# data[].attributes.body
I'm would imagine that teachers may struggle with the idea that we have been teaching in a certain manner as that is what has been anticipated/prescribed, now with the support of the data, it is evident that this has not been the 'best practice', but at the same time we are saying it is systemic, so that means teachers have been unknowingly complicit, and now by shifting teaching into a new 'place' -it may be difficult for teachers to reconcile that they may have been part of the problem while at the same time now are being part of the solution. Hopefully there will be many supports and resources to assist teachers in this transition.

# data[].attributes.body
How do we utilize funding in intentional ways paired with resources we currently have to foster relationship building and promote a sense of belonging and connectedness across the system with the shared goal of student well-being?

# data[].attributes.headline
Each respondent (and those who didn't respond) have unique stories and connection to their culture.  The data is only the beginning.  

# data[].attributes.subject
Each respondent (and those who didn't respond) have unique stories and connection to their culture.  The data is only the beginning.  

# data[].attributes.headline
We need to acknowledge and respect that for some students their "safe and caring adult" may not be someone at school. 

# data[].attributes.subject
We need to acknowledge and respect that for some students their "safe and caring adult" may not be someone at school. 

# data[].attributes.body
Something that I notice is far-removed from our students' classroom experience is time outdoors with the land. Thinking outside of our buildings may help to build connections between students and the land, students and educators. I wonder if integrating more oral-story traditions and outdoor learning in a number of ways may help all of our students, but especially our indigenous students feel more empowered in our school culture.

# data[].attributes.body
How can central staff be leveraged to support the well-being of students (particularly BIPOC students) by providing opportunities to build meaningful connections and relationships?

# data[].attributes.headline
Wonder if we are prepared to really hear from students about experiences.  Really hear and create a process for them to craft the future of their schools.

# data[].attributes.subject
Wonder if we are prepared to really hear from students about experiences.  Really hear and create a process for them to craft the future of their schools.

# data[].attributes.headline
Noticing that we resist staying focused on self but rather want to run to external options or look to only the larger systemic components

# data[].attributes.subject
Noticing that we resist staying focused on self but rather want to run to external options or look to only the larger systemic components

# data[].attributes.body
How are we creating spaces or providing opportunities for students (particularly elementary students) to connect with a caring adult that focuses on supporting their well-being outside of the classroom?

# data[].attributes.body
Limited number of South Asian students to have reported to take Grade 12 College level English that it didn't make the graph.

# data[].attributes.body
School responses to behaviours, classroom sizes, number of IEPs and Behaviour Safety Plans, and board policies all impact relationship building also. Building relationships with students is essential; the conditions in the classrooms and schools must also be considered when working towards such an important outcome.

# data[].attributes.headline
Two groups they have high absence percentage yet the gap in academic achievement is noticeable, I wonder

# data[].attributes.subject
Two groups they have high absence percentage yet the gap in academic achievement is noticeable, I wonder

# data[].attributes.body
How are communities who are experiencing differential outcomes accessing this data and informing next steps to action?

# data[].attributes.body
wondering future data collection how to ensure more participation that is reflected and responsive to the needs, this low numbers makes me think of rethinking practice

# data[].attributes.body
for re-iterating the importance of relationships. We need reminders to see the humanity in a child who has a far longer list of risk factors than protective factors.

# data[].attributes.headline
Noticing that the bottom up work is as important as the top down - how deeply this is connected to our responsibilities.

# data[].attributes.subject
Noticing that the bottom up work is as important as the top down - how deeply this is connected to our responsibilities.

# data[].attributes.body
Agree with the idea that a welcoming environment  and safe space will encourage more participation in future survey. Self identifying has not always gained positive outcomes or change.

# data[].attributes.headline
Connection of this data to social economic status ??

# data[].attributes.subject
Connection of this data to social economic status ??

# data[].attributes.headline
How can we shift our understanding of student achievement from just grades and EQAO data to well-being, sense of belonging and connection?

# data[].attributes.subject
How can we shift our understanding of student achievement from just grades and EQAO data to well-being, sense of belonging and connection?

# data[].attributes.body
What will be the impact of this data on the delivery of inclusive student services? Will there be bottom up UDL training and support?

# data[].attributes.headline
How can we collect data to see how teachers contribute to and uphold inequitable practices that lead to the disproportionate data (i.e disproportionate suspensions, academic achievement etc) and how can we address that?

# data[].attributes.subject
How can we collect data to see how teachers contribute to and uphold inequitable practices that lead to the disproportionate data (i.e disproportionate suspensions, academic achievement etc) and how can we address that?

# data[].attributes.headline
I am wondering about how to impact staff who do not feel this data is relevant.

# data[].attributes.subject
I am wondering about how to impact staff who do not feel this data is relevant.

# data[].attributes.body
I think about the equity of resource allocation within our (colonial) system - even with respect to the various regions within Durham. How could supports and resources be more equitably allocated to address disproportionalities in outcomes (measured here) and experiences (e.g., impact of Covid on BIPOC communities within Durham)?

# data[].attributes.headline
I notice the intense need for relationship building and meaningful and engaging content  is integral to move forward.  

# data[].attributes.subject
I notice the intense need for relationship building and meaningful and engaging content  is integral to move forward.  

# data[].attributes.headline
what do these census surveys look like? I am thinking about the folks who participated and what might be a factor for the smaller South Asain and Black student participation 

# data[].attributes.subject
what do these census surveys look like? I am thinking about the folks who participated and what might be a factor for the smaller South Asain and Black student participation 

# data[].attributes.body
How can we help all to avoid seeing the silos of well-being, equity, curriculum, etc. and see how they work TOGETHER always?

# data[].attributes.headline
Has a true statistician looked at the data?  What do they find as significant?

# data[].attributes.subject
Has a true statistician looked at the data?  What do they find as significant?

# data[].attributes.headline
I connected with the conversation about the importance of developing relationships and feel more study needs to happen on why this is not happening at a high enough level and what specifically needs to be done to support our teachers so that this can become more of a priority

# data[].attributes.subject
I connected with the conversation about the importance of developing relationships and feel more study needs to happen on why this is not happening at a high enough level and what specifically needs to be done to support our teachers so that this can become more of a priority

# data[].attributes.body
we need more supports, resources to help all students especially after the 2 years we have had

# data[].attributes.headline
Prioritizing a positive school climate for all students is so important. Looking forward to finding out more about how to support staff in this key area.

# data[].attributes.subject
Prioritizing a positive school climate for all students is so important. Looking forward to finding out more about how to support staff in this key area.

# data[].attributes.headline
Wondering about staff data as well for self-identified groups and their feelings of well-being and connections.

# data[].attributes.subject
Wondering about staff data as well for self-identified groups and their feelings of well-being and connections.

# data[].attributes.headline
I am glad to see the Data and the student participation (30% 1-6, 46% 7-12) is showing almost what was known. I am curious to increase student participation. 

# data[].attributes.subject
I am glad to see the Data and the student participation (30% 1-6, 46% 7-12) is showing almost what was known. I am curious to increase student participation. 

# data[].attributes.body
I am wondering if this data would change based on the location of respondents?

# data[].attributes.body
interesting to see how this data shifted from K-8 to highschool, wondering about the safety, engagement relationship building in different grades

# data[].attributes.headline
wondering-additional attendance codes; we use codes for things like IBI/ABA therapy, if an Indigenous student is engaged in traditional learning activities, this currently isn't recognized other than marked as 'absent-excused'; since Ministry controls these codes, how can we advocate for this recognition?

# data[].attributes.subject
wondering-additional attendance codes; we use codes for things like IBI/ABA therapy, if an Indigenous student is engaged in traditional learning activities, this currently isn't recognized other than marked as 'absent-excused'; since Ministry controls these codes, how can we advocate for this recognition?

# data[].attributes.headline
The sense of urgency to complete the curriculum needs to be addressed. Teachers need to hear that we must shift the focus to student well-being. 

# data[].attributes.subject
The sense of urgency to complete the curriculum needs to be addressed. Teachers need to hear that we must shift the focus to student well-being. 

# data[].attributes.headline
how could relationships and "curriculum" walk hand in hand rather than one before the other?

# data[].attributes.subject
how could relationships and "curriculum" walk hand in hand rather than one before the other?

# data[].attributes.headline
How do we change the perception that we need to jam in curriculum over well-being and connection?

# data[].attributes.subject
How do we change the perception that we need to jam in curriculum over well-being and connection?

# data[].attributes.headline
I wonder who is missing from the data and what barriers they faced that would have caused them not to participate in the surveys.

# data[].attributes.subject
I wonder who is missing from the data and what barriers they faced that would have caused them not to participate in the surveys.

# data[].attributes.headline
It will be interesting to see this data recollected in the near future, now that the system will no longer be streamlining students into academic and applied from the onset of their highschool education

# data[].attributes.subject
It will be interesting to see this data recollected in the near future, now that the system will no longer be streamlining students into academic and applied from the onset of their highschool education

# data[].attributes.headline
It is hard for some to accept their privilege and how being part of institutional education makes them complacent in perpetuation White supremacy. 

# data[].attributes.subject
It is hard for some to accept their privilege and how being part of institutional education makes them complacent in perpetuation White supremacy. 

# data[].attributes.body
I noticed that all groups of students do not feel meaningfully engaged in the learning.

# data[].attributes.body
Noticing the difference even between Math and Literacy and the further gap for writing. How does this intersect with strong ORAL traditions of story-telling and history making in Indigenous communities?

# data[].attributes.headline
THANK YOU to the person who mentioned Science of reading.  Let's reexamine the ways in which we have "taught" certain things and how they do not serve all students.  We have to find other ways and this goes for all subjects/disciplines.

# data[].attributes.subject
THANK YOU to the person who mentioned Science of reading.  Let's reexamine the ways in which we have "taught" certain things and how they do not serve all students.  We have to find other ways and this goes for all subjects/disciplines.

# data[].attributes.body
I wonder what action can be considered to increase attendance so we are more able to reach students - what strategies have been successful in other areas of our province where data is similar?

# data[].attributes.body
the correlation between not feeling represented in both the content and the ways of the teaching AND achievement are critical conversations/

# data[].attributes.body
how to decrease the pressure on schools to assess and present curriculum?
so much pressure to do this.
schools are feeling like well-being is not really a priority

# data[].attributes.body
an important piece to look as to how we create 'safer' spaces for all to feel engaged

# data[].attributes.headline
There is still work that needs to be done with building relationships and braking barriers that is affecting the mental health of our students.

# data[].attributes.subject
There is still work that needs to be done with building relationships and braking barriers that is affecting the mental health of our students.

# data[].attributes.body
Why is the participation rate (30%) so low?

# data[].attributes.headline
Wondering how educators will be receiving the data and guidance moving forward - reduce the pressure to deliver curriculum first but build relationships first.

# data[].attributes.subject
Wondering how educators will be receiving the data and guidance moving forward - reduce the pressure to deliver curriculum first but build relationships first.

# data[].attributes.headline
relationships continue to be the number one protective factor; need to continue to support our staff to ensure they have the capacity to build these relationships at times of high stress as well as when things are more balanced

# data[].attributes.subject
relationships continue to be the number one protective factor; need to continue to support our staff to ensure they have the capacity to build these relationships at times of high stress as well as when things are more balanced

# data[].attributes.headline
What do the DDSB hiring practices look like to have greater representation in schools?

# data[].attributes.subject
What do the DDSB hiring practices look like to have greater representation in schools?

# data[].attributes.body
I thought it was interesting that almost all groups were "green" for attitude. I was surprised that so many have such a positive attitude given the barriers they're facing.

# data[].attributes.headline
I wonder who felt comfortable doing these surveys and whether they felt comfortable to be honest when they did

# data[].attributes.subject
I wonder who felt comfortable doing these surveys and whether they felt comfortable to be honest when they did

# data[].attributes.body
I wonder about how using the Science of Reading to inform literacy teaching may affect outcomes for different groups.

# data[].attributes.headline
We need to be making connections with teacher-training programs regarding these data and outcomes. How do teaching programs teach our educators to prioritize and facilitate connection (over curriculum) and relationships?

# data[].attributes.subject
We need to be making connections with teacher-training programs regarding these data and outcomes. How do teaching programs teach our educators to prioritize and facilitate connection (over curriculum) and relationships?

# data[].attributes.body
interesting to see the data is aligned with provincial data as well

# data[].attributes.body
Just wondering if absenteeism is related to culture. My friend who is Anishinaabe let’s her kids stay home wherever they want. They still do education at home but it’s not at school. Recognizing that there are other cultural ways of viewing education and different modes of learning outside the school system that need to be honoured.

# data[].attributes.body
Why is the disportionality of outcome so large for this particular course?

# data[].attributes.body
If teachers already understand that relationships are key, what barriers are currently existing in the school setting or in the system which are counterproductive to the formation of relationships which we know promote student feelings of safety and connection?

# data[].attributes.body
I am curious about the limited participation of students and how intersectionality plays a role

# data[].attributes.body
Have we asked student council members to share their thoughts on how they think we can build relationships/ remove barriers on behalf of them and their peers within our high schools?

# data[].attributes.headline
Michelle's comment about our obligations when even one student experiences disproportionate outcomes is sticking with me.  We need to do more with learning to see when/how (not if) this is occurring. 

# data[].attributes.subject
Michelle's comment about our obligations when even one student experiences disproportionate outcomes is sticking with me.  We need to do more with learning to see when/how (not if) this is occurring. 

# data[].attributes.body
As Dr. Nicole West-Burns emphasized yesterday, most of this data is not new or surprising. Data is important, however, what we do with the data, especially when we already know about these disproportionalities is crucial. We need to apply what we know to dismantle and eradicate these systemic barriers now instead of focusing on the data.

# data[].attributes.headline
the data with the comment that this is similar to historic data, is upsetting... what progress have we really made?

# data[].attributes.subject
the data with the comment that this is similar to historic data, is upsetting... what progress have we really made?

# data[].attributes.body
Where were the surveys completed? In class? Or at home? Did the location influence any of the responses?

# data[].attributes.headline
Emotional, social, and physical needs ... these seem foundational and a practical way to support our students who are human beings.  

# data[].attributes.subject
Emotional, social, and physical needs ... these seem foundational and a practical way to support our students who are human beings.  

# data[].attributes.headline
How to we as centralized staff hold accountable the school teams and build the system's capacity in seeing this change occur within schools?

# data[].attributes.subject
How to we as centralized staff hold accountable the school teams and build the system's capacity in seeing this change occur within schools?

# data[].attributes.headline
Ensuring this information is shared and used with an asset lens is essential.

# data[].attributes.subject
Ensuring this information is shared and used with an asset lens is essential.

# data[].attributes.headline
I wonder if teachers need "intentional training" in community and relationship building in the classroom and I wonder how we can do that.

# data[].attributes.subject
I wonder if teachers need "intentional training" in community and relationship building in the classroom and I wonder how we can do that.

# data[].attributes.headline
I'm wondering about the data from the destreamed math as this seems to be a great way to help lessen those gaps between different groups of students!

# data[].attributes.subject
I'm wondering about the data from the destreamed math as this seems to be a great way to help lessen those gaps between different groups of students!

# data[].attributes.headline
the numbers really confirm the inequity 

# data[].attributes.subject
the numbers really confirm the inequity 

# data[].attributes.headline
This section was a big noticing for me, that many of our students don't feel like learning is meaningful and that they are engaged - across all identities.

# data[].attributes.subject
This section was a big noticing for me, that many of our students don't feel like learning is meaningful and that they are engaged - across all identities.

# data[].attributes.headline
does the bottom up help inform the top and if yes, how?

# data[].attributes.subject
does the bottom up help inform the top and if yes, how?

# data[].attributes.body
wonder why there is such a low participation in this survey? how was it rolled out?

# data[].attributes.headline
Consistent patterns that match other provincial data... this tells me the problems are systemic.

# data[].attributes.subject
Consistent patterns that match other provincial data... this tells me the problems are systemic.

# data[].attributes.headline
Noticing layering the data is the best way to gain a wholesome lens and consider steps towards improvement and supporting every student.

# data[].attributes.subject
Noticing layering the data is the best way to gain a wholesome lens and consider steps towards improvement and supporting every student.

# data[].attributes.headline
This was a lot of data to try and remember.  Will we be getting the deck or access to the data so we can sit in the learning?  I need to do some reflecting before I can move forward.

# data[].attributes.subject
This was a lot of data to try and remember.  Will we be getting the deck or access to the data so we can sit in the learning?  I need to do some reflecting before I can move forward.