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We know that everyone has a voice and it should be respected. Also knowing this voice will lead to success if they are recognized and respected.

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Every student should have access to grade-appropriate assignments, strong instruction, deep engagement, and teachers with high expectations, every day, in every class—regardless of their race, ethnicity, or any other part of their identity. We will continually investigate the extent to which our students receive this access and report on our progress

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More than one third of students had no grade level assignments with mostly students of color while that rate was only 1 out of 10 for mostly white students

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We choose to act
on assumptions about what students want and need out of
school, without really listening to them and their families.

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"students want to be challenged in school, enjoy their
learning, and be treated with respect, care, and dignity." They want to gain knowledge that will prepare them for college and/or a career. They want to be prepared for the real world.

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Making these commitments means doing things differently.

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We must provide access on on-grade level and rigorous task and activities

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Students are not given the opportunity to show grade level mastery through assignments

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Students are not given the opportunity to show grade level mastery through assignments

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BALANCE between rigorous instruction and values formation to thrive and be successful in their career in the long run.

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BALANCE between rigorous instruction and values formation to thrive and be successful in their career in the long run.

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"Above all, we heard from students that they want to be challenged in school, enjoy their learning, and be treated with respect, care, and dignity."

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Every student should have access to grade appropriate assignments, strong instruction, deep engagement and teachers with high expectations.

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Students need to have the opportunity to engage with high quality grade level instruction.

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There are many factors that contribute to students performing below grade level that are not mentioned giving the impression that educators just didn't realize that we should give students grade appropriate content.  It's like doing physics calculations that leave out drag or gravity as factors.  How do we dig deeper?!

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There are many factors that contribute to students performing below grade level that are not mentioned giving the impression that educators just didn't realize that we should give students grade appropriate content.  It's like doing physics calculations that leave out drag or gravity as factors.  How do we dig deeper?!

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38% of students of color never receive grade level material compared  to only 12% of white students. Although they are successful with grade level material, they never get to see it.

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Give students work that is at their grade level. When we feel we are making it accessible, we might be doing more harm than good. Holding to high expectations means that there will a struggle, but it isn't a bad struggle.

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Access to grade level materials. Take seriously the input of students and families.

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Access to grade level materials. Take seriously the input of students and families.

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Allowing students' lives be the center of their work

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Students have hopes and goals for themselves and our job as educators is to help them achieve those goals thru instruction. our expectations and instruction should not limit them.

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Students have hopes and goals for themselves and our job as educators is to help them achieve those goals thru instruction. our expectations and instruction should not limit them.

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Our students have ambitious goals for their futures and it is our job to prepare them to accomplish them.

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The myth is that students are getting the knowledge needed to go to college. However, are they getting that? Are they getting challenging grade appropriate rigor that is needed to get into college ? Are teachers watering down the the education? Are the teachers teaching  the standard?  Thank you Tamara

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The myth is that students are getting the knowledge needed to go to college. However, are they getting that? Are they getting challenging grade appropriate rigor that is needed to get into college ? Are teachers watering down the the education? Are the teachers teaching  the standard?  Thank you Tamara

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Students of color aren't given access to grade-level assignments at the same right as white students.  We are denying our students even the chance to succeed.

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Listen to the students to see what they have to say about their classrooms

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We need to actually listen to students and families.

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We need to actually listen to students and families.

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Experiences- making sure students have great ones in their day to day

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Scaffolding takes away chances to master grade-level content?

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Making these commitments means doing things differently

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All students need access to challenging materials and scaffolds need to be put in place to allow students who need additional support to engage fully with the material.

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All students need access to challenging materials and scaffolds need to be put in place to allow students who need additional support to engage fully with the material.

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give students grade level work!!  All students tended to succeed on grade-level work, but manystudents of color were denied any opportunity to even try it.

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give students grade level work!!  All students tended to succeed on grade-level work, but manystudents of color were denied any opportunity to even try it.

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When presented with grade level appropriate work, students rise to the occasion. It is our job and duty to provide that work.

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None of us think that we are part of the problem...

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None of us think that we are part of the problem...

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Students have high expectations for themselves and their future, but not the time and expectations to practice skills to be prepared for it.

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Students have high expectations for themselves and their future, but not the time and expectations to practice skills to be prepared for it.

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Need to hold ourselves accountable to ensure that every student is doing grade level appropriate and rigourous work

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students want to be challenged in school, enjoy their
learning, and be treated with respect, care, and dignity.
They’re asking us to do better, so we should.

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- if we are comminting to give students grade level material then our teachers should know strategies to do so

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Denying students the opportunity to try

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students and families are the experts in what they need.

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"But we think we know where to begin, and it starts with making students’ daily experiences the center of our work." Ask about their goals and experiences

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Most students do what they’re asked in school—but are still not ready to succeed after school. 

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Most students do what they’re asked in school—but are still not ready to succeed after school. 

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expect students to engage with rigorous curriculum daily

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Centering student experiences/voices are critical to their success

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Centering student experiences/voices are critical to their success

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Our students can and will meet grade level standards if we provide them with the LOVE and RIGOR to challenge them to do so! 

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Our students can and will meet grade level standards if we provide them with the LOVE and RIGOR to challenge them to do so! 

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"In classrooms where students had greater access to grade-appropriate assignments, they gained nearly two months of additional learning compared to their peers. Classrooms with higher levels of engagement gained about two-and-a-half months of learning. In classrooms where teachers held higher expectations, students gained more than four months."

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Students are relying on us to be authentic partners with them and their families to facilitate the knowledge necessary to access college and career.

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Students are relying on us to be authentic partners with them and their families to facilitate the knowledge necessary to access college and career.

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Students are the experts in what they need

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Students are the experts in what they need

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Students want to be prepared for college/career of their choice and as teachers we need to be creative about how to give them the resources to achieve that.

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Students not getting what they think they are

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Students not getting what they think they are

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Students think that they are doing grade-level assignments but a lot of the time they are not or are not given the opportunity to.

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"All students tended to succeed on grade-level work, but many students of color were denied any opportunity to even try it."

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"All students tended to succeed on grade-level work, but many students of color were denied any opportunity to even try it."

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+ students were
working on activities related to class 88 percent of the time.
+ met the demands of their assignments 71 percent
of the time, and
BUT students only demonstrated mastery of grade-level
standards on their assignments
17 percent of the time

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It is important to maintain rigor and high expectations for students, but scaffolds are needed. If students are not meeting expectations, we need to hold ourselves accountable.