# data[].attributes.body
The high school is having a lot of conversations about this. Students have shared concerns about discriminatory action (i.e., being called the N word in the hallway), without any punishment. How do we share enough with students so people know about the event but at the same time respect student privacy?

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The way to combat the issue of media in school may be an issue of having the appropriate culturally relevant instruction materials.

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5: Forming community relationships to have difficult conversations

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5: Forming community relationships to have difficult conversations

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Quote: "Community discussions need to focus on race, socioeconomic status, gender, sexual orientation, family background, disability, mental health and religious beliefs. They all bring different experiences to the educational setting, This is best done through learning conversations within the community. When we look at making systemic change in our community the personal narrative is powerful."

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Trauma caused in the classroom and by microaggressions

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8: Need to update outdated/incomplete curriculum

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8: Need to update outdated/incomplete curriculum

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8: Teachers avoiding or addressing hard topics disrespectfully

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8: Teachers avoiding or addressing hard topics disrespectfully

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Standards-based evaluation/assessment: how do we measure students on standards?

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Our system of assessments need to have multiple versions of assessments for all student types.

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Quote: Inclusive and culturally responsive curriculum/instruction. When presenting curriculum, teachers need to provide multiple and diverse examples that engage the full range of our students, their identities and interests. We need to stop teaching through the lens of the normal/majority and start teaching through the lens of diversity, a lens that encompasses all.

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21: IEP student discipline, failure rates

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21: IEP student discipline, failure rates

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Climate & Culture among IEP students: IEP students are the most likely to be suspended and have the highest failure rate

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11: Inclusive curricula addressing stereotypes

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11: Inclusive curricula addressing stereotypes

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11: Supporting teachers around culturally relevant pedagogy

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11: Supporting teachers around culturally relevant pedagogy

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Teachers need to look through a more critical lens, having conversations around equity and diversity in the classroom requires support for our staff.

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12: Training for teachers on culturally relevant instruction

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12: Training for teachers on culturally relevant instruction

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Healthy housing and socioeconomic issues among students and families in our school district

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22: More opportunities for our students to belong

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22: More opportunities for our students to belong

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Safe places for students to be mentored by caring adults

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36: Grading practices need to be revised across the district

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36: Grading practices need to be revised across the district

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Grades should not be punishing. One teacher in middle school has told students today that he needs to start docking points for late assignments. The later the assignment the more it's docked. These practices need to be improved. We need to give each other grace. If students abuse the privilege if a teacher does not grading down late work, that can be addressed on a case-by-case basis. Teachers should be trained about positive alternatives to grading down in that way.

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It's hard to be vulnerable and risk acceptance or rejection by revealing one's disabilities or differences.
Quote: Special education and children with special needs especially those with invisible disabilities.

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23. Training for ALL staff around the values of equity, fairness and inclusion so we are all working with common language and strategies when working with students. 

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23. Training for ALL staff around the values of equity, fairness and inclusion so we are all working with common language and strategies when working with students. 

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Words are important and one person can make a big impact on a student's life. People remember how you make them feel, and some won't forget what is said to them.

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Implement restorative practices for discipline in the WSD school system. Restorative practices can be healing for all parties; they can help find resolutions to put an end to harm.

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25: Students need to feel safe, respected and supported in order to learn and thrive.

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25: Students need to feel safe, respected and supported in order to learn and thrive.

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28: Professional training for staff will help our schools recognize issues and send the right messages to students. 

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28: Professional training for staff will help our schools recognize issues and send the right messages to students. 

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28: Gather parent input to update system policies

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28: Gather parent input to update system policies

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This can help revise security policies; needs to be tailored to individual schools and age levels.

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If racial injustice is accepted, poor treatment isn't addressed appropriately. The social norm should become make change and address the issue.

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30: Train staff to openly discuss issues among students and encourage acceptance.

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30: Train staff to openly discuss issues among students and encourage acceptance.

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Quote: We need to openly talk about bullying and harassing of marginalized communities (based on race, gender, etc.). Require staff training and open discussion among students to encourage acceptance. We need to do the hard work with the staff to train them to help students.

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We need buy-in from the people who make the main decisions to make change. The question was how do we get buy-in. People own what they create, so in order to have staff buy-in, they need to be involved in the decision-making process.

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32: All Students need to feel accepted, safe and valued.

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32: All Students need to feel accepted, safe and valued.

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Sometimes when students come to school they are looking forward to a particular relationship. Relationships are important to making students feel valued at school, accepted, and safe.

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33: Our main goal is to support  marginalized individuals.

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33: Our main goal is to support  marginalized individuals.

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Part of this may be to have more programs and community engagement. Sometimes people feel singled out in a club. Sources of strength are feeling accepted when you come in the door. We should offer more broad programs that offer acceptance and make people valued, where students can feel seen and not get labeled.

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Cleaning up our schools and neighborhoods, for our environment, for the homeless population. We all want clean air, clean water, a nice park. How can we find those projects that we can work together on.

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35: The general population being more understanding and accepting of differences

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35: The general population being more understanding and accepting of differences

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Some of the Washougal community is supportive, and some can be problematic. But our school district should absolutely encourage acceptance and understanding.

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38: Multilayered, multifaceted student and staff training

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38: Multilayered, multifaceted student and staff training

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Maybe we need more challenge days without labeling.
Quote: Division on equity issues: Staff need equity training and students need equity incorporated in the curriculum.

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36: Teachers should be trained about positive alternatives to grading down late work

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36: Teachers should be trained about positive alternatives to grading down late work

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Grades should not be punishing.