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It's refreshing to see the focus on equity, but also the understanding that this greatly affects all aspects of education.

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My district is working with Dr. Luis Cruz to develop PLT and cycles of inquiry around student data with a vision of high levels of learning for all.

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My School's Mission is to get students in the surrounding Watsonville Community through four year colleges.

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I feel proud of supporting a Spanish bilingual program, K-6.  Students are building language and literacy in Spanish and English.  Their language and cultures are affirmed and celebrated.

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I feel proud of supporting a Spanish bilingual program, K-6.  Students are building language and literacy in Spanish and English.  Their language and cultures are affirmed and celebrated.

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My glimmer of hope is that we are all here! There are enough if us who are taking the time to "do the work" and this gives me hope in our future. 

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My glimmer of hope is that we are all here! There are enough if us who are taking the time to "do the work" and this gives me hope in our future. 

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The focus on equity through our LEAP program as well in our school and district leadership is great! As a VAPA TOSA we are even trying to incorporate equity through the arts.

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Opportunity Youth: Often the forgotten ones but they are so resilient.

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That there is now "noise" talk around this topic.

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That there is now "noise" talk around this topic.

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Yay, I'm not alone to value professional development and coaching that will build capacity of school leaders.

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Yay, I'm not alone to value professional development and coaching that will build capacity of school leaders.

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My district is giving multiple opportunities to the staff to do work around implicit bias and understanding ourselves in order to be positive agents of change and hope for others.

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There are more PD's and resources that are equity focused.

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There are more PD's and resources that are equity focused.

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Our school meets as a PLC / with a coach to connect learning to students  lives and community

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Our school meets as a PLC / with a coach to connect learning to students  lives and community

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Holding high expectations for those students who need it the most.

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In the preface to shattering inequities, we read about Kyle, and it reminds me of a lot of my students. Kyle is like many EL's in our education system. Sometimes our system is so concerned about "closing gaps" and "proficiency" we forget that each data point, is a student, a human, a person with hopes, dreams and aspirations. As we recognize these inequities let us not lose sight of that.

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I am excited to actually hear the word equity being used in conversations finally in addition to our new superintendent pushing for an equity stance to be adopted by the board.

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In the article, it mentioned having the 4 effective teachers in a row had a positive effect on students with the greatest need.  This makes me think about the student teams we have at our school due to the implementation of MTSS.

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In the article, it mentioned having the 4 effective teachers in a row had a positive effect on students with the greatest need.  This makes me think about the student teams we have at our school due to the implementation of MTSS.

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I am excited to address inequity issues at our site. I look forward to the other readings and discussions.

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Graduated our first class of AVID students last year, and hoping to expand the AVID numbers to more than just one class per graduating class

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In my district equity seems to only be a focus in 'core subjects'. However, it also needs to be apparent in other areas of the school community.

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Why the heck is Kyle on any sort of "track"?! I thought this was a thing of the past??

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Why the heck is Kyle on any sort of "track"?! I thought this was a thing of the past??

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As a special education teacher, finding general education teachers who are open and supportive to my students mainstreaming into their classrooms has been a challenge. Just recently, two teachers asked to increase student mainstreaming time since the students have been successful. This is a great stride towards inclusion.

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As challenging as the past year and half has been, it is inspiring to see so many continue to push forward on this important work.  It would be easier to walk away, but we haven't.

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Currently, I'm focusing on building a system of support for our English Language Learners, and it's validating to see that this population is identified as having a need that yet to be met. However, it seems like that has been the case for a while.

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My school is working on a plan to get EL students to school- We have a school wide PLC around this.

It is also nice to see a focus on equity.

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How do we get more qualified educators??

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Getting to know our students is such a need, but so easy to leave out unfortunately.

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Grading practices and expectations

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We are working with Carnegie Foundation to start processes for data collection, analysis, and supports needed for our program. 

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We are working with Carnegie Foundation to start processes for data collection, analysis, and supports needed for our program. 

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That a school site that has a low population of struggling learners doesn't receive prevention/intervention access that school sites with higher struggling learners are provided.  

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That a school site that has a low population of struggling learners doesn't receive prevention/intervention access that school sites with higher struggling learners are provided.  

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How can we maintain this desire to support each classroom of learners as future site administrators, stand up for each and every student?

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How can we maintain this desire to support each classroom of learners as future site administrators, stand up for each and every student?

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How do we keep qualified educators?

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Why isn't equity discussed in staff meetings or in professional development opportunities?

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State assessments need to be adjusted/reconstructed to promote the success of ALL students.

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State assessments need to be adjusted/reconstructed to promote the success of ALL students.

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Not having a clear instructional vision and framework that supports teachers and creates accountability for the adults

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Frustrating to still hear deficit language being used by colleagues. Hard to move forward with systemic change with this mindset.

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Giving our most struggling students the variety of supports and learning opportunities that they need in order to erase their achievement gaps.

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How do you have discussions with the students who need extra support/in programs/Kyle’s track? It seemed like he had no idea until it was too late.

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Many times it feels like the success of the school is strictly based on numbers or passing rate of tests and AP courses.

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It is very challenging to meet students where they are (there is a wide range)  I see some students continue to fall further and further behind each year

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It is very challenging to meet students where they are (there is a wide range)  I see some students continue to fall further and further behind each year

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Teachers not seeing equity as their responsibility

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How do we align soft skills with grading expectations?  Soft skills are super, duper important!!!

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How do we align soft skills with grading expectations?  Soft skills are super, duper important!!!

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I dislike that my district thinks that since we are back in-person that it is okay to take away hot spots for students.  This tool decreased the technological equity gap.  I dislike that offering this again is not up for discussion.

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I dislike that my district thinks that since we are back in-person that it is okay to take away hot spots for students.  This tool decreased the technological equity gap.  I dislike that offering this again is not up for discussion.

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How do we start changing the system in a way that makes lasting change without waiting decades to see the change?

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The first two chapters of the Fullan paint an overwhelming picture for future principals. How do we free them up to focus more on instructional leadership?

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I work in a school in which many teachers have fixed mindsets and use deficit language when talking about students.

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I work in a school in which many teachers have fixed mindsets and use deficit language when talking about students.

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Why is there a lack of focus on growing teacher skillsets when data suggest students are not meeting expectations? The focus is on the students and their shortcomings.

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How do we allow more time throughout the school year for school sites to do this kind of work?

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How do we help the many Kyles in our schools?

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How do we help the many Kyles in our schools?

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Our one-size fits all computer program for all students. 

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Our one-size fits all computer program for all students. 