Sept. 29, 2022	Admin Council Meeting - Administrative Team Training Session
Early Oct. 2022	School-based teams facilitate first section of Book Study with teachers and support staff
Oct. 2022	Administer the Psychological Sense of School Membership survey for all staff members
Oct. 17, 2022	Admin Council Meeting - Administrative Team Training Session
Oct. 18, 2022	Community Conversation Evening Event – Facilitated by author, John Krownapple
Nov. 2, 2022	Admin Council Meeting - Administrative Team Training Session
Nov. 2022	School-based teams facilitate second section of Book Study with teachers and support staff
Nov. 8, 2022	District-wide professional development day focused on the book and involving all staff
Dec. 1, 2022	Administrative Team Training Session (if needed)
Jan. 2023	Administer the Psychological Sense of School Membership survey for all 3-12 grade students
Jan. 2023	School-based teams facilitate third section of Book Study with teachers and support staff
March 17, 2023	District-wide professional development day focused on the book and involving all staff
March 2023	School-based teams facilitate fourth section of Book Study with teachers and support staff

 

 

 

 

 

 

 

 

 

 

• 1-2 building-based in-person meetings will be scheduled with members of the facilitation team
• Climate surveys would be included throughout the above timeline to identify areas of strength and areas for growth regarding student and staff belonging in the RTSD school community

John Krownapple, co-author of Belonging Through a Culture of Dignity, will lead Radnor families in a community conversation focusing on dignity, belonging, and inclusion on Tues. October 18, 2022, from 7 - 8 pm at Radnor High School.
 
Radnor Township School District is committed to diversity, equity, and inclusion inquiry, exploration, and responsiveness across the district. As part of these ongoing efforts, RTSD is facilitating a district-wide book study that focuses on relationships, belonging, and inclusion. In consultation with the authors of Belonging Through a Culture of Dignity – The Keys to Successful Equity Implementation, the book study will engage all RTSD staff in continuing to foster a culture of dignity and respect through an intentionally phased implementation process. RTSD will utilize staff and student climate surveys to support continuous improvement of the indicators of belonging within our school community. 
 
The October 18 conversation is intended to share the goals of this initiative, provide information and context regarding our book study work and climate survey plans, and elicit feedback from the community regarding our process and next steps. 
 
Please join the conversation on Tues. October 18 at 7:00 pm at the Radnor High School Auditorium. RSVP.

Dr. Dutkiewicz summarized the Radnor book study and implementation timeline for Belonging Through a Culture of Dignity. Every RTSD employee has been given a copy of the book and students and staff will have an opportunity to participate in a climate survey, The Psychological Sense of School Membership, in the fall and in early winter. Orientation sessions have been held with the authors of the book and John Krownapple will be the guest speaker at Convocation 2022. Additionally, he and his staff will be providing support to the District as the book study progresses through the school year. The community is invited to participate in a conversation with John Krownapple on October 18, 2022; more information will be shared with the community in the coming weeks.

Presentation Overview

Presentation Video

 

Through an in-person presentation and forum for discussion, author, John Krownapple provided an overview of his research and work from his book, Belonging Through a Culture of Dignity. This included co-author, Dr. Floyd Cobb who joined via Zoom. Participants had an opportunity to learn about the book and the use of climate surveys to support continuous improvement with fostering belonging and dignity in the RTSD school community. 

Dr. Dutkiewicz updated the Committee on the Belonging Through a Culture of Dignity Book Study. Highlights included information about the implementation plan comprised of the book study, climate surveys, and ongoing professional development with the authors. Dr Dutkiewicz shared the staff climate survey results and the recommended follow up. Next steps involve the administration of the optional student climate survey for grades 3 through 12. Those results will be shared with the Board sometime in early spring. Book studies are continuing in each building and department, and, by the end of the school year, all employees will have had an opportunity to engage in the book study and a climate survey. Spring and summer will provide a time to reevaluate and debrief based on the feedback received and decide how and when to move forward next year. An additional update will be shared at a Curriculum Committee Meeting prior to the end of the school year. More information can be found on the District website.

Presentation Overview

Presentation Video

Answer Options for Questions 1-9: 

• Never True
• Usually Not True
• Sometimes True
• Often True
• Always True

13 Questions: 

1 – Do you feel like a real part of your school?

2 – Are most teachers in your school interested in you?

3 – Do you belong at your school?

4 – Is there a teacher or other adult at school that you can talk to if you have a problem?

5 – Are people at school friendly to you?

6 – Are you included in a lot of school activities?

7 – Are you treated with as much respect as other students?

8 – Can you be yourself at school?

9 – Are you proud to be part of your school?

10 – Please share individuals who have been especially helpful to you and how they have supported you (OPEN ENDED).

11 – Please share any additional comments regarding your feelings of belonging in your school or in the school district at large (OPEN ENDED).

Optional Questions: 

12 – What is your gender? (OPTIONAL)   

• Female 

• Male 

• Other / Prefer Not to Respond 

13 – Which race/ethnicity best describes you? (OPTIONAL) 

• American Indian or Alaskan Native 

• Asian / Pacific Islander 

• Black or African American 

• Hispanic 

• White / Caucasian 

• Multiple Ethnicity 

• Other / Prefer Not to Respond 

Answer Options for Questions 1-19:

• Never True
• Usually Not True
• Sometimes True
• Often True
• Always True

23 Questions:

1 – I feel like a real part of my school.

2 – People notice when I am good at something.

3 – It is hard for me to be accepted here.

4 – Other students in this school take my opinions seriously.

5 – Most teachers at this school are interested in me.

6 – Sometimes I don’t feel as if I belong here.

7 – There’s at least one teacher or other adult in this school I can talk to if I have a problem.

8 – People at this school are friendly to me.

9 – Teachers here are not interested in me.

10 – I am included in many activities at this school.

11 – I am treated with as much respect as other students here.

12 – I can really be myself at this school.

13 – The teachers here respect me.

14 – People here know that I can do good work.

15 – I wish that I were in a different school.

16 – I feel proud of belonging to my school. 

17 – Other students here like me the way that I am.

18 – I feel supported in doing my work.

19 – I am encouraged to grow and improve in my performance at school.

20 – Please share individuals who have been especially helpful to you and how they have supported you (OPEN ENDED).

21 – Please share any additional comments regarding your feelings of belonging in your school or in the school district at large (OPEN ENDED).

Optional Questions: 

22 – What is your gender? (OPTIONAL)

• Female
• Male
• Other / Prefer Not to Respond

23 – Which race/ethnicity best describes you? (OPTIONAL)

• American Indian or Alaskan Native
• Asian / Pacific Islander
• Black or African American
• Hispanic
• White / Caucasian
• Multiple Ethnicity
• Other / Prefer Not to Respond

Pillar I Action Items

• Creation of the Radnor Early Learning Academy

  • Pilot for the 2021-22 school year housed at RES
  • New educational program that assists families in providing their children with a pre-school experience prior to kindergarten
  • Program serves students who are 4-years-old and whose families meet specific economic criteria

Radnor Early Learning Academy Webpage

• Implementation of Multi-Tiered System of Supports (MTSS)

  • A comprehensive students supports strategy that utilizes equitable,
    responsive, and evidenced-based practices and a collective ownership
    of student growth and achievement to systematically identify student
    needs in order to support all learners in reaching their highest
    potential
  • MTSS provides a broad set of evidence-based practices to meet the unique social-emotional, behavior and academic needs of students

Multi-Tiered System of supportS (mtss) Webpage

• Expansion of RTSD's Extended Learning Program (ELP) that provides free after-school tutoring

  • Secondary structure provides subject specific support open
    to students in grades 6-12.
  • Elementary structure provides targeted after school support for identified students in grades 3-5 in EnglishLanguage Arts and/or Math based on academic data and teacher recommendation. 

RHS ElpRMS ELP

• Academic Level Consolidation at Radnor High School

  • The goal of consolidating the College Prep and Advanced levels began in 2021-22 for the Class of 2025 and is expected to be a 5-year process.
  • The process began with Humanities courses for ninth grade students. Consolidation for Math and Science will begin in the 2022-23 school year.
  • Benefits for academic level consolidation include:
    • Smaller average class sizes for combined Advanced Level Courses
    • Opportunities for more rigorous coursework
    • Closing the opportunity and achievement gap
    • Offering more flexibility for scheduling of students

academic level consolidation presentation (PDF) 

Pillar II Action Items

• RTSD secured SAGE Wellness as the district's DEI consultant for the 2021-22 school year.

  • SAGE has provided/will continue to provide:
    • Districtwide trainings (Fall and Spring)
    • Monthly meetings at each level to support the building-based DEI Teams
    • Ongoing training and guidance for the District level administrative team

Pillar III Action Items

• RTSD formed a Parent/Community DEI advisory group.

  • Representatives from each building comprised this group and met throughout the school year.
  • This group worked with SAGE Wellness to formulate a mission statement to guide their work:
    • The RTSD DEI Parent/Guardian Committee's goal is to empower our children and community to grow through diversity, equity, and inclusion. We are united in fostering a school community in which all children are seen, heard, valued, and safe, to help each child reach their fullest potential. We view caring for all our children as a collective responsibility. The most innovative solutions are born from diverse voices; therefore, we welcome the experiences, observations, and ideas of all members of the community.
       

• RTSD created a DEI webpage on our website to house information about our DEI initiative

• The District Calendar Committee was reconvened to review community group holidays that impact the instructional calendar.

• RTSD added Eid as a District Holiday on the School Calendar.

Pillar IV Action Items

• A representative from RTSD attended the NAACP Education Committee Forum on Diversity Hiring in February 2021

• RTSD registered with NEMNET and a member of the Delaware Valley Consortium for Excellence and Equity (DVCEE) to assist with recruitment of employees for diverse backgrounds for RTSD applicant pool

• RTSD is scheduled to attend:

  • A job fair at Howard University on April 14, 2022
  • The DVCEE minority job fair on April 29, 2022

• The RTSD School Board identified Diversity, Equity, and Inclusion (DEI) as a District goal for the 2020-21 school year.
• In December 2020, the Curriculum Committee heard an update regarding RTSD’s DEI Initiative.
• The presentation reviewed terminology relevant to the
  initiative, the initiatives goals and pillars, and the history of the DEI initiative in RTSD.
• The presentation also discussed the DEI Committee
  structure, and highlighted next steps.

View Dec. 2020 Presentation

• In June 2020, administration provided a presentation at the Board's Curriculum Committee meeting on Diversity, Equity, and Inclusion (DEI)
• The June 2020 presentation highlighted the history of the DEI initiative in RTSD dating back to 2015.
• The presentation spoke about specific actions taken at each school for the 2019-20 school year.
• The presentation reviewed RTSD’s DEI Goals and Pillars.

View June 2020 Presentation

• Dr. Heather Bennett provided professional development workshops for school board members, administrators, and staff.
• All schools established building level DEI teams.
• School Board recognizes DEI as District goal.

• All elementary schools implemented Responsive Classroom practices.
• All five schools participated in the DVCEE program.
• The Dream Leadership Academy and Girls Empowerment Groups continued to meet throughout the year at RHS.
• Dr. Hollins provided DEI training for all teachers and administrators K-12.

• RHS created an Equity Team comprised of teachers, administrators, and staff.
• RHS worked with consultant Dr. Caprice Hollins to work with the faculty and Equity Team.
• RHS started an Extended Learning Program to provide after school tutoring for all students but targeted economically disadvantaged and minority students.
• RHS started a Dream Leadership Academy that was facilitated by RHS alumni Dr. Manuel Howard to mentor male high school students.
• The BSU held the first annual multicultural talent show.
• RHS created a Girl’s Empowerment Group to address the social and academic needs of female students.
• RHS faculty members (voluntary) participated in a DEI book club.

• Mr. Mubarak Lawrence was included into the RHS FUNdamentals program to provide diversity training for incoming freshman students.
• RHS and Central Office administrators met monthly to develop a strategic plan to look at various options available to support economically disadvantaged, special education and minority students.
• As members of the Delaware Valley Consortium for Equity and Excellence (DVCEE), RHS sent a core group of teachers to participate in various workshops on topics that included trauma training, equity and inclusion, and differentiated instruction. The core group then shared what they learned at the workshop with the large school community.

• RHS and Radnor ABC alumni, Mr. Mubarak Lawrence began meeting with ethnically diverse students to support them and address various DEI issues that included cultural diversity, cultural competency, and race relations.
• RHS joined the Anti-Defamation League’s “No Place for Hate” program.
• RHS started a Black Student Union (BSU)
• RHS expanded its Black History Month Program.

• RHS worked with DEI consultant Ms. Courtney Portlock to design a building level DEI program.
• RHS began using the College Board’s “AP Potential” data to help identify students who possess academic skills to allow them to be moved into Honors or Advanced Placement courses.
• RHS implemented a mentoring program for students who were struggling academically and/or socially.
• Ms. Courtney Portlock provided a DEI training for all secondary administrators and staff.