# data[].attributes.headline
Want to talk about how concepts in the book relate to work here at Ephesus and personally want to know how better to talk about these issues with other white people

# data[].attributes.subject
Want to talk about how concepts in the book relate to work here at Ephesus and personally want to know how better to talk about these issues with other white people

# data[].attributes.headline
poverty is one of those issues that I think is impacted by race issues and undergirds that social issue; I use to think the achievement/opportunity gap was most impacted by poverty and have come to think actually it's about race more than poverty

# data[].attributes.subject
poverty is one of those issues that I think is impacted by race issues and undergirds that social issue; I use to think the achievement/opportunity gap was most impacted by poverty and have come to think actually it's about race more than poverty

# data[].attributes.body
I use to think that poverty was the cause of the achievement/opportunity gap more than race, but I've come to understand that race issues undergirds poverty issues and that the opportunity gap is more about racial issues in our society than poverty

# data[].attributes.headline
disproportionality in discipline, how students are responded to regardless of disability area

# data[].attributes.subject
disproportionality in discipline, how students are responded to regardless of disability area

# data[].attributes.headline
Something I hope to get out of it is adding to my toolbox appropriate vocabulary and questions to feel more comfortable talking about race and make the people I'm talking with also feel comfortable having these discussions.

# data[].attributes.subject
Something I hope to get out of it is adding to my toolbox appropriate vocabulary and questions to feel more comfortable talking about race and make the people I'm talking with also feel comfortable having these discussions.

# data[].attributes.body
everything in the media--for example, Rittenhouse trial, would be helpful to use the REIA card for all of society,

# data[].attributes.headline
different expressions of emotions culturally

# data[].attributes.subject
different expressions of emotions culturally

# data[].attributes.body
people perceive disrespect differently by race, and plays a role in how we discipline and talk to students

# data[].attributes.headline
COVID and the return to school, vaccinations

# data[].attributes.subject
COVID and the return to school, vaccinations

# data[].attributes.body
COVID disproportionately affecting Black and Brown individuals

# data[].attributes.body
white people's hesistancy to talk with other white people about race due to fear of being wrong, not knowing enough, avoiding conflict, etc.

# data[].attributes.body
I use to think the opportunity gap was about poverty and now realize how race undergirds everything.

# data[].attributes.body
remember individual examples from school to make it specific

# data[].attributes.body
instead of purchasing the whole kits only got a grade level above or below; in one classroom for example 100% of students without a toolkit are of color and 80% are EL students; Students of color don't have the core materials needed on their level

# data[].attributes.body
when trying to use powerschool to multi select Latino names it won't work unless you put a hyphen in between the double last names

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This is HUGE.  It IS about race if a person of color thinks it is about race, because race affects every part of our lives.  So many examples, a big one is any topic of getting ahead.  How one gets in to school.  How one performs on "standardized" tests.  How one gets a job. How one inherits wealth.  How one buys a house.  EVERY. THING.

# data[].attributes.subject
This is HUGE.  It IS about race if a person of color thinks it is about race, because race affects every part of our lives.  So many examples, a big one is any topic of getting ahead.  How one gets in to school.  How one performs on "standardized" tests.  How one gets a job. How one inherits wealth.  How one buys a house.  EVERY. THING.

# data[].attributes.headline
I want to understand as much as possible about how people of color feel all the time about race, so that I can empathize as much as possible, show compassion, and learn the best ways for me and other white people to work on our mission of being more equitable.  

# data[].attributes.subject
I want to understand as much as possible about how people of color feel all the time about race, so that I can empathize as much as possible, show compassion, and learn the best ways for me and other white people to work on our mission of being more equitable.  

# data[].attributes.headline
achievement gaps and tested success of students

# data[].attributes.subject
achievement gaps and tested success of students

# data[].attributes.body
try to treat everybody equal, but do things don't realize it, opens more conversation so more aware personally to avoid interactions that will impact people of color negatively even without intending to harm them, do better in the community

more guidance on how to talk to other white people about race if something is said that makes you uncomfortable race wise--how to not shut down the conversations, finding wording to use how to respond well and not put them on the defensive

how to model to students

learn how to confront systemic racism and make things better

how to present things as cause and effect and plant seeds

how to talk to other people in the workplace and not bring about divides

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teachers are predominantly white, and TAs more are of color than white

# data[].attributes.body
in 1st grade there's a girl who's the only black girl in her class (wasn't supposed to be, other child transferred before school started)

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assumptions and expectations based on race about achievement and what's visible (more students of color are going to EC for example reinforce bias); gifted students are more white and students and staff see that--very visible; also intervention; disproportionate in small groups being pulled

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the fact that only teachers can document in educator's handbooks; history of disproportionality does it continue

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is it subjective what's major or minor; complicated if EC status too; documentation in educator's handbook makes it difficult

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At Ephesus are events disproportionately attended? if parents work at night are they unable to attend; conferences during the school day is it harder for parents of color to attend?

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hard for classified staff to attend, because of needing to work second jobs, etc.

# data[].attributes.body
how to talk to a not big "R" racist, someone who says insenstive things and how to talk to them--tie the individual issue to system issues-it contributes to larger systemic issues if you perpetuate different ideas

# data[].attributes.body
how to become aware of biases? better idea of things that contribute to systemic racism to know how to better learn about it; what sorts of things make me feel uncomfortable

# data[].attributes.headline
use the book as a tool to talk about race

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use the book as a tool to talk about race

# data[].attributes.body
become more comfortable talking about race with white and black staff with each other

# data[].attributes.body
saying that slavery is an entry point to discussing black history when actually slavery is white history

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concerns expressed about impact on students; oppression of law enforcement system

# data[].attributes.body
staff reaction to pulling kids last year 45 minutes at end of day 2 x a month on Friday, vs. no reaction when kids are pulled for other reasons

# data[].attributes.body
we all thought the kid was h.s. aged from the behaviors and language being used, were all surprised when he's revealed to be 5 years old.

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When we read that a student had assaulted teachers, we assumed the student was older

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We talked about how determining why a student did something is pretty futile. How it's important to separate the behavior from the child and communicate with families and have non-emotional responses.

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Is it possible that in Educator's Handbook we could have clear cut, non-subjective definitions of behaviors being documented so we avoid staff documenting a kids behavior as "assault" when it's more accurately physical contact

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We remember when the risk ratio used to be closer to 1:1 and are concerned about what's changed. We discussed a hope that we could review this risk ratio data at staff meetings more frequently

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we wonder about how the last 2+ years have disproportionately negatively affected our Black and Brown students and how that trauma plays out now in schools

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I want to challenge myself and my personal biases.

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I want to challenge myself and my personal biases.

# data[].attributes.headline
Educator Handbook documentation may be contributing to school to prison pipeline. Inconsistantly used, could be used for EVERYTHING we see in our classroom.  Do teachers document equitably? *Should* we always document?  To what end if we are not being restorative also?  

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Educator Handbook documentation may be contributing to school to prison pipeline. Inconsistantly used, could be used for EVERYTHING we see in our classroom.  Do teachers document equitably? *Should* we always document?  To what end if we are not being restorative also?  

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Is there a way to see the data broken down by individual students?  We wonder...how many white student behaviors are not being documented?

# data[].attributes.subject
Is there a way to see the data broken down by individual students?  We wonder...how many white student behaviors are not being documented?

# data[].attributes.headline
Any restorative practices would've been helpful.  Hey, buddy, what's going on. Important, though, that the student needs to feel valued in order for his teachers to have restorative conversations.

# data[].attributes.subject
Any restorative practices would've been helpful.  Hey, buddy, what's going on. Important, though, that the student needs to feel valued in order for his teachers to have restorative conversations.

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We NEED to bring back restorative circles in EVERY classroom.  Circle time for community building....allowing for positive feelings.

# data[].attributes.subject
We NEED to bring back restorative circles in EVERY classroom.  Circle time for community building....allowing for positive feelings.

# data[].attributes.body
African American children experience  stress and trauma  that we seldom acknowledge. Young children experience  systemic racism that  parents can't even protect them from.
Racism impacts 100% of every aspect of a black child's life.

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5 year olds cannot always verbalize when something is bothering them. They need guidance.

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If restorative practices used for the first instance, the other ones might have been avioded.

# data[].attributes.body
Writing up vs Restorative practices can put a label on a child, starting the pipeline.

# data[].attributes.body
It would have given Sagan a chance to calm down.

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Are communication between teacher and TA happening before write up?

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Is the race of the person writing up something to be considered?

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Are our ratio numbers trending up or down?

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Can we break out the data by number of refereals for each child? (how many have 2, 3, etc.)

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Do the numbers of SWD also effect the numbers of race (double counted)?

# data[].attributes.body
We are conerned that  students who are in "time out" with admin are visible to the public (parents, other students, etc).

# data[].attributes.body
We agree with restorative practices but sometimes we see kids who are misbehaving are being rewarded.

# data[].attributes.body
I'd like to see how white co-workers respond to children of color with specific issues, such as behavior, feeling alone in their classes (they may be the only child of color in their class), home issues, etc. Do they understand the daily trials that some of these kids face simply coming to school? Do they understand that parents may be unable to come to school functions because of work schedules, babysitting issues, etc.? Are they aware that some of these kids come from a one parent household and are really doing their absolute best? I'd like to see some discussion involving societal barriers that make being a "person of color" a challenge simply by being....

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When did Ephesus data change for 1:1 to 1:6:4? What happened? What accounts for this?

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Is the expertise of Classified Staff in re student placement given equal weight?

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Are observations ever unscheduled? Might that give Admin more accurate data?

# data[].attributes.body
When a child of color is having an issue, White teachers esp, need to communicate with the parents *before* things are way out of hand. Is there reluctance there to do so?

# data[].attributes.body
We prefer to come back together after meeting. The impact of Black staff experience is diluted when only shared in print.

# data[].attributes.body
No pay or compensation for TAs that participate in afterschool committees is a problem, considering we are required to join a certain number of committees.

# data[].attributes.body
it feels defeating/defeated that the system remains, but what's the alternative, do nothing? The kids see the individual progress and how we strive to be good and that matters.

# data[].attributes.body
Yes, how do your fix this enormous idea of the system?
It is hard not to feel the weight of never being able to succeed. This is really big.

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Public education focuses on sorting children, and the criteria for sorting often favors parents who can access resources to help "boost exceptionality" (e.g. AIG, LEAP). We also sort kids who experience academic challenge into groups, and the messaging can be damaging long term.

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Mr. Taylor supports by saying... if you would like to please stand for the pledge.

National Anthem - teaching seems like a question for equity team to discuss

Pledge - if they don't want to say it we don't make them - does it need to be a conversation when they are not saying the pledge to help students with the language to share why they are not saying the pledge.

Is it a state law that we have to say the pledge? 2006 Opportunity to say it daily? It has to be in the schedule.

ESL (visiting, immigrants) lots of different reasons for not wanting to say the pledge. Kids should know what the pledge is and the words to explain why they are not participating.

Our students may not have the language to say why/why not they say the pledge.

Is this a bigger question to discuss with the equity/admin team?

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Policing - Many people of color see/experience the police pulling people people of color over...the systems teach us that people of color can be accused (or under suspicion) by police regardless of violation of law, how professional they look, etc.

# data[].attributes.body
The language Mr Taylor uses of "If you would like, please stand for the pledge..." is affirming of students who may not want to say the pledge. We discussed some staff sharing why they say the pledge with their students. We discussed how not all of us say the pledge but encourage our students to sit/stand quietly.

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Is there guidance on whether we should be asking students to be still and quiet during the pledge? What does the legislation say?

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Is there guidance on whether we should be asking students to be still and quiet during the pledge? What does the legislation say?

# data[].attributes.body
Assuming an awareness of what you are saying is wrong.

Comfortable with the people around you in calling you out for things you say.

Present to future- what are we doing now that in a hundred years will we look back on and know that it was wrong.

Take action to then correct the mistake- or saying something that is wrong. Having peers to talk to you to support when "calling in" it's okay to say this thing happened... can you help me to identify cultural bias?

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5th graders will force you to be accountable

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Part of the solution, not part of the problem.

What can we do to build the students up? Teachers can take the support away and they will go on...

New district rules - lessons taught to students. Listen and respond to requests. So different than saying listen and following directions. YOU RESPOND. This is a way to respond even when others have a different idea than you do. It's okay to advocate for themselves. Preparing them for the future by using this language.

"Listen and Respond"

Giving voice to students, bringing back the circle to give students a platform for voices.

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Oral history project where students take home an interview guide and try to uncover an object or tradition that tells something important about their family -- a culminating project after a SS unit. We don't do enough to connect learning to our students' lives. This project always brings surprise and pride and respect to the classroom.

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I know that some students are uncomfortable attending this school for several reasons. 

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I know that some students are uncomfortable attending this school for several reasons. 

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Some students feel like they don't have friends even though they have been attending EES for more than a year. Others feel that their classes are boring because they are exposed to only one style of teaching relying only on slide after slide all day long.

Students who learn in different ways are not exposed to those other ways. For example, the arts, music, dance, painting, singing, etc.

Students who don't like to be given multiple tests in one single day.

Students who see classes and think the walls are ugly because there are no colors or pretty things posted.

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giving a wiggle stool to a student who told the class proudly (they were jealous)  "I have something called ADHD.  That means I need to move around a lot to do good".  

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giving a wiggle stool to a student who told the class proudly (they were jealous)  "I have something called ADHD.  That means I need to move around a lot to do good".  

# data[].attributes.body
Being the only child of their color and gender in the class

# data[].attributes.body
We need to allow this behavior. We need to let all students know that whether they choose to stand or sit, say the pledge or not, they need to respect the choices of their classmates and show respect. We need to teach them that in a community people are allowed to make personal choices that are best for themselves.

# data[].attributes.body
We need to acknowledge that we don't know everything. We need to keep asking questions to better ourselves. We need to show our students that we don't know everything and that we will continue to be learners for life.

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Language is a barrier to interacting with everyone at school.  2. Kids who are labeled as troublemakers, or always called out, could feel the need not to attend school because of the mentality of why to try if I am not good enough. 3. Bullying is another factor why kids do not want to attend school. 

# data[].attributes.subject
Language is a barrier to interacting with everyone at school.  2. Kids who are labeled as troublemakers, or always called out, could feel the need not to attend school because of the mentality of why to try if I am not good enough. 3. Bullying is another factor why kids do not want to attend school. 