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RJ to build and maintain positive classroom culture, virtually

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RJ to build and maintain positive classroom culture, virtually

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https://www.youtube.com/watch?v=OLypry6-tBU

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Restorative Practices and Community Building

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https://www.youtube.com/watch?v=VxyxywShewI

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https://drive.google.com/drive/folders/0B2uXZvKU77LwWnFtQWJpZkp6SzQ?resourcekey=0-wPlMdET9wpvndPIdlf77Yg

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https://www.sdcoe.net/students/system-of-supports/restorative-practices

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Restorative Practices - San Diego County Office of Education

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Restorative Practices - SDCOE serves our county’s most vulnerable students and supports school leaders, teachers, and students across the county.

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https://www.sdcoe.net/students/system-of-supports/restorative-practices

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Restorative Practices - San Diego County Office of Education

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Restorative Practices - SDCOE serves our county’s most vulnerable students and supports school leaders, teachers, and students across the county.

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https://www.youtube.com/watch?v=oc23H6RxWRo

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Restorative Justice in Oakland Schools_ Tier One. Community -1

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https://drive.google.com/file/d/12syWl-PO7OxYaNLwl9Zjo6uFYlmx_Ugs/view

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https://www.youtube.com/watch?v=PprgYg2FYz4

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https://www.youtube.com/watch?v=0sOt6xoyQRk

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https://www.youtube.com/watch?v=SFl6AvI8kbM&feature=youtu.be

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https://dq.cde.ca.gov/dataquest/dqCensus/DisSuspRate.aspx?cds=3768452&agglevel=District&year=2019-20&initrow=&ro=y

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Suspension Rate - Vista Unified (CA Dept of Education)

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Serves the state of California by innovating and collaborating with educators, schools, parents, and community partners

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https://www.cde.ca.gov/ta/ac/sa/index.asp

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School Accountability Report Card (SARC) (CA Dept of Education)

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California public & nonpublic, nonsectarian schools annually provide information to the community to allow public comparison of schools for student achievement, environment, resources & demographics.

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State Guidance for New Laws on Discipline

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State Guidance for New Laws on Discipline

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https://www.cde.ca.gov/nr/el/le/yr21ltr0819.asp

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Dear County and District Superintendents and Charter School Administrators:

We are writing to you today regarding the implementation of new laws regarding disciplinary practices, consistent with our shared view that all students-particularly African American students and others overrepresented in suspension statistics-deserve a school environment that fosters their social-emotional well-being and academic success.

As we now know, suspension can do more harm than good. Sending a student home from school does not address the root cause of a student's behavior; it removes students from the learning environment; and it has a disproportionate impact on African American students and students with disabilities, among other marginalized groups that are underperforming academically and overrepresented in our criminal justice system. Legislation in recent years, reflecting extensive research, has sought to minimize the use and impact of suspension. The state's new accountability system reports suspensions and incentivizes minimizing the use of punitive discipline. With this guidance, we update the field about recent legislative changes and suggest alternatives to suspension and other punitive practices. Great work is happening in this area, and we applaud your leadership in dismantling the school-to-prison pipeline through the implementation of Multi-Tiered System of Supports (MTSS), positive behavior intervention systems, implicit bias training, restorative practices, and engaging academics. Research has established that systemwide implementation of these practices will lead to improved academic outcomes and long-term postsecondary success for all students, particularly our highest-need students.

State Law and Suspension

Recent legislation was enacted to prevent students from losing learning opportunities for disciplinary reasons.

Ending Suspensions for Willful Defiance in Grades Kindergarten Through Eight: In 2013, the Legislature approved Assembly Bill 420, which prohibited suspensions on willful defiance or disruption grounds for students in grades kindergarten through three. According to data collected by the California Department of Education (CDE), suspensions for willful defiance significantly decreased upon passage of this measure. In 2019, the Legislature extended this prohibition to students in grades four through eight through Senate Bill 419 (https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200SB419). Research indicates that students of color; students with disabilities; and lesbian, gay, bisexual, transgender, queer, intersex, and asexual students are more likely to be suspended for low-level subjective offenses such as willful defiance. We support the goals of this legislation and have included the resources below to support implementation of school-wide and district-/county-wide policies to better support students facing social-emotional and academic struggles.

Homework for Students Suspended for Two or More Days: Assembly Bill 982 (https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB982), also enacted in 2019, requires local educational agencies (LEAs), including charters, to provide homework assignments to students upon the request of the parent, guardian, or student during a suspension of two or more school days.

In recent years there have been other statutory provisions designed to limit the use of suspensions and promote alternatives to suspension. These provisions aim to address the root causes of the student's behavior and to improve academic outcomes:

Minimize Suspension for Attendance Issues: California Education Code (EC) Section 48900(w)(1) states that it is the intent of the Legislature that alternatives to suspension or expulsion be imposed against a pupil who is truant, tardy, or otherwise absent from school activities.

Instead of Suspension, Support: EC Section 48900(v) provides that a superintendent of the school district or principal is encouraged to provide alternatives to suspension or expulsion, using a research-based framework with strategies that improve behavioral and academic outcomes, that are age-appropriate and designed to address and correct the pupil's specific misbehavior as specified in EC Section 48900.5.

EC Section 48900(w)(2) adds that the MTSS, which includes restorative justice practices, trauma-informed practices, social and emotional learning, and schoolwide positive behavior interventions and support, may be used to help students gain critical social and emotional skills, receive support to help transform trauma-related responses, understand the impact of their actions, and develop meaningful methods for repairing harm to the school community.

Suspension as a Last Resort: And finally, EC Section 48900.5 provides that, except for specified exceptions, suspension, including supervised suspension, shall be imposed only when other means of correction fail to bring about proper conduct, and then continues to provide an extensive list of suggested positive, non-exclusionary alternative practices. Other means of correction may include additional academic supports, to ensure, for example, that instruction is academically appropriate, culturally relevant, and engaging for students at different academic levels and with diverse backgrounds.

Replacing Suspension with Support

Collectively, we must do more to reverse the reality that our most vulnerable students are disproportionately removed from their classes. Research on student engagement, academic success, dropout, and graduation rates has shown the need to replace punitive discipline practices with targeted student supports such as those referenced in state law above. The CDE and California's System of Support are your partners in establishing and strengthening LEA and school-level networks of support. Key resources include the following:

The CDE Behavioral Intervention Strategies and Supports web page at https://www.cde.ca.gov/ls/ss/se/behaviorialintervention.asp outlines where LEAs and schools can learn about Fix School Discipline, suspension data on Dataquest and the California School Dashboard, and Restorative Justice programs. These practices and policies that many schools and districts are putting in place to address discipline issues proactively support students whose behaviors may signify a call for help.

The CDE MTSS web page at https://www.cde.ca.gov/ci/cr/ri/ provides a research-proven framework aligned to address students' academic, behavior, and social success. It brings together the Response to Instruction and Intervention and Positive Behavioral Interventions and Supports to support the whole child through a data-driven tiered approach to academic and social emotional supports. An MTSS approach can ensure instruction and interventions meet student needs, to address the reality that African American students and students with disabilities-two of the groups most often suspended-have lower literacy and math scores than other ethnic groups and students without disabilities.

There are also resources on the CDE Mental Health web page at https://www.cde.ca.gov/ls/cg/mh/index.asp, which includes strategies, resources, and training in psychological and mental health issues, including coping with tragedy, crisis intervention and prevention, school psychology, and suicide prevention.

The CDE Attendance Improvement web page at https://www.cde.ca.gov/ls/ai/ provides resources to address attendance improvement through prevention, early identification, and intervention instead of using punitive discipline.

The CDE Asset-Based Pedagogies web page at https://www.cde.ca.gov/pd/ee/assetbasedpedagogies.asp has resources on culturally relevant and sustaining pedagogies, which focus on the strengths that diverse students bring to the classroom and school community. These approaches engage all learners through curriculum that connects to students' cultural and linguistic identities. Asset-Based Pedagogy is also a key feature in California's State Literacy Plan, and aligned literacy resources are available on the California Educators Together web page at https://www.caeducatorstogether.org/groups/comprehensive-literacy-state-development-grant-resource-repository.

Addressing bias of educators is an important piece of the puzzle. In 2019-20, African American students made up 5.4 percent of public school students in California but comprised 15 percent of students who were suspended. Evidence shows that this is not because of worse behavior, but because of harsher treatment for minor offenses such as talking in class and other nonviolent behavior. LEAs are encouraged to invest in implicit bias training for their educator workforce: https://www.cde.ca.gov/nr/ne/yr20/yr20rel77.asp.

Data-Driven Continuous Improvement to Strengthen Supports

Our state's focus on equity means addressing students' holistic needs, whether they are struggling with trauma, disability, or the effects of socio-economic disadvantage. Since the passage of the Local Control Funding Formula, the state has engaged in the data-driven continuous improvement process, with actions to address student needs informed by robust stakeholder input and thorough root-cause analysis. Tackling suspensions is part of this framework, with suspension data reported in the California School Dashboard and school climate as one of the eight state priorities. Every year, school and district communities should consult their suspension data and analyze the underlying causes and adjust programming as needed to better support students, especially students of color disproportionately impacted by unneeded suspensions. Our partners at the California Collaborative for Educational Excellence (CCEE) are also resources in the System of Support. The CCEE website is available at https://ccee-ca.org/.

CDE resources include the following:

The CDE Local Control Accountability Plan web page at https://www.cde.ca.gov/re/lc/ includes references to the eight state priorities, the continuous improvement process, stakeholder engagement, and the whole child resource map.

Particularly as we grapple with the immediate and post-pandemic effects of COVID-19, students and families face unprecedented challenges that will inevitably affect students' stress levels, behaviors, and their ability to participate in school. Like suspensions, these challenges fall disproportionately on students of color and other marginalized groups. Separate and apart from the pandemic, our communities are crying out for support and education, not suspension. In this moment of extraordinary need, the most successful schools will partner with communities to better understand and support students' mental and physical health needs so they are able to engage in accelerated learning at school.

Systemic and targeted approaches can help realize our shared goals of making equity real.

If you have any questions regarding suspensions and how to minimize reliance on this disciplinary tool, please contact Dan Sackheim, Education Programs Consultant, Educational Options Office, by phone at 916-445-5595 or by email at dsackheim@cde.ca.gov.

Sincerely,

Tony Thurmond
State Superintendent of Public Instruction
California Department of Education

Linda Darling-Hammond
President
California State Board of Education

TT/LDH:ds

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State Guidance for New Laws on Discipline

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Dear County and District Superintendents and Charter School Administrators: We are writing to you today regarding the implementation of new laws regarding disciplinary practices, consistent with our shared view that all students-particularly African American students and others overrepresented in suspension statistics-deserve a school environment that fosters their social-emotional well-being and academic success.

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https://www.cde.ca.gov/ci/cr/ri/mtsscomprti2.asp

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The California Department of Education's (CDE) definition of Multi-Tiered System of Support (MTSS) provides a basis for understanding how California educators can work together to ensure equitable access and opportunity for all students to achieve the Common Core State Standards (CCSS). MTSS includes Response to Instruction and Intervention (RtI ²) as well as additional, distinct philosophies and concepts.

CDE's Definition of MTSS

In California, MTSS is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students' academic, behavioral, and social success. California has a long history of providing numerous systems of support. These include the interventions within the RtI ² processes, supports for Special Education, Title I, Title III, support services for English Learners, American-Indian students, and those in gifted and talented programs. MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students.

California's Multi-Tiered System of Support

Comparing MTSS to RtI²

CDE's RtI ² processes focus on students who are struggling and provide a vehicle for teamwork and data-based decision making to strengthen their performances before and after educational and behavioral problems increase in intensity. Please visit the CDE Web site on RtI² for further information.

MTSS Differences with RtI²

MTSS has a broader scope than does RtI ². MTSS also includes:

Focusing on aligning the entire system of initiatives, supports, and resources.

Promoting district participation in identifying and supporting systems for alignment of resources, as well as site and grade level.

Systematically addressing support for all students, including gifted and high achievers.

Enabling a paradigm shift for providing support and setting higher expectations for all students through intentional design and redesign of integrated services and supports, rather than selection of a few components of RtI and intensive interventions.

Endorsing Universal Design for Learning instructional strategies so all students have opportunities for learning through differentiated content, processes, and product.

Integrating instructional and intervention support so that systemic changes are sustainable and based on CCSS-aligned classroom instruction.

Challenging all school staff to change the way in which they have traditionally worked across all school settings.

MTSS is not designed for consideration in special education placement decisions, such as specific learning disabilities. MTSS focuses on all students in education contexts.

MTSS Similarities to RtI²

MTSS incorporates many of the same components of RtI ², such as

Supporting high-quality standards and research-based, culturally and linguistically relevant instruction with the belief that every student can learn including students of poverty, students with disabilities, English learners, and students from all ethnicities evident in the school and district cultures.

Integrating a data collection and assessment system, including universal screening, diagnostics and progress monitoring, to inform decisions appropriate for each tier of service delivery.

Relying on a problem-solving systems process and method to identify problems, develop interventions and, evaluate the effectiveness of the intervention in a multi-tiered system of service delivery.

Seeking and implementing appropriate research-based interventions for improving student learning.

Using school-wide and classroom research-based positive behavioral supports for achieving important social and learning outcomes.

Implementing a collaborative approach to analyze student data and working together in the intervention process.

Venn Diagram of MTSS and RtI²

The following figure displays similarities and differences between California's MTSS and RtI ² processes. Both rely on RtI ² 's data gathering through universal screening, data-driven decision making, problem-solving teams, and are focused on the CCSS. However, the MTSS process has a broader approach, addressing the needs of all students by aligning the entire system of initiatives, supports, and resources, and by implementing continuous improvement processes at all levels of the system.
Return to Multi-Tiered System of Support (MTSS) home page
Last Reviewed: Tuesday, February 21, 2023

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The California Department of Education's definition of Multi-Tiered System of Support and a comparison between it and Response to Instruction and Intervention.

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https://decentertheteacher.com/

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During my time as a high school teacher, I often felt disappointed in my inability to build positive relationships with my students of color set in an environment of emotional well-being. Other words that might have better described my classroom were tense, worried, or watched.

Overtime the pressure to maintain control and good discipline took a toll. I worried I spent more time monitoring behavior than teaching classroom curriculum. For many years I sought professional development. But even then, everyday continued to feel like an emotional struggle for both myself and my students.

After thinking I had tried everything, I realized there was one stone I had not turned. For so long I had studied education, teaching strategies, and organizing for social justice. But... what I realized much too late, was that I had never studied me.

This website offers materials and resources for white teachers who are ready to consider that when it comes to the challenge in building positive relationships with our students of color, we are the problem.

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Explorations in Education and Emotional Well-being DeCentertheTeacher A resource site for white teachers committed to centering the emotional well-being of their students of color. Whenever we love justice and stand on the side of justice we refuse simplistic binaries. We refuse to allow either/or thinking to cloud our judgement.

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https://latinxparenting.org/

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a bilingual organization rooted in children's rights, social and racial justice and antiracism, the individual and collective practice of nonviolence and reparenting, intergenerational and ancestral healing, cultural sustenance, and the active decolonization of oppressive practices in our families.

We offer family education and support that is culturally responsive to and for the Latinx community and its allies, trauma-informed, and centered on strengths and advocacy.

We are here to serve you, your children, their children, your parents, and the ripple of our ancestral mark on this earth.

We are thankful you are joining us on this journey.

What We Do

Workshops
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Professional
Trainings
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"Since coming to the classes I have learned the science behind the nonviolent parenting model. It has reinforced what I would like to envision for my children's future, and I continue to spread the word about the Latinx Parenting to anyone who works or comes in contact with children."

More About Leslie

View all Resources

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Latinx Parenting | Connecting with our children. Connecting with our roots

# data[].attributes.attachment_link.description
a bilingual organization rooted in children's rights, social and racial justice and antiracism, the individual and collective practice of nonviolence and reparenting, intergenerational and ancestral healing, cultural sustenance, and the active decolonization of oppressive practices in our families.

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TED Talk - Deconstructing White Fragility with Robin DiAngelo

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TED Talk - Deconstructing White Fragility with Robin DiAngelo

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https://video.search.yahoo.com/search/video?fr=w3i&p=ted+talk+robin+diangelo&guccounter=1#id=2&vid=c0ffaaaa610ef8dc6c27a3de7db71d03&action=view

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Turn Off SafeSearch

Turning SafeSearch off may result in the display of Web, Video and Image search results of a mature or sexually explicit nature. By clicking "I Accept," you certify that you are at least 18 years old and agree to the Terms of Service.

Learn more about protecting children online

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ted talk robin diangelo - Yahoo Video Search Results

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Turning SafeSearch off may result in the display of Web, Video and Image search results of a mature or sexually explicit nature. By clicking "I Accept," you certify that you are at least 18 years old and agree to the Terms of Service. Learn more about protecting children online

# data[].attributes.headline
The Intersection of White Supremacy and the Education Industrial Complex: An Analysis of #BLM and the Criminalization of People with Disabilities

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The Intersection of White Supremacy and the Education Industrial Complex: An Analysis of #BLM and the Criminalization of People with Disabilities

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https://cedar.wwu.edu/cgi/viewcontent.cgi?article=1278&context=jec

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Dismantling the White Supremacy Embedded in our Classrooms: White Faculty in Pursuit of More Equitable Educational Outcomes for Racially Minoritized Students

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Dismantling the White Supremacy Embedded in our Classrooms: White Faculty in Pursuit of More Equitable Educational Outcomes for Racially Minoritized Students

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https://files.eric.ed.gov/fulltext/EJ1135971.pdf

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Racial Justice in Education Resource Guide

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Racial Justice in Education Resource Guide

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https://neaedjustice.org/wp-content/uploads/2018/11/Racial-Justice-in-Education.pdf

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https://open.spotify.com/show/7nx8gUrA7kIyHDz4WAcF07?si=54435d3deb27481a

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https://open.spotify.com/show/28GchpWUGOisEi5BYUssDj?si=83bff881c473488a

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Listen to This Restorative Justice Life on Spotify.

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Humble Badass Educators - Allison Meier, Restorative Practices 

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Humble Badass Educators - Allison Meier, Restorative Practices 

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https://open.spotify.com/episode/1Bc3kWpgl4sWVcmPC85Zcy?si=4jAz0lUnQsqlvadCeAyWGg

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Listen to this episode from Humble Badass Educators on Spotify. My guest today is Allison Meier. Allison is a Restorative Practices Coordinator for Jefferson County Public Schools in Colorado. She has partnered with over 64 schools in the Jeffco school district to provide Restorative Practices support through trainings, facilitation strategies and systems analysis.

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AB-2598 Pupil rights: restorative justice practices

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AB-2598 Pupil rights: restorative justice practices

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https://www.nytimes.com/2020/01/23/podcasts/1619-podcast.html

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Listen to ‘1619,’ a Podcast From The New York Times (Published 2020)

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An audio series on how slavery has transformed America, connecting past and present through the oldest form of storytelling.

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https://civilrights.org/podforthecause/

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The Leadership Conference on Civil and Human Rights

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Welcome to Pod for the Cause, The Leadership Conference's new podcast!

We've joined the airwaves to help spark conversation and activism on some of the most critical issues of today. From the courts to immigration, we're seeing unprecedented attacks on the values we hold near and dear. At Pod for the Cause, we're going to tackle these issues and more. Our friends in the movement will be stopping by to have these conversations, and they promise to be real, straightforward and honest. This podcast was created for those of you wanting to effect change, who understand the importance of restoring our democracy and want to engage in deep conversation around the issues. So check out the first episode of Pod for the Cause, and subscribe below!

Ashley Allison is the executive vice president of campaigns and programs at The Leadership Conference - a coalition of more than 200 civil and human rights organizations serving as the strategic hub of the resistance. Ashley brings more than a decade of outreach, community organizing, and campaign experience to the movement, along with an expertise in crisis management, coalition building, and strategic planning. She finds inspiration through any form of dance (especially African dance) and yoga. In her dreams, she is an Olympic runner, but in real life, she's lucky to log two miles a week.

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Pod For The Cause - The Leadership Conference on Civil and Human Rights

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Welcome to Pod for the Cause, The Leadership Conference's new podcast! We've joined the airwaves to help spark conversation and activism on some of the most critical issues of today. From the courts to immigration, we're seeing unprecedented attacks on the values we hold near and dear.

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Intersectionality Matters with Kimberlé Crenshaw

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Intersectionality Matters with Kimberlé Crenshaw

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https://podcasts.apple.com/us/podcast/intersectionality-matters/id1441348908

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Intersectionality Matters! is a podcast hosted by Kimberlé Crenshaw, an American civil rights advocate and a leading scholar of critical race theory.

Intersectionality Matters! is a podcast hosted by Kimberlé Crenshaw, an American civil rights advocate and a leading scholar of critical race theory.

If I could only reply to others reviews

At _2020Unties_if that's even right but I always check out reviews to get a pulse on what a podcast is so I can listen an make my own decisions...but I haven't even heard this one yet an was blown away by the complaint that this podcast only talks on black people and black and white issues and how it's disappointing that it doesn't represent the country....welp did you see the title an the description of this podcast before you listened or made that wild statement???
Reading is fundamental...

Always informative.

I always learn a lot.

Powerfully informative

This podcast is compelling and very important. Every single episode presents a lesson on how we mitigate the disease of racism and achieve true liberation. Exceptional!

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‎Intersectionality Matters! on Apple Podcasts

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Intersectionality Matters! is a podcast hosted by Kimberlé Crenshaw, an American civil rights advocate and a leading scholar of critical race theory.

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https://open.spotify.com/show/3ohOFTxhd4f6NOWeTNIhYj?si=a649641a53f845b8

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Listen to Momentum: A Race Forward Podcast on Spotify.

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Scene on Podcast - Seeing White (Series)

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Scene on Podcast - Seeing White (Series)

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https://open.spotify.com/episode/1g0A9Vraa65KqfhpNZGNRk?si=ZhiQ8hVQQDuyNW4a6OWyvQ

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Listen to this episode from Scene on Radio on Spotify. Events of the past few years have turned a challenging spotlight on White people, and Whiteness, in the United States. An introduction to our series exploring what it means to be White. By John Biewen, with special guest Chenjerai Kumanyika.

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https://www.youtube.com/watch?v=z-azwQhBDdg

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Race, Restorative Justice and Healing with Dr. Fania Davis

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TED Talk - The Difference Between Being "Not Racist" and Antiracist

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TED Talk - The Difference Between Being "Not Racist" and Antiracist

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https://www.ted.com/talks/ibram_x_kendi_the_difference_between_being_not_racist_and_antiracist

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

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Ibram X. Kendi: The difference between being "not racist" and antiracist

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There is no such thing as being "not racist," says author and historian Ibram X. Kendi. In this vital conversation, he defines the transformative concept of antiracism to help us more clearly recognize, take responsibility for and reject prejudices in our public policies, workplaces and personal beliefs.

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TED Talk - Let's Get to the Root of Racial Injustice

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TED Talk - Let's Get to the Root of Racial Injustice

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https://www.youtube.com/watch?v=-aCn72iXO9s

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Let's get to the root of racial injustice | Megan Ming Francis | TEDxRainier

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TED Talk - The Urgency of Intersectionality

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TED Talk - The Urgency of Intersectionality

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https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality

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# data[].attributes.attachment_link.title
Kimberlé Crenshaw: The urgency of intersectionality

# data[].attributes.attachment_link.description
Now more than ever, it's important to look boldly at the reality of race and gender bias -- and understand how the two can combine to create even more harm. Kimberlé Crenshaw uses the term "intersectionality" to describe this phenomenon; as she says, if you're standing in the path of multiple forms of exclusion, you're likely to get hit by both.

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https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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TED Talk - How Studying Privilege Systems Can Strengthen Compassion

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TED Talk - How Studying Privilege Systems Can Strengthen Compassion

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https://www.youtube.com/watch?v=e-BY9UEewHw

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"How Studying Privilege Systems Can Strengthen Compassion": Peggy McIntosh at TEDxTimberlaneSchools

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TED Talk - How to overcome our biases? Walk boldly toward them.

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TED Talk - How to overcome our biases? Walk boldly toward them.

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https://www.ted.com/talks/verna_myers_how_to_overcome_our_biases_walk_boldly_toward_them#t-378036

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Vernā Myers: How to overcome our biases? Walk boldly toward them

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Our biases can be dangerous, even deadly - as we've seen in the cases of Michael Brown in Ferguson, Missouri, and Eric Garner, in Staten Island, New York. Diversity advocate Vernā Myers looks closely at some of the subconscious attitudes we hold toward out-groups. She makes a plea to all people: Acknowledge your biases.