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I think Kasey did an incredible job of incorporating concrete knowledge & strategies to support MLs during each PL

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opportunities to incorporate knowledge and strategies specific to student w/L&T differences in PLs

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On several occasions I know teammates addressed deficit mindsets about students or families with teachers/leaders

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Scheduling equity pauses before & after in-person PLs to ensure we are being as inclusive as possible in planning, but also pause and reflect afterwards to see where we met the mark/barriers to meeting the mark

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We didn't push for SPED and ELD to be unequivocally included in planning or PL sessions (sometimes sped teachers were invited and sometimes not, depending on the site)

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opportunities to visualize iReady data disaggregated by student subgroup, to help identify trends or gaps in opportunity

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I think a lot about conversations from focus groups with special educators which, come to think of it, was some of the only face time I had with teachers of students with IEPs. Some of the trends that came up had to do with students not accessing high quality instruction and a lack of collaboration between teachers. So, I would love for us to be intentional in including special educators in PLs and all things we do!

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we could have been more intentional about disrupting language like "tier 3 kids"

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We have a working draft to better understand the history and context of Fresno:

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we did focus groups, listened to family and student voices-what do we do now/next?

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we haven't really evaluated for ourselves, or gotten the region/schools to evaluate, why any children in K-2 are not in the classroom during core literacy instruction

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The Opp Snapshot team was direct in recommending that, for specific school sites, teachers need to unlearn deficit thinking around stu/families

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we gathered multiple community member voices

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we took something and added to better build connections with MLs

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i think a lot about roeding and what we did/didn't do/need to do moving forward for their program to flouish and center biliteracy/bilingualism

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We haven't really brought parents/caregivers into the work yet, or supported the region in doing so

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we need to dig deeper into roeding, leverage the work faith did over the summer, and provide intentional support

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Although there were a few opportunities in PLs to push the thinking or conversations about students towards an assets based mindset, to truly build capacity, it needs to start at the leader level. Labeling "behavior kids," for example, is something all adults need to be normed on not doing and not using to explain reading data. I also noticed deficit thinking about some teachers coming from leaders and I'd like to move away from this.

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I love the idea of leveraging families more and inviting them to share their experiences as well as sharing ideas for how to support our kids at home!

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Could plan for Semester 1 and Semester 2 stepbacks for our internal, sharing data/progress toward our project goals, and reflecting on how we are supporting historically marginalized student groups

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Always making it a point to disaggregate data and discuss specific subgroups of students (internally and externally)

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I think one of the strongest ways to disrupt deficit mindsets will be building/repairing relationships between school staff and families... thinking about how to do that authentically without perpetuating more harm