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We each spoke to our own identities and how we came to commit to racial equity.  Some topics we discussed:
- Student led book discussions, including at the elementary level
- Bringing Bettina Love to our district (and Alma's book study)
- Family engagement
- Bringing in EGEA

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Enforcing professional learning.
Holds everyone in learning  accountable.
Making curriculum and instruction culturally responsive.

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1. The Origin of Race in the USA

2. The Chinese Exclusion Act | Inside Look | PBS

3. Women's Suffrage: Crash Course US History #31

4. Langston Hughes and the Harlem Renaissance: Crash Course Literature 215

5. Scholar David Driskell on Aaron Douglas's Painting "Let My People Go" | MetCollects

6. Blind Willie Johnson: Dark Was The Night, Cold Was The Ground (8:44)

7. Invisible Man: Crash Course Literature 308

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1 A & B:  Bringing in diverse examples in literature and informational text. Book lists. Representative reading.

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How do we "deal with" and support administrators teachers or staff who do not want to do the work around racial equity?

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Found Transformative vs. Transformational Leadership section interesting.

Document is possibly hard to access by "regular" people. Why does the board need to have a document like this with all the high-falutin' language, citations, and process-oriented, bureaucratic stuff? Do we need to question the need for this kind of document?

Instituting policies doesn't get to the root of the problem. It is a more human issue.

Educating educators about equity is imperative.

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Have we identified what is already happening at sites related to Equity Plans - we have silos of excellence how to we amplify that to ensure that everyone can see what is happening - is there a place to gather the information?

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PL Section 3A PL Modules seem to intersect with SEL Sessions being offered

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It's too late to wait to address issues after elementary since students are disenfranchised and angry by that time.

How might clubs, committees, student groups be fostered at the elementary level?

Pertains to #2A & B

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Questions:
- Has BYLP been contacted by the district?
- Will there be a counselor just for dealing with trauma caused by racism?
- Can a youtube channel start that addresses this? (Maybe have videos that teachers can share in class with a worksheet)

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Questions:
*How are we going to monitor the progress of implementation of this plan?
*Will there be sub-committees (i.e. curriculum and instruction, opportunity & access, professional learning and development, etc.)
*Who will be providing the SEL supports to the students of color?
*Does District Leadership truly embrace, support, and have genuine interest in the implementation of the Equity Racial Action Plan

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URGENT need for Plan for Responding to Hate and Bias (Zoom bombing, use of racial slurs). We need to do it now instead of waiting for it to happen.

4.G should be more visible/accessible for everyone

1.B Texts and resources should constantly be updated.

Be mindful of the population that you were working with instead of the population that you grew up with.

What does "support the development of ethnic studies programs" mean?  How long does it take for the classes to be approved to get into the system? Race and power-related classes take much more time to get through. Instead of support, we can implement.

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-Really like the student support section-Actionable items that we can easily put in place
-Items that can be implemented in a relatively easy manner. Some might take more time
-Like the use of the term "Equity Literacy"
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Questions:
-Who is giving/doing the training for professional learning?
-How do we modify the existing material to make it reflective of the student population?
-How do we make it part of the everyday curriculum? (meaning  not separate from the existing)
-How to train this curriculum on top of the distance learning curriculum?

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Questions:
-Who is doing the audit of library collections? (page 12)
-Who is creating a recommended reading list by grade level?  Content teachers or ELA or etc.
-Who is doing the PL?
SEL Lessons who is doing the samples? (page 12 H)
-Status of Culturally Responsive Minds Curriculum?
-Coaches training - what is the curriculum and who are the trainers?
-Who is doing the healing circles?
-Will all schools be expected to teach the PBIS bully prevention?
What is the "would you do this to me" campaign?

Comments:
-PL Section 3A PL Modules seem to intersect with SEL Sessions being offered
-Like the comment of working with bargaining units - Support everyone getting trained
-SEL works aligns with letter G and letter I on page 16 and 17 - Building classroom relationships and trauma informed education
-Seems more of the contributions were from secondary

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Vicki Trimingham, Marilyn Yu, Tinsae Birhanu

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Vicki Trimingham, Marilyn Yu, Tinsae Birhanu

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Goal #4: Student Centered Support
How can we improve school climate?
- having an open dialogue in classroom settings

- Book study/ club for students at schools (Racial Justice focused) and reading books meant for HS students (ex. The Hate U Give)

- More culturally aware and diverse books accessible in the library

- Having a platform to advertise and share events for students to participate in (not many students know about the different things they can do)

Connecting Schools to Community
- promote more opportunities for students to involve themselves in the community (clubs, youth groups, etc.)

Questions:
- Why isn't it mandatory for teachers to receive training on racial equity?

- How can we get more representation (POC) within staff to guide students?