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Thank you for attending the WASEN Online Affinity Groups! Facilitators-- Morning: Andrea Chorney and Erin Herda Afternoon: Flordelrio Correa and Elisa Yzaguirre

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As a "builder" for online 2nd grade units for the district, I excluded some materials that center white supremacy (esp. glorifying people like George Washington, etc.) and centering indigineity in Ventura. I paid a local youth justice org, Justice in the Classroom, to consult on my units through an anti-racist lens before submitting them to the district.

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Working with my team to implement, learning more, reflecting all the time

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I've been building on the old version of the framework in my curriculum, and enlisting my students in co-designing. That's very exciting. We have a large Ethnic Studies PLC at our building this year--that is also very exciting. I feel I have a lot to learn still about how to make the space affirming and sustaining for my students, how to overcome the challenges of teaching 150 kids and being able to meet all of them where they are

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Oliver - Developing understanding and basic exploration

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Oliver - Developing understanding and basic exploration

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I have currently read some scholarship and foundational texts to "ethnic studies" as well as attended some ethnic studies workshops. Now, I am faced with attempting to implement my interpretation of ethnic studies. I have free range over my curriculum, so I have a lot of freedom. I don't have many colleagues who are interested in collaborating... which is a huge hurdle. I also am struggling to implement in a way that is accessible and useful to my students.

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I'm 100% in! It is such a relief to finally be teaching through the Ethnic Studies lens. The Chief Sealth ES PLC is a great support, but I wish we could meet more often. It just really helps to have the constant support as we redefine and redesign our curriculum.

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I'm 100% in! It is such a relief to finally be teaching through the Ethnic Studies lens. The Chief Sealth ES PLC is a great support, but I wish we could meet more often. It just really helps to have the constant support as we redefine and redesign our curriculum.

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Still learning. I’ve done a lot of independent learning the last few years by reading and taking workshops. I’m on the racial equity team at our school and we have done some good initial work. But, there is no over-arching curriculum that is implemented across the district or in our school.

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I am thinking about each of my OARS lessons through the lens of identity and ethnic studies. In what ways does this lesson help students understand more about themselves as individuals? As academics? As family members? How can I encourage them to reflect and grow in their understanding of self?

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I am trying to learn as much as I can from this Ethnic studies and pratices to change what I do in ELA and what we are doing as a building to be an actively antiracist school.
I'm in the less formal ethnic studies implementation, but rather the lens, if that makes sense...

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Beginning. Reading, listening, trying to make good choices in books, how I present history and present times(leaving out, putting in) On Equity Team but we can only make suggestions, about implementing STI, for example.

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Getting to know students in their familiar and family settings

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Trying to work more to incorporate it in the math and CS content that I teach and how expand the lessons to be more inclusive and historical content behind it and what was problematic with that.

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Trying to work more to incorporate it in the math and CS content that I teach and how expand the lessons to be more inclusive and historical content behind it and what was problematic with that.

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Continue to dismantle and modify existing curricula to center BIPOC

Continue to reeducate myself and work to weed out white supremacy from my own thinking

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I want to come up with a routine to make sure I am gathering student voice in some form or fashion every academic period. Some can be more formal (like a survey on Forms) and others just a check in in the chat. But I want to hold myself accountable to collecting student feedback daily.

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I am "an authority" in the classroom and I have control over my students access to challenging my authority so that they can practice for when they are ready to engage with higher forms of authority. I need to normalize challenging authority and prioritizing their own voices.

I can control my curriculum 100%
so that gives me a lot of freedom to face these issues.

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more feedback than ever. I always start with a student survey and family questionnaire, but I plan to check in on how I'm doing at least once a month. And, to make part of our curriculum, the constant questioning of how we do things in our school and classroom, how it works or doesn't work, and what could change

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Dismantle the expectation of "normal" provides more flexibility and collaborative approaches to anti-racist education

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Be transparent and honest with students about my process as a teacher and what I am learning in independent research and through my professional development. Let them know when I make a mistake and reflect.

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Encourage our Racial Equity Team to support staff in analyzing their curriculum, projects, books, videos, songs, etc with a racial equity lens/tool. Get the tools, send out to staff with associated learning for how to use & why. Maybe set up support sessions with each other for that work.