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Access pages 11-13 of the Leading for Equity Workbook, or on pages 6-8 of the Extra Packet at http://7ev.co/4AGL 

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Access pages 11-13 of the Leading for Equity Workbook, or on pages 6-8 of the Extra Packet at http://7ev.co/4AGL 

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Step 1 - Read Hannah's scenario on page 11 ONLY! Discuss question #1 and post your ideas on the padlet below question #1

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Step 1 - Read Hannah's scenario on page 11 ONLY! Discuss question #1 and post your ideas on the padlet below question #1

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Step 2 - Read Hannah's scenario on page 12 ONLY! Discuss question #2 and post your ideas on the padlet below question #2

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Step 2 - Read Hannah's scenario on page 12 ONLY! Discuss question #2 and post your ideas on the padlet below question #2

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Step 3 - Read Hannah's scenario on page 13. Discuss question #3 and #4 and post your ideas on the padlet.

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Step 3 - Read Hannah's scenario on page 13. Discuss question #3 and #4 and post your ideas on the padlet.

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Institutional Bias Concept Bank Pages from PIPE Extra Packet 2021-10-27 mp

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Institutional Bias Cases Pages from PIPE Extra Packet 2021-10-27 mp-2

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Hannah's next step will likely be to go ahead with AP, to assist her in this decision it would be a good idea to include a backup plan in the event that her desire to continue in AP doesn't workout.

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Hannah's next step will likely be to go ahead with AP, to assist her in this decision it would be a good idea to include a backup plan in the event that her desire to continue in AP doesn't workout.

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Hannah will likely struggle in the AP math course and potentially become frustrated with mathematics in general. She also may sacrifice extracurricular activities for additional tutoring.

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Parents are heavily involved and advocated for Hannah to continue in her current math path but she may exhibit further struggles with math.

Individual Plans of Study should be considered as part of the overall scheduling for her chosen career path to help guide the direction of courses she should take.

Hannah may show some resistance to deviating away from her cohort of students she has been taking classes with.

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Some parents believe that this pressure would be a positive impact on her to help prepare her for future difficult endeavors.

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Some parents believe that this pressure would be a positive impact on her to help prepare her for future difficult endeavors.

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* AP classes would only be recommendations as she is being challenged in the classes and seeing some progress but ultimately looking at the concerns with ability to complete AP work (is this best placement because of peers or because of best fit for student). Placement needs to be considered with student abilities. Making sure placement is best for student with environment and student need. How are behaviors impacting overall needs as well.

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Staying with the current math plan may cause further frustration and turn her away from future possibilities. The impact of parental decisions plays into this scenario.

Added frustration may affect other curricular areas or even involvement in activities.

Need to look at what is most important to the student and find out what she wants.

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Utilize student data to identify her strengths and/or weaknesses to help place her in the correct level of course to be successful

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Utilize student data to identify her strengths and/or weaknesses to help place her in the correct level of course to be successful

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Discussion around what is causing her to struggle recently in math - is it content-related or something else. This needs to start with the math team and look at multiple measures over multiple years.

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Though we have moved away from "tracking" in most content areas, this still exists pretty strongly in math. It is difficult for students and parents to see anything outside of their given track, that typically begins late elementary/early middle. Students may feel stereotyped in various classes.

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* Placements for lower level; wouldn't require advanced placement math. Look at the big picture with parents and what is best for Hannah. Might not be the best path for her with advanced math.

Provide her the opportunity: Real-life scenarios and internships, making sure receive more individualized. Start plans of study earlier to see long-range plans.

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Perception of AP; could be the format that parents want but not the best for students.
Depending on her long-term and pathway need to make the correct placement.
Met more of parents' needs and community perception instead of focusing more on student needs.
More of the institutional culture format for placement and not student needs.

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More input from the student directly instead of relying solely on the parents. How does this relate to her chosen career goals?

Home support is important and need to involve the parents with conversations with the student (not separate from the student).

College & Career Readiness and Wellness conferences that look at short/long term goals.

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we have higher level courses that upper level students feel pressured to take by the teacher. There is a stigma that they may not be considered smart if they chose not to take this AP course.

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Placement shifts to none AP math have been real experiences because of needs; parents, in the end, we're on board with the change in the end. Looking at placements is extremely important. Ability background is extremely important in