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Unfortunately, my school does not provide access to written curriculum to our community members, families, and teachers. I teach 10th and 11th grade English. As I stated in class, our English department has a lot of autonomy. However, that's changing a little this year. Yet with this change, there's not a fullness of clarity concerning this. So if we were to provide access to it, we don't have a solid curriculum to show. Hence, curricular supplies are not really available. Today during our meetings, we discussed the lack of laptops in the school. This complicates learning because the administration is pushing the idea of "no paper, all digital."  There also seems to be a culture of not dispersing materials in general. All of this really complicates teaching.

We have orientations for parents and teachers. The school more so pushes the health professions career (we are a CTE school). Highlighting the majors allows the school to divert attention away what we are lacking.

-Jonathan Mack

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Hi everyone,

My name is Ruth.

In my program, staff and the assistant director have access to a written curriculum for the school year.  The group leader plans weekly activities based on the curriculum and provides accommodation based on children's needs.  The staff and I meet The classrooms, group leader, and assistants have equal access to the curricular materials and supplies.  The children have access to the curricular materials based on planned activities for each week.  I believe that it is important for  teachers and assistants to have equal access to written curriculums, materials and supplies.  This allows staff to teach the children effectively.  Also, it increases learning opportunities for children.

During orientation, parents are informed about the curriculum/what their child will be learning and ways they can support their child at home.  Families do not have access to the curriculum.  However, parents/guardians receive monthly newsletters at the beginning of the month.  We inform parents/guardians about the monthly curriculum, and important news for that particular month.  We also send home connection activities to keep parents in the loop about what their child is learning in school.  With this question in mind, I'v been reflecting, sadly, some parents do not inquire about the curriculum and do not show interest in their child's early learning.
Whether parents are interested or not, I believe that it is important to inform them about the monthly activities, share their child's strength and weakness.  In addition, as an Early Childhood Director/Educator, I communicate and support parents through their child's early educational journey as much as possible.

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Hello everyone!

As discussed in class a number of times, I teach Living Environment and AP Biology at BCA.  When responding to the prompt given about if all members of my school community have access to the written curriculum, I had to think about it in multiple ways.  To start, I am the only living environment and AP biology teacher in my school, so the curriculum I have isn’t really shared with anyone other than my co-teacher (and my administrators if needed, of course).  I know that there are other subjects in my school that have multiple teachers and I know that they discuss and share ideas because that is a big part of our school community.  Throughout the year we have interdepartmental meetings as well as grade team meetings and content team meets.  These meetings involve discussion of content, curriculum, differentiation, and information about IEPs for students.  It’s also a great place to just bounce ideas off of each other.  These meetings have helped me numerous times when I was unsure of how to deliver a specific piece of content or how to properly assess students during a particular assignment.  Our school community values multiple opinions and information from different lenses, as this allows us to better reach the diverse student population we have.

Another thing our school is big on is parent outreach.  We make it a point to reach out to parents with any issues we might having and to discuss student performance.  Parents typically have access to our syllabus but don’t really have access to the curriculum itself.  I don’t believe we withhold that information per say, but personally, I have never been asked by a parent to see my curriculum.

Students are made aware of the information they will be taught.  One of the things my co-teacher and I did last time we were in the classroom was create a bulletin board about living environment.  On it, we had all of the units being covered as well as some additional information about each unit.  We also used this space to add important content specific vocabulary terms and information so that they have access to that part of the curriculum at all times.

Supplies are always something we have access to.  I feel as if my school is extremely well prepared when it comes to things teachers and students might need to succeed in class.  If there’s specific supplies that I need that I don’t have, my administration is very accommodating about purchasing those materials.  It allows me to have everything I need to properly teach my students and to ensure they succeed in my class.

Overall, I think my school excels at ensuring that all teachers, students parents and school community members have equal access to the curriculum and materials needed to ensure that curriculum is taught at the highest level possible.  I have never felt stranded or struggling to teach my subject because the support is there and the information needed is there.  It’s a wonderful environment to achieve quality teaching and learning.

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Prior to last week's discussion,  I had never thought much about who has access to curriculums. In reviewing e-mails from the previous few years of work, I realize that my school's curriculum is not initially available to anyone besides teachers. With that being said, we typically hold parent nights in which we introduce our curriculum and provide overviews of our curriculums to any parent that shows up. Despite weeks of notice consisting of phone calls, Remind messages and emails, the majority of our parents do not attend.

Each department meets regularly to carefully. plan and differentiate curriculums. In addition, each grade meets to discuss pacing of lessons and individual classes and students. Teachers and administrators put a great deal of work into creating the best curriculums for our students. We try and reach all of our parents but unfortunately, most do not answer phone calls, texts, or letters. While this sounds rather disheartening, we have grown used to this.

After our class discussion about the different types of curriculums put forth by schools, it makes it even more upsetting that we cannot successfully engage our community. I think it's incredibly important that parents understand what their children are learning. Whether students are learning about life skills or preparing for college, being familiar with students' curriculums can help parents support and connect to their children.

As for supplies, all teachers and students have equal access in my building. My school is a Title I school, but we still struggle to fund our classrooms. We are still in the process of receiving Promethean Boards for each room, but every student has at least one class in a room that has one. The pandemic actually helped more classrooms receive technology, and put all classrooms on a more even playing field. Previously, only teachers that chose to use Google Classroom had access to laptops. Now, there are ample laptops in the building as all teachers have adapted to using more technology. While the school could certainly have more, students have what they need for us to teach them to the best of our ability.

Thinking about access to curriculum and supplies, I feel much more motivated to begin the school year with parent outreach. It's time that my students' parents become more involved. Hopefully, in having their children return to the building, parents will be a bit more open to knowing what is happening in our classrooms. I plan to speak to my administration about thinking about new ways to reach parents and keep them in the loop regarding curriculum, school events, and their children.

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I am a school counselor at a high school. The only part of the curriculum I believe is shared with students, parents, class support staff and admin are the course syllabi. At the beginning of the term, all teachers have to give their admin a copy of their syllabus. The admin is the keeper of the syllabus for their respective subjects. The teachers then provide their students with a copy of the syllabus. The syllabus outlines classroom expectations and, broadly, what is to be covered in class. There is a usually a section on the syllabus that a parent/guardian must sign. The idea behind the signature is to encourage the parent/guardian and student will review the document together so that they both are aware of what is expected and what is to come.

As a school counselor, the course syllabi is available to me upon request.

Lesson plans are available to students, parents and other staff members upon request. Additionally, teachers must have a copy of their lesson plan posted in a conspicuous location in their classroom so that if anyone walks in, they can view the lesson plan without interrupting the class. I think lesson plans are usually available class by class. Some teachers choose to give a copy of their lesson plans and materials to students so that they can follow along with what is happening in the class.
The teachers have common planning by subject multiple times a week. This is where they share their curriculum and their curricular materials. They also talk about where they are in the curriculum. For certain courses, teachers have to use a prescribed curriculum, however, they are free to modify that curriculum as they see fit. I am not sure if all subjects have a shared curriculum. Also,  I don't know if teachers have equal access to the curricular materials. Because we are a relatively small school, most teachers teach 1 subject for the entire school, (i.e. 1 teach teaches all of the English 1 classes). Therefore, I believe teachers are not sharing curricular materials with other teachers. There are a few subjects that have multiple teachers (eg. Algebra and Living Environment). In those cases, I am unsure how they share curricular materials. That is something I have to ask the admins and the teachers.
Overall, I think sharing the curriculum is a good idea for setting expectations for what will be learn and accountability to stay on track as much as necessary or possible.

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Reflecting upon our curriculum, I noticed that our school shares specific parts of the curriculum. Each year when we have our Back to School night, we share the unit plans with our parents and parents get a monthly update on the topics we are covering in ELA, Math, Social Studies and Science. Our parents do not usually get access to our curriculum maps or the curriculum documents we make for each unit. However, parents are always updated and use our school website to stay informed.
In regard to teachers, all staff member are added to our grade drives on Google where all of our documents are kept. Paraprofessionals also have access to these documents as well.
Since we rewrite our curriculum maps and lesson plans each year, we also keep an archive folder in order to reference the changes we are making and the improvements we are adding each year.
Students' access to the curriculum is displayed in our classroom as our unit boards, literacy spotlight and word walls. The important part is that student know where to look and reference the topics we are covering.
Supplies are an important part of learning and our principal makes sure that supply lists are given early and that each teacher also has some surplus in case of the need. I would not say that we ever had an issue with supplies which is something truly wonderful. Each student also has access to technology and access to group supplies if they would ever need it.

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Good afternoon everyone,

I can honestly say that I have never seen a centralized location for my school curriculum.  In my school, all of the teachers basically design all of their curriculum on their own with very little interaction from the school leaders.  As a counselor, this is troublesome because when a student transfers to another school and I need access to the curricula for a certain class it is often hard to obtain.  Unfortunately, families do not have that much access to the curriculum either. We have attempted to hold curriculum nights to give parents that access, but not many parent show. Also, in the rare times that a parent has asked to see a course outline, it took quite some time to get that information to the parent.

As far as access to supplies, I suppose that is the saving grace, all students and teachers have access to what ever supplies are needed for the curriculum.

I believe that although it has been highly effective thus far, there is always room for improvement. Although I think teachers enjoy the freedom of creating their own content and materials, at the very least it should be shared and made available to the dept. chairs if not the school leaders.

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Good Morning Everyone!
I teach in a Pre-K - 8th grade school in Coney Island, Brooklyn. My school consists of three academies (Early Childhood Academy Pre-K-2nd), (Elementary Academy 3rd-5th) and (Middle School Academy 6th-8th).

I am fortunate enough that in my school all teachers K-8th grade and support staff have equal access to our written curriculum for reading, writing and math digitally. The teachers also have hard copies of the Teacher Editions for the written curriculum. We can access any grade level digitally that we need that will strengthen our instruction so this makes differentiation in the classroom much easier to plan. We have been using our current reading curriculum for about two years now. At first, it was overwhelming to implement because there are so many components that make up the curriculum. However, we were provided with an adequate amount of professional development to help us get familiar with the curriculum and which components would be the most important to use that fits our individual students’ needs.  The students also have equal access to the curricular materials and supplies. Students receive hard copies of the student notebooks. They also have access digitally to the written curriculum. They have their own school online student accounts that they log onto to access the curricular materials.

The families have access to the written curriculum as well. We have a Meet & Great with the parents at the beginning of the year to inform them of the written curriculum and what their children will be learning in the upcoming academic year. The parents and guardians are sent a letter home and through email every time we start a new module or unit to let them know what their child is currently learning and how they can support their children at home. Pre-pandemic my school would host publishing parties for writing that the parents are invited to so the students can display their writing pieces.

Having access to our written curriculum digitally last year while teaching during a pandemic really made the planning less stressful. All grade teams have common planning times programmed in our schedules. The lessons that are being taught from the curriculum are synchronized across all classes on the grade level. For example, our reading curriculum is broken down into Modules, so all classes on the grade will be on the same module at the same time. There are times of course when some classes might be ahead or behind others but overall, everyone follows the same pacing calendar and follows the pacing as best as possible so it fits their instruction. Teachers differentiate the lessons in the curriculum to suit their students’ needs. Grade teams also meet once a month to speak about successes with the curriculum and what could be worked on to make better learning experiences for the students.

In my school, classroom libraries also play a pivotal role in equal access to materials. Each classroom in my school has a class library. This year we were given opportunities to order new books to upgrade our classroom libraries. We were encouraged to order books that deal with diversity, inclusion, SEL (Social Emotional Learning), life skills, S.T.E.M etc. I feel that ordering books that students can see themselves in will give them a reason to want to pick up a book and read and really enjoy what they are reading.

I am grateful that I work in a school that whenever access is needed to our written curriculum it is at our fingertips. Students having digital access to the written curriculum is so beneficial to them because it gives them opportunities to work with technology which is then in turn getting them college and career ready.

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I am a part of the life science department at my school. That includes subjects like Biology, Physiology and Anatomy, Psychobiology, and Forensics. To my knowledge, there is no place on our school website where you can find the curricula for these classes, let alone that of other subjects. The curricula for classes are designed by the teachers, with the exception of the Regents Living Environment class, which follows a relatively tight schedule. For that class, we are given day-by-day topics and associated vocabulary words to teach, but with little guidance on how to teach or assess them; framed another way, we are free to employ any activities and teaching methods we choose, so long as the material is taught properly. I admit I was ambivalent when I first saw the Living Environment curriculum. There was some structure, but not much. It could have been useful to have more direction on how to present the material so that all the teachers’ lessons are more in line with each other, but I can also understand giving teachers more independence in developing their pedagogy.

My assistant principal said that everyone teaching the same subject should be teaching the same things at the same pace, but in practice it does not always work that way. Teachers slow down and reteach content as is needed for their students, and put their own spin on the topics. While we could share PowerPoints and lesson plans, we mostly create them for and by ourselves, and touch base with each other to see if everything is alright. As a result, the learning experience in a class, especially for non-Regents courses, can be very different depending on which teacher students get.

In terms of shared supplies for Living Environment, we have enough textbooks and workbooks in the department storage closet that all teachers can distribute to their students, but it is up to the teachers discretion whether they want to use the books. Psychobiology doesn’t have enough books for all sections of the class, and supplies in Forensics have to be shared. I don’t teach Physiology and Anatomy, so I am not privy to how the teachers who teach that subject manage the supplies and curriculum, but I imagine it is similar to that of the other electives.

My general feeling regarding the lack of robust written curricula is that there should be one for each subject so that students moving from one class to another receive the same unbroken chain of information and instruction from one semester to another from their teachers. Also, new teachers or teachers unfamiliar with the subjects can have more help when they first teach the classes, instead of figuring it out for themselves. For the students, a curriculum will let them know what they will be learning so they can anticipate what is coming and make more informed decisions when selecting classes for their future coursework.

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Please see attached my video.

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Hello everyone,

I teach fourth and fifth grade combined for District 75. I can honestly say that I have been fortunate to work in a school that has a written curriculum and that all teachers have access to that written curriculum. The parents and other members of the community also have access to the written curriculum, materials and supplies.

Though I have been fortunate, I can honestly say that my school has a very difficult relationship with curriculum. My principal oversees 11 schools, most of which are co-located. Though in my building, teachers and members of the community have access to the curriculum, in other sites teachers, students and the members of the community do not have the same access. Prior to the pandemic, in December, we were asked to look around in our site to see if we had extra materials, written curriculum, and resources that we spare for the sites that did not have. To me, that was very upsetting because it is a situation that should not happen and that is ridiculous. We had the same curriculums since I started teaching at the school, so "what have the students been learning? Who has been supporting those teachers? Who is observing? How did no one catch this?" were some of the few questions that ran through my mind. How is it possible that there is was no clear defined curriculum given to the staff? Occasionally in meeting, I would hear administration saying that Reading A-Z is not a curriculum and all I could think of was "so what curriculum did you give them to work with"?

Seeing the gaps in resources, materials and student and staff access to the curriculum was one of the reasons that had joined the curriculum team. It is not possible that all schools can do the best for their students if all of them do not have the same access to he curriculum. I had also hoped to be able to discuss a more appropriate curriculum for our students than the one we had been using, but unfortunately that did not happen.

Since the pandemic, we have a new curriculum for math, and ELA. Both curriculums can be accessed online so that every site has equal access to the curriculums. However, for some reason we cannot access the written or online fifth grade curriculum and last year had to teach from the previous math curriculum. The ELA curriculum was just given to us at the beginning of the summer. Hopefully we can sort everything out at the beginning of the year so that everyone at each site has equal access to the curriculum.

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I work in an elementary school in Brooklyn.

I feel like teachers do have access to  curriculum but that sometimes we are offered so many materials and resources that it makes things unnecessarily complicated. We use Teachers College curriculum for literacy. We have staff developers regularly support us with interpreting and implementing units. But we are often given so many tools and resources that it takes a lot of time to sift through and determine the ones that are helpful and where/how to use them.

Our math curriculum is both similar and different. Years ago, we decided to write our own using a combination of existing curricula. It has been revised so many times by so many people that the units are hard to navigate. We sometimes have in-house PDs run by our math coach and/or math teacher leaders. Again, I feel like this is a situation where less is more and we would be better off with fewer "cooks in the kitchen" and fewer resources to sift through (because some are good, some aren't, while some are hard to find on our Drive). I'd propose we just start from scratch at this point or buy  a curriculum as a starting point.

I think as a school we are working toward giving students more access to curriculum.

We are doing a better job of building our classroom libraries in culturally responsive ways. In fact, this year we were given a tool and asked to assess the deficits in our libraries. The tool asks questions like, "Do you have a significant number of books featuring characters with disabilities? Characters who identify as LGBTQIA? Characters who are BIPOC?" I love that we are moving in this direction.

I  feel like families have access to  curriculum, but I think there are some places challenges.

During fall Curriculum Night, we go over the units we will be teaching in each content area. And we send out monthly / bi-monthly newsletters with more detail about where we currently are in each subject. I do worry that families either don't receive these newsletters and/or find the writing to be filled with too much teacher lingo.

We hold family workshops for different subjects. For example, I helped to lead a math workshop where we explained computation strategies to upper grade parents. I find that parents feel frustrated with the math standards and curriculum because they teach strategies parents never learned. We often get asked if they can teach their child the way they learned to solve problems (the algorithms). Depending on the student, we do our best to say "yes" and that we will support their child with the other strategies in class.

During conferences, we have a chance to talk about families about parts of the curriculum that they are interested in and/or that feel  most accessible to individual families. We have a large ELL population, and many caregivers express concern that they can't help their child because they don't speak English. I agree that it is challenging, but we do try to find access points so families can support and be involved.

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Good day,
I am currently a high school counselor and in my current school we do have access to teacher's curriculum to some degree. We hold monthly staff meetings and PDs where teachers will share their lessons or unit plans by department, they will also provide information regarding best practices and post curriculum maps that staff members are able to view via a curriculum website that everyone has access to, however, the curriculum is not accessible to all unless specifically requested. This assignment has motivated me to have a sit down with my principal and admin team to pose some new ideas for professional development. Some classmates mentioned having curriculum nights within the school, open to students and families. I believe this is a great idea that I will certainly mention to my principal in hope that we can implement this school year and moving forward. Another idea that was brought to my attention is having the curriculum accessible via the school's website. Having access to this information will be beneficial to our school community.
In regards to curricular supplies, everyone does have easy access to supplies and materials throughout the school that is usually readily available. If something is needed that may not be available, our school's administration is pretty thorough in ensuring that needs are met. There are supply request forms in the main offices and in the google drive that a staff member would complete and usually have the request honored within 24-48 hours. Teachers have noted that at times, instead of waiting, they choose to get supplies and/or resources on their own that may not have been available at the school.

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I work in an 5th grade classroom at PS 446K. As of the 20/21 school year, we were going through a change in administration. We are using a new math and science curriculum this year and will be changing the ELA curriculum next year due to its ineffectiveness. Previously, materials and supplies were scattered across the building. Teachers mainly had access to the written curriculum. Throughout the school year, teachers held curriculum nights or parent workshops to explain student outcomes and expectations in regard to the curriculum. Teaching lessons can become problematic without the proper supplies. I make do by using digital tools, buying supplies via Donor’s Choose, or implementing lessons where students create the tools (such as fraction stirps, number lines, etc.). When students are creating the tools, they are learning how to manipulate such devices. I create graphic organizers for differentiation purposes and visit the school library to find level appropriate materials for my below level students. For our literary studies read aloud, we choose chapter books that mirror students’ lives and experiences. We create a curriculum for our read aloud as a grade team in accordance with the ELA, Social Emotional, and Social Justice State Standards. Due to funding issues, students use digital libraries to access these books. I usually take it upon myself to order the books via Donor’s Choose to ensure that each student receives a physical copy of the books to borrow as we read.

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I taught this summer 2021.  The curriculum  was Teaching Strategies which is a research based program. It focuses on effective teaching through best practices for 3 & 4 year old students. The program focuses on child development and learning.  Assessments are done through on-going observations when students are in their centers.
I noticed all the teachers have assess with the curriculum online.  And it's suggested that teachers write plans together.
Community members and families have knowledge of the program with discussions at orientation.  Also, newsletters express the themes and activities for the month.
I was just learning the program but it seems that equity does exist for all students.  Students learn through exploring, hands on activities, creativity (drawings) and building on student's conversation.
Money (funded grant) is provided and student's get the supplies needed for each academic theme.   In addition, all classrooms are provided with new furniture, toys and books.
In other words, equity is build into the program.  Materials and supplies are given. The Teaching Strategy curriculum teaches young students were they are at academically and builds on their ideas through exploration.

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As a School Based Support Team School Social Worker my cluster includes four schools. For this program, I am focusing on my 3-day school assignment @ 17K316. In that school all teachers and family members have access to the written curriculum. For example, families can access the IB curriculum on the website, teachers collaborate with each other to share curriculum in the following program areas: Dual Language, Gifted and Talented, ICT, General Education and the Nest Program. Recently, I participated in an a 3-day Family & Students Welcome Back Play and Mingle/short school tour where questions about curriculum were answered; this will also be further developed during the curriculum share and bbq on September 18. This year the school is programming PBIS, Contentment (for Social Emotional Learning), Civics for All, Culturally Responsive Education into the school day, again, as per the Principal, families will learn about this curriculum, as the norm is transparency and communication between staff and families. The MTSS program, formerly RTI will also be explored and developed for families. For those parents whose home language is other than English, translation services are used. Yes, all teachers, classrooms have access to equal curricular materials and supplies, and as always, if there is something that the teacher needs, e.g., elastic bands or wobble chairs or items for soothing corners, the Administration will buy it for the teacher. Equity is an important value for schools, and one that should be part of every school's vision, mission and values. If we are graduating students for the workforce, higher education, and to be productive in the local and global community than we must help form global citizens, and equity in classrooms, transparency and collaboration between teachers and families vis a vis curriculum share/access is a must.

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Equity Plan
Greetings Class,

I currently have the distinct honor and privilege of teaching in District 75 at P368K. In my school community our community, families and teachers all have access to a written curriculum equally.  In my school our students are alternately assessed through assessments like the New York State Alternate Assessment (NYSAA) , Student Annual Needs Determination Inventory (SANDI)  and Formative Assessment of Standards Task (FAST).However , due to the specific needs of our students my school focuses on a  Social Emotional Curriculum (hidden curriculum)  to meet our students where their at. This is because our students suffer from severe disabilities inhibited around countering emotional regulation and behavior management. Curriculum will vary from class to class because of the varied proficiency levels in our classrooms. Through real world application our students can learn and progress at their own pace. As a school we use supplies and resources that aid student learning because needs of students come first.

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Kori Gordon:
At my high school a very small community school in East New York, all staff members have access to the written curriculum as it is a  requirement to save the document in a shared Google drive space- to which all staff members have access. I particularly like this idea since all staff members have a direct impact, at some point or another, on each student's academic success and well-being, so I think it's useful to extend access staff-wide. Unfortunately, that is just about where it stops. Students do not have direct access to the written curriculum nor do their parents. As the ESL Teacher/Coordinator, I try to give my ELL parents access to bits of my specific written curriculum because it has resources that might help them [the parents] as well. I host an ELL parent night 3 times throughout the school year as a means to open conversations for ELL parents to get updates outside of the mandatory parent teacher night. I hope to be able to facilitate this as a school-wide project where all parents are invited to see the written curriculum, especially the SEL piece which will play a crucial role now that we will be returning to fully in person classes.
Another issue is that all classrooms do not have equal access to curricular materials. It has been a case where I have to pause a lesson to send a student or a school aide to go and borrow a computer or iPad from another classroom- which eats into instructional time! I have been on the hunt for grants to write or to request donations in an effort to receive more devices for student access. Which brings up the issue of funding - but thats a conversation for another time!

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I am Special Education Teacher at MS 266 in queens and I have been teaching at this school since 2016. Looking back at when I started at my school, I would say that mostly the teachers had access to the written curriculum. We have had curriculum night before to introduce to the parents what the students will be learning throughout the school, but as far as having access; no. The students, in the past, received workbooks to complete their work, however, there have been instances where the teachers didn't even have a copy of teachers edition to the text. We received a new principal March of 2020 and the curriculum for Math and ELA was changed. Students not only have access to a hard copy of the text, but they also have access to the digital version of the text as well as videos and other tools and resources online. Having this change in the school, the teachers and the students now have equal access to the materials and they are differentiated in many ways to meet the needs of the students. Personally, I think students and their families should be able to access the curriculum through various means . I am hoping this is something I can improve within my school and possibly have those curriculum nights where parents can actually learn how to access the curriculum and the materials to assist their children with assignments and help to further develop the skills being taught. A lot of times parents cannot assist the students because they are not aware of the expectations and learning targets so having access can provide room for even more improvements.

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1. Log in with your name
2. Respond to the prompt below. (Based on our class discussion and your prior experiences)
3. Use the + in the right bottom corner to start your response. Be sure to respond to 2 of your classmates.

Equity Plan - In your school do all your community members, families, and teachers have access to the written curriculum? Do all classrooms, teachers, and students have equal access to the curricular materials and supplies? How do you feel about this?

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Please start your own comment so that your peers can respond to you. If you don't know how to use a Padlet, let's access the resources available to us. The tutorial is available above.

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