[00:00:02]
ALL RIGHT, YOU GUYS READY? EVERYBODY READY? GOOD AFTERNOON, EVERYONE.
[1. BOARD WORKSHOP - 4:30 PM]
WE'LL GET STARTED TODAY.ALL RIGHT. THANK YOU, MR. MCHENRY. SO AT OUR WORKSHOP TODAY,
[3. MUSIC IN OUR SCHOOLS]
MR. SANCHEZ GOT A CALL, I DON'T KNOW, TWO OR THREE WEEKS AGO.AND I CALLED HIM AND I SAID, YOU KNOW, IT'S MUSIC IN THE SCHOOLS MONTH.
WOULD YOU BE WILLING? AND BEFORE I THINK I EVEN FINISHED, HE SAID, YEAH, I GOT THIS TO THE POINT WHERE HE SAID, DOUG, I GOT THIS.
SO I TRY TO COORDINATE COREY AND MR. SANCHEZ AND AND DOUG JUST I GOT THIS.
WITHOUT FURTHER ADO, IT'S PROBABLY BECAUSE MAYBE THERE'S OTHER.
WITHOUT FURTHER ADO, I AM GOING TO TURN IT OVER TO MR. SANCHEZ IN THIS WONDERFUL SKY RIDGE JAZZ BAND.
[00:07:00]
MY WATCH JUST TELLING YOU.[00:10:10]
YEAH. I GOT ONE. FOLKS, THANK YOU SO MUCH.SO I HAVE TO ASK YOU GUYS AND SIT DOWN IF YOU WANT, BECAUSE BECAUSE THERE'S NOW IS THE AUDIENCE PARTICIPATION PORTION.
SO I HAVE TO SEE HOW MANY OF YOU ARE EIGHTH GRADERS? IS IT ALL EIGHTH GRADE OR IS IT NO SEVENTH GRADERS? WHO'S SEVENTH GRADE? SEVENTH GRADE? NO. SIX.
AND, YEAH, JUST PUSH IT TO TURN TO TALK.
SO WE HAVE THIS GROUP MEETS ONCE A DAY, FOUR TIMES A WEEK IN THE MORNING, 8:00.
IT'S A REALLY DEDICATED GROUP OF KIDS HAVING TO GET UP IN THE MORNING AND GET DRESSED.
SOMETIMES THAT BARELY HAPPENS WHEN THEY'RE WAKING UP RIGHT BEFORE THE CLASS IS DUE TO START. SO REALLY DEDICATED GROUP OF KIDS.
MR. MCENRY ASKED ME TO SAY JUST A COUPLE OF THINGS, SINCE IT IS MUSIC IN OUR SCHOOLS.
SO BAND DIRECTORS, WE TEND TO GO ON A MINUTE.
YOU KNOW, FOR ME, THESE KIDS PERSONIFY THE PROMISE AND HOPE FOR THESE KIDS TO THRIVE THROUGH SOMETHING REALLY TERRIBLE THESE PAST COUPLE OF YEARS.
SO THEIR THEIR DEDICATION TO DO SOMETHING EXCELLENT, ESPECIALLY WHEN SOME OF THESE KIDS, MUCH OF THEIR BAND CAREER HAS BEEN ONLINE.
SO THE FACT THAT THEY CAN GET TOGETHER AS A GROUP AND DO SOMETHING LIKE THIS IS REALLY IS REALLY AMAZING. I THINK WE'RE NOT THE ONLY PROGRAM DOING SOME AWESOME THINGS.
WE HAVE A WHOLE DISTRICT THAT'S DOING SOME REALLY FABULOUS THINGS.
I THINK IT'S CSD IS READY FOR THE NEXT STEP.
AND SO I AM CHARGING THIS BODY WITH THREE GOALS THAT I HAVE.
PERSONALLY SPEAKING FOR ME, I WOULD LOVE FOR US TO FIND A WAY FOR KIDS TO EXPERIENCE MUSIC AT THE ELEMENTARY SCHOOL FOR MORE MINUTES A DAY.
CURRENTLY, WE'RE THE LOWEST IN THE AREA RIGHT NOW, AND I THINK WE CAN FIX THAT.
AND I AND I THINK THIS BODY CAN MAKE THAT HAPPEN.
THIS IS A REALLY EXPENSIVE PROGRAM TO RUN.
WE HAVE INSTRUMENTS THAT NEED REPAIR.
WE NEED INSTRUMENTS THAT NEED UPKEEP.
WE NEED INSTRUMENTS RIGHT NOW.
WE DON'T HAVE AN EQUITABLE WAY TO FUND THOSE TYPES OF THINGS, AND I THINK THIS BODY CAN HELP WITH THAT, TOO.
AND FINALLY, WE ARE SO VERY THANKFUL FOR THE BEAUTIFUL THEATER THAT THIS COMMUNITY HAS HELPED FUND AND HELP AND HELP PROVIDE FOR US.
WE'RE LOOKING FORWARD TO PERFORMING IN THAT NEXT YEAR.
WHAT I WOULD LOVE TO SEE, TOO, IS THIS BOARD HELPING TO ENGAGE THE OTHER MUSIC PROGRAMS SO THAT WE CAN FUNDRAISE, DO WHAT WE NEED TO GET THAT TO BE A THE PUT THE FINAL POLISH, THE SPIT SHINE ON THAT.
WE HAVE A LOT OF REALLY GREAT OPPORTUNITIES HERE IN THIS DISTRICT AND I'M REALLY THANKFUL TO BE A PART OF THAT. I'M REALLY THANKFUL FOR ALL THE PARENTS HERE.
IF YOU'RE A PARENT OR A FAMILY MEMBER OF THESE KIDS, CAN YOU RAISE YOUR HAND? I LOVE THIS SO MUCH, SO JUST THANK YOU FOR ALL YOUR SUPPORT TO THIS BODY AS WELL AS THE OPPORTUNITY FOR US TO BE HERE AND TO SHOW YOU A GLIMPSE OF WHAT WE DO EVERY DAY.
THESE KIDS ARE BEING EXCELLENT EACH AND EVERY DAY.
AND I WANT TO ACKNOWLEDGE THAT.
AND THESE FINE, FINE YOUNG MUSICIANS.
SO I JUST REALLY QUICK TO JUST KNOWING THE SYSTEM THAT YOU GUYS COME IN FOR ZERO PERIOD BEFORE SCHOOL STARTS BEFORE EVERYBODY ELSE.
SO YOU'RE DOING TWO PERIODS OF BAND EVERY DAY.
YEAH. WHAT? COMMITMENT. THAT'S SO AWESOME.
THAT'S SO AWESOME. THERE'S SOME GREAT MUSICIANS IN HERE, MR. SANCHEZ. I WISH I COULD POACH A COUPLE OF THEM, BUT I WON'T.
YOU'RE PLAYING LIKE A LIKE A FULL SECTION BACK THERE, MAN.
VERY GOOD. YOU'RE ALL DOING GREAT.
BUT COME ON, GIVE IT UP FOR WESLEY.
WELL, ON BEHALF OF THE BOARD, JUST THANK YOU GUYS SO MUCH FOR GIVING EVEN MORE OF YOUR DAY TO COME DOWN HERE AND SHARE WITH US YOUR TALENTS AND UNDER YOUR FEARLESS LEADER HERE.
MR. SANCHEZ, WE APPRECIATE YOUR ADVOCACY AS WELL.
THIS IS I WISH WE COULD DO IT FOR EVERY BOARD MEETING.
[00:15:02]
I REALLY I REALLY DO.WHAT A WAY TO START THINGS OUT.
SO EVERY BOARD NEEDS A HOUSE BAND, RIGHT? YOU KNOW? YEAH.
YOU'RE OUR DOC SEVERINSEN, SO.
ALL RIGHT. WELL, THANK YOU AGAIN SO MUCH.
YOU'RE WELCOME TO STAY FOR THE REST OF THIS IF YOU WANT.
BUT KNOW, NO OFFENSE AT ALL IF YOU NEED TO CONCERN YOURSELF.
YEAH. YEAH. SO AT THIS POINT, WHAT WE'RE GOING TO DO, MR. SANCHEZ AND I TALKED ABOUT, IT'S JUST GOING TO BE EASIER TO PUSH PAUSE ON THIS MEETING SO THAT OUR WONDERFUL GUESTS CAN CAN GET MOVED AND DO THEIR THING.
AND THEN I KNOW YOU HAVE SOME PARENT HELPERS HERE.
IT SOUNDED LIKE, TOO. SO WHAT WE'RE GOING TO DO IS WE'RE GOING TO RECESS FOR MOST LIKELY 15 MINUTES. SO WE'LL COME BACK AT FIVE.
SO THANK YOU, EVERYONE, FOR COMING.
THANKS FOR OUR GUESTS THAT ARE HERE AS WELL.
THEY'RE GOING TO BE PRESENTING.
BUT BEFORE WE DO THAT, I WANT TO LET YOU KNOW THAT TRACY HAD ANOTHER COMMITMENT THAT JUST CAME OUT, BUT SHE MIGHT MAKE IT.
DOUG QUINN IT WILL NOT BE MAKING IT TONIGHT, SO.
[2. EDUCATION SUPPORT PROFESSIONALS WEEK]
WITH THAT. I HAVE A PROCLAMATION.I BELIEVE THAT I NEED TO READ THE STATE OF WASHINGTON.
ADAM, IS THE SOUND OKAY? WE GOOD? OKAY. HERE'S THE PROCLAMATION THE STATE OF WASHINGTON.
WHEREAS EDUCATION SUPPORT PROFESSIONALS ARE INVOLVED IN NEARLY EVERY ASPECT OF EDUCATION MAINTAINING BUILDINGS AND GROUNDS, PREPARING AND SERVING MEALS, KEEPING SCHOOL FACILITIES CLEAN AND ORDERLY, ASSISTING IN THE CLASSROOM, PROVIDING OVER 60% OF ALL INSTRUCTIONAL HOURS TO SPECIAL EDUCATION, ENGLISH LANGUAGE LEARNERS AND OPPORTUNITY GAP STUDENTS PERFORMING AND CONDUCTING RESEARCH ACTIVITIES, PROVIDING INFORMATION TECHNOLOGY AND MEDIA SERVICES, ADMINISTRATIVE SUPPORT FUNCTIONS, AND SAFE TRANSPORTATION.
CREATING A SECURE AND HEALTHY ENVIRONMENT AND MANY OTHER SPECIALIZED SERVICES.
AND. WHEREAS, MORE THAN 62,000 EDUCATION SUPPORT PROFESSIONALS WORK WITH AND HELP STUDENTS IN WASHINGTON'S UNIVERSITIES, COLLEGES AND PUBLIC SCHOOLS ARE THE BACKBONE OF OUR PUBLIC EDUCATION SYSTEM AND DESERVE RECOGNITION.
AND THANKS FOR THE OUTSTANDING WORK THAT THEY DO FOR THIS STATE AND THEIR COMMUNITIES.
AND. WHEREAS, EDUCATION SUPPORT PROFESSIONALS ARE INSTRUMENTAL IN FULFILLING THE STATE'S RESPONSIBILITY TO EDUCATE ALL STUDENTS, AND BY SUPPORTING THE LEARNING ENVIRONMENT, THEY SERVE AS CRUCIAL PARTNERS WITH TEACHERS, PARENTS, ADMINISTRATORS AND SCHOOL BOARDS. NOW, THEREFORE, JAY INSLEE, GOVERNOR OF THE STATE OF WASHINGTON, DO HEREBY PROCLAIM MARCH 14TH THROUGH THE 18TH 2022 AS EDUCATION SUPPORT PROFESSIONALS WEEK IN WASHINGTON. AND I ENCOURAGE ALL PEOPLE IN OUR STATE TO JOIN ME IN THE SPECIAL OBSERVANCE SIGNED THIS 18TH DAY OF FEBRUARY 2022.
WHAT I WILL ABSOLUTELY SAY FOR OUR SCHOOL DISTRICT IS THESE LAST TWO YEARS HAVE BEEN VERY, VERY DIFFICULT AND OUR CLASSIFIED STAFF HAS BEEN TREMENDOUS IN HELPING.
THE ABILITY TO ACTUALLY SERVE STUDENTS, WHETHER THAT WAS REMOTELY.
I KNOW IT BUILDINGS AND IN GRADE LEVELS.
WE ADDED STAFF TO MAKE SURE THAT WE COULD DO THIS RIGHT AND WE COULD DO IT SAFELY.
SO TO OUR TO OUR SUPPORT PROFESSIONALS, OUR GROUP OUTSTANDING WORK, WE COULD NOT RUN SCHOOLS EVERY DAY WITHOUT THEM.
[4. EQUITY]
WITH THAT. I WILL.WILLIAMS, WHO IS COMING UP TO THE PODIUM WITH OUR EQUITY IMPACT UPDATES AND THE WORK THAT WE HAVE BEEN DOING IN THE DISTRICT.
SOME GUESTS THAT WILL BE JOINING US.
AND I JUST WANTED TO TAKE A MOMENT TO READ ZENO'S QUOTE FROM ODYSSEY MIDDLE SCHOOL.
IF YOU PARTICIPATED IN OUR COMMUNITY EQUITY FORUM, WHERE OUR STUDENTS TOLD US WHAT EQUITY MEANT TO THEM, THEY WERE GIVEN A PROMPT IN SEVERAL SUBMISSIONS, AND THIS IS JUST ONE OF THE SIMPLE ONES.
THAT WAS ONE THAT WAS SUBMITTED.
EQUITY IS NOT JUST DEMOGRAPHIC STATISTICS AND BIG NEWS.
RATHER THE COMMUNITY YOU BUILD WHEN YOU CHANGE YOUR VIEWS.
[00:20:02]
I DON'T HAVE TO BE A TEACHER OR A PRINCIPAL TO LEARN TO LISTEN.COMPREHENDING EVERYONE'S UNIQUE HURDLES IS THE VISION.
SO IT'S GOOD TO HAVE OUR STUDENTS VOICE AND YOU'LL SEE THAT WE'VE THROUGHOUT OUR PRESENTATION TONIGHT.
SO JUST WANT TO REMIND US OF THE FOUR B'S.
IN SOME WAYS THEY ARE LIKE IRREFUTABLE B'S.
WE WANT ALL OF OUR STUDENTS TO HAVE A DEEP SENSE OF BELONGING, THAT WE ARE RESPONSIBLE AS EDUCATORS TO DEMONSTRATE AN UNRELENTING BELIEF IN THE LIMITLESS POTENTIAL OF EVERY SCHOLAR, AND THAT IT'S REALLY OUR JOB TO FIGURE OUT HOW DO WE REMOVE BARRIERS SO THAT STUDENTS CAN HAVE ACCESS TO LEARNING AND AND ULTIMATELY TO BROADCAST THEIR VOICE? BECAUSE ULTIMATELY, THEY ARE OUR THEY ARE OUR CUSTOMERS.
AND WE WANT TO MAKE SURE THAT WE ARE SERVING THEIR NEEDS.
AND IN JUST A MOMENT, I'M JUST GOING TO ASK YOU AS BOARD MEMBERS TO REFLECT ON YOUR WHY WHY IS EQUITY WORK IMPORTANT TO YOU? AND I'LL GIVE YOU A MOMENT TO THINK ABOUT IT AND THEN TO LOCATE YOURSELF ON THE COMPASS.
THIS IS ONE OF THE TOOLS WE USE TO FACILITATE CONVERSATION, BECAUSE WHEN IT COMES TO CONVERSATIONS AROUND EQUITY AND IMPLEMENTING EQUITABLE PRACTICES, OFTEN WE HEAR HOW DO WE HAVE THE CONVERSATION AND WHAT ARE SOME TOOLS WE CAN USE IN ORDER TO FACILITATE THAT DIALOG IN A HEALTHY WAY? AND SO I DON'T YOU CAN'T SEE WHAT I'M SEEING.
SO THE COMPASS HAS FOUR QUADRANTS.
THINKING, BELIEVING, FEELING AND ACTING.
AND SO WHEN YOU THINK ABOUT YOUR WHY, I'M GOING TO ASK YOU TO LOCATE WHAT COMES UP FOR YOU FIRST. WHICH QUADRANT DO YOU ENTER THE COMPASS IN? AND THINKING JUST A LITTLE BIT OF CONTEXT THERE.
EACH ONE TALKS ABOUT WHAT WHAT TO THINK ABOUT WHEN YOU'RE LOOKING AT LOCATING YOURSELF ON THE. THINKING SOMETIMES CAN COMMUNICATE A PERSONAL DISCONNECT.
MAYBE I NEED MORE INFORMATION.
BELIEVING PERHAPS YOU HAVE SOME DEEP SEATED VALUES OR BELIEFS ABOUT THE PARTICULAR ISSUE THAT WE ARE DISCUSSING.
FEELING, BEING ABLE TO NAME THAT FEELING THAT WE'VE LEARNED WITH JENNIFER MCMILLEN IS VERY IMPORTANT. BEING ABLE TO GET SPECIFIC ABOUT WHAT YOUR FEELINGS ARE SO WE CAN START TO THEN WORK BACKWARDS IN ORDER TO ADDRESS AND ADJUST IF NEED BE.
BUT IT'S OKAY TO FEEL THE FEELINGS, RIGHT? WE'RE NOT ALWAYS TRYING TO ESCAPE THEM.
WE'RE TRYING TO LEARN HOW TO MANAGE.
AND THEN ACTING BECAUSE EQUITY IS OFTEN ABOUT, YOU KNOW, WHAT ARE WE DOING AND WHAT DOES IT LOOK LIKE? YES, I CAN HOLD HIM.
CAN YOU HEAR ME? OKAY? GAIL HAD THAT WORRIED LOOK ON HER FACE.
I'M LIKE, WHAT? OKAY, GREAT. SO HERE.
SO SOME QUESTIONS TO FRAME AS YOU THINK ABOUT YOUR WHY.
ACTING. AND JUST A REMINDER THAT IDEALLY WE WOULD BE CENTERED, WE'D BE ABLE TO THINK THROUGH ALL OF THE THINGS THAT WE ARE TRYING TO ADDRESS, USING THIS USING THIS LENS, USING ALL USING ALL OF OUR TOOLS.
SO I'LL GIVE YOU JUST A MOMENT TO THINK ABOUT WHAT IS YOUR WHY WHEN YOU THINK ABOUT EQUITY WORK? WHY IS THIS WHY IS THIS WORK IMPORTANT TO YOU? AND THEN LOCATE YOURSELF ON THE COMPASS.
I'LL GIVE YOU ABOUT 2 MINUTES TO DO THAT.
NEED MORE TIME. ARE YOU THERE? YOU'RE THERE. READY? OKAY.
SO WHO'D LIKE TO GO FIRST? WHERE ARE YOU? ON THE COMPASS.
WELL, I MEAN, I SEE MYSELF IN ALL FOUR, SO MAYBE THAT MEANS I AM A LITTLE MORE CENTERED, BUT I TEND TO LEAN MORE TOWARDS THE THE ACTING SIDE OF THINGS.
[00:25:03]
BUT IN TERMS OF OF WHY I BELIEVE IT'S IMPORTANT, I THINK I ALWAYS GO BACK TO BECAUSE WE HEAR IT FROM OUR KIDS.AND I THINK THAT STUDENT VOICE IS, IS IS REALLY IMPORTANT IN ALL OF THIS.
AND SO THAT'S WHERE IF IF IF OUR STUDENTS FEEL LIKE IF THEIR STUDENTS FEEL LIKE THEY THEY ARE THEY DON'T HAVE A SENSE OF BELONGING OR SOMETHING LIKE THAT, THEN, THEN THAT'S WHAT WE SHOULD LISTEN TO.
AND I THINK THAT'S OUR THAT'S KIND OF MY BIGGEST WHY.
THANK YOU. VERY SIMILAR TO THAT.
MY WHY IS I WHERE I'M AT IS BELIEVING AND.
BUT. BUT I DIDN'T RESPOND AS WELL AS YOU DID.
AGAIN A FEEL IN ALL QUADRANTS, BUT BELIEVING BECAUSE I HAVE THE BELIEF THAT ALL CHILDREN ARE BORN TO LEARN AND DESERVE TO LEARN, AND WE NEED TO ALLOW THEM TO BE SEEN SO THEY CAN LEARN. ALL RIGHT.
I'M NOT GOING TO. I'M NOT GOING TO GET ANY DIRTY LOOKS FROM GAIL, BUT YOU CAN HEAR ME.
OKAY? THIS IS A HARD ONE, TOO, BECAUSE AT FIRST I THOUGHT I WAS SOLID, LIKE NUMBER SIX, LIKE 6:00 ON THE.
THAT WAS NUMBER 6:00 BETWEEN ACTING AND FEELING.
BUT I'M ALSO BELIEVING AN EMOTIONAL SO I THINK.
I'M NEAR THE CENTER BECAUSE FOR ME, THE INTELLECTUAL AND THINKING WHERE IT'S AT A PERSONAL DISCONNECT WITH THE SUBJECT OR STEADFAST SEARCH FOR MORE INFORMATION AND DATA. I WANT TO KEEP LEARNING.
I KEEP I WANT MORE INFORMATION AND DATA.
I BELIEVE IT'S THE RIGHT THING TO DO.
I FEEL I HEAR FROM OUR KIDS IT'S THE RIGHT THING TO DO.
MORE OPPORTUNITIES TO ACT ON THAT.
AND THAT'S PRETTY MUCH THE SUMMARY OF HOW EQUITY WORKS STARTED IN OUR SYSTEM.
WE STARTED LISTENING TO OUR STUDENTS, STARTED LISTENING TO OUR FAMILIES AND STARTING TO RESPOND.
SO THANK YOU. AND AGAIN, THANK YOU FOR YOUR LEADERSHIP AS A BOARD.
YOU'VE PAVED THE WAY FOR A LOT OF GOOD INFORMATION THAT YOU'RE GOING TO HEAR FROM TONIGHT. AND SO I GOT TO USE THE RIGHT SO I'M JUST GOING TO TURN IT OVER TO THE LEADERS FROM OUR SCHOOLS.
WE HAVE HAYES, WOODBURN, LIBERTY AND SACHSE WHO WILL BE COMING UP TONIGHT.
AND SO I'M GOING TO ASK AMY HOLMES TO COME UP.
AND WE HAVE THE WE CAN EITHER PRESENT UP HERE OR WE CAN ALSO SIT IF WE CHOOSE WHATEVER YOU'RE COMFORTABLE WITH. OKAY.
JUST SPEAKING TO THE MIC, I'LL BRING THE MIC BACK THERE.
OKAY. AND THEN I CAN RUN THE SLIDES FOR YOU.
LOOK. LOOK. I DON'T WANT TO GET YELLED AT BY GAIL.
I ALWAYS LIKE THESE AS CONVERSATIONS INSTEAD OF JUST A PRESENTATION.
JUST ADD THE VIDEO AND THE MIC IN IT.
SO I MADE THE MISTAKE BEFORE WORKING ON MY PRESENTATION TO LOOK AT EVERYBODY ELSE'S.
SO I DECIDED I WOULD DO JUST BE LIKE THE.
THE BEGINNING OF WHAT YOU'RE GOING TO HEAR FROM MY AMAZING COLLEAGUES.
SO JUST THE INTRO FOR THEM IS WHAT I'M HOPING TO PROVIDE YOU, THE TWO PLACES THAT WE ALWAYS START. I MEAN, EQUITY JOURNEY IS NOT A LINE, IT'S A CIRCLE AND A SPIRAL.
AND WE ALWAYS KEEP OUR STUDENTS AT THE CENTER AND WE DON'T REALLY START OVER.
WE JUST BUILD ON WHAT'S WORKING.
SO ONE OF THE THINGS THAT WE START WITH EVERY YEAR AT HAYES IS I USE THE ESSENTIAL FIVE ESSENTIAL QUESTIONS THAT JAMES RYAN USED IN HIS GRADUATION SPEECH FOR HARVARD IN 2016.
AND I'VE LINKED IT IF YOU WANT TO WATCH THE WHOLE THING, BUT I SHOW IT AT THE BEGINNING OF THE YEAR TO JUST CENTER MY STAFF AGAIN.
AND SO I'M JUST GOING TO READ PART OF IT THAT I THINK HELPS.
SO THESE ARE THE FIVE ESSENTIAL QUESTIONS.
WAIT, WHAT IS AT THE ROOT OF ALL UNDERSTANDING, I WONDER, IS AT THE HEART OF ALL CURIOSITY, COULDN'T WE AT LEAST IS THE BEGINNING OF ALL PROGRESS? HOW CAN I HELP? IS IT THE BASE OF ALL GOOD RELATIONSHIPS? AND WHAT REALLY MATTERS GETS YOU TO THE HEART OF LIFE? IF YOU ASK THESE QUESTIONS REGULARLY, ESPECIALLY THE LAST ONE, YOU'LL BE IN GREAT POSITION TO ANSWER THE BONUS QUESTION, WHICH AT THE END OF THE DAY IS THE MOST IMPORTANT QUESTION YOU'LL EVER FACE.
[00:30:01]
THE BONUS QUESTION IS POSED IN MANY WAYS, AND YOU HAVE SURELY HEARD A VERSION OF IT BEFORE. TO ME, THE SINGLE BEST PHRASING OF THIS QUESTION IS IN THE POEM BY RAYMOND CARVER CALLED LATE FRAGMENTS.AND DID YOU GET WHAT YOU WANTED OUT OF LIFE? EVEN SO. THE EVEN SO PART TO ME CAPTURES PERFECTLY THE RECOGNITION OF THE PAIN AND DISAPPOINTMENT THAT INEVITABLY MAKES UP A FULL LIFE.
BUT IT ALSO ALSO CAPTURES THE HOPE THAT LIFE, EVEN SO, OFFERS THE POSSIBILITY OF JOY AND CONTENTMENT.
HIS CLAIM IS THAT IF YOU REGULARLY ASK, WAIT, WHAT? I WONDER, COULDN'T WE AT LEAST HOW CAN I HELP? AND WHAT REALLY MATTERS WHEN IT COMES TO THE TIME TO ASK YOURSELF.
AND DID YOU GET OUT OF LIFE WHAT YOU WANTED? EVEN SO, YOUR ANSWER WILL BE I DID.
SO THEN THE POEM ASKS, AND DID YOU GET WHAT YOU WANTED OUT OF LIFE? EVEN SO, AND CONTINUES.
I DID. AND WHAT DID YOU WANT TO CALL MYSELF? BELOVED TO FEEL BELOVED ON EARTH.
SO HE GOES ON WITH THE WORD BELOVED IS IMPORTANT HERE, AS IT ONLY MEANS DEARLY, NOT ONLY MEANS DEARLY LOVED, BUT ALSO CHERISHED AND RESPECTED.
TO ME. JUST SAY THAT WHEN I HEAR THOSE LINES, IT'S HARD FOR ME NOT TO THINK ABOUT OUR STUDENTS. WE SPEND A LOT OF TIME HERE AND ELSEWHERE THINKING ABOUT HOW WE MIGHT IMPROVE STUDENT PERFORMANCE, WHICH IS HOW IT SHOULD BE.
YET I CAN'T HELP BUT THINK THAT SCHOOLS AND INDEED THE WORLD WOULD BE A BETTER PLACE IF STUDENTS DIDN'T SIMPLY PERFORM WELL BUT FELT BELOVED, BE LOVED BY THEIR TEACHERS AND THEIR FELLOW CLASSMATES.
I THINK THAT'S WHERE EQUITY WORK STARTS.
SO WE HAVE SOME AGREEMENTS THAT WE'VE BEEN WORKING ON FOR YEARS AND THEY ARE WE KNOW OUR STUDENTS BY NAME, STRENGTH AND NEED.
WE TEACH STUDENTS NOT CONTENT.
WE DO NOT USE DISCOURSE ZERO IN ONE LANGUAGE AND WE ARE WILLING TO CALL EACH OTHER OUT ON THAT AND ACCEPT IT.
WE HAVE AGREED UPON ROUTINES AND THAT COMES FROM THE CULTURAL RESPONSE OF TEACHING AND THE BRAIN WORK OF SYREETA HAMMOND AND HOPEFULLY YOU'LL SEE THAT WHEN YOU VISIT ON THE 25TH.
IT'S AND SOME OF THESE ARE ESPECIALLY IMPORTANT BECAUSE OF HOW LONG OUR CLASSES ARE TO HAVE A ROUTINE SO KIDS DON'T GET LOST ALONG THE WAY.
THEY ARE A GOAL AND TARGET THAT YOU SHOULD BE ABLE TO SEE IN EACH CLASSROOM.
THERE'S AN AGENDA FOR THE DAY UP.
THERE'S A CALENDAR IN THE ROOM FOR WHAT TO EXPECT FOR THE WEEK, AND SUPPLIES ARE EASILY ACCESSIBLE. SO WHEN A STUDENT IS SITTING IN A CLASS, NO MATTER WHAT'S GOING ON IN THEIR LIFE, THEY CAN.
IF THEY GET LOST, THEY KNOW THEY CAN LOOK THEIR.
I CAN LOOK THEIR I NEED A PENCIL.
ALL THOSE THINGS ARE THINGS THAT KIND OF LEVEL THE PLAYING FIELD FOR ALL STUDENTS.
SO WHAT WE DECIDED THIS YEAR IS TO USE CIRCLES AND THE WORK THAT WORK IS COMPLEX.
SO WE USE THAT QUESTION OF COULDN'T WE AT LEAST? SO WE IMPLEMENTED COMMUNITY CIRCLES AND THEIR PROACTIVE CIRCLES WHERE WE CREATED A STRUCTURE FOR CONVERSATIONS SO THAT WHEN IT'S NECESSARY TO HAVE A DIFFICULT CONVERSATION OR AN UNCOMFORTABLE CONVERSATION, WE HAVE THAT IN PLACE.
AND SO EVERY THURSDAY AND ADVOCACY, THEY ALL SIT IN A CIRCLE.
THEY HAVE THE LITTLE PASSING STICK THAT THEY CAN PASS AROUND.
THEY KNOW TO SAY THEY DON'T SAY THEY DON'T PASS IT.
THEY'LL SAY, I'M LISTENING, WHICH I THINK IS A COOL PIECE RATHER THAN THEY KNOW THEY HAVE AN OUT. BUT THEY ARE ACKNOWLEDGING THEIR CLASSMATES.
AND THEY STARTED OFF IN NOVEMBER WITH JUST THE EASY QUESTIONS, LIKE, WHAT IS A STORY? YOU HAVE A SCHOOL BUS.
EVERYBODY HAS A STORY ON THE SCHOOL BUS MOSTLY.
EVEN IF THEY DIDN'T WRITE IT EVERY DAY, THEY WERE ON A TRIP OR SOMETHING.
THEN MAYBE LIKES AND DISLIKES.
THEN THEY MOVED TO TRADITIONS.
AND THEN THE BENSON LETTER AND THE DISTRICT RESPONSE.
AND THEN MOST RECENTLY THEY TALKED ABOUT MASKING AND UNMASKING AND HOW THE PARENTS RIGHT MOVEMENTS HAS IMPACTED STUDENTS IN THAT WAY.
AND SO BY BUILDING, YOU HAD STUDENTS WHO WERE WILLING TO SPEAK UP WHEN THEY MIGHT NOT ALWAYS AGREE WITH EACH OTHER, BUT THROUGH THAT PROCESS.
AND THE HOPE IS THAT WHEN THINGS GET ROUGH, WHEN THERE'S A CONVERSATION THAT THEY HAVE TO HAVE WITH EACH OTHER, WHERE THEY DISAGREE, THAT THIS IS ALREADY SET IN PLACE AND THEY'VE DONE IT IN EVERY ADVOCACY.
IT'S NOT I DON'T HAVE TO LEARN ANYTHING DIFFERENT.
I CAN JUST BE WITH MY CLASSMATES AND HAVE THOSE CONVERSATIONS.
SO ALL THIS TO SAY THAT IF WE'RE GOING TO CREATE CONDITIONS FOR OUR STUDENTS TO FEEL SAFE AND LEARN, WE ALSO HAVE TO MAKE SURE THAT OUR TEACHERS FEEL GOOD.
THIS HAS BEEN A ROUGH COUPLE OF YEARS, SO WHAT I LIKE TO DO IN OUR PLCS WHEN WE START EACH TIME IS JUST GIVE THEM A REMINDER LIKE YOU'RE DOING GREAT.
AT THE END OF THE DAY, YOU SHOWED UP.
THAT'S GOOD ENOUGH BECAUSE YOU WERE THERE.
SO THIS LAST TIME I HAD THEM DO THIS ACTIVITY THAT I'LL DO WITH YOU GUYS AND IT'S SUPER QUICK.
THE FIRST THING YOU HAVE TO DO AND WHICH IS SUPER HARD FOR EDUCATORS, IS YOU HAVE TO LIST
[00:35:04]
YOUR STRENGTHS. SO I'LL JUST JOT THEM DOWN OR THINK ABOUT YOUR STRENGTHS.IT WAS LIKE, OH, WHAT I'M NOT GOOD AT.
AS YOU'RE THINKING, YOU KNOW, ROUTINES WAS PART OF WHAT WE DO.
AND I KNOW I ALWAYS START SOME OF THESE CONVERSATIONS WITH MY STAFF BY SAYING, WHAT HAPPENS IF YOU MISS A STEP IN THE MORNING LIKE YOU FORGOT YOUR COFFEE IN THE CAR AND HOW THAT IMPACTS HOW THAT CAN IMPACT YOUR DAY? AND THEN YOU THINK YOU'RE A TERRIBLE TEACHER.
SO YOU'VE GOT TO THINK OF THE POSITIVE THINGS.
WHAT DO YOU GET AT? SO WHEN WE WATCH THIS VIDEO, THIS IS NOT SOMETHING THAT WAS NEW TO MY STAFF.
THIS IS A REMINDER, HOPEFULLY.
FROM WHAT YOU KNOW OF US, YOU CAN.
YOU'LL SEE THIS TEACHER SIMILAR TO SOME OF OURS.
IF YOU'RE A NINTH OR 10TH GRADE AND YOU ARE NOT A PROFICIENT READER, YOU HAVE BEEN TOLD MANY, MANY, MANY TIMES, POSSIBLY EVERY DAY OF YOUR EDUCATIONAL LIFE WHAT YOU'RE NOT GOOD AT. THEY'RE PRETTY GOOD.
BY THE WAY, NINTH AND 10TH GRADERS ARE GREAT AT LISTENING THEIR DEFICITS TO YOU.
I DON'T WANT TO GIVE THEM ANY MORE AMMUNITION IN THAT EFFORT.
AND I THINK IF KIDS ARE SITTING IN A CLASS WHERE THEY FEEL LIKE THERE'S SOMETHING BROKEN IN ME OR THERE'S SOME ASPECT OF FAILURE IN ME, THE LIKELIHOOD THAT THEY'RE GOING TO BE BRAVE IN THAT AMBIGUOUS SPACE IS NONE.
THEY HAVE NO REASON TO BE BRAVE.
THEY'VE BEEN TOLD THAT THEY SHOULDN'T BE.
SOMEHOW. AND A DEFICIT MINDSET IS A GREAT WAY TO TEACH A KID TO NOT TO TRY ANYTHING OUTLANDISH OR CREATIVE OR NEW.
WHAT DOES IT MEAN WHEN YOU GET YELLED AT AT HOME OR SOMETHING BAD HAPPENS AND THEN YOU COME TO SCHOOL IN THAT SPACE? WHAT DO YOU THINK THAT DOES TO YOUR LEARNING? I THINK IT INTERFERES WITH IT AFFECTS IT.
IS IT YOUR FAULT THAT IT AFFECTS IT? NO. NO, IT'S NOT.
I HAVE A STUDENT, DANIEL, WHO IS TREMENDOUSLY COURAGEOUS.
HE'S A YOUNG, TALL, MIXED RACE YOUNG MAN THAT ALREADY COMES WITH A PACKAGE OF BELIEFS AND BIASES AND AND ALL THE THINGS.
HE HAS A VERY STRONG SENSE OF HIS OWN BOUNDARIES, WHICH I BELIEVE IS A HUGE ASSET FOR HIM. BUT IF YOU ARE A PERSON, LIKE A TEACHER OR AN ADMINISTRATOR WHO IS LOOKING FOR ACQUIESCENCE AND IMMEDIATE SMILING COMPLIANCE, YOU MAY SEE THAT AS NONCOMPLIANCE OR DISRESPECT OR SOMETHING LIKE THAT, WHEREAS THAT COULD NOT BE FARTHER FROM THE TRUTH. BUT ON TOP OF THAT, CAN TALK TO ALMOST ANYONE AT ANY LEVEL AT ANY TIME.
AND IT'S MOSTLY BECAUSE HE HAS THIS FANTASTIC WAY OF NOT JUDGING PEOPLE AND HE CAN JUST LIKE BE RECEPTIVE TO CONVERSATION.
AND SO USING THAT STRENGTH AND CALLING HIS ATTENTION.
THAT'S RIGHT. I SAID, YOU HAVE THIS STRENGTH.
AND I SAID, BUT YOU KNOW THAT.
AND HE GOES, THAT'S BECAUSE YOU TELL ME EVERY DAY, I'M DANIEL BOYD.
THE SECOND I'M NAMED AFTER MY DAD, I WANT TO EVENTUALLY BE A LAWYER.
THAT'S MY FAVORITE TEACHER, MISS DANIEL.
LIKE, WHENEVER I'M DOWN, SHE WAS ALWAYS THE FIRST ONE TO BRING ME UP AND LIFT ME.
IT'S VERY IMPORTANT TO HIM TO FEEL AN EMOTIONAL CONNECTION TO HIS TEACHERS AND ADMINISTRATORS. HE HAS TO TRUST YOU BEFORE HE'S GOING TO DO HIS BEST WORK BECAUSE AND THIS IS WHERE THE DEFICIT MINDSET DEFINITELY CAME IN, I BELIEVE, IS THAT HE WAS VERY TIMID TO TRY NEW THINGS AND TO REALLY STRETCH HIMSELF TO THAT RIGOROUS LEVEL THAT WHERE HE'D HAVE TO THINK IN WAYS THAT HE WASN'T USED TO THINKING.
SHE'S THE TYPE OF TEACHER LIKE SHE COMES AND SHE WOULD TALK TO YOU AND LIKE, EVEN IF SHE KNOWS YOU UNDERSTAND IT, SHE STILL COME TO YOU AND MAKE SURE, LIKE MAKE SURE 100% THAT YOU UNDERSTAND. AND SO SHE UNDERSTANDS THAT YOU UNDERSTAND IT'S MORE RELAXED AND CALM.
AND I FIND IT WAY MORE UNDERSTANDING THAN IN THE OTHER CLASS WOULD BE.
MY DAD USED TO SAY, IF YOU EVER WANT SOMETHING OUT OF A CHILD, ACCUSE THEM OF IT FIRST. AND AND I LIVE MY WHOLE TEACHING CAREER THIS WAY.
SO AS SOON AS I SEE SORT OF A NUGGET OF BRILLIANCE IN THEM, THEY GET ACCUSED OF IT A LOT AND IT'S REITERATED A LOT.
THE MINUTE YOU SAY, WHAT'S THAT STUDENT'S DEFICIT, I IMMEDIATELY THINK OF NUMBERS AND
[00:40:02]
DATA. BUT THAT HAS NOTHING TO DO WITH HIM AS A AS A HUMAN BEING OR WHAT HE BRINGS TO MY CLASSROOM THE VALUE THAT HE BESTOWS ON ANY GROUP THAT HE'S A PART OF.HOW YOU WANT TO FRAME YOUR OWN THOUGHTS IN YOUR HEAD HAVE A LOT TO DO WITH HOW MUCH YOU GET OUT OF A STUDENT OR HOW A STUDENT FEELS ABOUT YOU.
SO I CAN'T CONTROL A LOT OF THINGS, BUT I CAN'T CONTROL IS WHAT I'M THINKING ABOUT A STUDENT. I KNOW THAT STUDENTS A GREAT LEADER.
I KNOW THAT STUDENTS ARE A GREAT LISTENER.
LIKE, I KNOW THAT HE'S GOING TO LISTEN TO ME AND I KNOW THAT SHE'S GOING TO BE ABLE TO DRAW. AND I KNOW THAT HE'S GOING TO BE ABLE TO WRITE ALL THE TEXT OUT.
THERE'S NO STUDENT IN MY CLASS THAT'S NOT ACCUSED OF SOMETHING REALLY EXCEPTIONAL, BUT I WOULD SAY THAT'S PROBABLY MY MOST FUN WAY OF USING A STRENGTHS MINDSET.
AND AND IT'S PROBABLY ONE OF THE WAYS THAT THE KIDS RESPOND TO BEST.
AND IT'S ALWAYS REALLY SAD WHEN ONE OF THEM WILL SAY, NO ONE'S EVER TOLD ME THAT, OR, YOU KNOW, AND YOU'RE LIKE, I JUST WANT TO I JUST WANT YOU TO HEAR EVERY SINGLE DAY THAT YOU DO THESE AMAZING THINGS AND BRING ALL THIS VALUE TO THE SPACE THAT YOU'RE IN.
ANYWAY, IT'S THE FUN PART OF MY JOB.
SO AFTER THEY WATCHED THAT, I ASKED THEM TO REFLECT ON TWO WAYS, FIRST IN TWO WAYS.
AND THE FIRST WAY WAS HOW IS THIS A CHALLENGE SOMETIMES IN OUR ENVIRONMENT? AND THEN WHAT ARE THE TIMES WE STEP OUT INTO DEFICIT, THINKING ABOUT OUR STUDENTS, AND WHAT DO WE NEED AS TEACHERS IN THE BUILDING TO FEEL GOOD ABOUT THEMSELVES SO THAT THEY CAN PASS THAT ON TO THEIR STUDENTS? AND I WOULDN'T LET THEM USE THE WORD TIME BECAUSE THAT'S A GIVEN.
BUT JUST TO REMIND THEM THAT THEY'RE DOING A GREAT JOB AND I LIKE TO SHARE WITH THEM I HAVE THESE KIND OF FEARLESS TICKETS THAT WE DO FOR STUDENTS ALL THE TIME.
WHEN WE CATCH THEM, WE WRITE SOMETHING.
WHAT THEY DID WAS IT KIND OF PROUD OR FEARLESS? AND THEN I ASKED MY STUDENTS TO DO IT SO THAT I CAN SHARE IT WITH STAFF BECAUSE I THINK THAT'S SOMETHING THEY NEED.
IF THEY FEEL GOOD, THEY'RE GOING TO PASS THAT ON TO THE STUDENTS.
SO AFTER WE DID THIS ACTIVITY, THEN I'VE SHARED WITH THEM, WITH THE STUDENTS SAID ABOUT THEM. AND I THINK THIS MORNING, EVERY DAY WE HAVE THIS MAN WHO WALKS HIS DOG, HIS NAME'S HUGH, AND HE WALKS ROADIE IN FRONT OF THE SCHOOL EVERY SINGLE DAY.
AND HE I KNOW IT HELPS ME AND THE KIDS EVERY DAY, BUT I THINK IT HELPS HIM, TOO.
AND THE KIDS TODAY SAID HE WAS JUST TALKING ABOUT NOT HAVING TO WEAR THAT MASK AND SEEING THEIR FACES FOR THE FIRST TIME.
IT'S ACTUALLY THE FIRST TIME HE'S SEEN MY FACE.
AND THEN HE SAID, IT'S COOL TO SEE YOUR TEACHERS SMILE, I BET.
AND THEY'RE LIKE, YEAH, AND WE HAVE THE BEST TEACHERS AND THE WHOLE DISTRICT IS WHAT THEY SAID TO THIS PERSON.
AND I KNOW THAT ALL SCHOOLS ARE STUDENTS SAY THAT ABOUT ALL THEIR TEACHERS.
AND IT WOULD BE I THINK WE'RE LUCKY THAT WE LIVE IN A PLACE WHERE OUR TEACHERS DO A GOOD ENOUGH, A GREAT JOB, AND OUR KIDS KNOW IT AND THEY FEEL FORTUNATE BECAUSE OF CREATING THAT SAFE ENVIRONMENT.
REFRAMING. I DON'T WANT TO SCREW IT UP HERE.
REFRAMING ACCUSED OF SOMETHING.
AND I THINK ABOUT OUR WORK AND WE TALK ABOUT ACCUSING OF SOMETHING.
SO I THOUGHT THAT WAS JUST PRETTY POWERFUL TO JUST SHIFT AND THINK ABOUT THAT.
AND, YOU KNOW, AMY'S PRETTY HUMBLE AND JUST KIND OF TOOTING OUR OWN HORN ABOUT THE WORK SHE'S DONE AT HAYES WITH OUR STUDENTS AND JUST, YOU KNOW, THE WORK SHE SHE'S BEEN A PIONEER, A BIT OF A PIONEER WITH SOME OF THE EQUITY WORK AND WITH HER LEADERSHIP.
SO WE'RE LUCKY TO HAVE THE WORK THEY'RE DOING OVER THERE AT HAYES.
NOW WE HAVE OUR CHC TEAM, DARCY JONES AND SIENA POTOSI.
GREAT. SO WE KIND OF STRUCTURED OURS.
AND SO THE EQUITY WORK AT CHS HAS BEEN KIND OF IN DEVELOPMENT OVER THE LAST 4 TO 5 YEARS, I WOULD SAY. AND SO WE WORK TOGETHER TO TRY TO THINK LIKE REWIND OUR BRAINS OVER THE LAST 4 TO 5 YEARS. AND WHAT HAVE BEEN SOME THINGS THAT HAVE HAPPENED IN THE BUILDING AND HOW
[00:45:05]
ARE WE SEEING THE IMPACTS OF THOSE THINGS AND THEN DEFINITELY LOOKING AT WHERE WE NEED AREAS FOR GROWTH.SO THIS IS THE GLOW, RIGHT? THAT'S WHAT YOU DID. THIS IS ALL THE GLOW.
KAY, THANKS. SO IN TERMS OF LOOKING AT OUR STUDENTS AND JUST AREAS WITHIN EQUITY OF THE WORK THAT'S BEEN DONE AND HOW WE'RE SEEING THAT REFLECTED WITH OUR STUDENTS, WE HAVE THE MOST RECENT ADVISORY LESSONS THAT WE DID IN END OF FEBRUARY AND EARLY MARCH AROUND TOPICS OF CONVERSATIONS ABOUT RACE AND ADDRESSING RACIAL SLURS AND OTHER TYPES OF SLUR LANGUAGE AND KIND OF EMPOWERING OUR STUDENTS TO BE ABLE TO ADDRESS THOSE.
WE BRYAN WILDE IS KIND OF HEADING, BUT HE'S WORKING ON A PROGRAM THROUGH EQUAL OPPORTUNITY SCHOOLS, WHICH IS IS SET TO INCREASE ACCESS TO OUR AP AND DUAL CREDIT COURSES AT CHS.
WE HAD OUR BLACK STUDENT UNION AND OUR ASP LEADERSHIP ALSO WERE A PART OF THE ADVISORY LESSONS THAT WE CREATED FOR THE END OF FEBRUARY AND EARLY MARCH.
SO WE HAD THEIR INPUT AND KIND OF INCLUDED THEM ALONG THE WAY TO GET THEIR THOUGHTS ON WHAT WOULD BE THE MOST IMPACTFUL.
WHAT TYPES OF THINGS DID WE FEEL LIKE NEEDED TO BE A PART OF THE CONVERSATIONS DURING ADVISORY? AND SO JUST GETTING THAT STUDENT VOICE INCLUDED IN THE PLANNING DISCIPLINE PRACTICES AT CSE HAVE SHIFTED OVER THE LAST FEW YEARS TO ALSO INCLUDE RESTORATIVE PRACTICES SO THAT THERE'S MORE THAT OPPORTUNITY FOR THE LEARNING TO HAPPEN WHENEVER BEHAVIORS OR DISCIPLINE TYPE INFRACTIONS HAPPEN.
THERE'S ALSO THAT OPPORTUNITY TO RESTORE THE RELATIONSHIPS THAT MIGHT HAVE GOTTEN BROKEN AS PART OF THAT. AND THEN ALSO OUR BSU AND LEADERSHIP GROUPS HAVE STARTED DOING CAMPAIGNS EITHER THROUGH OUR MORNING ANNOUNCEMENTS, DIFFERENT RECOGNITION AND ACTIVISTS OF THE WEEK THAT JUST KIND OF GET SOME DIFFERENT INFORMATION OUT THERE DEPENDING ON THE DIFFERENT CELEBRATIONS EACH MONTH.
SO WOMEN'S HISTORY MONTH BEING THIS MONTH, INTERNATIONAL WOMEN'S DAY, BLACK HISTORY MONTH LAST LAST MONTH.
SO JUST GETTING SOME MORE INFORMATION OUT THERE ABOUT DIFFERENT ACTIVISTS AND THEIR ACCOMPLISHMENTS. SOME OF THE THINGS ON THE STAFF SIDE, WE OUR EQUITY TEAM STARTED, I THINK DORSEY MENTIONED MAYBE FOUR OR FIVE YEARS AGO, THEY DID SOMETHING REALLY COOL, WHICH NOW THAT I'M SAYING IT, WE SHOULD MAYBE DO IT AGAIN WITH STUDENT VOICE.
THEY ASKED FOR STORIES FROM STUDENTS AND THEY WERE ANONYMOUS STORIES THAT GOT PUT ON POSTERS AND PUT UP THROUGHOUT THE SCHOOL FOR OTHER STUDENTS TO READ.
JUST SORT OF ABOUT THEIR EXPERIENCE IN OUR SCHOOL AND IN OUR HALLS.
AND I FEEL LIKE THAT THAT WAS JUST ONE SMALL THING, BUT IT WAS REALLY EYE OPENING FOR ME.
I KNOW. AND I THINK FOR OTHER STUDENTS I HEARD THAT THAT THEY REALLY WHEN THEY SAW THAT, THEY, YOU KNOW, THEY PAUSED AND THOUGHT, YOU KNOW, MAYBE THERE'S MORE THAT I NEED TO BE DOING HERE.
RIGHT. AND SO SO WE HAVE THAT TEAM.
THEY'VE BEEN WORKING ON SOME REALLY GOOD STUFF LATELY, TOO.
I'LL KIND OF JUMP DOWN TO, I GUESS, IS IT THE CELEBRATING DIVERSITY GOOGLE CLASSROOM THAT THEY'RE CREATING? SO THERE'S LIKE THREE OR FOUR TEACHERS THAT ARE REALLY HEAVILY INVOLVED IN JUST PUTTING RESOURCES INTO A GOOGLE CLASSROOM FOR OUR WHOLE STAFF TO USE WITH LESSONS OF VARIOUS LENGTH. SO MAYBE SOMETHING REALLY SHORT OR A FULL LESSON THAT IS SUBJECT SPECIFIC THAT TEACHERS THE HOPE IS THAT THEY CAN JUST SORT OF GRAB SOMETHING FROM THERE, YOU KNOW, ONCE A WEEK, ONCE EVERY COUPLE OF WEEKS AND ADD THAT INTO THEIR CURRICULUM REALLY EASILY SO THAT WE'RE FOCUSING MORE ON DIVERSITY IN OUR CURRICULUM AND EQUITY WITHIN THOSE DIFFERENT SUBJECT AREAS AS WELL.
SO THEY'RE DOING SOME REALLY GOOD WORK THERE.
WE HAVE DONE THE EQUITABLE GRADING PRACTICES A COUPLE OF YEARS AGO WITH WHO WAS THAT WITH? YEAH, JOE FELDMAN.
AND SO THERE WAS PROBABLY 30 OR SO OF OUR TEACHERS THAT THAT WENT THROUGH THIS TRAINING AND I THINK PANDEMIC SORT OF HIT AND THAT SHIFTED SOME THINGS.
BUT THAT GRADING PRACTICES WAS A REALLY GOOD, I THINK, INTRO FOR OUR STAFF.
ON LOOKING AT THEIR GRADING AND WHAT DOES THEIR GRADE REALLY MEAN AND IS IT SHOWING WHAT STUDENTS KNOW ABOUT THE CONTENT AND WHAT DO WE WANT GRADES TO REPRESENT AND SHOW? AND SO JUST TRYING TO SEPARATE MAYBE SOME OF THOSE BEHAVIORAL ASPECTS FROM A CONTENT GRADE, WE ALSO SEE MAYBE YOU CAN TALK A LITTLE BIT ABOUT THIS ONE.
THE I CAN'T REMEMBER WE THAT WAS STILL DURING THE PANDEMIC WHEN WE HAD DR.
[00:50:01]
STONEBRIDGE DO THE RESIDENCY LAST WHAT JANUARY I FEEL LIKE.RIGHT. AND WE HAD A HANDFUL OF TEACHERS WHO ARE PART OF HIS RESIDENCY.
LIKE FOUR HALF DAYS OR MAYBE SIX HALF DAYS WHERE HE KIND OF DID A RESIDENCY GOING THROUGH PARTS OF HIS BOOK, CULTURALLY RESPONSIVE EDUCATION IN A CLASSROOM, AND JUST GIVING OPPORTUNITIES FOR TEACHER TO PRACTICE TEACHERS, TO PRACTICE BUILDING UNITS SPECIFIC TO THEIR CLASSROOMS. THAT CAN BE LIKE IMMEDIATELY APPLIED IN THEIR CLASSROOMS USING SOME OF THE TOOLS FROM, FROM CULTURALLY RESPONSIVE EDUCATION IN THE CLASSROOM.
AND THEN I THINK WE PUT EQUITY MODULES ON THERE AS WELL.
THAT'S OUR OUR DISTRICT IS DOING THE EQUITY MODULES WITH OUR STAFF.
AND SO FOR SOME OF OUR STUFF, THAT IS REALLY NEW INFORMATION BUT HAS BEEN REALLY HELPFUL I THINK IN JUST EDUCATING OUR STAFF.
THE LAST THING THAT WE JUST STARTED THE LAST COUPLE OF WEEKS OR MONTH MAYBE IS OUR SEE IT HERE AT STOP IT CAMPAIGN.
AND SO WE HAVE POSTERS UP AROUND THE SCHOOL AND WE'VE PUT IT IN OUR WEEKLY COMMUNICATION WITH STUDENTS. AND THAT WAS ALSO REFERENCED IN SOME OF OUR ADVISORY LESSONS THAT DARCY WAS TALKING ABOUT AS AN ANONYMOUS WAY FOR STUDENTS TO REPORT THINGS THAT ARE HAPPENING ON CAMPUS THAT ARE NOT OKAY.
AND SO THERE'S AN OPTION FOR THEM TO ADD THEIR NAME IF THEY WANT TO ADD THEIR NAME.
BUT THERE'S ALSO AN OPTION FOR IT TO BE ANONYMOUS.
AND THAT HAS BEEN REALLY INTERESTING JUST TO SEE SOME OF THE THINGS THAT KIDS ARE REPORTING. AND AS WE KIND OF FINE TUNE THAT SO THAT THE INFORMATION WE GET IS INFORMATION THAT'S ACTIONABLE FOR US AS WELL.
I'M EXCITED TO SEE WHERE THAT GOES.
OKAY. AND THEN JUST LOOKING AHEAD AT AREAS WHERE WE WANT TO CONTINUE TO BE ABLE TO GROW IN OUR EQUITY WORK AS ONE OF ONE OF THE AREAS RIGHT NOW THAT WE DON'T REALLY HAVE MUCH OF A SYSTEM IN PLACE IS HOW DO WE GET OUR FAMILIES AND COMMUNITY INVOLVED IN THE EQUITY WORK THAT WE'RE DOING IS.
AND SO JUST LOOKING AT THE BEST AVENUES FOR KIND OF GETTING THAT FAMILY AND COMMUNITY VOICE IN SOME OF THE WORK.
WELL, ONE OF THE THINGS MAYBE I DON'T KNOW IF WE MENTIONED THIS IN THE LAST SLIDE, BUT AFTER WE DID OUR ADVISORY LESSONS, LIKE PART OF WHAT WE'RE IN THE PROCESS OF DOING RIGHT NOW IS COLLECTING FEEDBACK FROM STAFF AND STUDENTS ON HOW THOSE LESSONS WENT AND HOW WE COULD IMPROVE THAT FOR FUTURE YEARS OR FUTURE LESSONS IF WE CONTINUE TO WORK WITH OUR STUDENTS TO TRY TO CREATE SOME OF THOSE EQUITY LESSONS.
AND ONE THING THAT HAS BEEN KIND OF COMING UP AND WE HAVEN'T SENT THE STUDENT ONE OUT YET, BUT JUST ANECDOTALLY, WE'RE HEARING IS THAT THE ADVISORY CLASSROOM WHERE WE DELIVERED THE LESSONS, THAT ENVIRONMENT DIDN'T FEEL LIKE THE SAFEST ENVIRONMENT.
AND SO FOR US, TRYING TO FIND WAYS TO HELP STUDENTS AND STAFF CONNECT IN THOSE CLASSES SO THAT THAT CAN BE A SPACE THAT THEY FEEL SAFE HAVING THOSE CONVERSATIONS IN IS A PIECE OF FEEDBACK THAT WE'RE GOING TO WORK ON.
AND THAT KIND OF ALSO COVERS THE NEXT BULLET ABOUT THE STUDENT AND STAFF FEEDBACK THAT WE SAW. THE STAFF FEEDBACK WENT OUT TODAY.
WE'RE GETTING SOME OF THAT AND THEN THE STUDENT FEEDBACK WILL GET PUSHED INTO ADVISORIES FOR TOMORROW.
SO BY THE END OF THE WEEK, WE SHOULD HAVE PRETTY GOOD FEEDBACK ON JUST THE RESPONSE TO THOSE ADVISORY LESSONS.
AND THEN ANOTHER AREA JUST CONTINUING TO BUILD ON THE CELEBRATING DIVERSITY GOOGLE CLASSROOM. ONE OF THE TEACHERS WHO'S INVOLVED HAD A REALLY GREAT IDEA ABOUT TRYING TO EVENTUALLY CREATE IT INTO A WEBSITE THAT WOULD BE WITH DROPDOWN MENUS THAT COULD BE CONTENT AREA SPECIFIC.
SO A MUCH BIGGER BUILD AND A BIGGER LIFT.
BUT I THINK JUST FUTURE PLANNING FOR WHAT THIS THIS GOOGLE CLASSROOM COULD BECOME.
AND THEN SIMILAR TO GETTING MORE FAMILY AND COMMUNITY INVOLVEMENT IN OUR WORK, I THINK WE HAVE SOME INITIATIVES HAPPENING THAT THAT ARE ENCOURAGING STUDENT VOICE BUT JUST WANTING TO CONTINUE TO HOW CAN WE CAPITALIZE AND ENCOURAGE MORE OF OUR STUDENTS TO BE INVOLVED IN SOME OF OUR EQUITY INITIATIVES ON CAMPUS? ANY QUESTIONS?
[00:55:01]
DO YOU FIND IN DOING THIS EQUITY WORK? I WORK IN A NEIGHBORING DISTRICT AND WE'RE DOING SIMILAR THINGS AND WE'RE FINDING THAT HAVING COME THROUGH A PANDEMIC AND THERE'S.THERE'S NOT A LOT OF JOY IN SCHOOLS RIGHT NOW.
AND THEN WE'RE DEALING WITH THESE REALLY HEAVY TOPICS.
AND SO HOW HOW DO YOU THINK THE KIDS ARE DOING WITH THAT? AND DO YOU HAVE PLANS FOR.
BECAUSE WE HAVE EXACTLY THE SAME THING.
HOW DO YOU MAKE IT A SAFE PLACE TO TO FEEL LIKE DISCUSSING THESE ISSUES AND THEN ALSO.
JOY AND HAPPINESS FOR OUR KIDS IN SCHOOL WHILE WE'RE GOING THROUGH THESE THINGS.
SO I THINK I MEAN, A LOT OF INVOLVING OUR STUDENTS IN THE PLANNING OF THESE ADVISORY LESSONS AND THEN AND WE HAVEN'T GOTTEN A LOT OF STUDENT FEEDBACK YET, BUT WE HEARD FROM A LOT OF OUR STUDENTS WHO ARE WHO ARE WANTING THE INFORMATION THEY WERE WANTING TO HAVE THE CONVERSATIONS THAT WE HAD IN OUR ADVISORY CLASSES.
IT'S BEEN A TOUGH COUPLE OF YEARS, BUT I THINK SO MANY OF OUR STUDENTS RECOGNIZE THE NEED TO TO GROW IN THEMSELVES AND JUST HAVE THE SKILLS TO HAVE SOME OF THESE DIFFICULT CONVERSATIONS AND LEARN HOW TO BE SELF ADVOCATES AND ADVOCATES FOR THEIR FRIENDS AND THEIR PEER GROUPS. AND AND, YOU KNOW, THE DIFFERENCE BETWEEN A CALLING IN VERSUS A CALLING OUT CONVERSATION.
SO I THINK THEY ARE HUNGRY FOR THAT.
I THINK IN TERMS OF JUST FINDING THE WAYS TO BRING JOY THROUGH ALL OF IT IS IS TO JUST RECOGNIZE THAT.
YOU KNOW, WE'VE WE'VE MADE IT THROUGH LIKE SOMEBODY LIKE WE SHOWED UP.
WE'RE HERE, RIGHT? LIKE WE'RE TRYING TO POWER THROUGH.
WE'VE GOT TO FIND WAYS TO BETTER SEE AND SERVE ALL OF OUR STUDENTS.
AND THAT'S HOW WE IMPROVE THE CULTURE AND THE CLIMATE AT THAT.
THAT THAT BUILDS THAT THAT CREATES THAT JOY.
WALKING THROUGH THE HALLWAYS FOR ALL OF OUR STUDENTS.
I WAS JUST THINKING, AS YOU WERE SPEAKING, IT'S SORT OF THESE LESSONS ARE PROVIDING A FRAMEWORK THAT WE NEED IN ORDER.
THANK YOU. ERICA, WHAT'S YOUR TIMEFRAME FOR SOME OF THESE GROWS? YOU KNOW, I THINK SOME OF THEM ARE WE HAVE SOME IDEAS IN MIND.
I THINK LOOKING AT JUST SHIFTS FOR OUR ADVISORY ADVISORY CLASSROOM AND THE FEEDBACK FROM THE STUDENT SURVEY IS PROBABLY STUFF JUST LOOKING AHEAD TO NEXT YEAR THAT WE CAN START DOING SOME SHIFTING.
I THINK GETTING OUR TEACHERS, GETTING MORE OF OUR TEACHERS INVOLVED IN THE GOOGLE CLASSROOM AND TO GET MORE INFORMATION IN THERE TO SEE THAT OUR OUR TEACHERS ARE USING IT COULD HELP IT TO GROW INTO IF IT EVER BECOMES THE WEBSITE IDEA.
I THINK THE FAMILY AND COMMUNITY INVOLVEMENT ONE I KNOW WE'VE HAD SOME CONVERSATIONS AT THIS JUST AS A TEAM KNOWING WE NEED TO START GETTING KIND OF A PARENT ADVISORY COMMITTEE GOING AGAIN. BUT I DON'T KNOW THAT WE HAVE A TIMELINE FOR THAT YET.
YEAH. I MEAN, I WAS JUST GONNA SAY STUDENT VOICE.
LIKE, THAT'S A CONTINUED TIME.
I MEAN, I THINK THAT'S SOMETHING WE JUST ALWAYS WANT TO KEEP AT THE FOREFRONT.
YEAH, JUST BASICALLY WHAT DARCY SAID.
I THINK WHEN I LOOK AT THESE, I THINK TO MYSELF THAT THERE'S SOME THINGS THAT MAYBE WERE IN THE INITIAL GOALS OF YOUR TEAM AT THE BEGINNING OF THE YEAR, AND THEN MAYBE SOME THINGS WERE ADDED, AS THEY ALWAYS SHOULD BE, AS SPONTANEITY NEEDS TO BE ADDED.
BUT THEN I THINK WHAT WILL WHAT WILL WE SEE AT THE END OF THE YEAR FROM THIS IS WHAT I'M CURIOUS ABOUT. AND THEN WHAT WILL IT WHAT WILL ONE OF THOSE BULLETS, IF IT'S GOING INTO NEXT YEAR, WHAT WILL IT EVOLVE INTO HOW IT WILL BE PRESENTED AS A WAY THAT WE NEED TO GROW? THAT'S WHAT MAKES ME CURIOUS.
ALSO. THIS ISN'T JUST A ONE AND DONE.
SO WHAT IS HOW DOES THIS BECOME PART OF OUR SYSTEM AND HOW DO WE BUILD THAT INTO ADVOCACY EVERY YEAR? OR DO THE INCOMING FRESHMEN HAVE A MODULE THAT TAKES CARE OF THE PREVIOUS YEAR AND THEN WE ALL MOVE FORWARD? YEAH. AND I THINK SOME OF THE FEEDBACK THAT WE GOT AND ONE OF THE QUESTIONS IN OUR SURVEY IS LIKE, WHAT IS NEXT? SO WHAT ARE THE NEXT STEPS? WHAT ARE THE NEXT TOPICS? WHAT ARE THE NEXT CONVERSATIONS WE NEED TO BE ENGAGING IN WITH OUR STUDENTS?
[01:00:03]
WHAT WHAT TEACHER WHAT DO OUR TEACHERS WANT TO BE DISCUSSING IN THEIR ADVISORY CLASSES? AND SO I THINK IT WAS SORT OF, YOU KNOW, JUST A JUMPING OFF POINT, REALLY, AND THEN GETTING THAT FEEDBACK FROM OUR STUDENTS TO KNOW LIKE I'VE ALREADY HAD STUDENTS FROM OUR GSA ARE THE ACRONYM IS CHANGED BUT THANK YOU THAT ARE LIKE YOU KNOW WE WOULD LIKE TO START HAVING SOME CONVERSATIONS AND ADVISORY ABOUT USE OF OF SLURS TOWARDS PEOPLE IN OUR LGBTQIA COMMUNITY AND HAVING THOSE CONVERSATIONS.SO I THINK OUR STUDENTS REALLY WANT TO SEE THE EVOLUTION OF THESE ADVISORY SESSION LESSONS AND THESE CONVERSATIONS THAT WE'RE HAVING.
I WOULD JUST SAY TO YOU, I THINK WE'RE KIND OF IN OUR IN LIKE THE INFANCY OF ADVISORY RIGHT NOW. SO THERE'S BEEN A LOT OF WORK PUT INTO IT, BUT THERE'S A LOT OF PLACES THAT WE CAN GROW OR SHIFT TOWARDS TO.
SO. SO MY MY ONLY OTHER WONDERING ON THIS AND THIS ALL EVERYTHING FROM FROM TALKING ABOUT EQUITY AND DIVERSITY ALL GOES BACK TO THAT SENSE OF BELONGING.
RIGHT. AND I THINK SOMETHING THAT WE ALL HEAR A LOT ABOUT, IF I'M TALKING SPECIFICALLY ABOUT CAMPUS HIGH SCHOOL IS THE SIZE, RIGHT? I MEAN, I THINK THAT'S ANYTHING THAT'S ANYTHING NEW THAT IT'S YOU KNOW, IT'S THE LARGEST BUILDING IN OUR DISTRICT AND THAT STUDENTS CAN FEEL LIKE THEY'RE NOT SEEN OR THAT IF THEY'RE NOT IF THEY DON'T FIT LIKE A CERTAIN A CERTAIN TYPE, THAT THEY KIND OF GET LOST IN THE SHUFFLE. SO JUST CURIOUS ABOUT ANY OF YOUR THOUGHTS ABOUT THAT? NOT NOT TRYING NOT TRYING TO MITIGATE THE THE THE RACIAL ELEMENT OF THIS, BECAUSE THAT'S OBVIOUSLY SOMETHING THAT'S BEEN GOING ON.
BUT JUST IN TERMS OF WE TALK ABOUT SEEN AND SERVING EACH STUDENT.
SO JUST THOUGHTS ON ON THAT, I GUESS.
YEAH. I MEAN, I THINK I THINK THE EQUITY PIECE CAN TIE INTO THAT.
I THINK THAT THIS YOU KNOW, WE'VE HAD SOME THINGS THIS YEAR WITH, YOU KNOW, OUR BATHROOMS OR OTHER TYPES OF BEHAVIOR, THINGS WHERE WE'VE REALLY ASKED THE STUDENTS TO STEP UP AND HELP AND AND THAT IT'S IT'S THEIR SCHOOL.
AND HOW DO THEY WHAT DO THEY WANT TO SEE? RIGHT. AND SO I THINK THAT THAT CAMPAIGN THAT WE STARTED TO ALSO HAS BEEN HELPFUL IN SOME OF THOSE JUST LIKE BULLYING ISSUES.
YOU KNOW, STUDENTS WILL REPORT BULLYING MAYBE OF A FRIEND THAT'S TOO SCARED TO SAY SOMETHING AND WE CAN INTERVENE THERE.
AND SO THOSE TYPES OF THINGS WHERE WE'RE ASKING STUDENTS TO TO TELL US AND HELP US HOW TO MAKE THEIR SCHOOL BETTER, I'M HOPEFUL WE'LL HELP THEM FEEL LIKE THEY BELONG THERE MORE AS WELL.
WELL, I THINK IT'S ALSO TOUGH GOING BACK TO KIND OF A ALMOST AN EXTROVERT VERSUS INTROVERT KIND OF MENTALITY OF IT TO THAT, YOU KNOW, THAT.
SILENCE DOESN'T ALWAYS MEAN THAT EVERYTHING IS FINE.
SO HOW ARE YOU REALLY INTENTIONALLY GOING OUT AND FINDING THE KID THAT MAY NOT SHOW UP FOR A CLUB? OR IS OR SOMETHING.
SOMETHING LIKE THAT. AND I THINK, OH, SORRY.
I WAS JUST GOING TO SAY, I THINK THAT'S ALSO SORT OF PART OF WHAT OUR IOS WORK IS THIS YEAR, AND IT'S SPECIFICALLY FOCUSED ON THE AP AND DUAL CREDIT CLASSES, BUT IT IS ABOUT WE SURVEYED THE STUDENTS AND OUR PARTNER THAT WE'RE PARTNERING WITH ON THAT IS HELPING US IDENTIFY A CERTAIN STUDENTS THAT ARE RIGHT ON THAT CUSP THAT MAYBE SHOULD BE IN THOSE CLASSES THAT DON'T TAKE THEM BECAUSE THEY DON'T FEEL LIKE THEY SHOULD OR FOR VARIOUS REASONS.
AND SO THAT'S IT'S A SMALL PIECE, BUT, YOU KNOW, ALL OF THOSE LITTLE THINGS I THINK WILL HELP. YEAH. SORRY.
ARE YOU GUYS GOING TO PUT TOGETHER ANY SORT OF.
DASHBOARD. I'M THINKING, HOW WILL WE MEASURE OUR SUCCESS? BECAUSE I KNOW YOU HAVE STUDENT SURVEYS AND THEN WE HAVE THE PANORAMA SURVEYS.
AND HOW WILL WE, ON AN ONGOING BASIS BASIS, MEASURE OUR SUCCESS? AND THAT'S SOME OF THE WORK WE'RE DOING AT.
OKAY. SO YOU'LL HAVE SOMETHING.
FOR. WHAT I MEAN SPECIFICALLY ON THESE ISSUES, WILL THERE BE SOME THINGS? BECAUSE IT SOUNDS LIKE THERE ARE THINGS THAT YOU HAVE.
[01:05:03]
YOU KNOW, FORMATIVE FEEDBACK.BUT AND SO HOW ARE YOU? TO BE LIVE ON A WEBSITE.
NO. I JUST WANT TO KNOW THAT IT'S BEING MEASURED AND THAT WE CAN KNOW WE'RE DOING THIS AND WE KNOW IT'S SUCCESSFUL BECAUSE WE SEE SOMETHING HAPPEN DIFFERENTLY.
AND JUST THAT COULD BE THAT SENSE OF BELONGING ON THE PANORAMA SURVEY.
IT COULD BE OTHER SMALL THINGS.
YEAH. THE SERVICE YOU'RE DOING.
RIGHT. BECAUSE IF WE DO IF WE DO ALL THIS AND THEN WE FIND.
FEWER KIDS SAY THAT THEY FEEL A SENSE OF BELONGING TO THIS HIGH SCHOOL.
I DON'T THINK THAT WILL HAPPEN. BUT WE WANT TO BE ABLE TO SAY THIS IS WORKING.
AND I THINK THAT'S IN PART. YEAH.
YEAH. WE ALSO HAVE PLANS PROBABLY RIGHT BEFORE SPRING BREAK TO PUSH OUT A KIND OF LIKE A MONTH AFTER THE ADVISORY LESSONS, JUST LIKE A SURVEY ABOUT LIKE WHAT IMPACTS HAVE YOU NOTICED SINCE THE ADVISORY LESSONS JUST TO GET SOME OPEN ENDED INFORMATION FROM OUR LARGELY OUR STUDENTS, PROBABLY MAYBE A LITTLE BIT FROM OUR TEACHERS, THEY MIGHT HAVE SOME INSIGHTS FOR US.
REALLY. WE WANT TO KNOW WHAT THE STUDENTS ARE SEEING.
HAS IT HAD AN IMPACT IN THE HALLWAYS AND IN YOUR CLASSES SINCE WE'VE DONE THOSE ADVISORY LESSONS? SO.
SO I DON'T KNOW IF YOU'RE GOING TO TABLE OR.
ALL RIGHT. SO WE'RE GOING TO TALK TO YOU A LITTLE BIT ABOUT SOME OF THE EQUITY WORK WE'VE BEEN WORKING ON. AND REALLY, WE'RE GOING TO EXPAND THAT AND KIND OF DISCUSS OVER THE PAST WHAT I'M REALIZING IS SIX YEARS.
IT'S AS AMY MENTIONED, IT'S IT'S DIFFICULT FOR US PERSONALLY OR AS AN ORGANIZATION TO PAY ATTENTION TO.
THE THINGS THAT YOU'RE DOING WELL WHEN THE THINGS THAT AREN'T GOING SO WELL ARE IN YOUR FACE ALL THE TIME. AND SO ACTUALLY GOING THROUGH THIS EXERCISE, IT ACTUALLY IT DOES BRING OUT SOME LIKE, OH, OKAY, WE'RE DOING PRETTY WELL, ALL THINGS CONSIDERED.
SO I JUST WANTED TO REVIEW A COUPLE OF THINGS THAT WE'VE BEEN WORKING ON.
AND AS I'M LISTENING TO PEOPLE TALK, I'M LIKE, OH, AND THERE'S THAT THING AND THEN THERE'S THAT THING. SO I'M GOING TO THROW IN A FEW WILD CARDS HERE.
ONE OF THE BIGGEST AND THE HARDEST WORK THAT WE'VE BEEN DOING IS IMPLEMENTING STANDARDS BASED GRADING. IT IS SUCH A CULTURAL CHANGE TO TO COMPLETELY UPEND HOW WE ASSESS KIDS AND DISCUSS KIDS GROWTH WHEN FOR AS LONG AS MOST OF US CAN REMEMBER, IT'S BEEN AN ABCD POINTS BASED SYSTEM AND IT'S VERY DIFFICULT TO EXPLAIN TO SOMEONE WHO'S ONLY EVER LIVED IN THAT WORLD WHY MAYBE IT'S NOT THE BEST WORLD TO LIVE IN.
AND I'M NOT GOING TO SPEND MY A LOT OF TIME COMPLETELY TRYING TO CHANGE EVERYONE'S MIND ON THAT. BUT THE THE SHIFT TO STANDARDS BASED GRADING AND THE DISCUSSION OF EQUITY, I THINK, IS THAT'S WHERE THE BIGGEST IMPACT HAS BEEN.
AND JUST SOME OF THE LITTLE THINGS WHERE WE TAKE AWAY THE FOCUS FROM HOW YOU REALLY WHAT IT DOES IS SOME KIDS KNOW HOW TO DO SCHOOL LIKE THEY'VE GOT IT FIGURED OUT.
THEY KNOW HOW TO COMPLETE THE HOMEWORK AND TURN IN.
THEY KNOW HOW TO TO ASK THE TEACHER FOR EXTRA CREDIT.
THEY KNOW THEY KNOW HOW TO DO THIS SYSTEM.
AND SOME KIDS, BECAUSE THEY COME FROM MAYBE A DIFFERENT SUPPORT SYSTEM, THEY'VE GOT OTHER THINGS GOING ON IN THEIR LIVES. THEY DON'T HAVE SCHOOL FIGURED OUT, BUT ACADEMICALLY THEY CAN PERFORM JUST AS WELL IF GIVEN THE RIGHT OPPORTUNITIES.
AND SO THAT'S WHAT STANDARDS BASED GRADING DOES.
IT ALLOWS US TO TRY TO EVEN THE PLAYING FIELD SO THAT WE CAN ASSESS KIDS LEARNING IN WAYS THAT LIKE WE DIDN'T THINK WE WERE ALLOWED TO DO BEFORE.
RIGHT. SO THE EXAMPLE OF, YOU KNOW, AS A AS A FORMER MATH TEACHER FOR AT LEAST ONE BOARD MEMBER, YOU KNOW, I WOULD GIVE THE FINAL EXAM, I WOULD GIVE THE BIG ASSESSMENT.
I WOULD BE LIKE, OOH, THIS IS AN THERE'S THE BIG ONE.
AND KIDS STRESS WOULD GO UP AND WE'RE ALL LIKE, WELL, THAT'S GOOD FOR THEM BECAUSE THEY'RE GOING TO KNOW HOW TO SURVIVE IN THE REAL WORLD.
AND THAT'S WE ALL BELIEVE THIS VERY STRONGLY.
AND TO NOW BE ABLE TO REALIZE THAT I COULD JUST TALK TO CORY AND SEE WHAT HE KNOWS, AND
[01:10:09]
THAT IS ASSESSMENT.I DON'T HAVE TO FREAK HIM OUT AND HAVE HIM HAVE HIVES OR WHATEVER.
LIKE, I COULD JUST I COULD JUST TALK TO HIM.
AND THAT IS ONE TINY PIECE OF STATUS BASED GRADING.
BUT THIS HAS BEEN A BIG SHIFT THAT WE MIGHT NOT HAVE EVER MADE HAD WE NOT START TALKING ABOUT EQUITY IN EARNEST ABOUT SIX YEARS AGO WOULD HAVE BLOWN MY MIND AS A MATH TEACHER TO SAY THAT WE SHOULDN'T GIVE KIDS A ZERO.
WHAT ARE YOU TALKING ABOUT? THEY DID NOTHING THEY GET ZERO TO.
AND AGAIN, I CAN'T TAKE THE TIME TO EXPLAIN WHY THAT'S BAD, BUT.
THAT WHOLE CONCEPT WASN'T SOMETHING I WAS READY TO TACKLE AT THE TIME.
AND THEN SOMETHING WE'RE WORKING ON THIS YEAR IS UNIVERSAL DESIGN FOR LEARNING, AND WE'RE IN INFANCY, BUT IT MESHES REALLY WELL.
AND THAT'S THE REALLY IT FEELS LIKE FOR THE FIRST TIME IN 26 YEARS IN EDUCATION, ALL OF THE LITTLE INITIATIVES THAT WE'RE WORKING ON SUPPORT EACH OTHER.
AND SO WHEN WE LOOK AT EXPLORING UNIVERSAL DESIGN FOR LEARNING OR UDL, IT REALLY IS ABOUT IDENTIFYING WHAT THE KIDS INDIVIDUAL KID'S NEEDS ARE, WHAT THEIR BARRIERS ARE, AND THEN PLANNING AROUND THAT.
WE'RE NOT DOING GOOD UDL RIGHT NOW YOU GUYS DID BY OFFERING US TO SIT IN THE CHAIRS OR COME UP HERE, YOU GAVE US CHOICE.
AND THAT'S WHAT A LOT OF UDL IS, JUST CHOICE.
THEY MADE ME COME TO THE FRONT SO THEY OVERRULED YOUR UDL AND MADE ME COME UP HERE WHERE I WOULD BE MORE COMFORTABLE OVER THERE.
AND SO WHEN YOU JUDGE THIS PRESENTATION, MR. BARANOWSKI IS GOING TO COME OFF LOOKING GREAT.
HE'S GOING TO GET A FOUR BECAUSE HE HAD THE RIGHT CONDITIONS.
I'M GOING TO COME OFF A LITTLE BIT LESS BECAUSE I WOULD HAVE BEEN BETTER OVER THERE.
SOME OF THE OTHER THINGS THAT I'M GOING TO ADD ARE JUST LOOK AT OUR CURRICULUM THAT WE'VE WE'VE BEEN WORKING ON AND OUR CHANGES IN OUR MATH, WHICH ARE WELL DISCUSSED.
WE DON'T NEED TO TALK ABOUT OUR MATH CHANGES RIGHT NOW.
BUT JUST LOOKING AT THE CHANGES WE MADE THIS YEAR IN OUR OPEN SIDE SCIENCE CURRICULUM AND THE ABILITY TO EXPLORE AND ENGAGE AND BRING KIDS IN.
AS ANOTHER FORM OF EQUITY THAT THAT CAN EASILY GET OVERLOOKED.
AND THERE WAS ONE MORE THING I TOOK A NOTE ON I FORGOT ABOUT, BUT I'M GOING TO MOVE ON.
ALL RIGHT. I HIT IT OFF TO I THINK YOU SIMILAR WHAT GARY SAYS YOU THINK OF THESE DIFFERENT THINGS THAT ARE DESCRIBING HOW EQUITY SHOWS UP.
I TALKED TO A COUPLE OF STAFF MEMBERS TODAY AND JUST ASKING THAT QUESTION AND THEN I KEPT HAVING TO ADD SLIDES. SO SORRY FOR 100 SLIDES HERE, BUT THERE'S JUST SO MANY THINGS AND WE HAVE SUCH A GREAT STAFF THAT'S JUST INVESTED IN THIS WORK.
AND SO ONE OF THOSE THINGS THAT REALLY SUPPORTS THE UDL EXPLORATION WE'RE DOING IS THIS INCLUSIONARY PRACTICES GRANT.
I THINK IT STARTED AT BAYLOR LAST YEAR AND THEN WE'VE BEEN ABLE TO TAKE IT ON THIS YEAR WITH OUR STAFF. AND I KNOW LISA IS HEAVILY INVOLVED IN THAT.
AND RIGHT NOW IT'S GIVING A CORE TEAM AT OUR BUILDING SOME STRONG SKILLS TO TAKE TO THE REST OF OUR STAFF AND BUILD SOME CAPACITY FOR UDL IN OUR BUILDING.
REALLY A LOT OF FOCUS THIS YEAR BEING PLACED ON CO TEACHING AND INCREASING ACCESS TO GRADE LEVEL STANDARDS FOR ALL STUDENTS.
AND SO TRYING TO GET AWAY FROM THAT PULL OUT METHOD OF WHEN WE SERVE STUDENTS ON IEPS, WE TAKE THEM OUT OF THE CLASSROOM, WE PUT THEM SOMEWHERE ELSE.
NOW WE WANT TO GET THOSE KIDS IN THE CLASSROOM.
WE WANT TO SERVE THEM WITH EVERY OTHER STUDENT IN OUR POPULATION.
AND ALSO THIS FOCUS ON SMALL GROUP INTERVENTIONS AT THE MIDDLE SCHOOL LEVEL.
I THINK TEACHERS ARE WERE HESITANT TO JUMP IN WITH SMALL GROUP INTERVENTIONS.
IT WAS SEEN AS SUCH AN ELEMENTARY THING MAYBE.
BUT NOW WE'RE WE'RE IN IT, WE'RE DOING IT.
AND WE'VE GOT TEACHERS RUNNING SMALL GROUPS THROUGHOUT THEIR CLASSROOMS AND SEEING THE EFFECTIVENESS FOR STUDENTS IN THAT.
AND SO THAT'S BEEN GREAT TO SEE AS WELL.
OUR IEP PROGRAM IS OUR INTEGRATED COMMUNICATIONS PROGRAM AND THOSE ARE OUR STUDENTS WHO ARE MOST AFFECTED BY A DISABILITY OF SOME SORT.
AND WE'VE BEEN ABLE TO REALLY TRY TO DO AS MUCH INTEGRATION AS POSSIBLE WITH THEM.
RIGHT NOW WE'RE AT AN INTEGRATING INTO OUR ELECTIVE CLASSES AND WE'RE REALLY LOOKING TO PUSH INTO CORE AS MUCH AS WE CAN.
MOVING UP HERE, THERE'S A LOT OF DYNAMICS WITH THE PANDEMIC AND COMFORTABILITY WITH GOING INTO CORE CLASSES, BUT WE'RE EXCITED TO TAKE THAT NEXT LEAP.
AND WE'VE ALSO GOT MADE A LOT OF GROUND WITH SPORTS AND ACTIVITIES AND INTRAMURALS AND GETTING ALL OF OUR STUDENTS OPEN ACTIVITIES FOR ALL OF THEM TO TAKE PART IN.
AND SO THAT'S BEEN GREAT TO SEE.
JUMP IN AND PIGGYBACK ON THAT AND I CAN PROJECTING NO I'M NOT PROJECT I'LL LOOK AT THE LOOK GAIL SAID I'M GLAD I'M NOT PROJECTING ALONG WITH THAT I JUST OUR OUR CHANGE IN HOW WE'RE SERVING OUR RESOURCE OUR STUDENTS WHO ARE HAVE SOME MORE MILD LEARNING DISABILITIES OR HAVE SOME STRUGGLES IN CLASS.
WE WOULD OFTEN HAVE A PULL OUT CLASSES AND WE WOULD HAVE A RESOURCE MATH CLASS.
AND THE PROBLEM WITH THAT IS OFTENTIMES THOSE CLASSES WOULD, WITH THE BEST INTENTION, END UP NOT COVERING GRADE LEVEL STANDARDS AS WE AS WE LOOK TO FOCUS ON MAYBE SOME OF THE DEFICITS. AND SO WE'VE MOVED TO A CO TEACH MODEL AT ALL GRADE LEVELS.
AND SO THERE REALLY ARE VERY FEW, IF ANY, KIDS WHO ARE NOT IN A CORE INSTRUCTIONAL CLASS ALL DAY LONG.
AND I'LL JUST KIND OF EXTRAPOLATE ON THAT A LITTLE BIT BECAUSE WE HAVE STUDENTS WHO ALSO ARE COMING IN AS A ZERO PERIOD TO RECEIVE EXTRA SERVICES FOR THE FIRST TIME EVER.
[01:15:02]
SO STUDENTS ON APS ARE ACTUALLY GETTING MORE MINUTES THAN OTHER STUDENTS IN OUR BUILDING FOR THE FIRST TIME. AND THAT WAS SOMETHING WE TALKED TO ALLAN ABOUT BEFORE THE YEAR STARTED AND HE'S LIKE, GO FOR IT, LET'S TRY IT.AND SO WE'VE JUST BEEN PILOTING THAT THIS YEAR AND ACTUALLY ABLE TO START THEIR SCHOOL DAY AT 8:00 IN THE MORNING, WHICH GIVES THEM AN HOUR TO GET ORGANIZED AND READY FOR THEIR SCHOOL DAY, GET SOME SPECIFIC SUPPORT AND THEN CONTINUE WITH THEIR SCHOOL DAY.
THAT'S BEEN A REALLY COOL THING.
WE DIDN'T PUT ON HERE CURRICULUM ADOPTIONS.
ALSO, AS WE LOOK AT ADOPTING NOVELS, WE HAVE STAFF JUST ASKING THE RIGHT QUESTIONS, AS CAN ALL OF OUR STUDENTS BE SEEN IN THIS BOOK WE'RE TRYING TO ADOPT AND JUST HAVING REALLY GREAT CONVERSATIONS AS WE DO THAT.
AND THAT'S CONTINUING RIGHT INTO THE ELLA ADOPTION THAT THEY'RE WORKING ON RIGHT NOW.
AND SO WE'RE EXCITED TO SEE WHERE THAT GOES.
WE'VE BEEN FOCUSED OVER THE LAST COUPLE OF YEARS, ESPECIALLY OVER CREATING SPACES FOR STUDENTS AND TO AREAS OR TO SPECIFIC GROUPS THAT HAVE COME UP.
OUR ALLIANCE GROUP THAT IT'S A CLUB AND IT'S SUPPORT FROM AND FOR OUR LGBTQ+ COMMUNITY AND THEIR ALLIES, AS WELL AS OUR BREAKING BARRIERS GROUP.
AND THAT'S A SUPPORT GROUP FOR OUR STUDENTS OF COLOR.
AND THEY HAVE A SPACE TO SPEAK ABOUT THEIR EXPERIENCE IN OUR BUILDING AND IN LIFE.
AND FOR THEM, THAT IS SUCH AN IMPORTANT SPACE.
AND WE'VE GOTTEN TO MEET WITH THEM A COUPLE OF TIMES.
AND THAT'S THAT'S A VALUABLE EXPERIENCE FOR THEM.
AND THEY'RE REALLY LOVING THAT OPPORTUNITY WITHIN WITHIN OUR SCHOOL.
THIS IS A LOT OF THE WORK THAT WE'VE BEEN FOCUSING ON LATELY.
AND WE HAD A COUPLE OF INCIDENTS EARLIER THIS YEAR, CARVINGS IN BATHROOM DOORS, STATEMENTS BEING DIRECTED FROM ONE STUDENT TO ANOTHER THAT WERE JUST UGLY.
THEY WERE JUST UGLY IN NATURE.
AND OUR STUDENTS CALLED ON US TO DO SOMETHING ABOUT IT, AND WE KNEW WE NEEDED TO DO SOMETHING ABOUT IT.
SO WE CALLED IT STAFF MEETING.
WHEN YOU CALL A OPTIONAL STAFF MEETING, HEY, WE'RE GOING TO TALK ABOUT THIS TOPIC.
AND WE WERE A STAFF OF 30 SOMETHING.
WE GET OVER 20 TEACHERS TO SHOW UP FOR THAT.
YOU CAN SEE THAT THERE'S A LOT OF PASSION OUR BUILDING AROUND THIS.
AND SO WE TARGETED OUR HALLWAYS AS THE FIRST PLACE OF INTERVENTION IN OUR BUILDING.
AND SO I THINK IN A PARALLEL FORMAT TO CHS AND WHAT THEY'VE BEEN DOING SEPARATELY AND TOTALLY DIFFERENT SITUATIONS, WE'VE BEEN RUNNING A PARALLEL PROGRAM AT OUR BUILDING.
THE FIRST THING WE DID IS DID A SURVEY FOR OUR STUDENTS TO JUST FIND OUT WHAT THE TEMPERATURE IS. ARE YOU COMFORTABLE AND DO YOU FEEL SAFE? AND SO WHAT WE'D LIKE TO DO NEXT IS SHOW YOU THE VIDEO OF HOW WE CAPTURE THOSE RESPONSES.
SO WE'LL TRY TO MAKE IT FULL SCREEN SO YOU CAN SEE IT, BUT IT JUST GIVES YOU A PICTURE OF WHAT OUR STUDENTS ARE SEEING AND FEELING.
[01:22:59]
SO AS YOU'VE HEARD A LOT LIKE THE MOST IMPORTANT THING WE HEAR IS OUR STUDENT VOICE.AND THIS FOR US IS CENTERING OUR WHY AND WHY WE NEED TO BE INVESTED IN THIS WORK AND WHY WE NEED TO TALK TO OUR STUDENTS ABOUT THIS.
AND THE LAST FEW MONDAYS THAT WE'VE BEEN TALKING ABOUT THIS IN ADVISORY CLASS AND SO WE'VE BEEN THROUGH A FOUR LESSON PROGRESSION WHERE WE DID LESSON THREE TODAY.
ACTUALLY, THE FIRST ONE WAS THAT SURVEY AND THEN A CONVERSATION ABOUT EXPERIENCES IN THE HALLWAY AND WHAT STUDENTS ARE EXPERIENCING.
THE NEXT LESSON WE DEBRIEF THAT SURVEY AND WE STARTED TO DEFINE WHAT ARE OUR HOLIDAY EXPECTATIONS AND NORMS THAT WE NEED TO HAVE AS A BUILDING.
AND NOW WE'RE MAKING A TRANSITION TO UPSTANDER, AND THAT'S WHEN WE TALK ABOUT STANDARDS BASED GRADING. WE'RE DOING ALL THAT WITHIN THIS.
SO WHAT'S THAT FOR LEVEL THAT WE'RE GOING TO GO FOR? HOW DO YOU INTERRUPT HATE? WHAT ARE THE WORDS THAT YOU CAN USE? WHAT ARE THE SENTENCE STEMS THAT YOU CAN UTILIZE TO INTERRUPT SOMEBODY WHEN THEY SAY THAT? AND SO THESE LAST TWO LESSONS REALLY CENTER THERE IS HOW DO WE BE UP STANDERS, HOW DO WE GO AHEAD AND INTERVENE IN THESE SITUATIONS? AND THAT TAKES A LOT OF COURAGE FROM A 12 YEAR OLD.
RIGHT? THAT TAKES A LOT OF COURAGE.
BUT IT'S HAPPENING IN OUR HALLS AND WE'VE GOT TO DO SOMETHING ABOUT IT.
AND SO TRYING TO GIVE STUDENTS THE TOOLS TO BE AGENTS OF CHANGE IN OUR BUILDING.
AND SO IT'S HEARTBREAKING READING THAT AND SEEING THE RESPONSES FROM STUDENTS.
BUT ALSO IS YOU HAVE STUDENTS LIKE JACK, WHO'S GOING TO TALK HERE IN A SECOND WHO ARE READY TO TAKE THIS ON AND WANT TO MAKE A DIFFERENCE.
AND SO WE'RE EXCITED FOR WHERE WE'RE GOING.
IT'S MESSY. THE MORE YOU TALK ABOUT IT AND TALK TO KIDS, THE MORE WORK YOU REALIZE YOU GOT TO DO. BUT IT'S THE RIGHT WORK.
IT'S WHERE WE SHOULD BE TALKING.
SO I'M GOING TO HEAD OVER TO JACK, WHO'S GOING TO TELL YOU ABOUT ISB AND THEIR ROLE THAT THEY'RE TAKING ON ON THIS.
RIGHT. SO A FEW THINGS THAT AOSP IS GOING TO START DOING OR HAS ALREADY STARTED ON MAKING THE SCHOOL A BETTER PLACE FOR EVERYONE AS WE'RE GOING TO TRY ENSURING THAT OUR KINDNESS IS PRIORITIZED. FIRST, WE MAKE SURE THAT EVERY STUDENT FEELS WELCOMED.
WELL, YES, IT IS IMPORTANT THAT WE HIGHLIGHT THOSE OTHER GROUPS.
LGBT, LGBTQ, THOSE TYPES OF GROUPS IS ALSO IMPORTANT THAT WE HIGHLIGHT EVERYONE TO MAKE SURE EVERYONE, WHETHER THEY'RE SOCIAL GROUP, FEELS LIKE THEY'RE IMPORTANT AND WANTED AT LIBERTY, WHICH THEY ARE.
[01:25:02]
SO WE ARE EXPLORING SCHOOL WIDE INITIATIVES TO SUPPORT KIND ACTS.SO ONE THING THAT I'M TRYING TO PRIORITIZE IN MY LIFE PERSONALLY IS TRYING TO HIGHLIGHT THOSE KIND ACTS, BECAUSE MOST OF THE TIME WHEN PEOPLE DO GOOD THINGS, THEY WANT IT TO BE HIGHLIGHTED. SO IF I CAN TRY HIGHLIGHTING THOSE, THEN THEY'RE GOING TO BE MORE LIKELY TO ACTUALLY DO THOSE KIND OF ACTS.
AND WE'RE ALSO GOING TO TRY TO REACH OUT TO OTHER ORGANIZATIONS.
AS I'VE HEARD FROM TODAY, A LOT OF WHAT HAPPENS OUTSIDE OF SCHOOL GOES INTO SCHOOL, AND WHAT STARTED AT SCHOOL ALSO GOES OUT AT SCHOOL TO THE STUDENT'S SOCIAL LIVES AND PERSONAL LIVES. SO IF WE CAN TRY ELIMINATING OR DECREASING THOSE HATEFUL ACTS OUTSIDE OF SCHOOL AND INSIDE OF SCHOOL, THAT WE'RE GOING TO BE ABLE TO DECREASE THAT JUST IN GENERAL MORE.
ONE OF THE WAYS WE'RE GOING TO DO THAT IS WE'RE GOING TO TRY SUPPORTING OUR REFUGEES IN UKRAINE A LOT MORE.
SO WE HAVE ALREADY MADE JUST OVER 1000 DONATION THAT IS GOING TO PULL INTO, I BELIEVE. BUT WE WANT TO TRY HIGHLIGHTING THOSE TYPES OF FUNDRAISERS MORE AND TRY JUST SHOWING OUR SUPPORT FOR THOSE GROUPS.
AND UNFORTUNATELY, I AM GOING TO HAVE TO ECHO A LITTLE BIT ABOUT WHAT YOU SAID ABOUT WHERE SOME GROWTH AREAS, ONE GROWTH AREA HAS BEEN TRYING TO FIND A WAY TO ENGAGE THE GREATER COMMUNITY ON THIS WORK, TO HEAR THEIR VOICES, HEAR THEIR NEEDS.
AND IT'S JUST BEEN A IT'S A CHALLENGE TO TO FIND THE RIGHT WAY TO REACH OUT, TO GET THE RIGHT PEOPLE, TO HAVE A HEALTHY, PRODUCTIVE CONVERSATION.
BUT IT'S SOMETHING THAT IS ON OUR AREAS OF GROWTH LIST.
AND ONE OF THE THING IS, IS JUST BEING NOT AFRAID TO HAVE THE CONVERSATION OR AS THE SURVEY SHOWED.
THE SURVEY TO THE KIDS THAT WE JUST HIGHLIGHTED, SOME OF THE RESPONSES.
THERE WAS A LOT OF REALLY POSITIVE RESPONSES.
THERE'S ALSO SOME VERY MORE HEARTBREAKING RESPONSES TO HAVE THE COURAGE TO BE ABLE TO HEAR THOSE AND THEN REFLECT ON THEM AND THEN AND TRY TO MAKE CHANGE.
AND SO THAT IS REALLY OUR NEXT BIGGEST STEP, IS HOW CAN WE ENGAGE THE COMMUNITY TO BETTER SUPPORT ALL OF THE STUDENTS? I'M GONNA LET STEVEN TALK ABOUT THIS FOR A SECOND.
BUT ONE THING I WAS AS I WAS LISTENING, I REALIZED THAT ONE FATAL FLAW THAT MAYBE ALL OF US AS INDIVIDUALS AND AS SCHOOL PEOPLE HAVE MADE IS THIS IS OUR LIVES LIKE.
I'VE NOW BEEN IN CAMAS FOR 26 YEARS AND I'LL PROBABLY BE HERE HOPEFULLY FOR AT LEAST A COUPLE OR MORE. AND SO WHEN I THINK ABOUT THE PANDEMIC AND ITS EFFECTS, IT'S EASY FOR SOMEONE WHOSE WHOLE LIFE HAS BEEN THIS JOB TO SAY, OKAY, WHEN THIS IS OVER, WE'RE GOING TO BE ABLE TO DO THIS, THIS AND THIS OR, YOU KNOW, I CAN'T WAIT TIL WE CAN DO THE POOR PARTY AGAIN OR WE AND IT'S EASY FOR US TO JUST LIKE WAIT, LIKE WE CAN WAIT.
BUT IN THOSE TWO YEARS WE'VE HAD 2/6 GRADE CLASSES HAVE COME THROUGH AND HAVE NEVER DONE OUR LIBERTY LOCK IN EVENT THEY HAVEN'T EXPERIENCED THAT.
AND IT'S EASY TO KIND OF LIKE FORGET ABOUT THAT WHEN WHEN THE ADULTS ARE WHEN WE'RE THINKING ABOUT WHAT WE NEED TO DO.
SO THINKING ABOUT THESE PARENTS AND LIKE, IT'S EASY TO SAY, ALL RIGHT, WE'LL GET THIS FIGURED OUT ONCE THIS PANDEMIC IS OVER.
AND THAT'S UNDERSTANDABLE THAT WE WOULD THINK THAT WAY.
BUT IN THE MEANTIME, WE'VE HAD TWO YEARS OF PARENTS WE COULD HAVE HEARD FROM.
SO THERE'S SOMETHING I WAS THINKING ABOUT.
SO AS WE LOOK AT WHAT'S NEXT, WE ARE CONTINUING OUR LESSONS IN THE HALLWAY.
WE'LL HAVE THAT FOURTH LESSON. WE'RE ALSO GETTING INTO WHAT CHRIS IS DOING AND SEEING HOW WE MIGHT BE ABLE TO ADAPT THOSE LESSONS AT A MIDDLE SCHOOL LEVEL AND ROLL THOSE OUT, PASS THE ONES WE'VE ALREADY GOT PLANNED.
IN ADDITION TO THAT, HOW DO WE SUPPORT JACKSON AND OUR SB CREW, WHO'S GOING TO PUSH INTO GROUPS FROM A STUDENT LEVEL AND I THINK A SOCIAL MEDIA LEVEL HOPEFULLY AS WELL, TO TRY TO CREATE SOME POSITIVE ENERGY.
OBVIOUSLY, LIKE WHAT GARY JUST TALKED ABOUT IS WE'VE GOT TO HAVE THIS FAMILY ENGAGEMENT PIECE FIGURED OUT, WE'VE GOT TO HAVE IT IMPLEMENTED AS SOON AS POSSIBLE.
AND SO WE WERE TALKING ABOUT NEXT SCHOOL YEAR.
BUT AFTER HE SAYS THAT MAYBE WE'RE GOING NEXT WEEK, I DON'T KNOW.
AND THEN THERE ARE SOME THINGS THAT JUST FROM OUR EQUITY TEAM, WE'RE PURCHASING THE FLAGS TO THAT REPRESENT EVERY SINGLE STUDENT IN OUR STUDENT BODY AND MAKING SURE THEY'RE POSTED IN OUR OUR COMMONS, WHERE THERE'S THIS AMPLIFY POSTER PROGRAM THAT ARE GOING TO BE POSTED THROUGH OUR HALLWAYS THAT KIDS COME UP WITH THEIR PHONES, AND THEN IT TURNS THE POSTER INTO AN IMAGE THAT TALKS TO YOU AND TELLS A STORY ABOUT SOMEBODY THAT'S PRETTY COOL AS WELL. AND SO OUR EQUITY TEAM STAFF WIDE IS DOING SOME WORK WITH THOSE PIECES AS WELL. AND SO WE'VE GOT SOME REALLY COOL THINGS COMING UP, BUT WE'VE GOT A LOT OF WORK AHEAD OF US AS WELL THIS MORNING.
IT WAS FUN THIS MORNING TO SIT DOWN AND TALK ABOUT THE POOR PARTY AND LIKE, OKAY, WHAT ARE WE WHAT ARE WE GOING TO WE CAN WE CAN DO THIS.
WE'RE GOING TO BE ABLE TO HAVE FUN.
THIS IS GOING TO BE GREAT. AND THEN TALKING ABOUT LIKE AN EIGHTH GRADE CELEBRATION AT THE END OF THE YEAR AND JUST JUST SOME THINGS OF LIKE, OH, OKAY, WE CAN PULL BACK THE SHADOW
[01:30:04]
AND SOMETHING MAYBE IT'S NICE TO BE ABLE TO PLAN FOR.ALL RIGHT. I THINK THAT'S IT, RIGHT? DO YOU HAVE ANY QUESTIONS OR ANYTHING YOU WANT US TO ELABORATE ON? I'LL GO. DO I UNDERSTAND THE CONCEPT OF THE GRADING SYSTEM MASTERY BASED GRADE? IF WE WERE TO GIVE YOU ANOTHER CHANCE TO PRESENT AGAIN SITTING DOWN.
SO ARE YOU EITHER SAYING I DID NOT DO A GOOD JOB OR YOU WOULD JUST LIKE TO HEAR MORE? WELL, YOU ALREADY SHARED THAT.
I JUST WANT TO I WAS I WAS GOING LIKE A TWO, BUT I WOULD LOVE TO COME BACK AND TALK MORE ABOUT STANDARDS BASED GRADING. CORRECT.
WELL, JACKSON, I REMEMBER YOU COMING TO OUR SCHOOL BOARD MEETING, AND I AM SO APPRECIATIVE OF THE TYPE OF ACB THAT YOU ARE LEADING, BECAUSE I DON'T RECALL MY ISB BEING THAT ACTIVIST.
RIGHT. AND THAT'S WHAT YOU'RE YOU'RE SHOWING THAT ACB CAN REALLY BE THAT LEADERSHIP IN OUR SCHOOLS TO MAKE A CHANGE AND TO HELP STUDENTS FEEL INCLUDED.
AND I JUST REALLY APPRECIATE YOUR LEADERSHIP AND YOU GROWING YOUR LEADERSHIP UNDER SUCH AMAZING ADULTS AT YOUR SCHOOL.
SPEAKING OF ADULTS, I IMAGINE THAT THE WAY THAT YOU PRESENTED THOSE 611 STATEMENTS AS AN ADULT, THAT HAS TO BE POWERFUL AND HIT AT HEARTS.
AND I WOULD IMAGINE IF I WERE A TEACHER AT YOUR SCHOOL, I WOULD HAVE JUMPED UP AFTER WATCHING THAT AND GOING, WHAT ARE WE DOING? LET IT LEAD US.
LET US GO. WHAT DO WE DO? WE NEED TO STAND IN THE HALLWAYS AND THEN WHAT ELSE? RIGHT, LIKE. SO I AM SURE THAT YOUR TEACHERS ARE FIRED UP AND PUMPED UP, I WOULD HOPE.
I MEAN, THAT WAS MOVING TO ME THAT WE WANT THOSE STUDENTS, THANK GOODNESS FOR THEIR COURAGEOUSNESS TO SHARE.
BUT, YOU KNOW, I APPRECIATE YOUR WHAT'S NEXT AND WHERE YOU'RE SEEING AND GIVING YOURSELF SOME OF THOSE AND AND ALLOWING THE OLD IF IT WORKED IF IT SERVED YOU RIGHT IF IT SERVES STUDENTS BECAUSE WE'VE ALSO GIVEN OURSELVES PERMISSION TO NOT ALWAYS CONTINUE ON WITH THOSE TRADITIONS IF THEY DIDN'T ALWAYS SERVE US.
RIGHT. SO I DID I HAVE A QUESTION HERE.
I JUST REALLY APPRECIATE THAT YOU HAD TIME FRAMES AND AND THERE YOU CAN SEE AND FEEL THAT THEY'RE WOVEN INTO YOUR FABRIC, WHICH IS WHERE WE WANT TO GET WITH EVERYBODY.
SO, YES, TIMELINES ARE IMPORTANT AND THEN WE CONTINUE TO WEAVE IT IN AND LET AMAZING STUDENTS LEAD HELP LEAD THAT AS WELL.
I THE ONE PIECE THAT JUST HIT HOME WAS, I BELIEVE, ONE OF THE FIRST DATA POINTS ON THAT VIDEO. IT SAID SOMETHING LIKE 93 AND ONE HALF PERCENT OF OUR STUDENTS FEEL, AND IT WAS A POSITIVE. BUT WHAT YOU DID IS YOU FLIPPED IT ON ITS HEAD BY SAYING 40 STUDENTS DO NOT FEEL THIS.
AND I THINK TAKING THAT BECAUSE IF WE THINK ABOUT A SYSTEM, ANYTHING 93% OR HIGHER, WE'RE LIKE, THAT'S REALLY GOOD, WHETHER IT'S SBA DATA, WHETHER IT'S GRADUATION RATE, WHETHER YOU NAME IT.
BUT TO ACTUALLY SAY AND IT'S EVEN MORE POWERFUL TO SAY, OKAY, NAME THE 40 STUDENTS, PICK THEM ALL OUT, RIGHT? LIKE WE DON'T TO, TO BE FORCED TO ACTUALLY DO THAT AS EXTREMELY UNCOMFORTABLE WHEN WE SAY WHO ARE THE 40 THAT WE DON'T FEEL YOU KNOW, OR DON'T FEEL COMFORTABLE, OR WHO ARE THE 40 THAT WE'RE GOING TO LEAVE BEHIND.
IT WAS WE HEARD REPORTS THAT SOME OF THE CLASSES WHEN THEY WENT OVER THIS DATA AND WENT OVER THIS THIS VIDEO, YOU KNOW, DID THE MATH ON THEIR RECORDING, SAID THAT'S LIKE ALL OF US IN HERE AND ANOTHER HALF IN CLASS.
YEP. AND THE OTHER PIECE THAT GARY, I THINK YOU ALLUDED TO EARLIER, TOO, SO I'LL GIVE YOU I MEAN, I THINK HE'S A THREE ON THIS IF WE'RE DOING STANDARDS BASED GRADING.
THANK YOU FOR THAT. YEAH. IS THAT YOU TALKED ABOUT FAMILY ENGAGEMENT AND COMMUNITY ENGAGEMENT. I THINK IF THERE IS ANY LITTLE SILVER LINING, WHAT HAPPENED IN THE LAST TWO YEARS IS FOR SCHOOLS AND FOR EDUCATORS.
YOU TALKED ABOUT BEING HERE FOR 25 YEARS, I THINK.
WE GET INGRAINED WRITE OF WHAT WE KNOW AND WE THINK OF FAMILY ENGAGEMENT IS WE'RE GOING TO DO THIS HUGE THING AT THE SCHOOL, WE'RE GOING TO INVITE PEOPLE IN, WE'RE GOING TO HAVE FOOD. WE'RE GOING TO. I THINK WHAT THE PANDEMIC TAUGHT US WAS WE ACTUALLY GOT TO SEE SOME OF OUR HOMES THROUGH A VIDEO LENS.
YES, BUT WE WERE GUESTS FOR THE VERY FIRST TIME.
I THINK THAT WE WERE ALLOWED IN AS GUESTS.
AND HOW DO WE CONTINUE THAT, THAT WE'RE NOT THE EXPERTS.
[01:35:04]
RIGHT. OUR FAMILIES, OUR PARENTS ARE THE EXPERTS AROUND THEIR KIDS.AND SO HOW DO WE CONTINUE THAT AND NOT LEAVE THAT BEHIND? BECAUSE NOW IT'S NORMAL AGAIN.
THANK YOU. GARY IF WE WERE TRULY DOING UDL, YOU WOULD HAVE BEEN ABLE TO DO A PRESENTATION OR TELL US A STORY.
YEAH, I WAS. I WAS GOING TO ACT IT OUT WITH AN INTERPRETIVE DANCE.
YEAH, BUT WE HAVE A RUNWAY FOR YOU HERE.
BUT I WASN'T GIVEN PERMISSION, SO.
WAIT A. I THINK THIS IS WAY BETTER THAN ME JUST SPEAKING TO YOU ABOUT WHAT'S HAPPENING IN SCHOOLS, ISN'T IT? SO NOW WE HAVE OUR FINAL MOST PATIENT PRESENTERS COMING FROM WOODBURN.
AND WE HAVE A FROZEN LAPTOP AGAIN.
YOUR VOICE. I WANT TO HOLD ON.
I WANT TO HOLD ON TO IT. WELCOME.
MY NAME IS BRIAN GRAHAM. I GET TO SERVE AS THE PRINCIPAL AT WOODBURN.
THIS IS MY SEVENTH YEAR AND WE ARE EVEN BETTER.
THE SECOND YEAR, HAVING LET YOU INTRODUCE YOURSELF.
I'M THE ASSOCIATE PRINCIPAL AT WOODBURN.
AND I. THIS IS MY SECOND YEAR.
AND WE ALSO HAVE ANOTHER TEAM MEMBER HERE, ALIYA WOLF.
CAN YOU WAVE AT LEAST HERE? AWESOME. ALIYA IS OUR INSTRUCTIONAL EQUITY COACH AND HAS COME ALONGSIDE THIS YEAR.
AND EVEN THOUGH WE'RE NOT GOING TO HAVE YOU SPEAK UP HERE, WE DON'T WANT TO PUT YOU ON THE SPOT BECAUSE WE DIDN'T.
THIS ALL HAPPENED PRETTY QUICK.
AND YEAH, WE WANT TO SHARE WHAT'S HAPPENING AT WOODBURN.
AND SO BUT I'M SO HAPPY YOU'RE HERE BECAUSE YOU'RE A VALUABLE TEAM MEMBER AND WE'RE TAKING THIS WORK FORWARD WITH YOUR LEADERSHIP FOR SURE.
SO DR. WILLIAMS REACHED OUT AND ASKED US HOW IS EQUITY ALIVE AT WOODBURN FOR STUDENTS, STAFF AND FAMILIES? SO THAT'S HOW WE FRAME THIS AND WE HAVE TOO MANY SLIDES, BUT IT JUST WE DIDN'T KNOW WHO WAS SHARING TONIGHT EITHER.
SO WE'RE JUST GOING TO SHARE WITH YOU WHAT'S ALIVE AND WE'RE EXCITED ABOUT IT.
OKAY. SO GO AHEAD AND I GET, I GET TO ADJUST THIS DON'T I.
THERE'S, THERE'S SOME TEXT AT THE BEGINNING BECAUSE WE DIDN'T KNOW HOW MUCH YOU WOULD LISTEN OR WANT TO READ LATER.
SO BUT THEN THERE'S A LOT OF PHOTOS AND SOME VIDEOS AND YOU'RE GOING TO SEE WHAT'S A LIVE WITH STUDENTS AND STAFF.
SO I DON'T REMEMBER WHEN THINGS HAVE JUST BEEN HAPPENING THESE LAST FEW YEARS WHEN WE FIRST STARTED EQUITY TEAMS. AND SO I DON'T KNOW IF IT'S BEEN FOUR YEARS OR FIVE YEARS, BUT IT STARTED REAL SMALL AND HONESTLY, IT WOULDN'T HAVE STARTED WITHOUT DISTRICT LEADERSHIP PROVIDING OPPORTUNITIES FOR US TO LEARN AND HAVE A SAFE SPACE TO BEGIN THINKING AND LEARNING, BUT THEN ALSO TO LEARN HOW TO FEEL UNCOMFORTABLE WITH YOURSELF AS WELL AND REALLY SEE OUR STUDENTS AND OUR FAMILIES. SO AT WOODBURN IT STARTED SMALL, SMALL GROUP OF TEACHERS THAT WERE INTERESTED IN LEARNING MORE ABOUT EQUITY, CULTURE AND RACE.
AND WE WOULD COME TO THIS TRAININGS AND WE'D CIRCLE UP AND AND FIGURE OUT WHAT WERE WE, HOW ARE WE GOING TO REPLICATE THIS BACK AT OUR BUILDING? AND WE I'M A MATH GUY TO GARY, SO WE PICKED THREE STAFF MEETINGS A YEAR TO GET STARTED AND WE WOULD USE THAT, THAT STAFF MEETING TIME TO REPLICATE LEARNING THAT HAPPEN AT THE DISTRICT TRAININGS AND IT JUST STARTED TO GROW.
AND SOME OF THOSE INITIAL THINGS WE TALKED ABOUT WERE DISCOURSE ONE, DISCOURSE TWO, WHICH IS ABSOLUTELY ALIVE AND KNOWING THE DIFFERENCE BETWEEN THE TWO, THE CULTURE TREE, IMPLICIT BIAS. WE DID BOOK STUDIES.
YOU'VE SEEN SOME IMAGES HERE AROUND CULTURALLY RESPONSIVE TEACHING AND THE BRAIN THAT WAS SHARED. AND SO YOU WANT TO TALK ABOUT RACE.
AND WE STARTED TO LOOK MORE CLOSELY ABOUT THE OFFERINGS WE HAD IN OUR OWN LIBRARY AND HOW WE WERE USING THE CURRICULUM THAT WE HAD OR HOW WE COULD ENHANCE IT FOR STUDENTS TO REALLY SEE THEMSELVES AND INTO THE LIVES OF OTHERS AS WELL.
DURING THIS TIME, WE'VE GROWN FROM HAVING A PRETTY SMALL EQUITY TEAM TO A ROBUST TEAM OF 11 TEACHERS WITH FULL GRADE LEVEL REPRESENTATION AND SPECIALISTS AND TEACHER LEADERSHIP THAT HAS EMERGED TO WHERE THEY'RE THE ONES LEADING THE PROFESSIONAL DEVELOPMENT DURING OUR IN-SERVICE TIME, DURING OUR STAFF MEETING TIMES, OBVIOUSLY IT'S COLLABORATIVELY DEVELOPED, BUT THAT'S EXCITING.
I WANT TO NAME SOME OTHER THINGS THOUGH THAT I THINK ARE REALLY IMPORTANT.
WHEN WE TALK ABOUT EQUITY, IT IS THE WORK.
TO HAVE THE PRESENTATION FROM LIBERTY AND TO HEAR YOU START TALKING ABOUT SMALL GROUP
[01:40:04]
INTERVENTIONS. I'M LIKE, YEAH, THAT'S IT TOO.THAT'S NOT PART OF OUR PRESENTATION, BUT IT'S EVERYTHING THAT WE'RE DOING AND I DON'T THINK WE CAN TALK ABOUT WHAT THE WORK WE'RE DOING IN OUR SCHOOLS WITHOUT TALKING ABOUT EQUITABLE PRACTICES.
SO A FEW OTHER THINGS HERE BESIDES JUST SEEING SOME LEADING INDICATORS OF CHANGE FOR WHAT'S HAPPENING FOR KIDS IS OUR HIRING PROCESSES HAVE CHANGED.
WE WANT TO TRY TO HIRE STAFF THAT ARE AWESOME AND ALSO.
SO WE HAVE QUESTIONS THAT ARE INVOLVED IN OUR HIRING PROCESS THAT WE WANT TO KNOW WHAT PEOPLE ARE THINKING ABOUT WITH EQUITY.
WE HAVE FIVE TIMES DURING THE YEAR WE GET TO MEET WITH TEACHERS AND THOSE ARE SO POWERFUL.
THE GOAL SETTING THE OBSERVATIONS, THE MIDYEAR CHECK, THE OBSERVATION, THE END OF THE YEAR, THOSE ARE REALLY IMPORTANT TIMES THAT WE'RE HAVING CONVERSATION AROUND OUR PRACTICES RELATED TO EQUITY AND I'M JUST SUPER PROUD THAT OUR PTO IS RIGHT ALONGSIDE OF US. THEY ADOPTED EQUITY POLICIES AND YOU'RE GOING TO SEE THAT COME OUT IN OUR.
AND WHAT WE'RE GOING TO SHARE A BIT MORE ABOUT STAFF.
I MENTIONED 11 TEAM OR 11 TEAM MEMBERS, AND I'M GOING TO TRY TO BE CONCISE.
YOU CAN ALWAYS GO BACK AND CHECK THIS OUT AND YOU GET TO COME VISIT WOODBURN PRETTY SOON. SO YOU'RE GOING TO SEE THE LIVE OUR STAFF'S VESTED IN THE WORK.
YOU'RE GOING TO HEAR CLAIRE TALK ABOUT THESE STUDENT EQUITY MEETINGS THAT WE HAVE.
THERE WERE SIX STAFF MEMBERS THAT STAYED AT THE LAST ONE FOR AN HOUR AND A HALF ON WEDNESDAY TO BE WITH KIDS AND TO FACILITATE THE LEARNING.
REALLY INSPIRING, LIKE, ARE WE SEEING THIS RIGHT NOW? WE ARE. IT'S ALIVE.
TAKING VIDEOS OF STUDENTS READING ARE CELEBRATING US ALL BOOKS I'LL SHARE WITH THAT ABOUT IN JUST A LITTLE BIT FACILITATING IN-SERVICE IN OUR STAFF MEETINGS YOU'VE HEARD THE FOUR BS NAME, THOSE FOUR FROM DR.
TAMMY CAMPBELL'S WORK AND AGAIN DISTRICT LEADERSHIP BRINGING THAT TO US AND REALLY THAT RESONATES.
THAT IS EXACTLY THE TYPE OF CULTURE AND COMMUNITY WE'RE TRYING TO BUILD, WHERE IT'S ABOUT BELIEVING IN ALL STUDENTS, CREATING A SPACE OF BELONGING.
REALLY UNDERSTANDING BARRIERS.
THAT TAKES A LONG TIME TO UNDERSTAND.
WE'RE NOT THERE. BUT BROADCASTING.
STUDENT VOICE I THINK WE'RE MOVING IN A GOOD DIRECTION, CERTAINLY FOR EQUITABLE OUTCOMES THAT ARE. I LIKE TO SAY I THINK WOODBURN HAS A PRETTY GOOD REPRESENTATION AT THE COMMUNITY EQUITY FORUMS AND I STARTED, YOU KNOW, IN THESE ROOMS WHEN WE WERE, I DON'T KNOW HOW LONG AGO THAT WAS DR.
WILLIAMS BUT. AND TO INVITE FAMILIES TO COME IN AND SIT ALONGSIDE.
I'M NOT GOING TO SAY I WASN'T COMFORTABLE.
UNCOMFORTABLE AT TIMES. ABSOLUTELY WAS.
IN CHECKING MY OWN PRIVILEGE AND MY WHOLE UPBRINGING AND BEING A LEADER IN A SCHOOL NEEDING TO TO LISTEN AND LEARN ALONGSIDE FAMILIES, BECAUSE THAT'S HOW WE'RE GOING TO BE ABLE TO CREATE THE CONDITIONS FOR GREAT LEARNING FOR ALL KIDS.
AND WE'VE HAD REALLY WONDERFUL PARTICIPATION WITH THAT.
AND CLAIRE, YOU TOLD ME TO REMEMBER AT THE LAST COMMUNITY EQUITY FORUM, WE HAD MANY OF OUR STUDENTS AND THEIR FAMILIES JOIN THAT WERE PART OF THE VIDEO THEY CREATED.
SO THANK YOU FOR CREATING THAT TIME AND SPACE FOR US.
AND IT'S JUST CONTINUED OVER TIME.
SO ALI HAS BEEN A BIG LEADER IN IN TERMS OF OUR K-2 SCIENCE OR READING TRAINING.
I'M NOT GOING TO GO DEEP INTO THAT RIGHT NOW, EVEN THOUGH IT REALLY IS PUSHING ON EQUITABLE PRACTICES FOR ALL KIDS.
WE'RE DOING A BOOK STUDY FOR OUR THIRD THROUGH FIFTH GRADE TEACHERS AND SPECIALISTS AROUND CULTURALLY RESPONSIVE EDUCATION.
DOCTOR STEM BRIDGES WORK, AND CLAIRE WILL TALK A BIT MORE ABOUT THAT LATER.
ONE THING I THINK IT IS PRETTY EXCITING TO HIGHLIGHT IS WHAT'S CALLED CELEBRATING US ALL. WE'RE GOING TO SHOW YOU A COUPLE SHORT SEGMENTS OF WHAT THOSE WEEKLY READ ALOUD BOOKS ARE THAT HAVE COME FROM A PARTNERSHIP WITH OUR PTO, A PARTNERSHIP WITH CEF AND OUR OWN BUILDING BUDGET, WHICH WILL TAKE MORE FUNDS ANYTIME WE CAN TO ENHANCE EXPERIENCES FOR KIDS. WE'VE REALLY.
DIVERSIFIED OUR OUR COLLECTION IN THE LIBRARY.
IT'S AMAZING. AND SO WITH OUR TEACHER LIBRARIAN NIKKI STURGESS, SHE HAS TAKEN IT TO THE NEXT LEVEL. AND HER AND CLAIRE PARTNERED IN DEVELOPING THIS PROCESS CALLED CELEBRATING US ALL. IT'S I WANT TO SAY IT STARTED WITH MAYBE LISA, YOUR GROUP AT THE DISTRICT OFFICE, COMING UP WITH THE WINDOWS AND MIRRORS PROJECT WHERE KIDS GET TO SEE INTO THE LIVES OF OTHERS AND AND ALSO SEE THEMSELVES.
AND SO WE'RE SELECTING BOOKS EVERY WEEK FOR A READ ALOUD THAT OUR TEACHERS ARE ABLE TO SHARE IN THE CLASSROOM.
WE SHARE WITH OUR COMMUNITY AS WELL.
ONE OF THE ONE OF THE GREAT THINGS ABOUT IT, I GUESS.
I THINK THAT'S ENOUGH ON THOSE BULLETS.
WE WANT TO START GETTING SOME PICTURES HERE.
[01:45:01]
WE HAVE A LOT TO SAY, DON'T WE? MY GOODNESS. SO IF YOU JUST TO NAME A FEW LEADING INDICATORS OF CHANGE THE RED CLOUDS I MENTIONED ALREADY. I THINK IT'S REALLY EXCITING THAT IT'S BEEN A SUPPORT FROM OUR PTO AND CIF AS WELL.WE MENTIONED THE CULTURE OF THE RESPONSE OF TEACHING BOOK STUDY ALREADY AND THAT THE PUSH ON THAT WAS ALSO FOR THOSE GRADE LEVEL TEAMS TO.
TAKE TEXT THAT WE EITHER HAVE AVAILABLE OR THAT WE MIGHT NEED TO PURCHASE TO ENHANCE OUR UNITS OF STUDY TO WHERE WE'RE REALLY LOOKING AT ENGAGEMENT FOR KIDS, LOOKING AT RIGOR THAN TO SEE THEMSELVES HAVE CHOICE.
AND WE'VE DONE SOME REALLY EXCITING THINGS THERE.
I THINK YOU'LL SEE WITH SOME OF THE STUDENT WORK EXAMPLES WE HAVE.
I'M TRYING TO BE CAREFUL. I'M NOT REPEATING MYSELF HERE.
THE DEVELOPMENT OF THIS STRONG TEAM HAS ALLOWED US TO NAVIGATE SOME CHALLENGING SITUATIONS THAT HAVE COME UP, WHETHER IT'S WHAT WE'VE SELECTED FOR SPIRIT, WHERE WE HAD A SNAFU THERE AT ONE POINT IN TIME THAT WE LEARNED FROM OR OUR COMMUNICATION ABOUT THE CRISIS IN UKRAINE.
WE'VE NAVIGATED THINGS WITH PRIDE MONTH THAT AS A SCHOOL WE'VE HAD TO LOOK AT CLOSELY AND GO, OKAY, HOW, HOW CAN WE HELP TO MAKE SURE EVERYONE BELONGS AND WHERE WE'RE ON THE SAME PAGE WITH THE LANGUAGE THAT WE'RE USING? AND IT'S NOT EASY.
BUT IF WE'RE GOING TO DO THIS WORK, THERE'S GOING TO BE SOME BUMPS ALONG THE WAY THAT IT'S NOT JUST ALL SMOOTH, BUT THE FACT THAT WE BUILD THESE TEAMS AND HAVE THE SUPPORT FROM OUR DISTRICT LEADERSHIP, I THINK HELPS US A LOT.
ANOTHER THING I'D LIKE TO NAME ABOUT IMPACT WITH STAFF IS IT REALLY LEANS ON DISCOURSE IN ONE AND DISCOURSE TWO, BUT HOW WE TALK ABOUT STUDENTS AND THE COMMENTS THAT WE WRITE AND REPORT CARDS. WE'VE DONE QUITE A BIT OF WORK WITH THAT AND TRYING TO LOOK AT STUDENT ASSETS AND THEIR STRENGTHS, THEIR INTERESTS.
AND THEN HOW TO TO FRAME OPPORTUNITIES TO GROW THAT LANGUAGE IS IMPORTANT.
AND IF YOU'VE READ MANY REPORT CARDS, WE WANT TO DO ALL WE CAN TO HELP KIDS FEEL BELONGING AND FEEL POSITIVE AT OUR SCHOOLS AND OUR FAMILIES TO FEEL CONNECTED FOR SURE.
SOME PICTURES OF IN-SERVICE REFLECTIONS HERE.
THE GALLERY WALK THAT WE DID THAT WAS DESIGNED THROUGH OUR DISTRICT EQUITY TEAM.
YOU MAY HAVE PARTICIPATED IN, I'M GUESSING, VERY POWERFUL EVENTS, IMAGES FROM THE FORBES ACTIVITY. WHEN WE HAD TEACHERS DESIGNING WHAT THOSE FORBES MEANT TO THEM IN THE CLASSROOM, IT'S BEEN ALIVE.
IF YOU WANT TO GO BACK AND LOOK LATER THE WAY WE DESIGN STAFF MEETINGS.
BUT MRS. STURGESS THAT I WAS MENTIONING SHARING WITH ART.
IT WAS REALLY A UDL DESIGNED STAFF MEETING WHERE THERE WAS CHOICE AND WHERE YOU COULD GO TO LEARN ABOUT MORE AND HER PRESENTING ON THE DIFFERENT DIVERSE BOOKS AND THE COLLECTION THAT WE HAD, AND ALSO THE UDL STAFF MEETING THAT WE HAD WHERE WE HAVE TEACHERS IN ELIA WAS ACTUALLY ONE OF THE ONES PRESENTING ON THAT WHERE WE'RE PROVIDING CHOICE FOR STAFF TO DIG IN DEEPER.
OKAY. WHEN YOU COME IN TO WOODBURN AT THE END OF MARCH, PLEASE DO WALK THROUGH THE LIBRARY. YOU'RE JUST GOING TO SEE IT.
I JUST WALKED IN, TOOK A PICTURE, AND YOU'RE GOING TO SEE REPRESENTATION AND JUST A VERY DIVERSE COLLECTION. AND IT COMES FROM ENABLING REALLY AMAZING EDUCATORS, BUT ALSO FROM ALIGNING RESOURCES THAT ALLOWS US TO DIVERSIFY OUR COLLECTION.
IT'S ONE OF OUR A FOURTH GRADE LESSON.
WELL, A WHOLE UNIT OUT OF FOURTH GRADE.
AND ONE OF OUR JOBS IS AS ADMINISTRATORS, THERE'S MANY JOBS.
BUT AN EXCITING ONE IS TO CAPTURE TEACHERS DOING AMAZING WORK.
AND SO THIS IS JUST AN EXCERPT FROM ONE OF OUR WEEKLY BULLETINS THAT WE WROTE AND CAPTURING. FOURTH GRADE READY GEN UNIT.
LISA, YOU LOVE THIS AND IT CONNECTS TO WHAT GARY WAS SAYING IS THAT WE ADOPT MATERIALS THAT REALLY DO PRESENT OPPORTUNITIES FOR KIDS TO LEARN.
THINGS THAT I NEVER LEARNED ABOUT GROWING UP.
REALLY LOOKING CLOSELY AT A SERIES OF TEXTS FOCUSED ON NATIVE AMERICAN TRIBES AND THREE DIFFERENT TEXTS THAT ALL WE'RE TALKING ABOUT, A SIMILAR CONCEPT WHICH RELATES TO OUR STATE STANDARDS AS WELL.
BUT TO REALLY PUSH ON THE OPPORTUNITIES THAT WE HAVE AS EDUCATORS TO FACILITATE THAT LEARNING FOR KIDS, TO LEARN OTHER EXPERIENCES FROM OTHER CULTURES AND HISTORICAL CONTEXT, IT WAS SUPER POWERFUL.
AND IT WAS RIGHT THERE IN THE CURRICULUM THAT WE'VE ADOPTED.
OKAY. I'M GOING TO PASS THIS OFF TO YOU.
[01:50:02]
FORGIVE ME IF THIS A LITTLE BIT.SO I JUST WANTED TO SHARE A LITTLE BIT ABOUT OUR CULTURALLY RESPONSIVE BOOK STUDY.
WE HAVE 11 STAFF MEMBERS WHO VOLUNTARILY OFFERED TO BE PART OF THIS BOOK STUDY AND CULTURALLY RESPONSIVE TEACHING IN THE IN THE CLASSROOM BY DR.
STEINBERG IS A REALLY NICE ENTRY POINT BECAUSE HIS SIX THEMES ARE AROUND ENGAGEMENT AND RELATIONSHIPS AND RIGOR, THINGS THAT TEACHERS ALREADY FEEL SUCCESSFUL ABOUT.
SO IT'S THAT NICE ENTRY POINT AND WE CAN BUILD ON THOSE SKILL SETS THEY ALREADY HAVE.
AND I ASKED A COUPLE OF OUR TEACHERS TO JUST SHARE SOME OF THEIR FEEDBACK ON WHAT THIS HAS MEANT FOR THEM.
AND SO THIS IS FROM BRITTNEY STEPHENS.
SHE'S ONE OF OUR NEW THIRD GRADE TEACHERS, INCREDIBLE TEACHER.
AND I'LL JUST READ IT OUT FOR YOU.
THIS CULTURALLY RESPONSIVE BOOK STUDY HAS FURTHER DRIVEN MY GOAL OF SEEING THE WHOLE STUDENT. IT HAS HELPED ME TO CONTINUE TO FIND WAYS TO HIGHLIGHT EACH STUDENT STRENGTHS AND TO ENGAGE THEM IN VARIOUS WAYS IN THE CLASSROOM IN ORDER TO HELP THEM TO FEEL CONNECTED TO THE CURRICULUM.
IT HAS VALIDATED MY BELIEF THAT STUDENTS YEARN TO FEEL CONNECTED AND THAT ESTABLISHING STRONG RELATIONSHIPS WITH THEM IS VITAL IN ORDER TO SOLIDIFY THEIR LEARNING.
WHAT'S REALLY NICE ABOUT THIS IS AS WE LOOK AT ACADEMIC DATA FROM THIS STANDPOINT THROUGH THIS BOOK STUDY, WE HAVE STAFF LOOKING AT QUALITATIVE DATA AS WELL.
SO HOW DO WE LOOK AT A CHILD WHO MAY NOT, YOU KNOW, MAYBE STRUGGLING WITH MATH OR LITERACY? BUT LET'S LOOK AT THEM NOT FROM A DEFICIT FOCUS, BUT FROM AN ASSET FOCUSED PERSPECTIVE. AND HOW DO WE TAKE THEIR ASSETS THAT ARE UNIQUE TO THEM AND HELP DRIVE THAT CONVERSATION WITH THEM TO HELP THEM BE SUCCESSFUL IN THE CLASSROOM? SO IT'S BEEN IT'S BEEN REALLY EYE OPENING FOR THE STAFF TO ENGAGE IN THIS WORK.
AND THIS IS FROM ANOTHER THIRD GRADE TEACHER.
SHE SAID THE SERRA BOOK STUDY HAS BEEN IMPACTFUL REMINDER TO TEACH TO THE WHOLE CHILD'S HEAD AND HEART, MEANING YOU ARE DESIGNING LESSONS WITH THE SIX THEMES IN MIND TO CREATE RIGOR WHILE INCORPORATING ASPECTS THAT SPEAK TO THEIR ASSETS AND CULTURAL IDENTITY. SERRA IS REMINDING US TO KEEP RELATIONSHIPS AT THE CENTER OF YOUR TEACHING.
ALL RIGHT. SO I'M GOING TO SHARE A LITTLE BIT ABOUT WHAT WE ARE DOING WITH OUR EQUITY WORK TO IMPACT STUDENTS AND REALLY HOW THEY ARE DRIVING OUR EQUITY WORK, WHICH IS PRETTY AWESOME. SO LAST YEAR WE DECIDED IN THE MIDDLE OF A PANDEMIC TO START A STUDENT EQUITY TEAM BECAUSE WHY NOT? SO AS YOU DO.
RIGHT. SO IT WAS PHENOMENAL BECAUSE WE WENT THROUGH ALL THE STAGES OF LEARNING LAST YEAR AND WE HAD STUDENTS MEET ON ZOOM EVERY WEDNESDAY AND WE HAD A PHENOMENAL ATTENDANCE.
AND WHAT WAS GREAT ABOUT IT, DOUG MENTIONED THIS, WAS THAT WE GOT TO SEE INTO STUDENTS HOMES AND THEIR LIVES.
WE HAD FAMILIES PARTICIPATING THROUGH THROUGH ZOOM AND WERE SUPER EXCITED TO HAVE THEIR KIDS BE PART OF IT.
SO THAT'S HOW WE GOT STARTED THIS YEAR.
IT'S BEEN REALLY EXCITING TO HAVE OUR MEETINGS IN PERSON AND TO HAVE ALL OF OUR KIDS THERE. SO WE MEET WITH OUR STUDENTS ON A REGULAR BASIS.
RIGHT NOW WE HAVE 38 STUDENTS THAT REPRESENT FIRST THROUGH FIFTH GRADE AND THEY ARE JUST SUPER PUMPED TO BE PART OF THIS.
IT'S AN OPPORTUNITY TO INCREASE THEIR VOICE.
THEY'RE MAKING VIDEOS, THEY'RE CHOOSING PROJECTS.
THEY PARTICIPATED IN THE COMMUNITY EQUITY FORUM.
IF ANY OF YOU SAW THAT VIDEO, THEY'RE FOCUSING ON PROJECTS.
YOU KNOW, THEIR IDEA OF EQUITY IS EVOLVING.
BUT IT'S SO IMPORTANT WHEN WE'RE FRAMING THE KIDS WORLD AT THIS AGE THAT THEY ARE AS INVOLVED WITH EQUITY EQUITY WORK AS YOU WOULD BE IF YOU WERE IN MIDDLE SCHOOL OR HIGH SCHOOL. AND SO THEIR VOICE IS REALLY IMPORTANT.
AND SO THEY'RE THEY'RE VERY VOCAL ABOUT WHAT THEY WANT TO DO AND WHAT THEY WANT TO SEE AT WOODBURN. AND SO IT'S REALLY HELPING US TO JUST CONTINUE TO BUILD ON A CULTURE OF INCLUSION AND ACCEPTANCE AND KINDNESS AND BELONGING, ALL THOSE THINGS THAT WOODBURN WAS DOING A GREAT JOB OF.
AND NOW WE'RE JUST TAKING IT TO THE NEXT LEVEL WITH THIS TEAM.
SO THIS IS AN EXAMPLE OF A PROJECT THEY CHOSE TO DO, BY THE WAY.
THEY WANTED TO MAKE KINDNESS POSTCARDS, SO THEY WERE DECORATING THEM IN MEETINGS.
AND THE PLAN IS WITHIN THE NEXT WEEK OR TWO THAT AS STUDENTS ARRIVE TO SCHOOL, THEY'RE JUST GOING TO HAND OUT THESE POSTCARDS BECAUSE THEY JUST WANT TO GET EVERYONE'S DAY OFF TO A GREAT START.
ONE OF THE OTHER WAYS OUR STUDENTS ARE VERY INVOLVED IS IN OUR CELEBRATING, AS ALL SO
[01:55:01]
CELEBRATING IS ALL STARTED WITH A PARTNERSHIP WITH OUR TEACHER LIBRARIAN.BUT WE WANTED TO MAKE SURE STUDENTS HAD VOICE IN THIS.
AND SO STUDENTS STARTED SELECTING THE BOOKS AND STARTED ACTUALLY READING THE BOOKS.
AND WHEN THESE BOOKS ARE READ, WE GET PARENT PERMISSION AND THEN WE HAVE THEM IN OUR SCHOOL SO THAT ALL THE CLASSROOMS GET TO SEE THESE BOOKS AND THE VIDEOS, AND WE ALSO SHARE THEM OUT WITH OUR FAMILIES.
AND SO I WANT TO GIVE YOU AN EXAMPLE OF THIS ONE, THIS, AND WE'LL JUST SHOW YOU THE BEGINNING OF IT. BUT IT ALSO YOU CAN ALSO SEE THE FRAMEWORK THAT WE'RE USING FOR ALL OF OUR CELEBRATING IS ALSO THAT OUR FAMILIES UNDERSTAND THE FRAMEWORK BEHIND THE BOOK.
WE HAVE THE TITLE, WE HAVE THE BOOK LINK, BUT WE ALSO INCLUDE THE WHY BEHIND OUR BOOKS.
OUR BOOKS ARE LINKED TO OUR WOODBURN EQUITY CALENDAR AND ALSO TO STUDENT SELECTION.
SO IF A STUDENT REALLY WANTS TO SHARE OUR BOOK, WE WE INCLUDE THOSE AS WELL.
WE ALSO HAVE THE STANDARDS THAT THE BOOKS ARE LINKED TO.
WE HAVE ESSENTIAL VOCAB AND THEN WE JUST HAVE SOME QUESTIONS, REFLECTION QUESTIONS FOR FAMILIES TO HAVE DIALOG WITH THEIR STUDENTS, CHILDREN AT HOME AND ALSO IN THE CLASSROOM.
SO HERE IS WE'RE JUST GOING TO SHOW YOU THE INTRO TO THIS ONE.
WELCOME TO CELEBRATING US ALL.
I AM GWEN BROWN AND I AM EVIE BASSEY FROM ROOM 117.
THIS MONTH'S CHARACTER EDUCATION TRAIT IS THINKING, CARING, HEART WITH A FOCUS ON KINDNESS AND ACTS OF SERVICE.
THIS THEME TIES IN WELL WITH A FAMOUS AMERICAN WHOSE BIRTHDAY WE CELEBRATE IN JANUARY. MARTIN LUTHER KING JR.
WAS A GREAT ROLE MODEL FOR PEACE, KINDNESS AND SERVICE TO THE COMMUNITY AT WOODBURN.
WE ARE SO EXCITED TO BE PLANNING THE SPECIAL ALL SCHOOL ASSEMBLY AND A DAY OF SERVICE ON FRIDAY, JANUARY 21ST AFTER OUR ASSEMBLY.
EACH CLASS WILL SPEND AN HOUR WORKING ON PROJECTS TO SHOW OUR KINDNESS AND SERVE OUR COMMUNITY. TODAY, WE HAVE A SPECIAL STORY TO SHARE TO HELP KICK OFF OUR THINKING ABOUT SPREADING KINDNESS AND SERVING OTHERS.
IT IS CALLED THE POWER OF ONE.
OKAY. SO THOSE GO OUT EVERY SINGLE WEEK.
AND THIS ONE WAS TO KICK OFF A PROJECT THAT I WILL TELL YOU ABOUT IN A MOMENT.
OKAY. ALSO JUST EXAMPLES OF STUDENT WORK.
OUR HALLWAYS ARE JUST ALIVE WITH STUDENT WORK, WRITING SAMPLES, ART WORK.
THAT REALLY JUST INCLUDES EVERYONE.
AND THIS IS JUST A TESTAMENT TO OUR STAFF AND TO OUR STUDENTS WHO ARE A BIG PART OF THE VOICE IN SELECTING PROJECTS.
AND SO THESE ARE JUST SOME EXAMPLES.
MLK DAY A PORTRAIT OF MICHELLE OBAMA.
WE HAD SOME AFRICAN-AMERICAN QUILTING SAMPLES THERE.
OUR LIBRARIAN DID THIS WHERE SHE READ A STORY ABOUT ALL OUR WELCOME AND EVERY SINGLE ONE OF OUR STUDENTS. JUST ALMOST 600 STUDENTS MADE THEIR OWN LITTLE PERSON THAT REPRESENTS THEM AND WE PUT THEM UP IN THE HALLWAY.
SO EVERY CHILD IS REPRESENTED IN OUR SCHOOL.
AND THAT LEADS INTO WOODBURN KINDNESS DAY.
SO WE WANT TO REALLY EMPOWER KIDS WHEN THEY'RE HEARING ABOUT WHAT'S GOING ON IN THE WORLD. AND WE'RE TALKING ABOUT EQUITY ISSUES THAT THEY FEEL EMPOWERED TO TAKE ACTION AS WELL. AND SO INSTEAD OF JUST HAVING AN MILK ASSEMBLY AND REMEMBERING HIS MESSAGE AND A BIG COMPONENT OF HIS MESSAGE WAS HOW DO YOU SHOW KINDNESS TO OTHERS? HOW DO YOU ACT? HOW DO YOU SHOW UP? WE DECIDED AFTER THE ASSEMBLY TO LAUNCH A KINDNESS DAY PROJECT, AND SO EVERY CLASS HAD CHOSEN, STUDENTS HAD CHOSEN THEIR OWN PROJECTS.
SO WE HAD PROJECTS FROM MAKING BLANKETS AND TOYS FOR THE HUMANE SOCIETY TO MAKING PLACEMATS THAT WILL LAMINATE IT FOR ONE OF THE ELDERLY CARE FACILITIES TO WRITING CARDS FOR THE FIRE FIREFIGHTERS.
AND IT WAS JUST ALL DIFFERENT PROJECTS.
AND OUR PTO WAS HEAVILY INVOLVED IN THIS AND PARTNERSHIP WITH THEM LOCAL BUSINESSES WHO DONATED ITEMS FOR THE STUDENTS TO USE.
AND AS A SCHOOL, WE HAD THIS TIME TOGETHER TO CREATE THESE THESE ACTS OF SERVICE.
AND SO THIS REALLY EMPOWERS OUR KIDS TO NOT ONLY TALK ABOUT THIS, BUT ACTUALLY TO ACT AND AND SHOW THEIR KINDNESS.
AND HERE ARE A COUPLE OF PICTURES OF SOME OF THE THINGS THEY DID.
ONE ONE CLASSMATE HATS FOR THE CHILDREN'S HOSPITAL, FOR THE INFANT WARD.
AND THEN WE WANTED TO SHOW YOU THIS VIDEO AFTERWARDS.
WE WANTED TO ASK OUR KIDS WHAT THIS MEANT TO US, TO THEM.
[02:00:01]
AND THIS IS WHAT THEY HAD TO SAY.MISS SLOANE. MY NAME IS AMELIA AND WE'RE IN KINDERGARTEN.
WHAT DID YOU MAKE FOR A KIND OF STAY APART FOR THE HEALTH CARE YOU ARE? HI. I'M MIA.
IN FIRST GRADE, WE MADE BOOKS FOR THE CAFETERIA CREW BECAUSE WE WANTED TO THANK THEM, AND WE WANTED TO SHOW HOW WE CARE FOR ALL THEIR HARD WORK.
LIKE THE THINGS THAT THEY MAKE, LIKE THAT CHOCOLATE PIE WITH THE CREAM ON TOP AND LIKE THE PIZZA.
BECAUSE WE WANT TO SHOW HOW WE CARE BECAUSE WE KNOW THEY DON'T GET A LOT OF STUFF AND WE WANT THEM TO BE AND WE WANT TO BE THANKFUL FOR THEM.
HI. I'M CORA, AND WE ARE IN SECOND GRADE IN THE SEVENTH CLASS.
WHAT DID YOU MAKE FOR KINDNESS DAY? WE MADE ART.
FOR PEOPLE. PEOPLE? HOW COME? FOR PEOPLE TO STAY WARM OVER THE WINTER? YEAH. YEAH.
AND HOW DID THAT MAKE YOU FEEL TO HELP THE HAPPY WAY? BECAUSE WE LIKE HELPING PEOPLE.
WE'RE BOTH IN THIRD GRADE MRS. CAMERON'S CLASS, AND WE WANTED TO WRITE LETTERS TO THE FIRE DEPARTMENT BECAUSE WE WANTED TO SHOW THEM OUR SUPPORT BECAUSE THEY'RE PUTTING THEMSELVES IN DANGER TO SAVE OUR LIVES. I, I AM.
AND I'M FROM FOURTH GRADE AND I WOULD SAY MR. ELLEN'S CLASS AND WHAT WE DID AND SAID, SCHOOL KINDNESS DAY, WE DID CARDS FOR THE KIDS AND WE DID THIS BECAUSE BECAUSE WE WANT THE PEOPLE THAT ARE INSIDE THE HOSPITAL FOR THE PEOPLE THAT INSIDE THE HOSPITAL TO MAKE THEM FEEL BETTER ABOUT THEMSELVES AND ABOUT OTHER PEOPLE. OKAY.
HOW DID IT MAKE YOU FEEL TO DO THAT? IT MADE ME FEEL GOOD BECAUSE LOTS OF PEOPLE ARE REALLY SUFFERING.
IT'S LIKE WE PUT IN SOME JOKES, SOME FRIENDS, SOME FUNNY BOOKMARKS.
HI, MY NAME IS SAWYER AND WE ARE IN FIFTH GRADE AND MISS SIMS CLASS FOR KINDNESS DAY.
WE MADE BLANKETS AND TOYS FOR THE HUMANE SOCIETY TO HELP DOGS AND OTHER ANIMALS TO FEEL HAPPY AND SAFE.
YEAH, AND IT MADE US FEEL REALLY GOOD AND HAPPY THAT WE KNEW WE WERE HELPING.
AND AS I SAID, WE HAVE THE STUDENT EQUITY TEAM AND WE MEET AND THEY CHOOSE ALL THEIR PROJECTS. SO FOR EXAMPLE, RIGHT AFTER WE DID OUR KINDNESS DAY, THEY WANTED TO PUT UP A DISPLAY OF ALL THE GRADE LEVELS AND THE WORK THAT YOU'VE DONE.
SO HERE THEY ARE, HANDS ON, MAKING ALL THE POSTERS THAT WE DISPLAYED AND PUTTING THEM UP. AND WHY IS IT NOT MOVING? CAN I UNPLUG AND RE PLUG IT? OH.
NOT. WE DID SEND IT OUT TO OUR FAMILIES, BUT NO, WE DID NOT.
THAT'S A GREAT THAT'S A GOOD POINT.
AND ONE OF THE MEMBERS OF OUR EQUITY TEAM, ONE OF THE STAFF MEMBERS, ACTUALLY PUT THE VIDEO TOGETHER. SHE'S SHE IS SHE IS PHENOMENAL.
YEAH. SHE MADE THE MISTAKE OF VOLUNTEERING TO DO ONE OF OUR VIDEOS, AND THAT WAS IT.
NOW, SHE SET THE BAR TOO HIGH.
[02:05:03]
OKAY, SO THESE ARE THE POSTERS THE KIDS MADE, AND WE HAVE.YOU KNOW, AND THIS ISN'T OUR FAULT, SO.
GO AHEAD AND START OUR QUESTIONS.
CAN WE DO THAT? I JUST LOVE AND IF I UNDERSTOOD YOU RIGHT, YOU KNOW, A LOT OF TIMES ADULTS HAVE A HARD TIME WITH THE WORD EQUITY, THE TERMINOLOGY EQUITY.
AND IF I HEARD YOU RIGHT, I HEARD YOU SAY SUPPORT, INCLUSION, ACCEPTANCE, BELONGING.
THOSE ARE TERMS THAT I BELIEVE WE CAN ALL UNDERSTAND.
ABSOLUTELY. AND WITH THOSE TERMS, THERE'S NOTHING THAT GETS TAKEN AWAY FROM STUDENTS.
RIGHT. TO FEEL SUPPORTED, INCLUSIVE, ACCEPTING, FEELING LIKE THEY BELONG OR JUST ADDING TO.
RIGHT. IS THAT RIGHT? IS THAT A RIGHT ASSUMPTION? YEAH. YEAH.
MM HMM. ONE OF THE MOST POWERFUL THINGS HERE IS FOR US TO PAUSE AND GO, OKAY, THIS IS ALIVE BECAUSE AND NOT BECAUSE SOMEONE SAID, HEY, GO TOP DOWN, GO MAKE THIS HAPPEN. IT WAS BECAUSE IT GREW FROM THE BOTTOM UP AND IT WAS INCLUSIVE FROM THE BEGINNING. AND THEN TO BUILD OFF OF THAT AND TO BUILD TEACHER LEADERSHIP VOICE AND MOST IMPORTANTLY NOW IS THIS TURN THAT WE'VE MADE TO REALLY ENHANCE BROADCAST STUDENT VOICE 100%. WELL, I ALSO THINK THAT'S WHY THERE'S YOU KNOW, IT WAS SO IMPORTANT TO HAVE THIS TEAM IS BECAUSE STUDENTS, YOUNG STUDENTS, YOU KNOW, OUT OF THE MOUTHS OF BABES, RIGHT.
THEY KNOW WHAT THIS WORK IS REALLY ABOUT, YOU KNOW? AND SO WHEN THEY DEFINE EQUITY, THEY'RE TALKING ABOUT THINGS LIKE SUPPORTING EACH OTHER. AND WE ALL BELONG HERE AND WE JUST NEED TO BE KIND TO ONE ANOTHER.
AND REALLY, ISN'T THAT THE ROOT OF SO MUCH OF THIS WORK? RIGHT. SO THEY KNOW IT.
AND THIS THIS IS THE WORK THAT THEY WANT TO HIGHLIGHT.
SO, YOU KNOW, WE'RE JUST ALONG FOR THE RIDE.
NO. IT'S EVERY TIME WE PLUG IT BACK IN IT.
I WAS JUST GOING TO COMMENT REALLY QUICKLY THAT.
WE LEFT THAT. IT'S AMAZING THAT.
AND UP TO FIFTH GRADERS AND THAT THE IDEA OF STUDENT VOICE OUT OF ELEMENTARY SCHOOL.
IS. TELL, I DIDN'T HAVE ANY STUDENT LOANS WHEN I WAS IN ELEMENTARY SCHOOL, AND I'M NOT SURE THAT MY KIDS DID, EVEN AS RECENTLY AS.
WASN'T THAT RECENTLY. THEY WENT THROUGH ELEMENTARY SCHOOL.
BUT IT'S SO AMAZING AND POWERFUL, LIKE YOU SAID, OUT OF THE MOUTH OF BABES.
RIGHT, THAT THEY GET INPUT INTO THAT.
THEY COULD BE ON AN EQUITY TEAM IN ELEMENTARY SCHOOL.
THINK OF HOW. YOU ALREADY HAVE, BUT HOW AMAZING IT IS DEVELOPING KIDS IN THIS PERSPECTIVE. AND THEN WE CAN SEE WHEN THEY GO TO MIDDLE SCHOOL KIND OF THINGS THEY'RE DOING AND THEN HIGH SCHOOL AND IT'S JUST REALLY POWERFUL.
IT'S NOT. TO ME, IT'S NOT SCARY OR POLITICAL.
EVERYBODY'S WELCOME. EVERYBODY'S SEEN AND RESPECTED.
YEAH. AND LIKE YOU SAID, THAT'S SOMETHING WE CAN ALL.
GET AROUND. SOMETIMES THE ADULTS.
[02:10:05]
BUT MORE MEANING TO THEM OR DIFFERENT MEETINGS.EMOTIONAL SEEING THIS AND HEARING THE KIDS AND.
OKAY. IT'S GOING TO WORK, RIGHT? THERE WE GO. WE'RE BACK ON.
OKAY. AND HERE'S SOME PICTURES OF THEM.
ALIA HEADED UP THIS GROUP AT ONE OF OUR MEETINGS WHERE THEY CAME UP WITH THEIR OWN MISSION STATEMENT. SO THIS WAS COMPLETELY FROM THE STUDENTS.
WE BELIEVE IN DIVERSITY, EQUITY AND INCLUSION.
WE STRIVE TO MAKE OUR SCHOOL A WELCOME AND SAFE SPACE FOR ALL.
AND THEN EVERY STUDENT ON THE EQUITY TEAM SIGNED IT.
AND THAT'S UP IN OUR ON OUR HALLWAYS AS WELL.
THEY ALSO WANTED TO DO SOME ARTWORK HERE.
THEY THEY HAVE LITTLE QUOTES AND THEN THEY DID ART THAT WE PUT UP.
THEY PARTICIPATED IN THE STUDENT IN THE COMMUNITY EQUITY FORUM.
I KNOW WE'RE RUNNING SHORT ON TIME, BUT THE VIDEO IS THERE IF YOU'D LIKE TO SEE IT.
WE ALSO AGAIN TALKING ABOUT THE PARTNERSHIP WITH OUR STAFF AND HOW ALL OF THIS IS CONNECTED. THIS IS ONE OF OUR STAFF MEMBERS.
HE'S A FOURTH GRADE TEACHER, PHENOMENAL TEACHER, WHO TAKES THE CELEBRATING AS ALL BOOKS AND DOESN'T JUST PLAY IT, WHICH WOULD BE AWESOME IN ITSELF AND HAVE THE DISCUSSION.
BUT HERE HE'S CREATED AN EXTENSION ACTIVITY WHERE WE HAD A BOOK CALLED LET THE CHILDREN MARCH TO HONOR BLACK HISTORY MONTH.
AND HE THEN TALKED ABOUT HOW KIDS CAN MAKE A CHANGE IN THE WORLD.
AND SO THEY CREATED THEIR OWN POST.
AS I SAID, I WALK FOR SO EVERY STUDENT CHOSE SOMETHING THAT WAS IMPORTANT TO THEM TO WALK FOR, AND THEY CREATED THESE POSTERS AND THEY'RE UP IN THE HALLWAYS TOO.
SO AGAIN, THAT PIECE OF CONNECTING THE EQUITY CONNECT IN THAT ACTION PIECE FOR KIDS AND ALSO IT TRULY REFLECTING THEM.
AND THERE'S A BIGGER PICTURE OF IT.
SO THAT THIS IS THE IMPACT WITH STUDENTS.
AS WE'VE SAID IN A NUTSHELL, WE FEEL THAT WE'RE WORKING TOWARDS GIVING STUDENTS MORE VOICE AND OWNERSHIP, BUILDING A TRUE SENSE OF INCLUSION AND COMMUNITY IN OUR SCHOOL AND BELONGING. AND WE'RE JUST GOING TO END WITH A VIDEO.
IT'S 26 SECONDS FROM ONE OF OUR STUDENTS ON OUR STUDENT EQUITY TEAM TALKING ABOUT WHAT THE EQUITY TEAM MEANS TO HIM.
I AM SHEIKH MOHAMED. I'M A FIFTH GRADER AT WOODBURN ELEMENTARY SCHOOL.
I'M ALSO A MEMBER OF THE STUDENT EQUITY TEAM.
I AM SO GLAD TO HAVE SEEN EVERYTHING BECAUSE I FEEL LIKE I MAKE EVERYONE FEEL INCLUDED AND. FEEL LIKE REALLY GOOD INSIDE TO KNOW THAT IF ANYONE'S FEELING DOWN, THERE'S ALWAYS SOMEONE TO HELP OUT. HE IS AWESOME.
ALL RIGHT. I'M GOING TO HAND IT BACK TO BRIAN.
I'M SORRY. IT'S TAKING A BIT LONGER, BUT WE'RE WE'RE I THINK WE HAVE TWO SLIDES.
AND SO. WE'VE ENCOURAGED PARTICIPATION WITH FAMILIES AND OUR EQUITY STUDENT EQUITY TEAMS HERE. WELL. OUR EQUITY TEAMS MEETINGS LAST YEAR AND WE WERE AT THIS KIND OF A TIPPING POINT. WE'RE LIKE, OKAY, DO WE TRY TO DEVELOP THIS TEAM WITH FAMILIES RIGHT NOW OR DO WE GO WITH STUDENTS FIRST? I'M SO GLAD THAT WE PUT OUR ENERGY INTO THE STUDENT WORK FIRST AND KNOWING WE WANT TO INCREASE THAT OPPORTUNITY.
BUT OUR OUR PARTNERSHIP WITH OUR PTO HAS BEEN TREMENDOUS TO PULL OFF KINDNESS DAY.
AND THEY WERE OUT HELPING GET SUPPLIES AND DONATIONS SO WE COULD PULL THAT OFF.
I CAN GO DOWN THIS RABBIT HOLE OF DETAILS, BUT THAT WAS PRETTY EXCITING.
AND YOU'RE GOING TO SEE DOWN HERE THIS LOGO THAT WAS CREATED FROM A FORMER PTO MEMBER.
AND THEY'RE ACTUALLY HELPING US RIGHT NOW TAKE THE STUDENT EQUITY TEAM FEEDBACK TO CREATE JUST A LOGO FOR THE EQUITY TEAM MAKING T SHIRTS.
WE'VE HAD FAMILIES, WE DID OUTREACH TO HAVE FAMILIES PARTICIPATE IN CELEBRATING US ALL.
WE'RE GOING TO SHOW YOU JUST LIKE A 32ND START UP ON ONE OF THOSE HERE IN A MOMENT.
[02:15:03]
SO WE HAD FAMILIES SHARING BOOKS AS WELL.TWO OF THE EVENTS THAT BESIDES THE WHOLE TITLE ONE PLANNING, WHICH I WON'T GO INTO WHERE WE'RE GETTING FAMILY ENGAGEMENT AND WHATNOT, BUT TWO EVENTS THAT WE'VE DONE, ONE WAS PRE-COVID, WHICH IS POWERFUL A DAY WITH THE WOLVES.
I COULD TALK TO YOU ABOUT THAT FOR AN HOUR, BUT WHEN WE DID RECENTLY CALLED LITERACY NIGHT, FAMILY LITERACY NIGHT WAS IN PARTNERSHIP WITH OUR TEACHING AND LEARNING TEAM. AND WE'RE TRYING TO REALLY PUSH ON GETTING AN ENGAGEMENT VERSUS INVOLVEMENT.
AND WE HAVE A PICTURE OF THAT HERE IN A MOMENT.
I'VE ALREADY MENTIONED THAT OTHER PARTS, SO I'M JUST.
I WAS GOING TO DO THAT WITH THE PICTURE.
AND. SO THIS WAS A POWERFUL EVENT AND ONE THAT JUST KIND OF LAUNCHED US IN A DIRECTION BECAUSE WE COULD HAVE JUST SAID, HEY, COME AND WE'RE GOING TO SHARE INFORMATION.
BUT WE SAT DOWN AND TRIED TO TO PUSH ON SOME THINGS IN TERMS OF IF WE'RE GOING TO HAVE FAMILIES COME IN, LET'S REMOVE BARRIERS THAT COULD BE IN THE WAY IT'S GOING TO BE IN THE EVENING WHERE, YES, FOOD, WE SHOULD OFFER A NICE DINNER FOR THEM.
SO LISA AND TIM TEAM, THANK YOU FOR HELPING US WITH THAT.
AND THEN ALSO CHILD CARE, ARE WE GOING TO PROVIDE THAT? SO THAT'S A BARRIER THAT WE CAN REMOVE.
THOSE 20 KIDS HAD AN AMAZING TIME WITH OUR STAFF MEMBERS THAT WE PAID TO BE THERE LONGER. THAT'S GREAT.
AND. AND THEN INTENTIONAL OUTREACH THAT WHAT WHAT ARE FAMILIES THAT WE ARE TRYING TO SERVE BETTER THAT WE HAVEN'T FIGURED OUT YET OR IT MAY NOT ATTEND.
AND SO WE DID INTENTIONAL OUTREACH BEYOND THE INITIAL INVITATION THROUGH STAFF MEMBERS THAT WE THOUGHT WOULD HAVE THE BEST OPPORTUNITY TO MAKE A CONNECTION.
AND SURE ENOUGH, WE HAD SOME FAMILIES ATTEND THAT WOULDN'T HAVE ATTENDED THROUGH OUR EL INSTRUCTOR. WE HAVE WE WERE ABLE TO HAVE INTERPRETERS THERE AND IT WAS.
LEANING MORE TOWARDS ENGAGEMENT IS INVOLVEMENT AND TRYING TO GET FEEDBACK FROM THE FAMILIES THAT ATTENDED.
AND WHAT WE WERE SHARING ABOUT IS OUR OUR NEW LEARNING AROUND THE SCIENCE OF READING.
WHAT OUR FOCUS AND DIRECTION IS, BUT ALSO WAYS THAT THEY CAN APPLY THAT LEARNING AT HOME WITH THEIR KIDS IS WE ALSO GOT GREAT VALUABLE FEEDBACK THAT WE CAN TAKE FORWARD TO ADDITIONAL OPPORTUNITIES WITH ALEAH AND OUR OUR READING SPECIALIST TEAM.
OKAY. THIS IS, I BELIEVE, THE LAST SLIDE.
MAYBE THERE'S ONE MORE, BUT WE JUST WANT YOU TO SEE THE START OF ONE OF THESE CELEBRATING US, ALL BOOKS THAT CAME FROM A FAMILY.
AND SO WE DID HAVE A VETTING PROCESS.
SO WE DIDN'T JUST PUSH THIS OUT AHEAD OF TIME, BUT.
LET'S SEE WHAT'S GOING TO WORK FOR US.
MY NAME IS KATE, AND WE ARE A COMMIE.
SO WE ARE BLACKFEET AND CHOCTAW.
AND THE COUNTY IS THE BLACKFEET PEOPLE.
TODAY MY MOM'S GOING TO BE MEETING STARBOY STAR, WHO IS ONE OF THE CARDI CREATION STORIES. AND IT'S THE ORIGINS OF HOW WE PRACTICE OUR SUN DANCE EVERY SUMMER AND PAY HOMAGE AND HONOR THE SUN.
SO WE'RE REALLY HAPPY TO SHARE THIS PART OF OUR CULTURE WITH YOU TODAY.
THAT KIND OF GIVES YOU A TASTE OF WHAT WE'RE TRYING TO ENGAGE WITH OUR FAMILIES AND THEIR STORIES THAT THEY BRING IN, THEIR EXPERIENCES, THEIR CULTURE, AND MAKING SURE WELCOME WOODBURN CAN BE THE MOST WELCOMING COMMUNITY AS POSSIBLE.
THEY FEEL LIKE THEY ARE PART OF.
JUST SOME NEXT STEPS FOR US, REALLY LOOKING CLOSELY AT EQUITABLE OUTCOMES FOR OUR STUDENTS. WE WANT EVERY STUDENT TO BE A READER, ESPECIALLY BY THE END OF THE THIRD GRADE. THAT'S A MILESTONE FOR US.
AND ALI IS A BIG PART OF THAT.
OUR WHOLE OUR WHOLE TEACHING STAFF IS A BIG PART OF THAT.
UTILIZING THE CORE CURRICULUM THAT WE HAVE TO FIDELITY, THERE'S AMAZING ANCHOR TEXT THAT PRESENT OPPORTUNITIES FOR KIDS.
CONTINUING THE TRAINING AND CURRICULUM THAT ENHANCES THOSE EXPERIENCES WITH THE LENS OF CRT THAT REALLY THAT BECOMES PART OF THIS THE WORK THAT WE'RE DOING AND OUR TEACHER
[02:20:03]
EVALUATION FRAMEWORK AND THE LAST ONE CONTINUING TO.CREATE OPPORTUNITIES TO LISTEN.
WE'RE TALKING ABOUT HOW THE FEELING IN OUR SCHOOL FEELS GREAT LIKE WE HAVE.
HOW DO OUR FAMILIES FEEL THOUGH? LIKE WHAT A GREAT OPPORTUNITY TO BRING OUR FAMILIES IN MORE AND WE HAVE SOME IDEAS AROUND THAT AS WE MOVE FORWARD TO NEXT YEAR.
WE WOULD LOVE TO HAVE A WALK THROUGH AND AND INCORPORATE THAT INTO SURVEYS WHERE THEY'RE REALLY GIVEN US A FEEL ON HOW DOES OUR SCHOOL FEEL FOR THEM.
SO THANK YOU FOR LISTENING TO OUR JOURNEY FOR EQUITY AND IMPACT ON STUDENTS, STAFF AND FAMILIES.
AND ARE THERE ANY FINAL QUESTIONS BEFORE WE RELEASED THESE AMAZING PEOPLE TO GET HOME AND DO DINNER, SLEEP OR WHATEVER? I DON'T HAVE A QUESTION.
YES. WHAT WAS SO FASCINATING TO WATCH WAS YOU HAVE FOUR VERY DISTINCT BUILDINGS WITH FOUR VERY DISTINCT LEADERSHIP STYLES THAT ARE NOT THE SAME.
YET. THE GROUNDING AND THE COMMON THEME.
RIGHT, IS ALL ABOUT THE EQUITY WORK AND IT DIDN'T LOOK NECESSARILY THE EXACT SAME, BUT THAT'S THAT ANCHOR. SO IT WAS JUST, AGAIN, ANOTHER TESTIMONY TO THE WORK I THINK THAT IS HAPPENING IN THIS DISTRICT, REGARDLESS OF THE BUILDING, REGARDLESS OF THE LEADERSHIP STYLE, THE ANCHOR AND THE COMMON GROUND IS THE EQUITY WORK.
ABSOLUTELY. AND SO I'LL JUST, YOU KNOW, AS YOU FEEL LED TO LEAVE, I HAVE A COUPLE SLIDES JUST TO WALK YOU THROUGH IN TERMS OF JUST AN OVERALL UPDATE, NOT NEARLY AS INTERESTING AND ENGAGING AS OUR SCHOOLS, BUT JUST WANTING TO MAKE SURE YOU ARE AWARE.
AND SO, YOU KNOW, THIS IS AN EXAMPLE OF TRYING TO MAKE LEMONS OUT OF LEMONADE.
WE HAD A VERY UGLY INCIDENT HAPPENED IN TERMS OF THE, YOU KNOW, THE RACIAL SLUR INCIDENT THAT REALLY SURFACED A LOT FROM COLLEAGUES IN CLARK COUNTY WHO REACHED OUT AND SAID, YOU KNOW WHAT, YOU'RE NOT THE ONLY PLACE THIS IS HAPPENING.
HOW CAN WE COLLABORATE? BECAUSE OUR TEAMS PLAY EACH OTHER.
WE'RE HEARING THINGS IN OUR STANDS AND IN OUR GAMES, ETC., ETC.
AND SO WE PULL TOGETHER AGAIN.
OUR CORE COLLABORATION WITH EVERGREEN AND VANCOUVER PUBLIC SCHOOLS.
WASHOUGAL JUST HOW DO WE COME TOGETHER IN A WAY THAT CHANGES THE ATHLETIC EXPERIENCE FOR OUR SPECTATORS AND WE CAN BE MORE RESPONSIVE TO INCIDENTS THAT OCCUR.
BUT HOW DO WE PREVENT HOW DO WE DO THAT PROACTIVE CULTURE BUILDING WORK AROUND ATHLETICS? AND SO WE'VE BEEN MEETING WITH OUR STATE ATHLETIC DIRECTOR, MICK HOFFMAN, TODD STORDAHL, THE OFFICIALS, PRESIDENT OF THE WASHINGTON OFFICIALS ASSOCIATION.
AND THEY'VE ALL BEEN TRYING TO GRAPPLE WITH HOW DO WE CREATE A BETTER AND MORE INCLUSIVE CULTURE FOR ATHLETICS.
THEY BEGIN TO SHARE THE WORK THAT THEY'VE BEEN DOING AS A DEPARTMENT AROUND EQUITY WORK, AROUND REPORTING PROCEDURES, TRAINING PROCEDURES, ALL OF THOSE THINGS.
AND THE PEOPLE ON THIS, THIS SLIDE HAVE ALL BEEN PRESENT AND CONTRIBUTING AND WANTING TO WEIGH IN ON HOW WE CAN DO THAT IN A BETTER WAY.
IT'S A GROUP WHERE WE'VE BEEN ABLE TO HOLD OURSELVES CAMDEN SCHOOL DISTRICT ACCOUNTABLE TO FOLLOWING THROUGH ON THE PROMISE.
WHEN WE SENT OUT THE REPORT AROUND THE INVESTIGATION AND SAID, HERE ARE THE THINGS THAT WE'RE GOING TO DO, THE STEPS WE'RE GOING TO TAKE.
AND THIS GROUP HAS ALREADY MET TWICE.
WE'VE HEARD WE'VE HAD SOME GOOD FEEDBACK ABOUT WHAT WE SHOULD BE DOING AND WHAT WE ARE DOING. AND IN A COUPLE OF ADDITIONAL PEOPLE, I DON'T EVEN KNOW IF SOME OF OUR STAFF HAVE SEEN HAVE KIND OF JOINED, JUMPED ON BOARD.
SO I WAS IN A REGIONAL EQUITY LEADERS MEETING AND CLARK COLLEGE REPRESENTATIVE WAS THERE. WELL, WAIT, YOU KNOW, THE COLLEGE EXPERIENCE SIMILARLY SO.
AND WHY NOT USE OUR CAMPUS TO BRING MORE OF THESE PEOPLE TOGETHER AND USE FOR TRAINING AND RESOURCES AND THAT KIND OF THING? SO JUST CONTINUING TO BUILD OUR CAPACITY AS A PARTNER IN THIS REGION TO SERVE OUR COMMUNITY BETTER SO THAT LIKE THOSE ELEMENTARY STUDENTS, I THINK THEY'RE SHOWING US HOW TO DO THIS WORK.
I THINK THEY'VE SET THE STAGE IN THE EXAMPLE FOR FOR WHAT CAN BE DONE AND WHAT IS POSSIBLE. AND THIS IS JUST A REMINDER FROM OUR POLICY AND OUR BOARD RESOLUTION.
YOU KNOW, AGAIN, YOU LEADING US AS LEADERS IN OUR SYSTEM AROUND THIS WORK AND HELPING HOLD US ACCOUNTABLE TO SEEING AND SERVING EACH STUDENT.
AND OUR GOAL IN OUR EQUITY POLICY STATES THAT ULTIMATELY OUR GOAL IS EQUITY.
[02:25:02]
AND WE WILL KNOW THAT WE HAVE MET THAT GOAL WHEN THE FACTORS THAT PREDICT ANY STUDENT SUCCESS OR OPPORTUNITY ARE NO LONGER CORRELATED WITH ANY GROUP IDENTITY.AND WE SAID AND IT'S IMPORTANT THAT WE SAY INCLUDED, BUT NOT LIMITED TO BECAUSE AS WE LEARN MORE, WE WILL DO MORE AND WE WILL BE MORE INCLUSIVE AND MORE EXPANSIVE IN THAT DEFINITION. AND AGAIN, YOU HAVE MADE A RESOLUTION THAT YOU WANT IT TO HAVE A BIT OF A QUARTERLY REVIEW. SO THE FRAMING OF THIS, WE'VE STARTED WITH ABOUT A QUARTER OF OUR SCHOOLS AND WE'LL CONTINUE TO HAVE THAT CONVERSATION.
THE FRAME SAID, OKAY, YOU CAN HAVE ABOUT 10 MINUTES.
OKAY. AND BUT BUT I TOLD THEM TO BE FAIR.
I SAID IT MAY TAKE LONGER AND I WANT YOU TO GET YOUR STORY OUT.
AND YOU CAN SEE THEY WERE SPILLING BECAUSE IT'S LIKE WE'RE DOING ALL THIS AND WE'RE DOING ALL THIS BECAUSE IT'S BECOME MORE AND MORE THE FABRIC OF HOW THEY DO BUSINESS.
AND SO IT'S ALMOST IMPOSSIBLE.
IT'S LIKE PICKING CHILDREN, LIKE WHO DO I BRING FORWARD AND SAY, YOU KNOW, IS IS IMPORTANT WHEN IT'S IT ALL FEELS IMPORTANT BECAUSE EVERYONE'S CONTRIBUTING TO IT.
EVERYONE'S DOING A GOOD JOB WITH IT AND THEY WANT TO MAKE SURE THAT IS ACKNOWLEDGED AND RECOGNIZED. AND WE AND, YOU KNOW, WE THOUGHT A WORKSHOP WOULD PROVIDE US THAT TIMING AND FLEXIBILITY. SO THANK YOU FOR THAT.
AND THEN THEY WERE ASKED TWO QUESTIONS.
AND AND I KNOW YOU'VE SEEN THEM AHEAD OF TIME, BUT YOU KNOW, WHAT HAS BEEN THE IMPACT OF EQUITY ON STUDENTS, STAFF AND FAMILIES? AND, YOU KNOW, WHAT DOES IT LOOK LIKE IN YOUR BUILDING? AND YOU'VE HEARD A BIT OF THAT TONIGHT AND SO POLICY INTO PRACTICE SO THESE ARE IN OUR EQUITY. PROCEDURE THAT YOU ADOPTED IN 2018, I BELIEVE IT WAS.
AND AND WE TALKED ABOUT FAMILY AND STUDENT ENGAGEMENT, WHICH WE IT CONTINUES TO BE A BIT OF A CHALLENGE FOR US, LIKE HOW DO WE DO THIS IN A MEANINGFUL WAY THAT WILL SUPPORT THE WORK THAT WE'VE NAMED AS OUR GOAL? LEADERSHIP, TEACHING AND LEARNING, PROFESSIONAL DEVELOPMENT.
AND SO A COUPLE OF YEARS AGO, WE STARTED THE DRAFT OF OUR STRATEGIC EQUITY PLAN AND HAVE BEEN PRETTY MUCH OPERATING WITH THESE FOUR BULLETS AS A BIT OF A GUIDE FOR US IN TERMS OF BUILDING SYSTEMS AND STRUCTURES, OUR CURRICULUM, PROFESSIONAL LEARNING AND HIRING AND RETAINING A DIVERSE WORKFORCE.
SO HERE ARE THOSE PARTICULAR AREAS THAT I JUST NAMED, AND THE FIRST ONE IS STRUCTURES AND SYSTEMS. SO YOU HEARD THEM TALKING ABOUT UNIVERSAL DESIGN FOR LEARNING AND MULTIPLE MULTI-TIERED SYSTEMS OF SUPPORT, LIKE TRYING TO ENSURE THAT WE HAVE OUR RESOURCES ORGANIZED IN WAYS THAT WILL SUPPORT STUDENTS NEEDS.
SO ONCE WE KNOW WHAT OUR STUDENTS NEED, HOW DO WE ORGANIZE OUR RESOURCES AND OUR STAFF IN A WAY THAT MEETS THOSE NEEDS? SO AND YOU SEE THAT MENTIONED HERE, AND I'LL TRY TO PAUSE WHENEVER I ASK STAFF TO INTERRUPT ME IF THEY WANTED TO ADD SOME SOME THINGS.
AGAIN, THIS IS COLLABORATIVE WORK THAT HAS BEEN DONE WITH MULTIPLE PEOPLE AT MULTIPLE LEVELS. PROFESSIONAL LEARNING HAS BEEN A BIG FOCUS.
SO THIS IS WHERE I'LL SPEND A LITTLE BIT, PROBABLY MORE TIME THAN ON THE OTHER BULLETS IS. WE WANT IT TO CREATE A SYSTEM WIDE CONSISTENCY.
AS YOU HEARD SOME OF OUR STAFF ALLUDING TO EARLIER THIS EVENING THAT THEY'VE HAD THE SIMILAR EXPERIENCE OF MODULE ONE AND MODULE TWO AND GETTING FAMILIAR WITH OUR LANGUAGE IN TERMS HOW WE TALK ABOUT STUDENTS AND DISCOURSE ONE AND DISCOURSE TO THAT KIND OF THING, USING DATA AND ASSESSMENTS AND ALL OF THOSE THINGS.
HOW DO WE GET THEM TRAINED IN DOING THAT WORK? SO OUR PROFESSIONAL LEARNING IN ACTION IS IMPORTANT.
ANOTHER PIECE IS HIRING AND RETAINING A DIVERSE WORKFORCE, AND MARILYN WILL COME AND TELL US A LITTLE BIT ABOUT THAT.
AND THEN BEFORE SHE COMES, I HAVE THIS MODULE UPDATE HERE.
SO FOR THE FIRST TIME, WE HAD EVERY SINGLE STAFF MEMBER REQUIRED TO COMPLETE MODULE ONE AND MODULE TWO. SO WE'VE BEEN DOING THE, THE LABOR OF AS WE GET NEW HIRES.
SO YOU'LL SEE SOME OF THESE GAPS ARE WIDER.
WE HAVE 4% OF STAFF WHO HAVEN'T COMPLETED, SO 38 OUT OF ALMOST 1000 STAFF HAVE NOT COMPLETED MODULE ONE.
I THINK THAT'S PRETTY DARN GOOD.
AND THAT COULD BE MOSTLY, YOU KNOW, SOME OF THE LATEST HIRES AND THAT KIND OF THING.
WE'VE BEEN HOSTING, I THINK I'VE HOSTED OVER SEVEN TRAININGS TO HELP ASSIST THE GROUPS THAT MISSED OUR FIRST ROUND OF MODULE ONE.
SCHOOLS HAVE CREATED MAKEUP TRAININGS.
I MEAN, SO THIS HAS BEEN A COLLECTIVE EFFORT, BUT I'M HERE TO TELL YOU WE WOULDN'T BE WHERE WE ARE WITHOUT SHAUNA ROOS, WHO HAS JUST BEEN PHENOMENAL AT TRACKING DOWN AND
[02:30:05]
COMMUNICATING AND ENSURING THAT PEOPLE DID THE WORK OF COMPLETING MODULES.BECAUSE WE BELIEVE IT IS IMPORTANT EVERY PERSON SECRETARY, BUS, DRIVER, TEACHER, PRINCIPAL, EVERYONE NEEDS TO HAVE AT LEAST THIS COMMON FOUNDATION OF WORK.
WE AND WE SHARED SOME OF THIS PREVIOUS BUT THIS IS UPDATED SINCE WE'VE HAD SEVERAL TRAININGS TO CATCH STAFF UP AND THAT KIND OF THING.
BUT JUST, YOU KNOW, WE TALK ABOUT THE FAVORABLE RESPONSES AND SO YOU'LL SEE GREEN AND PURPLE OR YOU AGREE AND STRONGLY DISAGREE IN TERMS OF RESPONSE.
YES. AGREE AND STRONGLY AGREE.
AND SO YOU'LL SEE THE MAJORITY ON BOTH OF THESE SLIDES.
PEOPLE LEAN IN THAT AREA AND THEY GAVE US REALLY CONCRETE, CRITICAL FEEDBACK FOR AREAS TO IMPROVE. SOMETIMES IT WAS, OKAY, THOSE VIDEOS ARE ALL CLEAN THAT UP.
YOU KNOW, LET'S UPDATE SOME OF THAT DATA SO THAT WE CAN SEE REAL TIME HOW THESE THINGS ARE IMPACTING US. AND AS WE KNOW, SOME OF THAT WAS IMPACTED BY COVID.
WE HAD NO STANDARDIZED TESTING FOR, YOU KNOW, 2020, FOR EXAMPLE.
SO WE SEE SIMILAR FEEDBACK FROM STAFF ON THE MODULE AND AGAIN, THINGS THAT THEY APPRECIATED AND THINGS THAT, YOU KNOW, ARE AREAS FOR GROWTH IN TERMS OF HOW WE WORK WITH STAFF. AND THE CURRICULUM PIECE WE HAVE.
YOU HEARD THE STAFF WHO PRESENTED EARLIER THAT WE ARE WORKING WITH HAVING OUR TEACHERS WALK THROUGH CULTURALLY RESPONSIVE EDUCATION AS ONE OF THE BOOK STUDY PIECES ON HOW TO DESIGN LESSONS THAT ARE CULTURALLY RESPONSIVE.
SO IT STARTED OFF SMALL IN DIFFERENT POCKETS WITH OUR GROUPS THAT STARTED IN THE SPRING WITH DR. STONEBRIDGE IN MARCH.
IN APRIL, I BELIEVE WHEN WE HAVE OUR EQUITY TEAMS COME TOGETHER, WE'RE GOING TO CONTINUE OUR BOOK STUDY ON CULTURALLY RESPONSIVE EDUCATION.
BUT AS FAR AS CURRICULUM GOES, WE HAVE THE.
INSTRUCTIONAL MATERIALS COMMITTEE I WAS LOOKING AT.
I'M LIKE, I'M DRAWING A BLANK ON THE NAME OF THE COMMITTEE.
DO YOU WANT TO SAY ANYTHING ABOUT INSTRUCTIONAL MATERIALS AND WHAT YOU'RE TRYING TO? EXCELLENT. AND SO I'LL TURN IT OVER TO MARYLAND, WHO HAS SOME SOME MATH FOR US.
THINGS THAT WE'VE DONE IS CHANGED OUR STATEMENT ON OUR ALL OF OUR POSTINGS THAT WE CHANGED IT WHEN I FIRST CAME INTO THE OFFICE TO BE MORE INCLUSIVE IN RECRUITING AND THEN WE FOUND ANOTHER I'M NOT SURE WHO SENT THAT TO US, BUT ANOTHER DISTRICT'S POSTING THAT SAID, HEY, LOOK, EVEN IF YOU DON'T FEEL YOU MEET THE QUALIFICATIONS, PLEASE CONSIDER APPLYING BECAUSE WE'RE LOOKING FOR THE VERY BEST PERSON.
AND SO WE'RE HOPING THAT THAT WILL INCREASE THE NUMBER OF APPLICANTS THAT WE GET, EVEN IF THEY DON'T MEET ALL OF THE QUALIFICATIONS BECAUSE WE'RE SERIOUSLY LOOKING TO EXPAND OUR DIVERSITY. SO WE DID SOME QUICK MATH RIGHT AT THE BEGINNING OF THIS MEETING.
AND, I MEAN, I'M PLEASED TO REPORT THAT OUR DIVERSITY HAS INCREASED.
ACROSS THE BOARD, EXCEPT FOR OUR WHITE POPULATION HAS DECREASED, WHICH THAT'S KIND OF KIND OF WHAT WE WERE SORT OF HOPING FOR WAS TO INCREASE OUR DIVERSE CANDIDATES.
AND SO OVER THE LAST THREE YEARS, OUR ASIAN TEACHERS OR STAFF MEMBERS, BECAUSE IT'S ALL STAFF ACROSS THE BOARD, INCLUDING SUBSTITUTES, HAS DOUBLED, 100% INCREASE.
OUR AFRICAN-AMERICAN POPULATION HAS INCREASED 14%.
OUR HISPANIC POPULATION HAS INCREASED, 56% ARE AMERICAN AND AMERICAN INDIAN AND ALASKA NATIVES HAS STAYED STABLE.
[02:35:03]
PEOPLE WHO ARE MORE THAN ONE THAT HAS INCREASED 38%.AND THEN OUR NATIVE AMERICAN PACIFIC ISLANDER POPULATION INCREASED.
42%, STARTED WITH A VERY LOW NUMBER, AND IT'S STILL A VERY LOW NUMBER, BUT IT'S STILL INCREASING. AND THEN OUR WHITE POPULATION, LIKE I SAID, WENT DOWN 3%.
SO THEN WE ONLY HAD IN 1920, WE ONLY HAD SEVEN PEOPLE THAT WOULD NOT PROVIDE THEIR DATA. AND NOW WE HAVE NINE PEOPLE.
RIGHT. WE HAVE MADE SOME PROGRESS.
BUT I WOULD ECHO WHAT SOME OF OUR PARENTS HAVE SAID TO US, AND THAT'S WE'RE NOT WE'RE NOT MOVING FAST ENOUGH.
SO IT REMAINS A PROBLEM THAT RESISTS SOLVING, FRANKLY.
YOU KNOW, I AM TALKING TO RECRUITING FAIRS AND THINGS LIKE THAT.
WE ASK FOR OUR ETHNICITY REPORT TO BE SENT TO OUR HIRING OFFICIALS ONCE A POSITION CLOSES SO THEY CAN LOOK AND SEE.
WE HAVE SEVERAL PRINCIPALS WHO REALLY SEEK DIVERSE CANDIDATES.
I JUST I DON'T KNOW WHAT ELSE TO SAY.
I'M A LITTLE. I FEEL BAD BECAUSE IT'S NOT GOING OUR OUR OUR DIVERSITY IS AN INCREASING NEARLY AS QUICKLY AS OUR STUDENT DIVERSITY IS INCREASING.
YOU KNOW, I'D LIKE TO SEE I'D LIKE TO BE ABLE TO KEEP PACE WITH THAT.
WHAT QUESTIONS MAY I ANSWER? OKAY. I GUESS. I GUESS I WOULD JUST I DON'T KNOW IF YOU KNOW THIS, BUT THAT ALSO TENDS TO BE A THAT'S NOT A CAMAS PROBLEM, RIGHT.
IN TERMS OF RECRUITING A DIVERSE WORKFORCE, THAT'S A STATEWIDE EVEN EVEN EVEN NATIONWIDE KIND OF THING, TOO.
WELL, COREY, YOU KNOW, WE'RE COMPETITIVE IN ALL THINGS, ALL THINGS.
SO I WANTED TO POINT OUT, THIS IS OUR PLAN FOR THE 2526 SCHOOL YEAR, ESTABLISHING EXIT INTERVIEWS FOR STAFF OF COLOR, LEAVING OUR DISTRICT.
AND SO THAT'S WE'LL START THAT NOW.
THERE'S NO REASON TO WAIT ON THAT AND THEN RECRUITING FROM DIVERSE AREAS OF THE COUNTRY.
IN OUR CASE, YOU KNOW, WE'RE NOT REALLY TRAVELING ACROSS THE COUNTRY, BUT THERE'S A TACOMA CAREER FAIR THAT WE'RE TAKING A LOOK AT.
AND THEN THIS MENTOR PROGRAM, THIS IS SOMETHING I THINK WE TALKED ABOUT AFFINITY GROUPS AND THINGS LIKE THAT.
SO THAT'S SOMETHING THAT WE STILL NEED TO WORK ON.
I HAVE A QUICK QUESTION, MARILYN.
DO WE DO WE SURVEY OUR STAFF? MY QUESTION HAS TO DO WITH DO WE HAVE A WELCOMING COMMUNITY THAT ATTRACTS.
WHEN WE WHEN WE HIRE PEOPLE, DO THEY FEEL WELCOME OR ARE THEY COMFORTABLE? I KNOW YOU'LL GET THAT WITH THE EXIT INTERVIEWS, BUT ARE WE DOING THAT NOW TO SEE IF THERE'S ANYTHING WE NEED TO ADDRESS? YOU KNOW, WE DO THAT ON PAPER.
AND I WILL TELL YOU THAT THIS YEAR WE'VE HAD SUCH A SIGNIFICANTLY HIGH HIRING PROCESS BECAUSE OF ALL THE TEMPORARY PEOPLE WE'VE BEEN HIRING, THAT OUR ONBOARDING PROCESS HAS HAS DECLINED THIS YEAR.
WE JUST DON'T HAVE TIME TO DO THAT.
SO WE'VE BEEN TALKING ABOUT THAT AT THE CABINET LEVEL AND ALL MY TEAM TRYING TO BOLSTER THAT. OUR NEW RECEPTIONIST, ALEXIS GALLEGOS, I'M NOT SURE IF YOU'VE MET HER.
AND LIKE LIKE MORE LIKE A WHAT'S THE MEDS? THAT'S MORE LIKE WHAT ALEXIS IS BECAUSE SHE IS A FORCE TO BE RECKONED WITH.
AND SO SHE'S REALLY LOOKING AT OUR PROCESSES AND REVAMPING THOSE PROCESSES AND HAVE, YOU KNOW, CREATING A WORKSPACE IN THE BACK TO HELP ONBOARD OUR STAFF MEMBERS BECAUSE WE JUST WERE STRUGGLING TO FIND TIME TO DO THAT.
THAT'S SOMETHING THAT WE CAN DO BETTER AT.
THANK YOU. AND LISA, I DON'T KNOW.
I CAN'T REMEMBER IF THE PANORAMA SURVEY FOR STAFF.
IS DO WE HAVE THE DEMOGRAPHIC INFORMATION FOR STAFF WHEN WE BREAK DOWN THEIR RESPONSES ABOUT.
OKAY. A COUPLE QUICK SLIDES HERE.
SO ON THE HORIZON, AS YOU KNOW, AND I THINK A COUPLE OF YOU POINTED OUT, WE'RE A LITTLE BIT AHEAD OF THIS AS A DISTRICT, SB 5044 THAT TALKS ABOUT HAVING OUR CERTIFIED STAFF TRAIN. SO TRAINING TEACHERS, THE 2122 SCHOOL YEAR.
EVERY SCHOOL BOARD MEMBER AND THEN EACH AND EVERY STAFF MEMBER AFTER THAT.
AND SO WE HAVE WE ARE WELL DOWN THE ROAD IN TERMS OF OUR STAFF RECEIVING CSD, WHICH IS WHO CAN TELL ME WHAT THOSE LETTERS STAND FOR.
I JUST. I WAS LOOKING AT ERICA'S FACE, AND SHE WAS LIKE, OH, NO, I KNOW.
AND IT WAS THE FIRST TIME I HAD SEEN ALL OF THOSE LETTERS PUT TOGETHER MYSELF.
SO IT WAS LIKE, OKAY, SO BUT WE DEFINITELY HAVE MADE SOME MOVEMENT AND GAINS IN THAT IN THAT AREA.
[02:40:01]
IT'S IMPACTED TRAINING REQUIREMENTS, AS I JUST INDICATED, AND ALSO CERTIFICATION REQUIREMENTS. SO IN TERMS OF CERTIFICATES AND EARNING YOUR TEACHING CREDENTIAL AND RENEWING YOUR LICENSES AND ALL OF THOSE THINGS, IT'S JUST IMPORTANT TO CONTINUE TO PAY ATTENTION TO SERVING OUR STAFF SO THAT THEY CAN MEET THOSE REQUIREMENTS.AND THEN AS FAR AS TRAINING AS WE MOVE FORWARD, YOU'VE HEARD WE'VE HAD STAFF REQUESTS AND STUDENT REQUESTS ON CONTINUING TO TEACH PRACTICES, TO CONTINUE TO FOCUS ON TEACHING PRACTICES.
SO HOW TEACHERS ARE TEACHING IN THE CLASSROOM WITH CULTURALLY RESPONSIVE STRATEGIES AS WELL AS SOME OF THAT UP STANDARD CONVERSATION WORK, RIGHT? THOSE CONVERSATION TOOLS LIKE IT GETS STICKY.
HOW DO WE ADDRESS THIS? YOU KNOW, WHAT ARE SOME CENTERED SENTENCE FRAMES AND THINGS THAT WE CAN USE TO CONTINUE TO, YOU KNOW, BRING US BACK TO COMMUNITY? AND SO WE'LL BE EMBEDDING THOSE IN OUR UPCOMING TRAININGS AS WE SUPPORT STAFF BECAUSE I LOVE THIS.
WHAT DO WE WANT? WE WANT ALL OF OUR STUDENTS TO BE EXPERT LEARNERS WHO ARE PURPOSEFUL, MOTIVATED, RESOURCEFUL AND KNOWLEDGEABLE, STRATEGIC AND GOAL ORIENTED.
AND THEY HAVE ALL OF THESE ICONS THAT JUST KIND OF ELABORATE ON THE THINGS THAT WE WANT OUR STUDENTS TO EXPERIENCE AND BE ABLE TO DO.
AND FINALLY, WE JUST WANT CAMAS TO BE A PLACE WHERE, AGAIN, OUR GOAL, OUR ACCOUNTABILITY STATEMENT, THE STUDENT SUCCESS OR OPPORTUNITY IS NO LONGER CORRELATED WITH THEIR IDENTITY IN ANY FORM, AND WHERE EVERY STUDENT EXPERIENCES UNRELENTING BELIEF AND A DEEP SENSE OF BELONGING AS WE REMOVE BARRIERS AND BROADCAST THEIR VOICES. OKAY.
THAT ENDS OUR PRESENTATION TONIGHT.
WHAT QUESTIONS MAY I ANSWER FOR YOU? YOU KNOW, IT'S NOT REALLY A QUESTION, BUT MORE OF A COMMENT AND FEEL FREE TO ADD ON TO IT IF YOU WANT TO. I THINK THAT SOMETIMES AMONG AMONG SOME PEOPLE WHO MAY NOT FOLLOW THIS WORK LIKE WE'RE DOING, THEY SEE EQUITY AS BEING ALMOST PUNITIVE OR THAT WE'RE TAKING AWAY. AND, YOU KNOW, THAT THERE'S SOME SORT OF LIKE A FINITE AMOUNT OF RESOURCE OR ATTENTION THAT WE CAN THAT WE CAN GIVE.
AND I THINK THAT SO MUCH OF WHAT WE SAW TONIGHT ABOUT WELCOMING PEOPLE IN AND ABOUT CELEBRATING DIFFERENCES AND ABOUT JUST THE POSITIVE LEARNING ENVIRONMENT THAT IT CREATES, THAT THAT'S REALLY AT THE HEART OF WHAT WE'RE DOING HERE.
AND I THINK THERE'S THERE'S THERE'S MISCONCEPTIONS OUT THERE ABOUT, YOU KNOW, HOW MANY YOU KNOW, HOW MANY TEACHERS OR STAFF MEMBERS HAVE YOU FIRED FOR BEING RACIST OR SOMETHING LIKE THAT? THAT'S THAT'S NOT WHAT THIS IS ABOUT.
YEAH. WE ARE ALL ON A LEARNING JOURNEY.
YEAH, RIGHT. WE HAVE ALL BEEN BORN WITH BIASES AND THINGS, AND WE'RE WE'RE ALL WORKING ON REMEDYING REMEDYING THAT IN OUR PRACTICES.
AND YOU SEE THE BEGINNING, THE EARLY INDICATORS OF THAT HAPPENING WITH THE STORIES SHARED THIS EVENING.
THE THAT SOCIAL EMOTIONAL LEARNING AND OUR EQUITY WORK ARE SO CLOSELY TIED THAT AND WE'VE HEARD HOW IMPORTANT SOCIAL EMOTIONAL LEARNING IS FOR OUR KIDS, ESPECIALLY NOW COMING OUT OF THE PANDEMIC THAT THIS I MEAN, WE TALKED ABOUT JOY AND KINDNESS AND INCLUSION AND WELCOMING.
I MEAN. THAT'S EXACTLY WHAT OUR KIDS NEED RIGHT NOW.
AND SO. KUDOS TO ALL THE WORK THAT'S BEING DONE AND ALL THE I MEAN, WE TALKED ABOUT I TALKED ABOUT ABOUT HOW ARE WE BRINGING JOY IN? AND. WE ARE BY TEACHING OUR KIDS TO BE KIND AND TO HEAR EACH OTHER AND SEE EACH OTHER.
AND I DON'T KNOW HOW YOU CAN PULL THOSE APART.
I HAD THE PLEASURE OF ATTENDING A CAMAS HIGH SCHOOL BSU MEETING AND THERE THERE PLAYING GAMES. AND DID YOU KNOW FACTS AND JUST I MEAN, I THINK IT'S JUST REALLY INSERTING OURSELVES INTO THE CULTURE SO WE CAN KIND OF DISRUPT THE MISINFORMATION THAT'S HAPPENING.
IT'S HARD. I'M NOT GOING TO LIE.
WE'VE STILL GOT WORK TO DO AND THERE'S UGLY THINGS HAPPENING, BUT THERE'S DEFINITELY SOME POCKETS OF EXCELLENCE THAT WE CAN BROADCAST.
AND THEN I'LL LET YOU TALK. I JUST I JUST APPRECIATE THAT THERE'S THAT THE BUILDINGS
[02:45:01]
HAVE THEY HAVE MEASURABLE GOALS TO AND I AND I KNOW AS A BOARD MEMBER, I'D LIKE TO CONTINUE SEEING SEEING THOSE KINDS OF UPDATES LIKE HOW ARE WE DOING? AND AND TO REALLY, YOU KNOW, I MEAN, THE NARRATIVES ARE SUPER IMPORTANT.THE STUDENT VOICE IS SUPER IMPORTANT TO.
BUT JUST THINKING ABOUT HOW WE CAN, I GUESS, KIND OF QUANTIFY THAT A LITTLE BIT.
I WANT TO ADD TO THAT BECAUSE THAT'S EXACTLY WHAT I WANTED TO TALK ABOUT.
I LOVE THAT LIKE AND I THINK IN TERMS OF SOMEBODY SAID KPIS, I THINK OF, OKAY, WAS YOUR OUTCOME, YOUR RESULTS OR YOUR ACTIONS? AND AND SO THANK YOU FOR KEEPING FEET TO THE FIRE WITH COMING AND AND HAVING A QUARTER REPORT OR EVERY FOUR MONTHS REPORT.
AND THIS IS SO IMPORTANT AND WE WANT TO KEEP HEARING IT.
AND THANK YOU ALL FOR TAKING THE TIME TO TO GATHER YOUR INFORMATION.
IT TAKES A LOT OF WORK TO GATHER IT, TO PUT IT TOGETHER AND TO PRESENT IT AND STAY HERE WHILE WE BLAB OUR MOUTHS FOR A LITTLE BIT LONGER.
SO THANK YOU. BECAUSE IT'S APPRECIATED BECAUSE WE AREN'T IN THE SCHOOLS.
SO JUST THANK YOU FOR SHARING THAT IT'S HAPPENING AND HOW IT'S HAPPENING AND HOW IT LOOKS SO DIFFERENT YET SO SIMILAR AT EVERY BUILDING.
SO THANK YOU FOR ALL THE WORK.
SO APPRECIATIVE AND WHAT'S NEXT AND WHO AND WHEN DO YOU KNOW? I IT'S JUST I'M AS THRILLED AS IF I WERE IN ONE OF GARY MUELLER'S STAFF MEETINGS OR HIS MATH CLASS. ALL RIGHT.
FANTASTIC. AND IN TERMS OF SOME OF THE EQUITY KPIS, YOU HAVE A ONE PAGER THAT HAS SOME OF THAT OUTLINED.
I THINK WE COULD DO A BETTER JOB IN TERMS OF JUST CAPTURING IT FROM EACH SCHOOL.
YOU KNOW, IT'S KIND OF TIED TO THEIR POP TOURS.
WE'VE TRIED TO WEAVE THOSE THINGS TOGETHER, BUT I BELIEVE WE COULD BE MORE EXPLICIT CALLING SOME OF THIS OUT AND MAKING THAT MORE MORE CLEAR.
SO THAT'S GOOD FEEDBACK FOR US TO TAKE BACK.
CAN I JUST GIVE ONE MORE KUDO OF THANK YOU TO OUR BUILDINGS AND STAFF FOR MAKING SPACE FOR STUDENTS? AND FOR STAFF GROUPS TO COME TOGETHER.
I REALLY APPRECIATE THAT FOR THEM AND THEY APPRECIATE IT TO.
OUR STUDENTS HAVE REACHED OUT AND THEY WORRY ABOUT IT AND THEY THEY APPRECIATE THAT SCHOOLS ARE MAKING SPACE FOR THEM AND THEIR VOICE.
ONE LAST I THINK YOU POINTED OUT ANOTHER STAFF MEMBER NOT TOOTING THEIR OWN HORN.
WILLIAMS WILL NOT TOOT HER OWN HORN.
BUT WHEN SHE KEPT SAYING WE WHEN SHE KEPT TALKING ABOUT THE ATHLETICS AND DUBYA.
SHE IS LEADING THIS WORK AND BRINGING MULTIPLE ORGANIZATIONS TOGETHER.
AND THAT IS NOT AN EASY THING.
AND SO THAT IS THAT IS YOUR WORK THAT YOU ARE LEADING.
AND SO I WANT TO RECOGNIZE WHAT A BIG DEAL THAT IS TO TO BRING THAT BIG OF AN ORGANIZATION WITH THE REFFING ASSOCIATION WITH REGIONAL PARTNERS.
AND THIS IS SOMETHING WE'LL CONTINUE TO DO.
AND SO WHEN YOU SAY WE, YOU'RE BEING KIND.
THANK YOU. AND AGAIN, IT TRULY IS IN COLLABORATION, ESPECIALLY WITH MY EVERGREEN PARTNERS AND MY VANCOUVER PARTNER.
YOU KNOW, CLARISSA AND JANELLE, I'D LIKE TO CALL THEM OUT, TOO, BUT IT TAKES A VILLAGE LIKE THAT. SAYING IS NOT RHETORIC, IT IS EXACTLY WHAT IT TAKES.
AND WE'RE ALL TRYING TO FIGURE THIS OUT.
AND YOU HAVE ALL THESE PEOPLE FROM THESE ORGANIZATIONS THAT HAVE BEEN AROUND FOR YEARS TRYING TO DO THIS WORK FOR YEARS, AND WE'RE ALL IN A ROOM GOING, OKAY, NOW WHAT'S NEXT? AND IT'S THAT COMMITMENT THAT'S GOING TO HELP US MOVE THE DIAL IN THIS REGION.
SO THANK YOU FOR THE OPPORTUNITY, LETTING ME GET OUT THERE AND HELP DO THAT WORK.
I THINK WHAT I WILL DO IS TABLE THIS SINCE WE HAVE THREE HERE AND WE WOULD RATHER HAVE ALL FIVE.
WE WERE GOING TO GO OVER SOME OF THE SELF ASSESSMENT, BUT WE'LL TABLE THAT BECAUSE WE CAN DO THAT A DIFFERENT WAY AS WELL.
SO THAT WRAPS UP THE BOARD WORKSHOP FOR,
WHAT, MARCH 14TH, 2022?
* This transcript was compiled from uncorrected Closed Captioning.