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5 Levels: Physical Integration, social emotional engagement, opportunity to learn, instructional excellence, engaged and inspired learners. Each part is integral component of an equitable schooling experience (pg4)

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Is this something that we may want to consider having BLT's do as a "next step?"

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Equity and Equality Are Not One in The Same

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Equity and Equality Are Not One in The Same

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"building the ramp beside the staircase"

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"the more "separate" students are, the more unequal their outcomes remain" (pg 15)

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Identity is multi-faceted (pg 17)

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"broadening single focus equity initiatives to comprehensive, school wide measures and approaches, we can make the practices that support equity standard practice." (pg 18)

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We may benefit from a data deep dive into our overall District demographics as well as individual building demographics.

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Do our students have an integrated experience? Do ALL of our students feel a sense of belonging? How do we know? What do we do when we find out?

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ALL staff in our schools play a role in our students' lives. All staff need opportunities to develop in this area.

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ALL equity work needs to begin with self reflection. What is our own "cultural bubble". How are our "cultural bubbles" the same and different? (pg 35)

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school culture = what is done
school climate = what it feels like

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positive student-teacher relationships = .72 effect size (Hattie) = 2 years of academic growth.
How are our student-teacher relationships?  How do we know?

Kids thrive in climates that are optimistic overall (pg41)

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Do we intentionally develop our staff to utilize restorative practices K-12? What data do we have to support the need or the success of this approach?

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Fundamental peace-building tools.  Do we do this consistently in all grades?

impromptu conversations
circles
(pg 45-47)

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What are our attendance rates?  What processes and practices are in place at each building to encourage student attendance?
Do we have practices in place the discourage attendance?

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Are staff actively practicing trauma informed care with students? What are some examples? Is there ongoing support and development needed?

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To be fully equitable would be costly, in the way of money and personal beliefs. There will need to be some deep soul searching and deep commitment on the part of all involved. Examples: equitable hygiene facilities, all students at their home schools (EL and Disabilities).

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How do we go about educating the district and the community on the understanding of equity and the need for equity? Small community conversations? Community day of learning?

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Being honest with oneself and with others about the beliefs we hold, actions we take, and our willingness/courage to take risks by questioning long held systems, policies, beliefs.

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The 5 parts of the Equity Taxonomy align very well to our Caring Culture, Student Achievement and Future Ready Pillars

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The 5 parts of the Equity Taxonomy align very well to our Caring Culture, Student Achievement and Future Ready Pillars

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Our immediate society outside our schools may not represent the diversity that exists in our larger region, state, country.  We should bear in mind when considering who is represented or under represented

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Our immediate society outside our schools may not represent the diversity that exists in our larger region, state, country.  We should bear in mind when considering who is represented or under represented

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Promote students' respecting and interacting with, students from different backgrounds

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Promote students' respecting and interacting with, students from different backgrounds

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Students are able to choose their friends but can we broaden interactions between others? We can facilitate learning of individual differences.

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"The least dangerous assumption we can make is that students with disabilities can and should learn alongside their peers..."

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What are our services we provide?How do we identify students who may need professional counseling or individualized social work services?

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All 5 parts of the BET can help us understand the whole student and realize the unique qualities and needs of each student. Every student could really have an Individual Education Plan (IEP). Obviously we don't have the resources for every student to have one but thinking about it this way can maybe help understand that each student will have unique strengths and needs that we should consider.

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"...the definition of diversity should not be limited to a student body's racial, ethnic, or cultural composition. Ideally, a school should represent the diversity that exists in society." In what ways can we ensure we are looking beyond our own community?

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"Restorative practices focus on the violation of relationships, not rules. If there are no relationships, restorative practices won't work." When we reflect on our own practice, how do our classroom, school-wide, and district-wide approaches to conflict and corresponding policies compare to or align with a restorative justice approach? How can we continue to improve on creating meaningful relationships with our students?

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Engaged and Inspired Learners is the ultimate goal

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Engaged and Inspired Learners is the ultimate goal

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I think within that goal that curiosity and motivation to be in charge of your own learning is the goal. The Building Equity Taxonomy sets up learners to have the opportunity to learn and discover the world around them. I think our BLT teams need to be a part of this conversation in every building. I think it would be a good idea for departments to have an allotted time to look at their curriculums and see how their learning aligns with the BET. I think it could be beneficial to work on this in a 5 year plan. Starting with Physical Integration in year 1. District wide it could be a part of EE?

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Developmentally in middle/ high school years students want to feel included and safe. Often times this means masking their "dimensions of identity". I think it is important to note as well that our students are constantly evolving in their identity in these years. It could go unaddressed because not all students know how they identify? I think sometimes if students know how they want to identify- if they don't see that represented they will not express that identity because of the need to feel safe. Meaningingful, open, and direct conversations about differences as a staff would be good!

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Feeling welcomed comes with a sense of belonging. Representing different identities in our classroom visuals and resources. When something is presented that students don't understand about identity- take the time to talk about it. This helps create understanding between people which can build respect, trust, and safety.

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"Our current students are missing the opportunity to learn from, and with, your child."  -Principal letter to parents with disabilities.

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Equity-conscious schools ensure that students feel respected for who they are

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Equity-conscious schools ensure that students feel respected for who they are

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Not only do we continue to build students' self-awareness and self-efficacy, but we should continue to build their empathy and provide opportunities to take others' perspectives. The emphasis should be on respecting differing opinions, even if it is not what an individual believes.

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Students self-segregate in HS. Getting them to connect in clubs or athletics is one way to connect them. We need to make school an integrated experience. Give opportunities to get to know a wider range of people.

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Our school seeks and values a diverse student body.

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Our school seeks and values a diverse student body.

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Idea - Annual Day of Understanding

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the conclusion on p 10-11

"Progress toward a society in which all people recognize themselves as equals and respect one another's inalienable right to life, liberty and the pursuit of happiness requires all of us to reexamine the distinction and relationship between equity and equality. It requires educators to challenge the institutional discrimination that still exists in our schools."

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The Building Equity Taxonomy "A way to see equity not as "one more thing" but as the thing that drives a school's collective efforts." (pg. 6)

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The Building Equity Taxonomy "A way to see equity not as "one more thing" but as the thing that drives a school's collective efforts." (pg. 6)

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Efforts are made to promote students' interacting with students from different backgrounds.

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Efforts are made to promote students' interacting with students from different backgrounds.

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We had an integrated school but not an integrated experience. What can we do to promote the integrated experiences?

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page 17

Race, ethnicity, physical ability, language, class, faith/spirituality, Geography, education, relationship status, cognitive ability, family structure, gender expression, sexual orientation, sex, gender identity, and age are ALL a part of a persons identity and all need to be considered.

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I love the idea of Restorative Practices; however, there are a great deal of adult mindset shifts that are necessary to create a system that supports students. We need to shift from seeing student discipline as leading to consequences to discipline being an opportunity to teach. After all, our students are still children and are still learning through most encounters.

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Our approach to creating a diverse population

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Our approach to creating a diverse population

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the quote from the principal's letter on p 19 really stood out to me

"You may be asking yourself why our school decided to reach out to you. Simply said, our current students are missing the opportunity to learn from and with your child. There is a wide range of human experience that our current students are missing- and part of that is because your child is not in attendance here."

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Classroom placement and student schedules

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Classroom placement and student schedules

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"the Title 1 interventions were directly connected to what students were supposed to be learning and students could catch up faster when the Title 1 teacher based his lessons on areas of students need from those lessons." (pg. 26)

How can we utilize some of our current staff members to create equity for students?

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It would be great to have a poster like this in our schools!

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"...discover you can't eat what is being served." p.34

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"it's just that some students might need extra support and time to learn." (pg. 27)

All students are everyone's responsibility!

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"We had an integrated school but not an integrated experience." p.23

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Asking teachers to identify the number of impromptu conversations they have in a given week is an excellent way to assess a school's capacity to respond in a restorative way

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When the school states rules and norms that are not aligned with what really occurs in the hallways, the school climate suffers.
How attached or connected to the school they feel, then students will feel welcomed.  Accelerated effect!
Restorative practices - more compliance and strengthens positive relationships.