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Color Mixing by Brenda Sheere, CAES Art.

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Each year I begin work with my Kindergartener students by introducing the element of color. After demonstrating color mixing I read the the book, "Little Blue, Little Yellow." Although I have done this for years, I have gained a new perspective on the story in terms of equity awareness. The lesson presents a great opportunity to discuss this topic in an age appropriate manner. The story depicts a friendship between two colors that hug and become a third color. They run and play with circles of many other colors. As simple as it is, it has become a great vehicle for talking about how people all come in different colors and point out that although they may differ, they all play well together. We end the lesson by painting abstract pictures of overlapping shapes in a variety of vibrant colors.

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Stella Luna (written by Jane Cannon) is a bat who loses her way and is adopted by birds. She learns their bird like behavior and is told she must behave as such. Eventually, Stellaluna reunites with other bats and she re-learns how to behave like a bat. She introduces the birds to her bat family. Stellaluna and the birds decide that, despite their many differences, they are still friends.

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This is a map of EL schools across the US. I hope to make a connection with another EL school in order to develop connections, communication, and support. I plan to reach out to other schools across the country to facilitate this. I hope this is another way for students to learn about people who are different from themselves, in another environment-but build connections.

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I have really enjoyed learning about everyday equity. I hope to continue this conversation. We talked a lot about how we don't know what we don't know, so I hope to build on this and continue growing to be able to meet my students where they are and broaden their knowledge on different cultures, backgrounds, and build their acceptance for differences.

My goal is to understand my own bias more and learn how to work through it to be example for my students. My goal to model what it looks like to celebrate differences and honor all learners.

My next step is to continue the conversation and continue my research. I will not be able to successfully model this without growing my own understanding.

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I am working on gently reminding staff to use the preferred name and pronouns that a student identifies as. I also want to work on having a system in place that addresses food insecurity/access to food in a confidential and equitable manner for all students. I want to acquire characters, dolls, books, etc. with increased diversity for my room next year.

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Check out the circle that Mindy led with the GMUHS Homework Club! We worked on building community, structured listening and defining.

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Multiple formats is inclusion not duplication

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Multiple formats is inclusion not duplication

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My participation in the Everyday Equity strand has broadened my concept of equity in relation to my work as a school librarian. I’ve long appreciated the idea that library collections should include diverse books in order to provide “windows and mirrors”  through content for students. But, the equity sessions I’ve attended have helped me appreciate the concept of using an Assets Based lens and reminded me to look not only at the diverse content of the books, but most importantly at the identities and assets of my students to encourage them all to read and use the library. With this in mind, I’ve increased my efforts to provide an opportunity for all students to have a voice about which books I purchase for the schools in the hopes of increasing library usage, especially among those who don’t regularly check out books, I’ve decided to not think of them as “reluctant” readers, but honestly perhaps as under-served, and to use their assets and interests in my buying decisions.  At the start of the year, I surveyed 5/6 students and noticed suggestions for more sports books, outdoors books,  graphic novels, and several specific series including "Wings of Fire" in both prose and graphic novel formats. Rather than seeing these books as duplicate purchases, I see them as an opportunity for more students to read the series as suits them, and connect and feel included.

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First and Second Grade Project; Ruby Bridges & Bravery

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I have done this project before, in years past, but this year seemed to be different and appeared to have had more of an impact. I think it had to do with the learning I was doing throughout our inservice time in Everyday Equity.

I do this mixed media project with first and second graders because Ruby was their age as she bravely went into her very newly non-segregated school (with adults picketing outside as she was walking in...) I make sure I tell them that she was their age, which seems to really impact their feelings and thoughts as they start their drawing, coloring, and painting.

I used the word "brave" this time around because the students acknowledged how brave she must have been. I believe it helped them see outside of themselves; think about someone else's story. Maybe even help them think of themselves doing something similar.

I love how the art came out. Each so different and personal. As I reflect on my learning in our Everyday Equity strand I also acknowledge how brave we have to be in schools. As teachers, sure, but our students? They have a lot to be brave about. Starting a drawing on a blank piece of paper...choosing their colors... erasing and learning from mistakes.

Be brave, like Ruby!

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Give more voice and choice! Yes, our curriculum pacing is important. However, we must allow time for student's personal voice, choice, connection and discourse. This let's them know we are here and listening.

Cultivate a culture of ownership and empowerment!

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By Darcy Gibney

I found this resource. It popped up after we watched a video on plant germination in our EL unit-Plants and Pollinators. Shabazz Larkin is the author. Initially, I loved this for the obvious diverse representation with an author of color. As I watched the video and heard the story...so many wonderful messages of inclusion came out: The world needs bees...and the world needs you, too. Fear of bees led him to research them in order to understand them better and for them to not seem so scary. This is such a good metaphor for understanding others-those who may look different from you-find out about them!

I shared this resource with my colleague in order to spread the message and now I share it with all of you!

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Let's Share a Story: "The Thing about Bees" | Let's Learn | PBS LearningMedia

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Author Shabazz Larkin reads his book The Thing about Bees, about the importance of bees as pollinators.

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The Case for Reparations - Ta-Nehisi Coates

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The Case for Reparations - Ta-Nehisi Coates

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AP Language - Bate

We read and discussed this seminal essay by Ta-Nehisi Coates along with a few articles about Native American reparations. Coates lucid tracking of how slavery was transformed into Jim Crow era laws and eventually into red lining and mass incarceration should be read by all Americans. It requires careful reading and discussion but really illuminates the issues facing African Americans in contemporary American society; the evidence is hard to argue with.

These readings, video clips, and discussions make a good foundation for my students' first synthesis essay, where they combine these sources into a new argument of their own.

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This book is a quick read about a girl who has everything going against her, who tries to navigate school and life. This is a fantastic eye opener in regards to learning and building relationships with our students. It is a narrative about how we interact and treat each other. The quote "Everyone is fighting a battle no one knows about, be kind. Always."-Brad Metzler. For me this book tied last year's trauma informed education with this year's strand's focus on equity. Reminding me that everyone has a story, how important it is to build relationships, and to be kind and compassionate. I highly recommended reading this book/series, I am eager to read the sequel.

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Very visual reality check for students to understand the idea of privilege.

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Social Inequalities Explained in a $100 Race - Please Watch to the End. Thanks.

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An eyeopening diagram that what you see in not always what really is! Be open and be kind.

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Based upon the document, "Using Children's Books to Support Identity, Equity and Inclusion from SCRIPT-NC", a decodable text equity evaluation tool was developed.

The document and the tool are linked herein. (Document below)

https://drive.google.com/file/d/1wKY4db1A4NK9ey1fz_RAm3_1ZJBj5fK0/view?usp=sharing

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Jason's Classroom Prompt: Examining Black Joy and Excellence

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Jason's Classroom Prompt: Examining Black Joy and Excellence

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After watching this video and reading the attached article, suggest how this approach to Black history and identity CONTRASTS with 'Nickel Boys' and it's approach:

Article: https://www.npr.org/2020/06/20/881215617/beyonce-releases-new-song-black-parade-in-the-final-hours-of-juneteenth
Video: https://www.youtube.com/watch?v=2WFrnJydtQc&t=34s

Consider the fact that 'Nickel Boys' is a story of Black trauma and its effects on the BIPOC community in America, whereas Beyonce is telling a tale of Black celebration, empowerment, and excellence.  WITHOUT suggesting either is better or worse as an artistic reflection on Blackness in America, what are the differences in presentation and effect between the two?

Write this as a lengthy paragraph CONTRASTING 'Nickel Boys' and 'Black Parade' as expressions of the American BIPOC experience.  Consider details from both pieces in your response (you do NOT need to quote- just summarize specific details).

Please create a new Google Doc titled "Beyonce and Black Joy" and submit it to Google classroom as soon as you are done.

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Jason's Classroom Prompt: "Every Day Segregation" Prompt and Response

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Jason's Classroom Prompt: "Every Day Segregation" Prompt and Response

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Watch the “Everyday Segregation” video on the JCM
website (https://vimeo.com/137275374).

Please respond to the following questions in a well thought out response:

What
impacted you the most from the video? Did a
particular image resonate with you? Did any images
or phrases stand out because they were repetitive,
moving, or jarring?

What did you notice about the
people, the environment, and the scenarios depicted?

How did music contribute to the visual imagery?

Be
descriptive (refer to specifics) with your answers.

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For nearly two decades the Jim Crow Museum has used contemporary racist and primarily anti-Black artifacts to tell the story of African American resiliency. It is a teaching model which has been wildly successful, and now is the time to expand that story. As we embark on the construction of a new museum, archive, and research facility, we need champions who will help us keep our work moving forward.

Together, a better world is possible.
Explore Expansion Plans
Traveling Exhibition

Overcoming Hateful Things

The Grand Rapids Public Museum is hosting the new traveling exhibit from the Jim Crow Museum, Overcoming Hateful Things. The exhibit runs from June 3, 2023 until September 3, 2023.
GET TICKETS EXHIBIT INFO
Telling a Larger Story

Museum Expansion Project

Help the Jim Crow Museum tell a larger story. Support the museum's expansion into a state of the art facility that will foster critical encounters with artifacts of intolerance and their dreadful impact.
Support the Expansion
Teaching Tolerance With Objects of Intolerance

The Jim Crow Museum of Racist Imagery is the nation's largest publicly accessible collection of artifacts of intolerance. The Museum contextualizes the dreadful impact of Jim Crow laws and customs. The Museum uses objects of intolerance to teach tolerance and promote a more just society.

The museum is located on the campus of Ferris State University in Big Rapids, MI. Admission is free for all visitors.
Plan Your VisIt
Explore the Museum Virtually

Experience the power of a visit to the Jim Crow Museum virtually. The museum's virtual tour gives you the opportunity to discover many of the highlights from our collection.
Start Your Exploration
Critical Encounters: Featured Exhibits

What was Jim Crow?

Jim Crow was the name of the racial caste system which operated primarily, but not exclusively in southern and border states, between 1877 and the mid-1960s. Jim Crow was more than a series of rigid anti-black laws. It was a way of life.

Explore What was Jim Crow?

The Brute Caricature

The brute caricature portrays black men as innately savage, animalistic, destructive, and criminal -- deserving punishment, maybe death. Black brutes are depicted as hideous, terrifying predators who target helpless victims, especially white women.

Explore The Brute Caricature

ATTACKING SEGREGATION

During the Jim Crow period, African Americans were confronted by institutional discrimination and acts of individual discrimination, and generally treated as second-class citizens. Nevertheless, black people made significant contributions that enriched the United States.

Explore ATTACKING SEGREGATION

Jim Crow Museum in the News
More Museum News
Questions for the Museum
More Questions for the Museum
More to Explore

Support the Museum

Help us keep the powerful experience of visiting the Jim Crow Museum free and accessible to all. Consider supporting the museum today.
Donate artifacts to the museum
Connect with Us

Jim Crow Museum

1010 Campus Drive
Big Rapids, MI 49307
[email protected]
(231) 591-5873

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The Jim Crow Museum is free and open to the public and uses objects of intolerance to teach tolerance. The Museum features six exhibit areas -- Who and What is Jim Crow, Jim Crow Violence, Jim Crow and Anti-Black Imagery, Battling Jim Crow Imagery, Attacking Jim Crow Segregation, and Beyond Jim Crow.

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This is a comprehensive resource for images, archival footage, and and historical/cultural overview of the Jim Crow Era.

# data[].attributes.attachment_link.readable_text
For nearly two decades the Jim Crow Museum has used contemporary racist and primarily anti-Black artifacts to tell the story of African American resiliency. It is a teaching model which has been wildly successful, and now is the time to expand that story. As we embark on the construction of a new museum, archive, and research facility, we need champions who will help us keep our work moving forward.

Together, a better world is possible.
Explore Expansion Plans
Traveling Exhibition

Overcoming Hateful Things

The Grand Rapids Public Museum is hosting the new traveling exhibit from the Jim Crow Museum, Overcoming Hateful Things. The exhibit runs from June 3, 2023 until September 3, 2023.
GET TICKETS EXHIBIT INFO
Telling a Larger Story

Museum Expansion Project

Help the Jim Crow Museum tell a larger story. Support the museum's expansion into a state of the art facility that will foster critical encounters with artifacts of intolerance and their dreadful impact.
Support the Expansion
Teaching Tolerance With Objects of Intolerance

The Jim Crow Museum of Racist Imagery is the nation's largest publicly accessible collection of artifacts of intolerance. The Museum contextualizes the dreadful impact of Jim Crow laws and customs. The Museum uses objects of intolerance to teach tolerance and promote a more just society.

The museum is located on the campus of Ferris State University in Big Rapids, MI. Admission is free for all visitors.
Plan Your VisIt
Explore the Museum Virtually

Experience the power of a visit to the Jim Crow Museum virtually. The museum's virtual tour gives you the opportunity to discover many of the highlights from our collection.
Start Your Exploration
Critical Encounters: Featured Exhibits

What was Jim Crow?

Jim Crow was the name of the racial caste system which operated primarily, but not exclusively in southern and border states, between 1877 and the mid-1960s. Jim Crow was more than a series of rigid anti-black laws. It was a way of life.

Explore What was Jim Crow?

The Brute Caricature

The brute caricature portrays black men as innately savage, animalistic, destructive, and criminal -- deserving punishment, maybe death. Black brutes are depicted as hideous, terrifying predators who target helpless victims, especially white women.

Explore The Brute Caricature

ATTACKING SEGREGATION

During the Jim Crow period, African Americans were confronted by institutional discrimination and acts of individual discrimination, and generally treated as second-class citizens. Nevertheless, black people made significant contributions that enriched the United States.

Explore ATTACKING SEGREGATION

Jim Crow Museum in the News
More Museum News
Questions for the Museum
More Questions for the Museum
More to Explore

Support the Museum

Help us keep the powerful experience of visiting the Jim Crow Museum free and accessible to all. Consider supporting the museum today.
Donate artifacts to the museum
Connect with Us

Jim Crow Museum

1010 Campus Drive
Big Rapids, MI 49307
[email protected]
(231) 591-5873

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The Jim Crow Museum is free and open to the public and uses objects of intolerance to teach tolerance. The Museum features six exhibit areas -- Who and What is Jim Crow, Jim Crow Violence, Jim Crow and Anti-Black Imagery, Battling Jim Crow Imagery, Attacking Jim Crow Segregation, and Beyond Jim Crow.

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This is a package of curriculum resources built around Colson Whitehead's 'The Nickel Boys' by ELA teachers at Choate-Rosemary Hall for their summer reading program.

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Check out the SMARTIE Goal Ann created around inclusivity, and creating a safe space for students to explore their identities.

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Scroll to page 3 to see how Marla structured this circle to create a safe and welcoming space to talk about bullying, friendship, respect and responsibility with students.

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Julie's favorite source for library materials:

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Julie's favorite source for library materials:

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I highly recommend First Book Marketplace as a resource. Educators at Title 1 schools are eligible to join and take advantage of the incredible discounts and variety of resources with a focus on everyday equity. They offer a broad spectrum of diverse titles for all ages, including titles that appeal to even the most reluctant readers. To access the resources on the First Book Marketplace, sign up for FREE at www.fbmarketplace.org/register.

From their website: "First Book is a nonprofit social enterprise that believes that education is the best way out of poverty for children in need. We address the needs of students by providing educators and program leaders serving low-income communities with access to free and low-cost books and resources to help create educational equity... Every item we carry on the First Book Marketplace is curated with educators and students in mind. We believe that representation in books matters and place a special emphasis on carrying a wide variety of titles that support diversity and inclusion."

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The store will not work correctly when cookies are disabled.

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

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First Book Marketplace: Affordable Books for Educators

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The First Book Marketplace offers affordable new books and educator resources exclusively to schools and programs serving kids and teens in need.

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Kids First and Cavendish Community Fund are great sources for funding. The loaner sneakers at CTES were so old that one parent refused to let their student wear them. I wrote a very short grant proposal to Kids First and they funded an entire set of loaner sneakers for kids who forget theirs - Kid's 11 - men's 11. They have also funded sneakers for individual students without the resources to buy their own. Those sneakers are stored at school for the individual student's use. The Cavendish Community fund contributed almost half of the grant to fund our Artist-in-Residence, exposing children who might never have the opportunity for dance or movement classes otherwise. Thank you to both these organizations

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Uncover or understand a success with this protocol.

If you experiences a success, be it big or small, make time to talk with others and understand why it happened. Asking pointed questions about what led up to a success might help you recreate those conditions with future endeavors!

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This is a great book that was recommended for grades K-4. It is clear and simple with strong context to back up the vocabulary of racism and intolerance. There is a glossary in the back and an entire page of resources to use to find out more. I can see how this book could be used as a single, stand alone lesson or as multiple lessons broken down into identifying different types of racism. Ellen

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We have found that many stomach aches in the elementary school are not based on illness. They are anxiety, frustration, needing a break, didn't eat today.

We discussed this with a first grade level classroom. They are now have saltine crackers and give the students a snack/break for a few minutes.

The amount of health office visits from this classroom has been cut in half.

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Focusing question: How can we create more balance between school team members and parents at IEP meetings, and facilitate more culturally-responsive interaction with families?

Team members responded in writing to the following questions during silent reflection:

What is one important thing you want to know about your students’ families?

What questions would you want to ask families to learn more about them and their students in order to be more culturally-responsive when interacting with them?

Questions generated by team members:

What are some interests/things you do as a family?

How do you approach education?

How does your student feel about school?

What’s important to you/what are your values as a family?

What do you want us to know about how school fits into your child’s whole life?

How does your child talk about school at home?

Is there anything else that is popping into your mind?

Do you have any community connections/family friends/outside supports/activities that you participate in?

What goals do you have for your child?

What does your family enjoy doing together?

Is there anything else you want us to know about your family culture?

What rules do you have in your house, and what responsibilities does your child have?

What are your hopes and dreams for your child?

What do you hear from your child about school?

If you could pick 1 or 2 priorities for your child as it pertains to their educational career or this IEP what would they be?

Do you like living in this area?

What fears do you have for your child?

What does your child seem to like the most about school?

How can we create more balance between school team members and parents at IEP meetings, and facilitate more culturally-responsive interaction with families?

Are there any cultural practices or beliefs we should be aware of when working with your child?

What are some ways we can ensure that our curriculum is inclusive of diverse cultures?

Are there any resources or materials from your cultural background that you would like to share?

How can we support your child in maintaining their cultural identity while at school?

Reflections on process/purpose:

It is a tough balance between focusing on the child versus learning about family culture (in terms of time available)

There is a fine line related to being intrusive

Give form to families at the beginning of the year to establish relationship early, and review closer to the IEP meeting?

Do a separate form to send to parents before the IEP meeting that addresses the present level nuts and bolts pieces to give them time to think about responses prior to meeting?

Besides the form families can fill out after the meeting, we could follow up more often with regular communication, not only when things are not going well, but to discuss progress and simply keep communication open (this maybe done in conjunction with the classroom teacher and other team members so we are not inundating the family).

We can also work to ensure that IEP goals are culturally responsive, taking into account the cultural background, values and experiences of the student and their family.

**The questions generated will be pared down in a follow-up protocol to idenitfy questions to be included on a form given to families of students on IEPs at the beginning of the school year/prior to IEP meetings.

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Write about the equity work you did in your classroom this year.

What was your goal? What outcome did you want to see? How did it go? What worked, and what didn't? How did your students or colleagues react? What are some next steps you could take.

*** Link in a plan, rubric, SMARTIE goal, or any other document that shows what you worked on***

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My hope is that this workshop series will spark larger conversations in schools and our SU about equity and cultural responsiveness. I hope that participants leave this year feeling like they have the tools and support to explore equity in their classrooms.

My goal is to collaborate with educators in our SU to continue this work. I will not let this be a "one and done" workshop series, or have all of the equity work be relegated to one small group of people. My goal is to find ways to understand what equity looks like at TRSU, and to weave equity into all of the work we do.

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September was all about exploring equity and what equity means at TRSU. Our goals were to:

1) Develop a shared understanding of equity

2) Identify the actions and dispositions that help fight inequity

3) Start exploring our own identities, and the implications for our work as educators.

This workshop laid the foundation for deeper exploration of equity and ways that individuals can have a tremendous impact on equity in TRSU.

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Two Rivers Supervisory Union:  Everyday Equity Session 1

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This workshop challenged me to confront my own anxiety about equity work. I felt for a long time like I didn't know enough to do it "right", and that I might somehow do more harm than good. I overcame this by using resources and tools to guide my steps, and trusting that I could make mistakes without being judged or shamed. My favorite success was when I was able to facilitate the March workshop on my own. I want to be the kind of leader that can facilitate challenging conversations, explore new ideas, and create safe spaces for people to try new things. I am very grateful for the opportunity to give this a try, and take this learning into next year and beyond.

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Optional Template: Make a Copy of this post if you want!

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Optional Template: Make a Copy of this post if you want!

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When I started this workshop series, I was feeling....

As the work progressed, I found that....

My favorite success was when...

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Our October workshop built on the understands established in September, focusing on implicit bias and Culturally Responsive Teaching (CRT). Workshop participants explored different kinds of implicit bias, displaying courageous vulnerability as the group talked openly about how these biases can impact outcomes for students.

Check out these modules from the Kirwan Institute if you'd like to explore implicit bias in more depth. While workshop participants did not use these modules, the research conducted by the Kirwan Institute is the basis for the Great Schools Partnerhip's definition of bias.

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Lesson 1: What is Implicit Bias? | Kirwan Institute

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DRAFT Culturally Responsive Curriculum Rubric and Reflection Guide

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DRAFT Culturally Responsive Curriculum Rubric and Reflection Guide

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Use this rubric to assess your curriculum and/or classroom materials from a culturally responsive lens. Note that this is a DRAFT document based on resources from the Great Schools Partnership that was developed as a part of this equity workshop. Use it as a tool to reflect on your work, and let me know what you think!

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Try out this protocol with your colleagues or students! It's great for getting feedback and ideas around a specific challenge or question.

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January's workshop was about digging into the work of enacting culturally responsive practices in TRSU schools. Workshop participants explored Culturally Responsive & Sustaining Pedagogy (CRSP), building on understandings from October to think about how equity could be sustained and not just enacted.

Participants finished the workshop by setting SMARTIE goals, using a familiar SMART goal framework to focus on actions that are driven by Inclusivity and Equity. Workshop participants formed partnerships with each other to work through ideas, outline next steps to achieve the goal, and support each other in this work.

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The Problem

Our current education system breeds compliance which results in dependent thinking and an atmosphere of low expectations - particularly for marginalized students. Without an awareness of how systems of inequity and learner identity connect to teacher expectations, implementing innovative practices will not sufficiently empower all students.

The Solution

The CRSP Framework brings powerful teaching to students who have been marginalized by systemic inequity, restoring and elevating their natural confidence and competence.

Our Theory of Change
If we:

Build awareness of how systemic inequity translates into our schools;

Learn about our students' cultures, identities, and interests as we develop a sense of trust and belonging; and

Nurture cultures of thinking by developing "Academic Mindsets are four key beliefs which deeply influence our behaviors as learners, and which enable learning success. These mindsets affect our motivation, strategies, and perseverance. They are: academic mindsets
* I belong in this learning community.
* I can change my abilities through effort (a growth mindset).
* I can succeed.
* This work has value and purpose for me."
- Mindset Works More

Then:

Students' cognitive skills, mastery, competence, and engagement will improve;

Students' self-efficacy and confidence will increase; and

Students will feel empowered to use their skills in meaningful ways.

Our Why

We work to ensure students become self-directed learners and empowered leaders who will transform their lives, their communities, and society.

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Click the image above to access an overview of the CRSP Framework The Culturally Responsive & Sustaining Pedagogy (CRSP) Framework provides the foundation for all work at Highlander Institute. The framework is grounded in research, neuroscience, and the rationale of Geneva Gay, Zaretta Hammond, Gloria Ladson-Billings, Sami Alim, and Django Paris.

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Planning guide for classroom circles, including a detailed process description, planning guide, lesson template and additional resources.

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The March workshop emphasized the critical need to support each other in this work. Participants reflected on the challenges and successes of their SMARTIE goals, and held space for individuals to talk through their journeys from January to March.

Acknowledging that some participants were not able to attend in January, this workshop provided participants with multiple avenues and resources for trying a new equitable or culturally responsive action within their own buildings. From circle guides to curriculum rubrics to equity conversation prompts, every participant left with a way that they could dive into this work with their colleagues, as well as students and families.

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Make a copy of this template to plan a circle!

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May is about celebrating! This Padlet is the culmination of our collective work and understandings during the 2023-24 school year. Make sure you check out resources, creations and reflections from the workshop participants. We welcome questions and conversations about the work, and how we can sustain it at TRSU. Feel free to reach out to Kate Leathe (kate.leathe@trsu.org) if you'd like to discuss anything posted in this Padlet, or if you'd like to know how to contact other participants to talk about the work they did.