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CJUSD February 27 Session

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Check out the extended learning (pre-work) activities below before our session on November 28!

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CJUSD Bias Training Slide Deck 8.3.23.pdf

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CJUSD Bias Training Slide Deck 8.4.23.pdf

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Read: “Implicit Bias and Cultivating Equity Mindedness” (p. 33) in the Ways 2 Equity Playbook

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Choose from either of these and be ready to share in January:

1. Dialogue: Find a trusted partner from this session and engage in conversation about the personal and institutional level reflection questions found on p. 35. Individual reflection:

2. On your own, write your responses to the personal and institutional level reflection questions found on p. 35.

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Pre-work activities before the October 24 session!

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Check out the extended learning (pre-work) activities below before our session on June 6!

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Read pages 6-10 of the Ways2Equity Playbook

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Add this to your Equity Reflection Journal or use your own document to capture your work.

Each of you wrote down a next step on the data discussion protocol; take steps to do that.

The discussion should have prompted questions: Learn more about your site with respect to discipline by talking to students, teachers, family members, etc. Bring back what you learned. We will ask you to share at the November session.

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Review slides: June 6 Pre-work

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Equity Design Team - Prework June 6.pptx

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Reflect on the following questions. Please write your thoughts down somewhere, and bring your written responses to the session on June 6. (You will not be asked to share your written responses.)

What is your organization’s working definition of equity? Whose voices were included in this definition? Whose voices were not?

How has your organization engaged in conversations about the meaning of equity? Who has participated in these conversations? Who has not?

What are some reasons educators might be fearful about introducing conversations about racism in their classes? What can school leaders do to alleviate that fear? What can we do as individual educators to alleviate that fear in ourselves?

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Review the CJUSD EDT agreed-upon commitment: Represent, affirm, and support students to explore their personal, cultural, racial, and academic identities and dispel stereotypes:

As an educator, student, and/or community member, what has been your lived experience of this commitment? Please interpret the question and answer any way that feels right.

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Please respond to each question. Results are confidential.

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CJUSD Key Terms Glossary

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Find all the resources shared during the session here

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CJUSD February 27 Session Survey

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Please respond to each question. Results are confidential.

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Read pages 28-35 in the Ways2EquityPlaybook

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Respond to the prompt in your Equity Reflection Journal. You MUST be signed into your CJUSD google drive to access your journal. Prompt: The CJUSD equity commitment is "Represent, affirm, and support students to explore their personal, cultural, racial, and academic identities and dispel stereotypes."

When have you personally felt represented, affirmed, and supported to explore your identities?

When have you actively represented, affirmed, and supported the exploration of identities? For whom?

What are the essential actions that adults (you) must take to dispel stereotypes?

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Read Moving from Equity Awareness to Action

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Moving from Equity Awareness to Action.pdf

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Continue working on the Mapping Systems tables for the commitment vision goal you want to work on. Try to complete two tables, and don't worry about being right – the important thing is that we're thinking together toward action.

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Fergus (2019) - Confronting our beliefs about poverty and discipline

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Fergus - Confronting our beliefs about poverty and discipline

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Please respond to each question. Results are confidential.

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Social Identity Wheel

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Please respond to each question. Results are confidential.

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Example questions to ask to gather street data.

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Resource: Culturally Responsive Data Literacy: Integration into Practice in Schools and Districts

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CRSE Self-Assessment

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Cultural Tendencies