# data[].attributes.headline
The term "culturally destructive" as part of a rubric hit me between the eyes, especially since NYC Ready is labeled this way. It made me think about the long history of structural racism we face in changing the way we approach our writing and our assessments.

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The term "culturally destructive" as part of a rubric hit me between the eyes, especially since NYC Ready is labeled this way. It made me think about the long history of structural racism we face in changing the way we approach our writing and our assessments.

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This: "Parents and community members have always known what research shows - that children are more engaged, motivated and successful in school when academic learning connects with their lives, families, neighborhoods and cultures."

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This: "Parents and community members have always known what research shows - that children are more engaged, motivated and successful in school when academic learning connects with their lives, families, neighborhoods and cultures."

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Hmm... I didn't realize the "Ready NY/CCLS" product was ours until just now. I guess I'm not that surprised since we've only just started to try to be more culturally responsive, and print products are hard to update in a timely fashion. There's definitely room for improvement, and quick! (Pam S.)

# data[].attributes.subject
Hmm... I didn't realize the "Ready NY/CCLS" product was ours until just now. I guess I'm not that surprised since we've only just started to try to be more culturally responsive, and print products are hard to update in a timely fashion. There's definitely room for improvement, and quick! (Pam S.)

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Why do the NYC culturally responsive ELA guidelines end at Grade 8?

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Why do the NYC culturally responsive ELA guidelines end at Grade 8?

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Ready seemed to be the only one in the group that doesn't serve as a core ELA program--it is supplemental. It seems to be in a group of its own, so the comparison to core programs that use full books does not seem to fit. It does not excuse the lack of diversity in our texts, but perhaps there are other supplementary programs Ready should have been compared to instead.

# data[].attributes.subject
Ready seemed to be the only one in the group that doesn't serve as a core ELA program--it is supplemental. It seems to be in a group of its own, so the comparison to core programs that use full books does not seem to fit. It does not excuse the lack of diversity in our texts, but perhaps there are other supplementary programs Ready should have been compared to instead.

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Making sure we think deeply about our teacher materials and the guidance we give-is it culturally-responsive, e.g. how do we address the rich diversity and experiences ELs bring in, etc.?

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Making sure we think deeply about our teacher materials and the guidance we give-is it culturally-responsive, e.g. how do we address the rich diversity and experiences ELs bring in, etc.?

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The need for children to have both windows and mirrors in what they read

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The need for children to have both windows and mirrors in what they read

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The us vs them tone of this first step: "Go to your teacher, principal, or district office, and ask to see your child’s or school’s English Language Arts curriculum.In many districts, there is a Parent Bill of Rights that gives parents the right to access their child’s curriculum. If the school is using a commercial curriculum, ask for a copy or the name and publisher so you can look it up online. (If you need to purchase it, NYU Metro Center can help). If the school is using a home-made curriculum, ask for a copy, or at least a sample of a few months of lesson materials. If they refuse to give you the curriculum, take your request to a higher level in the district, or discuss with your team to decide next steps" -- Good educators abound. Responsible administrators abound. They care about social justice and culturally responsive education. They want to evolve and do better. There's no reason to enter the conversation assuming ill will and obfuscation are a likely outcome.

# data[].attributes.subject
The us vs them tone of this first step: "Go to your teacher, principal, or district office, and ask to see your child’s or school’s English Language Arts curriculum.In many districts, there is a Parent Bill of Rights that gives parents the right to access their child’s curriculum. If the school is using a commercial curriculum, ask for a copy or the name and publisher so you can look it up online. (If you need to purchase it, NYU Metro Center can help). If the school is using a home-made curriculum, ask for a copy, or at least a sample of a few months of lesson materials. If they refuse to give you the curriculum, take your request to a higher level in the district, or discuss with your team to decide next steps" -- Good educators abound. Responsible administrators abound. They care about social justice and culturally responsive education. They want to evolve and do better. There's no reason to enter the conversation assuming ill will and obfuscation are a likely outcome.

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This philosophy: We hope that this process will provoke thinking about how students should learn, what they should learn, and how curriculum can be transformed to engage students effectively.  -- which is far more realistic in its evolutionary approach: I feel as an educator this process takes time and thought, not knee-jerk refusals to work with curriculum providers in any capacity

# data[].attributes.subject
This philosophy: We hope that this process will provoke thinking about how students should learn, what they should learn, and how curriculum can be transformed to engage students effectively.  -- which is far more realistic in its evolutionary approach: I feel as an educator this process takes time and thought, not knee-jerk refusals to work with curriculum providers in any capacity

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quality over mere quantity of representation; I'm glad the review went beyond simply counting cover characters and looked at the treatment of these characters

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quality over mere quantity of representation; I'm glad the review went beyond simply counting cover characters and looked at the treatment of these characters

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the persistent correlation between the diversity of NYC student population and the need for diverse curricula; the quote on page 7 that is listed under "agreed with" states why this line of argument really sells short the issue on many levels

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the persistent correlation between the diversity of NYC student population and the need for diverse curricula; the quote on page 7 that is listed under "agreed with" states why this line of argument really sells short the issue on many levels

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Recommendation #2 on p. 11 "The NYC Department of Education must cut ties with all curriculum/book vendors whose materials are not reflective of NYC student demographics in their content and authorship, and consistent with CRE principles." As a company, we need to make sure we are adhering to guidelines like these in our products to make sure ties are not cut with us. And time is of the essence! 

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Recommendation #2 on p. 11 "The NYC Department of Education must cut ties with all curriculum/book vendors whose materials are not reflective of NYC student demographics in their content and authorship, and consistent with CRE principles." As a company, we need to make sure we are adhering to guidelines like these in our products to make sure ties are not cut with us. And time is of the essence! 

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Still unsure how to address this in Math assessment. 

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Still unsure how to address this in Math assessment. 

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CRE is beneficial for ALL students. Not just students of color.                             "Research demonstrates that for students of color AND WHITE students, CRE decreases dropout rates and suspensions, and increases grade point averages, student participation, self-image, critical thinking skills and graduation rates." p.2

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CRE is beneficial for ALL students. Not just students of color.                             "Research demonstrates that for students of color AND WHITE students, CRE decreases dropout rates and suspensions, and increases grade point averages, student participation, self-image, critical thinking skills and graduation rates." p.2

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"Children from dominant social groups have
always found their mirrors in books, but they,
too, have suffered from the lack of availability
about others. They need the books as windows
onto reality, not just on imaginary worlds. They
need books that will help them understand the
multicultural nature of the world they live in, and
their place as a member of just one group, as
well as their connections to all other humans….
If they see only reflections of themselves, they
will grow up with an exaggerated sense of their
own importance and value in the world—a
dangerous ethnocentrism." p.7

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I was especially shocked to see how poorly Ready scored.

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I was especially shocked to see how poorly Ready scored.

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"Of the 18 books in kindergarten and 1st grade,
17 are by White authors." p.6