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We need to teach students about these barriers and structures that are preventing them from opportunity. Many students have believed that it is their fault for not succeeding but there are forces, policies and practices that they cannot see/name that is preventing them from success.

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I think we need an extensive exploration of the variety of ways in which we can create conditions of learning that are equitable and just.  This discussion should include an examination of the texts we choose to put in front of our students, the behavioral expectations we hold, the ways in which we interact with our students,  how just and equitable our assessment practices are (and more).

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It is imperative that all teachers (new and old) have a perspective on the communities in which our students live. This will dismantle the barriers to creating curriculum that is relevant to our students needs

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Provide heart rate monitors to all students.

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Provide heart rate monitors to all students.

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Many students who live in small houses and apartments don't have quiet study spaces. We've moved away from the media centers being these places, and many students would probably appreciate having a drop in place to complete their homework in comfort and quiet.

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I have concerns about how we can maintain high expectations, while always focusing on a strength-based approach. I hear that, and initially think that we should not be exposing and pushing students to continue adding to their strengths. There is a necessity for secondary level students to be thrown out of their comfort level in order to grow

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If our mission is to build relationships with students, it is difficult when you finally break that barrier with the student and then

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If our mission is to build relationships with students, it is difficult when you finally break that barrier with the student and then

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Hearing the barriers from current students and current graduates would be ideal. Also, knowing how our students are fairing post-secondary would be helpful too?  What could we, at Leyden, have done differently?  What worked well?  What could be improved upon? 

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Hearing the barriers from current students and current graduates would be ideal. Also, knowing how our students are fairing post-secondary would be helpful too?  What could we, at Leyden, have done differently?  What worked well?  What could be improved upon? 

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Of the five headings, this one, in my opinion, is the one we are least successful in accomplishing, but it seems to me that it is the linchpin to dismantling barriers.

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Of the five headings, this one, in my opinion, is the one we are least successful in accomplishing, but it seems to me that it is the linchpin to dismantling barriers.

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How do we establish meaningful expectations that are respected and maintained by all faculty members?

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We should really study our community if we are to help with equity and justice in the lives of our constituents. 

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We should really study our community if we are to help with equity and justice in the lives of our constituents. 

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We are providing more opportunities for students to prepare for there post-secondary experience,  through AP courses, dual credit, credentials and industry certificates.

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I hear a lot of use of the "restorative justice" buzzwords being tossed around in education, especially in the context of recent state legislation; however, I see little real application of it in public schooling. Actual RJ can't merely be limited to preventing students from excessive out of school suspensions, but must involve cultivation in students that they are accountable to their teachers, PEERS, and COMMUNITY for achievement and behavior in the classroom. In addition, the restoration of students to good standing in the school, after failure --behavioral or academic--would go a long way toward fostering better student-faculty, student-student, and student-community behaviors.

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I like the idea of exposing our students to AP and higher GPA! However, I'm a bit confused how we will achieve this simultaneously with looser attendance policies, tardies, and lack of strict deadlines for assignments? I am just not sure how these communicate high expectations. 

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I like the idea of exposing our students to AP and higher GPA! However, I'm a bit confused how we will achieve this simultaneously with looser attendance policies, tardies, and lack of strict deadlines for assignments? I am just not sure how these communicate high expectations. 

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Ensuring that all cultures within the school are valued - through content and activities

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We need to continued to develop faculty and staff understanding of our school community.

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Whose "ethnicity" gets studied? What do we study? The most successful "ethnic studies classes" really work to empower students. At Leyden we only want to empower students to do what we want them to do.....our vision of empowerment. BTW we already had versions of that in the past in Social Studies. They exist no more for a reason that has nothing to do with admin or teachers and lots to do with student interest. 

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Whose "ethnicity" gets studied? What do we study? The most successful "ethnic studies classes" really work to empower students. At Leyden we only want to empower students to do what we want them to do.....our vision of empowerment. BTW we already had versions of that in the past in Social Studies. They exist no more for a reason that has nothing to do with admin or teachers and lots to do with student interest. 

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Through project based learning in co.lab students have the chance to choose their passion and find a way to make a positive change in their community.  With this, we take small groups of st

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Through project based learning in co.lab students have the chance to choose their passion and find a way to make a positive change in their community.  With this, we take small groups of st

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A community liaison should be bilingual-bicultural and have shifting hours, so that parents can communicate with an adult after 4 pm or 8 pm, to get authentic connections, not just one weekend, one event.

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A community liaison should be bilingual-bicultural and have shifting hours, so that parents can communicate with an adult after 4 pm or 8 pm, to get authentic connections, not just one weekend, one event.

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AP prep program in the summer does a great job of building student relationships with teachers and fellow peers

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AP prep program in the summer does a great job of building student relationships with teachers and fellow peers

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I like the GPA growth idea. I also think the "excellence award" is watered down. Not everyone is excellent and we risk it appearing we're just giving out participation medals. Find a new way to do this. Growth is better. 

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I like the GPA growth idea. I also think the "excellence award" is watered down. Not everyone is excellent and we risk it appearing we're just giving out participation medals. Find a new way to do this. Growth is better. 

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First, identifying WHAT the local, state, national, and international barriers that should be dismantled must be discussed and reflected upon.

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First, identifying WHAT the local, state, national, and international barriers that should be dismantled must be discussed and reflected upon.

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If we are really committed to this there should be an Ethnic Studies class. 

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If we are really committed to this there should be an Ethnic Studies class. 

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Giving students access to hot spots that don't have internet access at home.

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We are concerned about the average student. Students who need a lot of support receive the support. The high achieving students are continuously receiving awards and accolades. Perhaps instead of setting GPA thresholds, we acknowledge students who improved their GPA (by .2 for example) and instead of setting a bar of 2.49 for the Excellence award, perhaps have the requirement be GPA growth over the 4 years.

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Remove the barrier if forcing ELL students to attend a different campus than their cohorts.

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Special Ed. Dept. does a great job of communicating with families throughout the year. It is difficult when district decisions for classes/students are made without all stakeholders aware of these changes. The case managers are the ones who have to communicate with the parents/guardians/students without a rationale. 

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Special Ed. Dept. does a great job of communicating with families throughout the year. It is difficult when district decisions for classes/students are made without all stakeholders aware of these changes. The case managers are the ones who have to communicate with the parents/guardians/students without a rationale. 

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Special Ed Dept. works very hard at this with each student.

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Special Ed Dept. works very hard at this with each student.

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We have to move beyond simply encouraging students to take "harder" classes and do the hard work needed to better ensure their success in these classes.  Those things are curricular alignment, required bridge programs and required formal supports.