Diversity, Equity & Inclusion

Radnor Township School District is committed to providing a safe, supportive and inclusive learning environment for all families, students and staff.

Goals

Every family, student, and staff member feels welcomed and safe at our schools.
Diversity is celebrated, all are included, and decisions are made using an equity lens.

A 2020-21/2021-22 District Initiative

Most recent update: April 2022 (pdf)

December 2020 Update (PDF)

June 2020 Update (PDF)

Radnor Early Learning Academy

rms extended learning program

rhs extended learning program

multi-tiered system of supports (mtss)

2022-23 RTSD Book Study: Belonging Through a Culture of Dignity

To continue to help Radnor Township School District develop a strong and withstanding culture of belonging, dignity and inclusion, all RTSD staff members have been provided a copy of the book "Belonging Through a Culture of Dignity" to read over the summer of 2022 as part of a district-wide staff book study. Staff will participate in conversations about the book over the course of the 2022-23 school year and sessions with the book's author(s) are also planned.

In "Belonging Through a Culture of Dignity," authors Floyd Cobb and John Krownapple argue that educational equity is based on the foundational elements of dignity and belonging, which they define as “the extent to which people feel appreciated, validated, accepted and treated fairly within.” The book seeks to make the concepts of dignity and belonging accessible and explain their importance in the implementation of educational equity initiatives.

Authors' Description of the Book

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.

Book Study Implementation Steps and Timeline

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

Building-Based Supports and Climate Surveys

What is Diversity, Equity & Inclusion?

What is Diversity?

Diversity is understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, (dis)ability status, religious beliefs, political beliefs, or other ideologies.

What is Equity?

Equity is an approach that ensures everyone access to the same opportunities. Equity recognizes that advantages and barriers exist, and that, as a result, we all don’t start from the same place. Equity is a process that begins by acknowledging that unequal starting place and continues to correct and address the imbalance.

What is Inclusion?

Inclusion is involvement and empowerment, where the inherent worth and dignity of all people are recognized. An inclusive organization promotes and sustains a sense of belonging; it values and practices respect for the talents, beliefs, backgrounds, and ways of living of its members.

Guiding Pillars

Pillar I

Increase student engagement and learning opportunities to emphasize the value and importance of participation of diverse students in all curricular and extracurricular activities.
Create a District level DEI leadership team to make recommendations to the Superintendent about various curriculum and programming for the school year
Institute building and department level DEI teams

Committees

Districtwide Task Force

Comprised of building and central office administrators
Reviews recommendations from parent, school based and student DEI committees

Parent/PTO Advisory Committees

One committee for each level (elementary, middle, high)
Provides feedback from the parent perspective
Will meet at least four times in 2020-2021

School-Based Committee

One committee for each building (IES, RES, WES, RMS, RHS)
Comprised of faculty and staff; meets at least monthly
Helps to support principals in carrying out the District’s DEI work

Student Advisory Committee

One committee for RMS and one for RHS
Provides feedback from the student perspective
Will meet at least every 6-8 weeks in 2020-2021

Overview of Work

2021-22

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 Elp RMS 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.

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

2020-21

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.

2019-20

All elementary schools implemented Responsive Classroom practices.
IES, RES, WES and RHS faculty and staff members (voluntary) participated in a DEI book club.
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.

2018-19

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.

2017-18

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.

2016-17

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.

2015-16

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.