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I participated  in many school activities and encouraged other  students to join in as well. 

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I participated  in many school activities and encouraged other  students to join in as well. 

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I saw myself in a teacher when I was in 4th grade. She had my same name, and she was supportive of my writing efforts.  This made me feel at home, valued, and seen.

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I saw myself in a teacher when I was in 4th grade. She had my same name, and she was supportive of my writing efforts.  This made me feel at home, valued, and seen.

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Teachers and staff who cared for who I was as a person. 

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Teachers and staff who cared for who I was as a person. 

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Elementary School had so many extended options for us. Musicals, choir, color guard, student council, carnivals, field day, etc....

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For me, there were a few teachers that never gave up on me, no matter how challenging I was. If it wasn't for their compassion and care, I would not be where I am at today. 

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For me, there were a few teachers that never gave up on me, no matter how challenging I was. If it wasn't for their compassion and care, I would not be where I am at today. 

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Parents and families were actively pursued / encouraged to engage and be present in our school. This helped all of us learn about families that were different from our own - and also understand how similar all families are/how invested all families are of their children.

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How do we progress monitor ensuring kids are well known?  How do we quantify this?  Hold ourselves accountable for it?

What if we held that as important as making sure kids know letter sounds?

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Building relationships are the first priority. Every family and student needs to have at least one person they feel safe reach out to. Reach out to for support but also to check in welcome say hi. Feeling comfortable is so important when we are creating a school community. Including families as partners when setting school and student goals, making budget decisions and looking at progress/data.
In addition, we have family support specialists that can offer resources and answer questions. We partner with CCS to offer social skills groups and one on one sessions. These are not the only options for support but it part of our framework.

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Family connection meetings. "One trusted Adult"

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Family connection meetings. "One trusted Adult"

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Advisory with fidelity, authentic student leadership, and enrichment/extended learning opportunities with support and leadership from community partners. 

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Advisory with fidelity, authentic student leadership, and enrichment/extended learning opportunities with support and leadership from community partners. 

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Having 1 adult that families can connect with and be their point person. Advisor as the casemanager.

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Information we share with families--contact. During pandemic started staff out front and greeting families and students--warm and welcoming, powerful plans to be noticed. I was not noticed..what helped was when my family got noticed/engaged, recognizin

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Starting from the moment students walk in through the doors by greeting students as they enter, learning their names, intentionally seeing them is important. That does for families and staff as well! Creating a warm, welcoming environment is the first step to building a culture of support and student wellness. It's also important that specific, regular time be allocated for building those relationships deeply (Summary of some strategies named in our breakout group)

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Engaging with students about their needs for all technology (not just hardware) to support their future, in line with the promise. Up to this point, tech has been something that was given (similar to Jay's point). Planning to intentionally engage students and community to get input on the direction that we can take with tech investments and implementation and to support technical knowledge so that families can engage with their students in different ways.

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What are we valuing during the school day..Value of language..engaging multi-lingual community via clubs, art work affinity space to be noticed, increased family engagement..

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Having 1 adult as the connection between the school and home. Quality of connection. Building a strong relationship.

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Family and community connections from the beginning of the school year, struggling students 1:1 connections with the family throughout the year, and daily with students. We have taken that idea-how we are welcoming families in the first day. Set the building up set up to really engage families..love notes to their kids, computer et..

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What are school environments look like? When we walk into our schools, it should be very clear who is welcome and valued by what is on the walls..be present aligned, silent walk through what is valued in that space

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Modeling radical honesty and taking feedback

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Modeling radical honesty and taking feedback

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Recognize that as adults we need to be able to model what it looks like to take responsibility when the impact of our actions/inaction caused harm. We need to be able to name our mistakes and be able to learn from them. We need to push against this idea of 'perfectionism' and 'defensiveness' rooted in white supremacy culture and lean into reflection, collaboration, and relationships to repair harm. We are a learning organization so we must model what it looks like to learn and grow!

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Are we doing for the community instead with the community, partner with the community

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real intentionality found in the welcoming community formed at Valley View

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Ensuring the growth mindset is embedded into your school culture and restorative practices are part of our every day practices. Ensuring relationships are a priority and partner with families. 

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Ensuring the growth mindset is embedded into your school culture and restorative practices are part of our every day practices. Ensuring relationships are a priority and partner with families. 

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Going into the community, community cafe, shifting to family partnership--not just parent and family our community of support..have them along side of us

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This question makes me think about what is the fundamental orientation of how admin interact with students. It it part of the system where admin get to know students and students get to know us. How in a tier 1 way do we get to learn story.

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launching community partnership meetings, monthly meetings, get to know each other, coordinating think about how to support those efforts, so community partners feel welcome--

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In order to implement restorative practices, students need to have strong relationships. If you can get adults to invest in the relationships, then you can get to the heart of punitive practices. Additionally, students should be asked to participate in a shared restorative conversations with others. When it comes to leaders, there are certain complexities that might inhibit a restorative approaches; strategies like early intervention may help to uphold and protect student dignity. (Summary of some themes in our breakout group conversation)

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model-create, creating space every single parent has a connection..more adults on campus the better

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TIME focus on less to be able to focus on the most important--takes time to build trust

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Having my first teacher of color in 4th grade!

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Having my first teacher of color in 4th grade!

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Critical Inquiry: Assumptions we may hold about our students and their actions

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Critical Inquiry: Assumptions we may hold about our students and their actions

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tough question: First--know the students around correcting behavior (warm demanders) has to be rooted in strong relationships with the students. Do we know them? Listen to the students to better understand why/what is happening..can impact how..set aside our assumptions..

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Trust and belief--follow up with them, leading with transparency with communication for students/families. Strong relationships are intentionally built to support their truth.

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Interesting topic-this is a tough area..kids do not expect adults to apologize, understand, and mend what i destroyed

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Pushing myself how harm can caused in different places..balancing opportunities taken away and put...in my job my impact may not be as apparent

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Those of us who have been harmed look more at impact..What is our shared expectation..ground rules of how we engage. families and student place of harm..Our own way to engage..how we introduce ourselves..different ways communication, different identities..

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Have to believe and trust in the work we are doing, progress goes at the speed of trust..gained in buckets...trust is at the root of it all

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Being present - during passing periods, lunch time, from the busses. Opportunities to feel the energy, esp of kids who need extra support, seeing the new haircut, congratulate them on the win from last nights game...etc. Helping staff understand at all levels, their connection directly to students (including bus drivers, custodians, front office staff, etc.) and building a positive and supportive environment for all students. The interpersonal, day-to-day practices are what can build a connected culture for students. Another strategy that has worked in Highline has been implementing learning walks to gather data and provide feedback to teachers/staff about practices on Universal Classroom Elements (summary of breakout conversation)

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Be present and available. Model restorative conversations and welcoming atmosphere greetings for all staff. 

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Be present and available. Model restorative conversations and welcoming atmosphere greetings for all staff. 