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What if there wasn't a VTP? What would we do to address the achievement gap?

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Learn from the experiences of underrepresented students and students of color.

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Formalized and dedicated time to talk about equity

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Formalized and dedicated time to talk about equity

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Take time every staff meeting to talk about equity and how to impact students

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Focus our work in elementary math on making use of assessments to intervene and support our youngest learners. "Early mathematics competency predicts later reading achievement better than early literacy skills"

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need additional funds for targeted instruction to meet individual student needs and close the gap

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How can we provide strategic scaffolded supports to students who come to us with a wide variety of background experiences and opportunities?

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do a study of students who are 'successful' and figure out which teachers they had and conversely, how about those students that didn't do so well.

is there a pattern of success for students/teachers?

how many referrals per teacher?? and what makes it different for some teachers who have no referrals?

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Having courageous conversations about race

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Having courageous conversations about race

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we cannot continue to treat the topic as the elephant in the room.

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Advocacy/Homeroom period that can be an intervention period for Math and EL, and/or for SEL curriculum.  This would be a devoted time that would take time away from teacher for classroom instruction about every 2 to 4 weeks.

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Advocacy/Homeroom period that can be an intervention period for Math and EL, and/or for SEL curriculum.  This would be a devoted time that would take time away from teacher for classroom instruction about every 2 to 4 weeks.

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Gradually introduce integrated services to support learning, such as mental health, dental, medical, educational support after the school day.

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change the contract so that there is more time with staff for professional development.

especially for elementary schools, it should be built into the daily schedule.

need more professional learning as a "whole".

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What I Need time - a certain time each day/week where the entire school holds a learning time without new content in order for targeted instruction to take place with specialists/flexible grouping.

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Instead of reading, math and EL specialists throughout the day, have it at the end of the day so as not missing regular programming. 

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Instead of reading, math and EL specialists throughout the day, have it at the end of the day so as not missing regular programming. 

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double dose of learning

need full time El and Math specialists for the elementary schools

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Do a parent university/parent "powerful practices" professional learning day

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Do a parent university/parent "powerful practices" professional learning day

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This would enable equitable access to a variety of parent info (e.g., media, transitions (k, 6, 9), sex Ed, etc) and create and share content that could be then used for site-specific and follow-up parent info and education

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No HW for elementry (reading only) revisit middle and high hw.

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Need to stop 'handing' students off to other programs. Think about developing, 'in district' programs

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Do equity-focused walk throughs or shadowing

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Do equity-focused walk throughs or shadowing

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need reconfiguration

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Provide late busing for after school enrichment and RtI programs.

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Provide late busing for after school enrichment and RtI programs.

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Ensure I-Connect program is equally distributed at all levels, PreK-12.

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Ensure I-Connect program is equally distributed at all levels, PreK-12.

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Each site / dept bring evidence of a specific area at each PK-12 meeting. What works at your school? For example:
-Bring an example of how you communicate to parents.
-Setting up IEPs

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Improving Outreach and Connectedness between home and school

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Improving Outreach and Connectedness between home and school

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Identify targeted population and provide resources and information. Continue to improve language access and availability.

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Know how our different communities take in different information and continue to make information more easily accessible to ALL families.

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Actively measure students' connectedness to school staff; work towards the goal of every student having multiple staff members to turn to.

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Articulation of HUR students and families (transition plan)