# data[].attributes.headline
Each student feels stronger connection to school community if staff shows genuine interest in that student's cultural upbringing, values and circumstances within the family.

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Each student feels stronger connection to school community if staff shows genuine interest in that student's cultural upbringing, values and circumstances within the family.

# data[].attributes.headline
Teachers continue to integrate Caring School Community curriculum when possible which is grounded in class circles with warm welcome, engaging activity and optimistic closure amongst other practices 

# data[].attributes.subject
Teachers continue to integrate Caring School Community curriculum when possible which is grounded in class circles with warm welcome, engaging activity and optimistic closure amongst other practices 

# data[].attributes.headline
I continue using the principles of Caring School Community social justice principles and restorative practices when having to deal with students in the situations of conflict and other concerning behaviors

# data[].attributes.subject
I continue using the principles of Caring School Community social justice principles and restorative practices when having to deal with students in the situations of conflict and other concerning behaviors

# data[].attributes.headline
They allow for a better understanding of context of each student's motives and takes a closure look at the functionality of behaviors at hand

# data[].attributes.subject
They allow for a better understanding of context of each student's motives and takes a closure look at the functionality of behaviors at hand

# data[].attributes.headline
By creating a classroom environment that is inclusive and celebratory of students culture, we increase their sense of belonging and community in school. Staff are also more educated and aware of their bias and better able to connect with their students.

# data[].attributes.subject
By creating a classroom environment that is inclusive and celebratory of students culture, we increase their sense of belonging and community in school. Staff are also more educated and aware of their bias and better able to connect with their students.

# data[].attributes.headline
The equitable practices tool is a list of best practice teaching strategies that, if implemented, meet the needs  of all students; creating a positive learning environment for all.

# data[].attributes.subject
The equitable practices tool is a list of best practice teaching strategies that, if implemented, meet the needs  of all students; creating a positive learning environment for all.

# data[].attributes.headline
To me, the lens is the work. In supporting schools, students, and families, systemic change can only happen through critical examination of the ways a practice or action impacts our historically underserved students and disrupts racism. 

# data[].attributes.subject
To me, the lens is the work. In supporting schools, students, and families, systemic change can only happen through critical examination of the ways a practice or action impacts our historically underserved students and disrupts racism. 

# data[].attributes.headline
Historically, PPS equity work has focused on the internal work of anti-racism. These tools put that internal work into action through both big picture systemic evaluation and immediate classroom practice.

# data[].attributes.subject
Historically, PPS equity work has focused on the internal work of anti-racism. These tools put that internal work into action through both big picture systemic evaluation and immediate classroom practice.

# data[].attributes.headline
These tools encourage the practice of keeping cultural influences at the forefront of practice. Once seen, it cannot be unseen.

# data[].attributes.subject
These tools encourage the practice of keeping cultural influences at the forefront of practice. Once seen, it cannot be unseen.

# data[].attributes.headline
The Equitable Practices Tool is user friendly, clear, concise and I appreciate how it provides more examples, etc in the green font below each concept.

# data[].attributes.subject
The Equitable Practices Tool is user friendly, clear, concise and I appreciate how it provides more examples, etc in the green font below each concept.

# data[].attributes.headline
for our SIT team, we will use these tools and review them with teachers and see how each intervention/tool plays out in their classroom/teaching approach

# data[].attributes.subject
for our SIT team, we will use these tools and review them with teachers and see how each intervention/tool plays out in their classroom/teaching approach

# data[].attributes.headline
Teachers making porch visits and strengthening school-home connection with calls and notes.

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Teachers making porch visits and strengthening school-home connection with calls and notes.

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So they feel school is meaningful to them and are more engaged and successful. Prompt teachers to use the tool when consulting.

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So they feel school is meaningful to them and are more engaged and successful. Prompt teachers to use the tool when consulting.

# data[].attributes.headline
Doing circle time and discussing events. Having good discussions during SEL time. Tools can be used to reflect on how teachers engage with students to make sure it is relevant to them.

# data[].attributes.subject
Doing circle time and discussing events. Having good discussions during SEL time. Tools can be used to reflect on how teachers engage with students to make sure it is relevant to them.

# data[].attributes.headline
Decision not to evaluate student. The lens is helpful for making sure that discipline happens equitably. 

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Decision not to evaluate student. The lens is helpful for making sure that discipline happens equitably. 

# data[].attributes.body
The tools prompt people to think about their biases.

# data[].attributes.body
The tools prompt staff to think about their practices. Keeping the possibility of biases in mind while developing practices helps to ensure that biases are not unknowingly baked into district practices.

# data[].attributes.body
Teachers celebrating the diversity of students (student of the week lists info like home language, country born, etc). Teachers participating in community events such as school dinners.

# data[].attributes.body
Students can be grounded in the community and feel a sense of identity and belonging. Learning can be connected to their background knowledge which supports learning and engagement (think convos at the dinner table, etc)

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For students to feel seen and valued within their school community.  The tool helps provide guidance for self-reflection and to identify areas for growth

# data[].attributes.subject
For students to feel seen and valued within their school community.  The tool helps provide guidance for self-reflection and to identify areas for growth

# data[].attributes.body
I'm pretty new to the SES world and Special Education - I have been a cheering fan from a distance but am now part of the inner workings. One of the things I thought about while wandering through the resources was the need for our students to increase their understanding of these ideas. So many of the social constructs that leave them berated or bullied with peers have to do with these things. Having more of these conversations in our classroom might be helpful to them.

# data[].attributes.body
I've recently joined a committee to talk about land acknowledgement in our building as well as advocacy for our Native American and indigenous students. It might be interesting to look at portions of this form as a committee and then put those perspective out there when we do the land acknowledgement with our staff - I think it's possible people forget at times that they are part of the solution, beyond curriculum.

# data[].attributes.body
A recent referral for a SpEd evaluation for a student who is an ELL student and doesn't receive ELD services at their private school. Looking into family resources to access more English language instruction. The family is seeking resources and special education isn't the right option but how can I connect them with other resources.

# data[].attributes.headline
I shouldn't expect families or students to understand or agree with mental health assessment or support processes through a white, western medical lens

# data[].attributes.subject
I shouldn't expect families or students to understand or agree with mental health assessment or support processes through a white, western medical lens

# data[].attributes.body
Students whose cultural identities are represented within curriculum, classrooms, and instruction will feel more connected to the school community, peers, and teacher. This will enable relationship-building and mutual respect between the teacher/school and student/family, increased understanding of the student's background and expectations and cultural practices at home.

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One of the students on my caseload is Somali-American. His family are refugees, and he was born here. I found it interesting that he is identified as African American on his IEP and in Synergy - I am trying to find out whether the family is receiving IRCO support, etc while also trying to figure out how that impacts data - anyway, I'm amazed at the vacuum he seems to be in regularly of not "really fitting" anywhere. Recently he participated in an egregious situation that will likely lead to serious disciplinary action - so, I am hoping to walk alongside the family in the process and also advocate for possible addition support (and fixing Synergy!)

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I have seen support staff learning students' names (they don't have the students in class) in a moment of strength for the student, recognizing the student for something positive that they are doing.  This way, the relationship starts on a positive note and students know that we are looking for the good things that they do.  Even though later, we may need to interact in more difficult circumstances related to student discipline or mental health.  

# data[].attributes.subject
I have seen support staff learning students' names (they don't have the students in class) in a moment of strength for the student, recognizing the student for something positive that they are doing.  This way, the relationship starts on a positive note and students know that we are looking for the good things that they do.  Even though later, we may need to interact in more difficult circumstances related to student discipline or mental health.  

# data[].attributes.body
...it would have been helpful to have this specific list. I thought it was really good.

# data[].attributes.body
even though not everyone is likely doing all of these things, it offers a specific list that is a shared starting point. I'm amazed at the implicit bias our systems promote and also sometimes comfortably ignore. I liked this as a starting point in the conversation.

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Teachers doing empathy interviews; 20 days of morning circles in Middle school, circles and self portraits/self exploration in k-5. I think equitable practices tool gives us a chance to look at daily small interactions we might typically overlook and how to infuse the culture of the classroom with inclusion and equity.

# data[].attributes.subject
Teachers doing empathy interviews; 20 days of morning circles in Middle school, circles and self portraits/self exploration in k-5. I think equitable practices tool gives us a chance to look at daily small interactions we might typically overlook and how to infuse the culture of the classroom with inclusion and equity.

# data[].attributes.body
I've seen teachers using eye contact with students, proximity equitably, random response strategies, probing techniques to help students answer.

# data[].attributes.body
Greeting students by name, and ensuring that assignments are inclusive to all ("tell me about who you live with" instead of "tell me about your mom") have had great impacts. I like how the equitable practices tool gives lots of ideas for randomizing seating, responding, etc, in order to reduce unintentional bias.

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responding to derogatory comments on an individual basis working with families to create plans, connecting families to speak together, engaging family cultural and religious beliefs while pushing back on white family expectations of safety to disrupt patterns of over exclusion of black and brown students

# data[].attributes.subject
responding to derogatory comments on an individual basis working with families to create plans, connecting families to speak together, engaging family cultural and religious beliefs while pushing back on white family expectations of safety to disrupt patterns of over exclusion of black and brown students

# data[].attributes.body
When random seating and response requests are used, the staff member may notice feelings about particular pairings or situations. This could be a tool for identifying and addressing bias in oneself.

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slows down the "referring to sit" process. Invites reflection of teacher or classroom practice to help identify one's own patterns or gaps

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slows down the "referring to sit" process. Invites reflection of teacher or classroom practice to help identify one's own patterns or gaps

# data[].attributes.headline
resource team meeting about equitable use of limited rent/utility funds and prioritizing BIPOC families and families experiencing poverty

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resource team meeting about equitable use of limited rent/utility funds and prioritizing BIPOC families and families experiencing poverty

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So students see themselves and their communities in education. So that American education reflects the larger world. 

# data[].attributes.subject
So students see themselves and their communities in education. So that American education reflects the larger world. 

# data[].attributes.headline
Students need to be able to see themselves in what they're learning.

# data[].attributes.subject
Students need to be able to see themselves in what they're learning.

# data[].attributes.headline
I feel like these tools should be required before behavior intervention. I see so many behaviors and students identified as needing Specialized Education Services that are responding to a lack of cultural understanding.

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I feel like these tools should be required before behavior intervention. I see so many behaviors and students identified as needing Specialized Education Services that are responding to a lack of cultural understanding.

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I think this should be required for behavior plans to address underlying causes of behavior.

# data[].attributes.subject
I think this should be required for behavior plans to address underlying causes of behavior.

# data[].attributes.body
Cultural identity helps students feel seen and heard by staff. It has a profound impact on learning.

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Circles are an expected practice at our school. Utilizing circle practices helps students express their needs, expectations and crates trust allowing students to be open about potential harm.

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They allow for educators to look at the behavior and separate the behavior from the student.

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They allow for educators to look at the behavior and separate the behavior from the student.

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For some assignments, allowing students to weave racial identity, cultural narratives and gender identification into student work.

# data[].attributes.subject
For some assignments, allowing students to weave racial identity, cultural narratives and gender identification into student work.

# data[].attributes.body
The cultural lens tool can help teachers get specific about how well they know a student and give them ideas on what to ask about

# data[].attributes.body
Representation matters and research shows that students do well when they see a connection to their school environment.

# data[].attributes.body
I think this tool would be best used to give teachers ideas on how to improve their classroom environment in general

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Students need to be able to "see" themselves in the classroom. 

# data[].attributes.subject
Students need to be able to "see" themselves in the classroom. 

# data[].attributes.body
Educators at my high school have done a great job at coaching, stepping up to mentor and/or host student clubs. In the classrooms, they use RJ circles to have discussions. The Equitable Practice tool is a nice way for teachers to be reminded of the connection in class.

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Representation is critical, especially when educators don't reflect the ethnicity/race of students. This tool is a great way to ask yourself specific questions about your practice and enable specific changes. 

# data[].attributes.subject
Representation is critical, especially when educators don't reflect the ethnicity/race of students. This tool is a great way to ask yourself specific questions about your practice and enable specific changes. 

# data[].attributes.body
I have not had to make any decisions yet that have an affect on students and families.

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Spending more time in the hallways greeting and interacting with students, especially those who aren't staying in class. This tool can be used to ensure these interactions are productive and not exclusionary.

# data[].attributes.subject
Spending more time in the hallways greeting and interacting with students, especially those who aren't staying in class. This tool can be used to ensure these interactions are productive and not exclusionary.

# data[].attributes.body
As a school counselor, I can see how these tools are a resource to collect data and inform my practice.

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It is important for students to be seen for who they authentically are. Their education needs to reflect themselves in order to be relevant.  I can see using the Cultural Lens Tool as a self check to make sure my own or a teachers implicit bias are in check and not making the educational setting worse for a student.

# data[].attributes.subject
It is important for students to be seen for who they authentically are. Their education needs to reflect themselves in order to be relevant.  I can see using the Cultural Lens Tool as a self check to make sure my own or a teachers implicit bias are in check and not making the educational setting worse for a student.

# data[].attributes.body
It is important to ensure that all students feel seen and represented and to make instruction/curriculum is relevant to all students.

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School systems are built on a foundation of white supremacy, making school environments often very alienating to students of color and students who speak a primary language other than English. The Cultural Lens tool helps teachers become aware of how culturally responsive their classroom and teaching practices are, and helps school staff reflect on the antiracist work they're doing and what they need to improve. 

# data[].attributes.subject
School systems are built on a foundation of white supremacy, making school environments often very alienating to students of color and students who speak a primary language other than English. The Cultural Lens tool helps teachers become aware of how culturally responsive their classroom and teaching practices are, and helps school staff reflect on the antiracist work they're doing and what they need to improve. 

# data[].attributes.body
My administrator is trying to tighten up procedures for students who arrive to school after lunch or later. I think we need to spend some time thinking about how this will impact marginalized groups. I don't think the RESJ lens document would be helpful in this case - its very wordy and a lot of historical information...

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Intentionally reaching out to ELL families to ensure they are aware of grad requirements, answer questions, provide resources and offer support.

# data[].attributes.subject
Intentionally reaching out to ELL families to ensure they are aware of grad requirements, answer questions, provide resources and offer support.

# data[].attributes.body
It would be great to use the first two tools to regularly reflect on student relationships and classroom environments.

# data[].attributes.body
The first two activities definitely inspires some reflection

# data[].attributes.body
Students feel more connected to a school that reflects their identify. This would be helpful when doing observations for SIT.

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I see teachers asking students what they want to learn and what is important and relevant to them. I can see using the Equitable Practices Tool to make Counseling guidance presentation more equitable.

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I see teachers asking students what they want to learn and what is important and relevant to them. I can see using the Equitable Practices Tool to make Counseling guidance presentation more equitable.

# data[].attributes.body
They are good starting points for staff/teachers to reflect on how their experience and bias is impacting their interactions with students.

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Students feel like they matter and that you see them when you consider their identities. Everyone grew up differently and has bias and if you don't take students' cultural identities into consideration, then whatever bias a person has will automatically become the assumption.

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These tools could be used as a way to regularly check in on ourselves.  I can see using them at specific points throughout the year to hold myself accountable.

# data[].attributes.subject
These tools could be used as a way to regularly check in on ourselves.  I can see using them at specific points throughout the year to hold myself accountable.

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When understanding begins from a cultural and universal lens it allows for a consistent and stable process

# data[].attributes.subject
When understanding begins from a cultural and universal lens it allows for a consistent and stable process

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Each student feels seen, connected, and valued if they're able to see our classroom, curriculum, and teachers not only acknowledge their cultural identity but also celebrate and incorporate it into the work.  

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Each student feels seen, connected, and valued if they're able to see our classroom, curriculum, and teachers not only acknowledge their cultural identity but also celebrate and incorporate it into the work.  

# data[].attributes.headline
It would be helpful for grade-level teams or content-area teams to work with this document regularly.  I could see teams choosing one item on the Tool each week to discuss, implement in the classroom, and reflect on.  It's also helpful to me as a school counselor to reflect on my lessons and pedagogy.

# data[].attributes.subject
It would be helpful for grade-level teams or content-area teams to work with this document regularly.  I could see teams choosing one item on the Tool each week to discuss, implement in the classroom, and reflect on.  It's also helpful to me as a school counselor to reflect on my lessons and pedagogy.

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When students feel seen for who they are, it opens the door to relationship, and feeling a sense of belonging in the classroom. When students feel seen and understood, they feel safe, and are able to access their education in a way that they can't if they don't feel that sense of belonging. These tools could be used in the SIT setting or in staff meetings.

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To increase cultural relevancy and meaning for our students.

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To increase cultural relevancy and meaning for our students.

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To ensure that myself and other educators are considering socio-cultural contexts when supporting BIPOC students and families.

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Teachers use CSC at our school to help develop relationships w/ their students. We also use restorative justice practices. The Equitable Practices tool could be used as a rubric to evaluate where teachers are, and what they could do to improve their classroom practices.

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organizing caregiver-teacher conferences; yes; I liked when the lens was printed on cards that I could keep at my desk to prompt me to reflect regularly

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organizing caregiver-teacher conferences; yes; I liked when the lens was printed on cards that I could keep at my desk to prompt me to reflect regularly

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Time and opportunity to use them consistently

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Time and opportunity to use them consistently

# data[].attributes.body
To create a sense of belonging, familiarity, and safety.

# data[].attributes.body
Our PTA is offering to help students purchase Halloween costumes. The RESJ lens would be helpful to us, so that we consider the needs of our student populations and determine whether or not (and how) to move forward in a way that doesn't put us in the role of "white savior", but instead encourages us to equitably find ways to meet our students' needs. The lens can and should be used in all situations.

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Face-to-face interactions. Warm welcome. Questions and willingness to listen and learn.

# data[].attributes.body
These tools ask me as a white educator to return again and again to rememeber my whiteness, broaden my perspective, and center the experiences of historically marginalized students and families.

# data[].attributes.body
These tools keep cultural/racial/religious/ influences and the needs and identities of each student at the forefront of all decision making that impacts the student.

# data[].attributes.body
These practices move PPS from talking about the work to giving them the tools to do the work.

# data[].attributes.body
i wonder if administrators throughout the district are accountable for using this tool as disciplinary decisions are made. I have heard about really concerning practices at other buildings. Often the issue, decision, or even outcome are not shared with the student's team/shareholders, and sometimes parents/caregivers are the last to know. I'm not sure how you would be able to fully consider context without involving the important people in that student's life.

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Students need to be reflected in the curriculum they are learning so that they connect to their academics and their community in a meaningful way.

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Teachers develop relationships with the students at our school using PBIS interventions, such as compliment tickets, morning meetings, and individual connections. We could use this tool to ensure that all students are receiving equitable treatment and have the same access to these teacher-student connections.

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I am meeting with our school's PTA Equity Committee to create an anti-microaggression campaign. The RESJ lens is useful in this campaign because it gives us a framework to base our interventions off of.

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The resj lens can be helpful when it comes to student attendance based on the cultural implications/norms of certain cultures in regards to responsibilities of students. For example, if a MS student is in charge of ensuring their ES siblings on time attendance at school, taking that into consideration before assuming that a parent doesn't care about their child's education.

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Students are more engaged when they see themselves reflected in curriculum, classrooms, and instruction. The cultural lens tool could be incorporated into a staff meeting where we do an audit/personal reflection about classroom practices.

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Learning about and welcoming in families. Teachers at my site also work to understand the neighborhood and community dynamics, which are crucial to understanding our students.

# data[].attributes.body
We have recently made decisions around conferences, but don't necessarily have family feedback. I would use the RESJ lens to work on family engagement and making sure families have equitable access to information about their students via conferences.

# data[].attributes.body
When students feel seen, understood and valued based on all of their identities, they can feel safer and like they belong at school and in the classroom environment, which will help them be able to learn more. The cultural lens tool can help us support teachers in learning about specific cultural values that students hold and how that impacts their experience and behavior at school.

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We are now using the Caring School Communities SEL curriculum which provides structure around a lot of these practices (e.g. greetings). The Equitable Practices Tool can be used to help guide teachers' reflections about how their actions impact the relationships with their students and offer them specific examples to consider. It could be incorporated in staff climate PD.

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We are working on starting racial affinity groups and the lens can help guide our decision making in an intentional way. I appreciate that the lens can help keep us grounded in our vision for who we want a PPS graduate to be and the skills we want to prioritize when schools and teachers are pulled in so many directions.

# data[].attributes.body
I appreciate that these tools offer specific examples and concrete guidance, to make biases and cultural practices more visible and explicit.

# data[].attributes.body
These tools can help remind us of the value of cultural and linguistic diversity, and that those are part of our district's philosophy and vision.

# data[].attributes.body
We need to do the work to consider the different experiences of our students culture and background. We need to ensure that our expectations match our thoughtfulness around what students need to be successful.

# data[].attributes.body
Because representation matters and in a city like Portland (with a very white Eurocentric history from its founding until now), it is so critical that our schools help push back against the legacy of this through our schools. This tool is useful for SIT for specific classrooms where SIT referrals may continuously be overrepresented.

# data[].attributes.body
I would like to figure out a way to incorporate the RESJ tool more with family feedback around student academic progress in our program. We are getting better, but we have a long way to go.

# data[].attributes.body
I think all of these need to be required documents that must be filled out in order to continue on in the FBA/BSP process.

# data[].attributes.body
These help staff consider their biases and to look at the whole picture-- not just one element of it.

# data[].attributes.headline
It is importabt to incorporate a student's cultural identity in school to allow them a sense of safety and belonging that comes with being "understood". The CLT can help teachers reflect on this as they can ask themselves if they are doing all the can, intentionally, to incorporate students' social identities.

# data[].attributes.subject
It is importabt to incorporate a student's cultural identity in school to allow them a sense of safety and belonging that comes with being "understood". The CLT can help teachers reflect on this as they can ask themselves if they are doing all the can, intentionally, to incorporate students' social identities.

# data[].attributes.body
We have a teacher who asks her students about the types of traditions their families engage in at home, and then allows students to teach their classmates about them if they so choose.

# data[].attributes.body
I think the RESJ lens is "crucial" in informing decisions for marginalized groups. Without it, the district is vulnerable to allowing white supremacy to overshadow any work individuals are doing on their own to create a more equitable environment.