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1. The absent narrative in our curriculum for the non dominant cultures we serve and teach
2. Relationships
3. create culture and climate of belonging and knowing our students and their families
4. *Go beyond food, fun and festivals. *Memoirs as a way to built relationship with students and understand their story *Have students tell their story through their lens and experience not the one we want for them to tell us.
* Include students in curriculum councils. Climate is reflective of student demographic

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(Table 3)  1.  Identify an issue related to racialization:

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(Table 3)  1.  Identify an issue related to racialization:

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We don't have a system in place to ensure that equity is a part of the decision making process.

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EL students are often lumped together as being needy or being the EL teacher's students.

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Racial disparities in extra-curricular participation at the elementary, middle school, and high school levels.

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Teaching peers are our sphere of influence.

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Educators, coaches, adults, advocates, allies ...

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Eliminate racially identifiable disparities in extra-curricular participation across the K-12 learner experience.

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1. Provide transportation to support participation for all students
2. Develop and offer culturally relevant opportunities
3. Eliminate all fees/cost of participation that are barriers to participation

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We want content area teachers to see EL students as individuals with individual needs, not only as students with language needs.

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Set up meetings during collaboration time each quarter to talk with teachers about the unique needs of students coming into their classes. Provide a list of questions for teachers to ask students to get to know them more.

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1. How can we shift our data informed practices from racial/subgroup isolation to more culturally relevant teaching, focussing on knowing students as individuals?

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the school population is upper middle class and primarily white. Students need experiences that disrupt their niches and perspectives.

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1.
Student to student relationships. How do we integrate different student populations?

2.
All staff
All students
School partners
Parents

3.
To develop a series of activities/experiences that support students stepping out of their groups and sharing experiences with others

4.

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2) Families, students, teachers, school community
3) Increase the comfort of our teachers in engaging students of different cultures in their classroom (avoid/erase the assumptions).
-- do we first have to change the discourse/focus of our teachers? Stress of having to get to the standards/curriculum/content

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Black boys disproportionately referred out of class for discipline and how it's handled.

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Elementary teacher leaders

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Develop guiding questions, like What is your world perspective, What is an immigrant, What is a refugee, What is diversity, ?  After guiding questions are revised, develop resources for themes, including literature, videos, and group discussion and work for students to explore concepts.

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(Table 3)  2.  What is our "sphere" of influence?

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(Table 3)  2.  What is our "sphere" of influence?

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Our group today consists of 2 cultural liaisons, 1 Director of Communications, 1 Director of Technology, and 2 Elementary Principals.

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As principal - set the tone, culture & climate of the building, set policies, reinforce adult expectations.

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Have staff use a protocol to examine their own office referral data, disaggregated by race, reflect using the courageous conversations about race protocol and formalize a plan for next steps.

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US-born students, who have been in the district since elementary school, enrolled in high school EL courses

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Normalize self-examination & reflection on discipline and race.

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As principals in buildings, we can guide process change through the collaborative conversations that we hold with grade level teams and building teams and individuals.

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Negative narrative surrounding immigration and immigrant families/students

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We will be able to meet the needs of the individual versus the pre-conceived knowledge of a particular subgroup of the child. We still look at the data, but we see the data through the whole child and not a number tied to a subgroup.

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As principals in schools, we can set the tone for conversations in the building

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(Table 3)  3.  What's the change we want to make?

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(Table 3)  3.  What's the change we want to make?

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A clear process to ensure that decisions include discussions around equity.

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Create new narratives about our student and family populations

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Reflective/uncomfortable/fierce conversations with staff to unpack biases and create new narratives

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(Table 3)   4.  How are we going to disrupt?

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(Table 3)   4.  How are we going to disrupt?

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We will propose that this happens and will work this into the Strategic Planning process.

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How do we achieve academic excellence through building a strong sense of community?

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Culture vs Misbehavior.  How can you change teacher's viewpoints in order to have an equitable building policy that is universally enforced.

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Culture vs Misbehavior.  How can you change teacher's viewpoints in order to have an equitable building policy that is universally enforced.

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Educators, allies, advocates, adults ...

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invite a teacher(s) to dine or visit with family or families in their home or community.

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District leaders and building leadership / working with teachers

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Identify the specific needs of the student and respond with APPROPRIATE (most inclusive) supports to ensure student achieves full potential

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Catch teachers in the acts of relationship building - help them identify that this is a vital and important component of academic success. Affirm their efforts and help them build the bridge between a strong sense of community and achieving at high levels

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Affirm for teachers that relationship-building is the first and most valuable thing that they do with learners.

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Our sphere of influence is the the instructional coaches and admin can influence teachers and the admin at our table can create innovative building policies.

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Our sphere of influence is the the instructional coaches and admin can influence teachers and the admin at our table can create innovative building policies.

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1. Analyze current practices through formal analyses of historical data - what do these suggest about our beliefs?
2. Create culturally responsive strategies  across the K-12 system that support on-going identification of learner strengths and needs for students with a first language other than English
3. OWN the problem as an internal, institutional issue - - one that disadvantages certain students and, ultimately, fails to prepare them for their future

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Embedding the CRT practices into the core curricular areas.

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The changes we want to make in terms of behavior are going from reactive to proactive and when we have to be reactive, how do we get teachers to get to the root of the issue instead of punishment.  Teach before your punish.

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The changes we want to make in terms of behavior are going from reactive to proactive and when we have to be reactive, how do we get teachers to get to the root of the issue instead of punishment.  Teach before your punish.

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We will disrupt by being specific in our coaching conversations in getting the teacher to figure out why a student did what they did in order to come to a point of understanding in order to build the relationship with that student.

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We will disrupt by being specific in our coaching conversations in getting the teacher to figure out why a student did what they did in order to come to a point of understanding in order to build the relationship with that student.

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Rationalization within our programs in our schools.

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Mainly viewing staff who work directly with students.

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What is the change that you want to make?

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What is the change that you want to make?

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Teaching resisting instead of always navigation.

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4) informal events - nothing with the word "meeting".

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4) informal events - nothing with the word "meeting".

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Coffee with the teacher, dean, principal
-have to make sure this does not reinforce deficit stereotypes - how can we be intentional about this?

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- ground ourselves in Yosso’s Community Cultural Wealth Model

-engage in conversations around Navigational and (versus) Resistant Capital

-ask students about their history with Resistance in the past. What has worked for them? What has gotten them in trouble?

-involve students in conversations about how they can resist in a way that authentically amplifies their voice and teaches them to advocate in a way that benefits them.

-Interest Conversion in a way that benefits student more than the system. Students will be able to recognize situations when they will need to resist v. navigate.

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1. The racial dynamic I want to disrupt is conflict between our Karen and African American students. They have had increasing conflicts
this year and it stems from lack of understanding and relationship that starts in elementary school and grows over the year.

2. Three building principals, Karen and African American cultural liaisons, key staff advisors for the group, student representatives from the different cultural groups.

3. Multicultural leaders will meet as small groups at their school sites and older students will regularly mentor younger students. The idea is that high school students mentor middle schoolers and middle schoolers mentor elementary students.

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Changing Discourse Conversation: Empowering students to speak into problematic discourse, Elementary--Post-Secondary

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Changing Discourse Conversation: Empowering students to speak into problematic discourse, Elementary--Post-Secondary

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Language awareness Capital “D” Discourse

-Race, age (youth culture), academic ability, belonging

-Power dynamic

Examples: Elem-Student (Person of color) refusing to go to a class with a substitute because she felt that sub was racist for asking her to move angrily when another student was asked nicely.

What is a process students can use (open communication lines) to address problematic discourse?

K-12 Video to introduce school community norms and then follow-up with procedure to address the issue. Scenario examples for students and teachers

-Goal: Communicate expectations, bring awareness to idea of discourse (at age appropriate level), encourage appropriate response to issues, communicate what students could expect

Post-Secondary: Scenario training on common issues in schools

Empowering students by:

1. Permission to:

2. Take yourself from the situation (classroom, hallway area)

3. Document incidents

4. Number to text

5. Form to fill out

6. Recording device to record

7. Google Document

8. Check-in with adult

Expectation student can have:

1. Trusted-adult will follow-up with you to talk about the incident (KEY)

2. Possible mediation with adult will happen

Other questions/outside sphere of influence:

1. Admin responses to issues

2. Teachers willingness to have conversations

3. General culture of school

4. Open Conversation vs. Accusatory

5. Works best when restorative conversation is part of the culture

6. Navigation of system vs. resisting for change of system