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- We need a lot of time to look at specific standards from the previous grade level so we can plan accordingly for Accelerated Learning
- Need time in content level teams to create diagnostic tests that are specific to unfinished learning gaps

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Use feedback from previous observations encouraging inspiring and interesting quotes posted around the building that are culturally relevant

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OG gives students the time, space, and resources to  how to communicate what they’ve seen/heard

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OG gives students the time, space, and resources to  how to communicate what they’ve seen/heard

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Create common practice and language around racism and equity so difficult conversations and feedback can happen informally and formally. Staff realize that we're all working toward the same goal.

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Highlight people of color experiencing joy, not just oppression in our curriculum

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Make sure we have more voices at the table, people heard and listened to and their ideas implemented.

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Identity Work/ Education about the Community / RELATIONSHIPS

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Identity Work/ Education about the Community / RELATIONSHIPS

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People need to do work within themselves - everyone needs to be committed - a WILLINGNESS to do the hard work

Examine your own thinking/ privilege → impacts how you interact with students

Need more education about the history of education/race in Boston

History of our specific OG building (designed by the community)

Orchard Park

Speakers from the community

Past Practice: Scavenger Hunt in Roxbury

RELATIONSHIPS with students AND their families

Not checking off a box

Need to build authentic relationships with families

Each family has a trusted point person - intimate relationship

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What does an anti-racist culture at Orchard Gardens look, sound and feel like? 

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What does an anti-racist culture at Orchard Gardens look, sound and feel like? 

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Take stock and inventory of our practices and systems. We currently do not have an anti-racist school. The aversion to these conversations must come to a quick end. We need to evaluate the micro level practices that make us complicit is not being ant-racist. This work starts with examining our own self.

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How will we measure short and long-term success with regards to moving our school toward becoming an anti-racist institution? How do we ensure that adults don't opt-out of that hard work?

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Healthy dialogue with students to help build their identity and understanding of diversity
safe space with one another

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It is much harder to have difficult conversations with and call out colleagues that you have not built a relationship of trust with. Our community building as a staff needs to improve K-8 if we are going to tackle anti-racism together.

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We spoke about taking this visioning work and making sure that there are concrete plans to implement changes in our school community that stretch beyond the first few weeks, or months, of the new school year. Something that has been consistently missing at OG is a clear trajectory of where we are going (in relation to our various goals) and specifically how we plan to get there. What is each stakeholder's responsibility in moving our school toward our goals?

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Creative Solutions for Regular and Open Communication with Staff

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Creative Solutions for Regular and Open Communication with Staff

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PD times are short - how can we find ways to be creative as a staff to find ways to openly communicate with all staff members and make sure priorities are shared AND all voices are heard? Using technology to continue to engage staff regularly.

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How can I have honest conversations when I only know 10% of my coworkers names?  What does it message to kids when I don't know who they're referring to?

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We spoke about building authentic relationships between adults and youth as well as among adults. Creating an environment that welcomes ideas and perspectives.

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To maximize the success of our students, OG promotes difficult conversations. To alleviate hesitation with having difficult conversations, we may use strategies such as preparing beforehand and practicing. We communicate to our colleagues that we welcome feedback/ what type of feedbacks most helpful.

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To maximize the success of our students, OG promotes difficult conversations. To alleviate hesitation with having difficult conversations, we may use strategies such as preparing beforehand and practicing. We communicate to our colleagues that we welcome feedback/ what type of feedbacks most helpful.

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Build strong relationships with students to create a safe and open space for healthy dialogue.  As well as creating a staff community where feedback and holding each other accountable is welcomed and encouraged.

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Peer observations, team support to see what’s going on and know how we can grow… can we build a structure or specific opportunities for this?

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We want to center the voices of families and students- and create a school where children find joy in their learning and themselves

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Provide resources for students to express themselves, make sense of their world, ask questions, and feel safe to be themselves