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If writing and speaking are our only ways to communicate, who will be left out?

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collecting information and experiences from students and employees across all areas of Highline.

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Community advisory process for some decisions - often it is powerful to "Just Ask" what folx need and what is supportive

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Continue to examine, discuss, and change/dismantle/question our HPS policy and procedures in our teams and work. How do they de-center whiteness? How do they honor and include all voices? How do they support anti-racist practices?

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Have a protocol used by students and staff to follow for deep listening.

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Care to the induvial needs of every staff, student, & family we encounter no matter how small the conversation. Instead of stereotyping right away, pause and let them share their own individual story.  Remember to handle with care as these are vulnerable moments.

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Language Learning would like to provide equity of support for Multilingual students, staff, and leaders at all schools- DL and non-DL.

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Take personal time to examine one's own identity intersections before helping students to examine their own.

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Highlight individuality, respect differences, focus on establishing relationships and inclusion.

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More time for break out discussions and more than one day a year training. This is great and valuable and would love the district to offer several times throughout the year.

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With a lack of participation from most of our high schools and small/alternative sites, we need to discover the reasons behind that. If it's trust/relationship, communication, encouragement? Find the gaps in those relationships and embolden more of our students to participate.

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including the voices of students across groups is important.

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including the voices of students across groups is important.

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Hearing a reference to disability was great and something we have missed in the past.

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Modeling for and messaging to teachers with whom we work that our students are coming to the learning space with assets and funds of knowledge that we need to invest in. Centering those assets are key in creating a sense of belonging for all our students.

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1.     Rethinking Professionalism: How does white supremacy affect the workplace for White folks and People of Color?

2.     Representation: Creating programming for Queer identified students to connect with Queer identified professionals

3.     Centering Youth Voice: Embedding “Voices Internship” foundations into the large-scale internship program for the upcoming school year

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Inclusive Language to represent multiple identities

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Inclusive Language to represent multiple identities

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Continually reflect and make space to ensure we are using most inclusive language possible in the work we do with students and teachers. For example: using el/ella AND elle in Spanish, using Multilingual Learner versus ELL or to include multiple languages rather than limiting the focus to 2 or English. Honoring what students and educators bring from home and adding onto that repertoire.

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So we have more time to gather a deeper pool of students to give more students an opportunity to have their voices heard

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How is the pandemic being framed? Are we seeing students' funds of knowledge, resilience, and brilliance through this time of crisis?

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Work on standing up and stopping others when they use inappropriate or offensive language around race and identity. 

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Work on standing up and stopping others when they use inappropriate or offensive language around race and identity. 

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Learn more about the draft equity framework being developed and consider how it could be put into action at central office and in schools across the district

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Would love to see the draft Equity Framework continue to be built out and used by the system

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Would love to see the draft Equity Framework continue to be built out and used by the system

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Last year's training felt more like an overview. Teachers need more how-to/implementation at the classroom level and incorporating it into in-person instruction.

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Students need to be heard and represented in what they learn. They also need to be included with all students no matter their differences.

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Integrate Arts and SEL to provide access for all students to express their thoughts, culture, and personal story.

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Continue to hear student voices throughout the year, ideally hear from the same students at different points in the year. Include students from the inclusion department.

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Identify barriers to students' success/access and then look at which barriers we have control over removing.

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The need to integrate student identity in our classrooms, to allow students to teach us about themselves, who they are, and how we can help. Find a time and space for this to live in our classrooms.

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Intentional times to connect with students

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Intentional times to connect with students

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Finding time in our day where we intentionally connect with students and learn more about them, their needs, their strengths, struggles, etc.

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We would like more clearly defined goals and objectives around our district level equity work. How are we measuring the goals? What are specific supports to get each school or team to the next step? Could we do a survey of staff about their understanding of the equity work.

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Policy to ensure that students can choose name and pronouns on both zoom and google classrooms.

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Collect experience and data from the student body as a whole to understand perspectives and then incorporate it in our action plans.

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Identify a collective "elevator speech" about what we mean by equity and what we plan to do?

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Our group would love to see some TLL meetings be focused on deepening our understanding of Anti-Racist practice/Equity related topics

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Our group would love to see some TLL meetings be focused on deepening our understanding of Anti-Racist practice/Equity related topics

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Gather true feedback from students and families about how classroom instructional practices are going for them. What's working well? What's not feeling great? How can we get information to inform our practices without making teachers feel judged?

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Gather true feedback from students and families about how classroom instructional practices are going for them. What's working well? What's not feeling great? How can we get information to inform our practices without making teachers feel judged?

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Identify a wider variety of communication methods to reach more voices from more of our schools.

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Work with colleagues on strategies for supporting student identity work and getting to know how students identify vs. how they present.

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The author of this book describes how to hold class meetings to solicit student feedback - he plans for mini meetings or opportunities to hear student voices

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Meet with our departments to share a reflection from the symposium.

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Meet with our departments to share a reflection from the symposium.

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Then, based on those reflections, share an intention for the year.

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Use best practices to collect authentic student voice to influence district decisions.  We need to figure out what those practices are.  Examples: Student feedback directly to teachers 1x a quarter.  Collecting ideas on a padlet after reflection with friends.

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Include a reflection of equity every time we gather (piggy backing on SEL Signature practices)