# data[].attributes.attachment_link.description
Access Google Sheets with a personal Google account or Google Workspace account (for business use).

# data[].attributes.body
Difference course offerings:

Survey

Based on demand; Different demand in different schools

Less academically resource:

Transfer students

Extension of Link Crew for transfer students; Mentorship

Lunch buddies?

Continuation of non-STEM:

Different speakers

Drama/Actor connection

Journalism/History possibility?

Academic competition:

Teachers contributing to it indirectly

High expectations for the prerequisites of the class

Fueled by ambition; Too deeply ingrained within Lynbrook culture

Always has existed; No feasible way to approach?

Extracurriculars?

Parent seminars/workshops to not compare their student with others => Instill those values into their student as well

Grading equity:

Was addressed 2 years ago

Humanities department

Literature

Teachers will have less freedom if there's a standardized curriculum;

Mental health resources:

LEG Council

Guest speakers during tutorial

Wellness space open to everyone

Remove the stigma on Mental Health

Awareness

# data[].attributes.body
non-STEM: continuation of speaker events?

high attendance last year shows high interest

possibly highlight jobs that combine tech + humanities -> technical lawyer

diff. from job shadow: opportunity for exploration

internship fairs (?) - liability is a concern

STEM companies w/ liberal art jobs

clarifying focus

invite speakers w/ experience in combination of fields

professors in non-STEM

hands-on activities or events

comb. of nonstop + stem - coding art -> demonstrate interdisciplinary (?)

grading inequity

impossible to fully achieve grading equity

professional development -> hard to enforce irl

can give recommendations

STEM grading

some teacher gives opportunities for makeups, others don't

can't have same assessments - cheating problem

teaching styles

providing similar resources -> cannot enforce according to union rules

difference in course offerings

Inclusivity:

ELD students: STARR tutoring

ELD Connect

Special Need students

Students not interested in 4-year uni. path

Neurodivergent students

Clubs during lunch to support students

Students w/ different learning styles

Academic competition/bullying

Course rigor - students feel worse for taking easier classes

Shared mindset - being able to acknowledge your strengths

Herd mentality

Parental pressure + Peer pressure

# data[].attributes.body
1. Difference in course offering - it is hard to tackle because it is not an actual action in the equity task force. We might be able to address it to the school board. We don't have a specific AP physics class. We can't really do anything.

2. Inclusivity - English learning students need someone to help them to even out the playing field. equity task force can reach out to other students and collab with Link crew.

3. Increase contests for non-stem subjects. Equity Task Force creating an opportunity guide for non-stem subjects. we can ask Leg Council to promote more non-stem clubs.

4. Academic competition + Academic Bullying - It is hard for it to be an action as it is might be a culture which has been originated from their families. Academic bullying might be not including someone because they do not so well in a test and teasing them about it. We make a study about the Academic bullying and academic competition in the lynbrook community. Target incoming students as their mindset is more based on everybody has to get an A and if you don't it is a bad thing.

5. Grading inequity - make a recommendation to the teachers to make the green sheet similar to other teachers. We could as a group take all of the teachers syllabus of one subject and compare the syllabus with the other teacher's syllabus.

6. Mental Health Resources - Space is an issue to make a wellness council. We can make a study on how the wellness study operates and bring it to light to our school. We should get more outreach on telling students about school wide therapists. We can put it in the epic newspaper that we have therapists.

7. Social Bonding issues - any student that didn't go to miler and is now in lynbrook, how can we include them. We can let teachers know about the people who have problems with social bonding so that the teacher would be smart about where to place the student in the classroom.

# data[].attributes.body
Difference in course offerings between FUHSD

probably not very feasible - district wide from the top down

Grading inequity

probably feasible

has been moving in that direction for years

Mental health resources (wellness center?)

information/awareness about mandated reporting, repeat messaging

Workshops + exploration of new subjects + humanities

speaker events to a bigger audience, maybe in the quad possibly schoolwide (not mandatory)

job shadowing program

competitions, e.g. PTSA reflections

Low-income students (mandatory donations for sports)

awareness for financial support, in ASB as well, pressure in how it's conveyed

Microaggressions + discriminatory language

consequences to discriminatory language

why you shouldn't do that, awareness/outreach

Outreach Group

educational arm for equity task force for school environment goals

Nepotism in club + ASB

ASB is aware of the problem, enforcing the procedures

connections are what determines if you get credit