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1. What allowed R to express himself honestly and vulnerably about his experiences with school?

2.  What could I have done to engage this seemingly disengaged student earlier in the year?

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How can we work at Mount Pleasant to better integrate ELLs into the school community and strengthen relationships between ELL students and non-ELL teachers?

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1. How do race, culture, class, and power impact student-teacher interactions in this particular case? 2. As a school community strives to personalize learning and make learning authentic in the classroom, what types of issues should be addressed around politics and race that are connected to real life cultural dilemmas in our country: ie. school shootings, racial profiling, presidential politics, racism, #metoo movement, sexuality, gender, etc.

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APS: Teacher/Student Relationships Senerio One

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APS: Teacher/Student Relationships Senerio 2

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APS: Teacher/Student Relationships Senerio Three 

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Adding to 1, how can he share his learning from that individualized plan. Balance between expectations and what's interesting to him

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- I wonder if this student could have a personalized learning plan developed by the teacher that incorporates what they want to learn, what the student wants to learn, and the teacher can figure out how to make all the connections...so the student knows clearly that the teacher wants to create something relevant?

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- Starting with the compentency and being transparency about where he is, then discussing a path to meet that, discuss the tools he has available to meet that goal, and allow him to choose how he wants to go about meeting the content expectations?

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I wonder if a student that age doesn't necessarily realize that thinking this way is a positive thing, he just thinks he struggles with low self esteem and thinking he's only off task. We need to figure out how to explain to him that he's such a high level thinker and helping him figure out how to apply this thinking to his learning so that he can be successful. He could make many of these questions his life's work

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- I've had students like this and I wasn't able to reach him...he was a deep thinker...he would sneak away and read...he ended up dropping out...
- It's difficult to do this...
- Maybe we could reform the advisory period where the advisor gathers the students' interests...

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Teachers got to grab sticky notes with kids they have a good relationship with and the teachers can figure out how to group advisories. Then the kids still left on the wall are assigned to a teacher so that someone can give them some more attention

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Nicole,

I love your honesty, I find it refreshing, and in the end I think your staff will benefit from it. As you move forward, possible "trust circles" FUSERI has some protocols that can help you build this trust.  These could be used on PD days or at the start of the school year. I have found that is a process that everyone can benefit from, especially students.  The creation of student groups to gather feedback from students, use surveys to gather data from students, student interviews and gather quotes from students to post.

Thank you for sharing

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The student seems to respond well to meaningful and deep conversations...maybe we can continue to have these kinds of conversations with this student more...

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Questions:
Family engagement for ELLs?

How do you better educate yourself about student culture?

Building level engagement?

Suggestions:

Multicultural prom movie

Morning meetings

PowerPoint club (visual PowerPoint about student background)

Helped with parent invitations

Dance connection

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Consider looking at resources through National Equity Project and Restorative Justice Circles (YWCA promotes this in WI)

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Put him on a success plan to get him eligible for the team even if he's not eligible at the beginning of the season? He would have meet with all this teachers with find those boundaries.

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You will always have students you don't connect with...could we design a class that is long-term and personalized...have conferences with the students through the year...
Maybe at the start of every unit, this is what this unit is about, here are some ideas for some projects you want to work on...if you have something you want to study I can confirm it is relevant to the unit... WHAT RESOURCES EXIST??

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Ask current staff how they would respond to this situation and/or what would be helpful for an effective response.

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Maybe kids could build a website...here is the framework...need to pass all of these standards...conference with students...use a platform that delivers the curriculum (e.g. Kahn Academy)... 2-3 kids conference a day...

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Kindness Campaign --> solving a problem they've noticed in their school or community and creating their own social project that they need to implement.

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Community building in the classroom itself so that when there's a large group not engaging you can stop for five minutes and rebuild the culture and then go back to the topic/activity

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Student groups designed to discuss/educate/support conversations around race/bias.

Here's a video one of our student groups created: http://www.mcpasd.k12.wi.us/microaggressions