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Teaching these lessons for the first time virtually in homes where I can't see the family and how they are responding.  So difficult.

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It's been good. Each time it gets better. 

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It's been good. Each time it gets better. 

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My lessons have had to be asynchronous which is not great. I taught one live lesson in 3rd grade in a google meet and it was so much better. I know that there will be more challenges as I teach these topics more next year.

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I kept running out of time and didn't give all the information in the lessons the time they deserve.

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I kept running out of time and didn't give all the information in the lessons the time they deserve.

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A solid foundation relationship with the students is KEY. I feel more comfortable because I have a relationship with the students prior to the pandemic. Teachers who got to know their students during the pandemic had a harder time.

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We used Measure 98 money to pay teachers to create a committee to collaborate with the counseling department to review the curriculum and develop an implementation plan.

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We used Measure 98 money to pay teachers to create a committee to collaborate with the counseling department to review the curriculum and develop an implementation plan.

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The challenge of working with students who are on the ASD spectrum who may really struggle with the concept of race. Or who may get really dis-regulated from the topic. Or kids who want to argue for attention. Lots of derailment I had to contend with.

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I noticed that in K-2, the only racial identities they could name were Black and White. 

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I noticed that in K-2, the only racial identities they could name were Black and White. 

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I would like more read alouds/ slides that go into other racial identities.

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Talk to Carissa if you want more information

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Our teaching team needs to focus on being open to student voice, not just getting all the slides to them.

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The slides/content was too much for KG but we knew just exposing them was valuable.

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Some pushback from staff (teachers taught our antiracist lessons along with support from counselors). Students/teachers responded the best to our lesson on Black joy.

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The best part has been hearing the students' responses. My lessons were asynchronous but their recorded responses let me know what they already know and areas that I could help to build on/clear up.

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The MS lessons as they were given too us are extremely long and time consuming. They required a lot of tweaking and breaking down to fit within the time we had.

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The videos were great and I learned a lot of facts.

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No pre/post survey for KG in curriculum.

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It feels wonderful to center black student voices in our classrooms.

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identity and how to help students understand it
culture vs. ancestors
allow time and space for reflection
push back, challenge your students to be uncomfortable

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For virtual the information needed to be paired down. Lots of info and once back in the classroom will be able to cover so much more. 

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For virtual the information needed to be paired down. Lots of info and once back in the classroom will be able to cover so much more. 

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balancing Emotional exhaustion w/professional lesson giving 

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balancing Emotional exhaustion w/professional lesson giving 

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I wish we had more collaboration time and had offered drop-in time for reflections and

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using the advisory model so that was a risk. working with a variety of teacher levels was a challenge. There was no room to not do it. Making sure students were not harmed while delivering the lessons.

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using the advisory model so that was a risk. working with a variety of teacher levels was a challenge. There was no room to not do it. Making sure students were not harmed while delivering the lessons.

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Perhaps held a digital forum for parents

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teachers help they were not prepared to deliver the lesson. Consider the timing of it. Kids were checked out. Some kids were impacted. 

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teachers help they were not prepared to deliver the lesson. Consider the timing of it. Kids were checked out. Some kids were impacted. 

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Challenge to do the lessons in a predominantly white school to not do harm to our students of color.

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I feel strongly that Admin. teams should partner with Counselors and be the ones to send out communication to families and support us in delivering the lessons. it is the most important curriculum yet that should be required so, we are all speaking the "same" universal language re: racism

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Requiring lessons takes away from collaboration with educators.

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Some teachers did not want to make time for the lessons

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Some teachers did not want to make time for the lessons

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Advisory is a great way to do the lessons because they have a small group of students

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Advisory is a great way to do the lessons because they have a small group of students

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Found some difficulty explaining the social construct piece and then go into teaching all of the varies divisions and races. Sometimes felt like it was reinforcing categories and power structures...?

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The lessons are very dense and it was much more helpful to break them down into specific grade level topics

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Racism is defined merely as "bullying" and lacks getting into the power dynamic and the idea of systemic racism. Challenged with how to help littles understand these bigger concepts that are really important.

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Since lessons were asych for me, many could opt out or I could not explain things that were confusing to them

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I taught an identity lesson and then realize they are getting a very similar lesson in other curriculums.
Similar to other lessons as well. This continues to be a pattern within the district being that SEL/MTSS/Health/Antiracism. Will we ever have our OWN curriculum that is protected FOR counselors that students can get across schools in the district? There are already curriculums out there.

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As a school counselor it is hard to do all the lessons in the limited time

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As a school counselor it is hard to do all the lessons in the limited time

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teachers liked the lessons but could not make time to teach or co teach them; hoping next year will be different and I will reach out in August to share my curriculum outline with each grade to plan ahead

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It is helpful to support the teachers in doing the lessons

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It is helpful to support the teachers in doing the lessons

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That I need to know more of the actual history

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That I need to know more of the actual history

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not everyone being prepared to teach the lessons 

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not everyone being prepared to teach the lessons 

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Not enough collaboration within the departments (social studies/mtss/sel/counseling etc)  

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Not enough collaboration within the departments (social studies/mtss/sel/counseling etc)  

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need a liaison as to what counselors deliver 

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need a liaison as to what counselors deliver 

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Feel like SEL is involved in all departments- health, counseling, etc but it becomes silo 

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Feel like SEL is involved in all departments- health, counseling, etc but it becomes silo 

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A lot of SEL is being shifted to social workers and it shouldn't necessary be that way

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need access to senior leadership, need to advocate for soft start and what is best for students.  Need a mechanism to provide feedback and expertise.

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need access to senior leadership, need to advocate for soft start and what is best for students.  Need a mechanism to provide feedback and expertise.

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Senior directors are not supporting the delivering the lessons

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Senior directors are not supporting the delivering the lessons

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I want to learn more black American and Native American History

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I want to learn more black American and Native American History

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To understand a context that I never actually learned from whatever sanitized histories that the colonized perspective teaches.

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More training is needed in equity for staff because not everyone is trained

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More training is needed in equity for staff because not everyone is trained

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I had already committed to a piloting another curriculum and so that took the majority of my time and so I was only able to start the Anti racism lessons just last week with 1 grade level.

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what is the plan for staff training around anti-racist practices?  Feels like we are the only ones doing the work.

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what is the plan for staff training around anti-racist practices?  Feels like we are the only ones doing the work.

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14 out of 21 schools reported their admin have been supportive.

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14 out of 21 schools reported their admin have been supportive.

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It would be helpful if student services held drop in times to help problem solve for any and all new lessons. 

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It would be helpful if student services held drop in times to help problem solve for any and all new lessons. 

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It's dependent on the class population and grade. Classes with a higher population of white or 90% white students has been different day to day, but mostly on board. 

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It's dependent on the class population and grade. Classes with a higher population of white or 90% white students has been different day to day, but mostly on board. 

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I loved getting student feedback on the PPS lessons. 5th graders will help me teach them next year. This is a lesson 5th graders made a couple years ago with an imbedded video of students talking about racial assumptions, their chosen topic. https://docs.google.com/presentation/d/1456d3kCIXuxuUM6YCz9JQkV4Uyql-l4pW5nsq9de91Q/edit#slide=id.p

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I loved getting student feedback on the PPS lessons. 5th graders will help me teach them next year. This is a lesson 5th graders made a couple years ago with an imbedded video of students talking about racial assumptions, their chosen topic. https://docs.google.com/presentation/d/1456d3kCIXuxuUM6YCz9JQkV4Uyql-l4pW5nsq9de91Q/edit#slide=id.p

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To look at, vet and change up lessons based on the class each time based on student population

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To look at, vet and change up lessons based on the class each time based on student population

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it often feels like this is just checking off boxes. Being reactive without having everyone actually go through the process in even understanding who they are in this space

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it often feels like this is just checking off boxes. Being reactive without having everyone actually go through the process in even understanding who they are in this space

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if you have a co-counselor, it's much easier to vet the lessons beforehand. But also, going to teachers beforehand to see what they have already taught and what might need to be changed to not trigger students

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if you have a co-counselor, it's much easier to vet the lessons beforehand. But also, going to teachers beforehand to see what they have already taught and what might need to be changed to not trigger students

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I felt very supported my teachers while teaching the lessons. Every teacher remained present and in the room and were active participants. It was amazing. I wish all lessons were like that!

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There are many departments and people involved but feels like everyone is stepping on each others toes and not enough conversations within the system

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Departments in the district don't talk to eachother

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Departments in the district don't talk to eachother

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that every site does it's own thing.  Doesn't seem equity based district wide 

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that every site does it's own thing.  Doesn't seem equity based district wide 

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Sadly, I have learned barriers are created by the silos of School Counseling, SEL, MTSS and Health who do not seem to understand one another, respect the training and skill sets of one another and are not able to articulate the standards and job descriptions of one another. The assumptions and territorial nature of this are obstacles to serving students and efficacy of School Counselors.

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these lessons were geared for white students and extremely dense. I felt I was doing more harm than good. I didn't feel comfortable throwing stats at them without explaining how those stats were taken or what they meant. For example, the short one-minute videos. One talked about how mothers of color were less likely to get the medical care they need and that Black babies are more likely to die than white babies. It felt extremely harmful and borderline brainwashing to drop a stat like that without going into the why.

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Our principal and equity coach have been extremely supportive in allowing us to use this year to plan, collaborate and allign with building equity objectives

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Our principal and equity coach have been extremely supportive in allowing us to use this year to plan, collaborate and allign with building equity objectives

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these lessons were geared for white students. period. I tried my best to edit the lessons to be more celebratory, but still got feedback “why is it everytime we talk about Black people, it’s sad?” I felt I was doing more harm than good. I didn't feel comfortable throwing stats at them without explaining how those stats were taken or what they meant. There are many examples throughout the 3 lessons, but let’s look at the short one-minute videos. One talked about how mothers of color were less likely to get the medical care they need and that Black babies are more likely to die than white babies. And left it at that! It felt extremely harmful and borderline brainwashing to drop stats without going into the why. I tried to go into the why as much as possible, but there wasn’t enough time. These lessons were extremely dense. I wouldn’t expect a gen ed teacher to educate in this way and I didn’t feel comfortable doing it myself.

When talking about race in America, we need to start with our history. I showed a photo of segregated water fountains and my students had no idea that was ever a thing in America. We can’t address racism in America until we talk about the past. We can’t address Black babies dying at higher rates without going into racist medical teaching and text, racist doctors, and systemic racism with health care.

These lessons taught the WHAT and expected students to take it at face value. We need to teach the WHY. To not do so is a huge disservice.

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Teaching to white students vs. BIPOC students

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Teaching to white students vs. BIPOC students

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I felt myself being challenged when teaching to white students vs BIPOC students. In our school, we have very few identified black students, and I worried these lessons intensified feelings of 'all eyes on' our students of color.

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Lessons were extremely dense and required a lot of work to revise/reduce.  Teachers in homeroom were teaching them, with very little support or training, so it's hard to know how they went.  This needed to be a district-wide effort with more coordination among departments and within schools (staff, admin, equity team, etc)

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Lessons were extremely dense and required a lot of work to revise/reduce.  Teachers in homeroom were teaching them, with very little support or training, so it's hard to know how they went.  This needed to be a district-wide effort with more coordination among departments and within schools (staff, admin, equity team, etc)

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I learned by working with a teacher how white-centric these lessons are, and had to change them last-minute to support our (few) students of color in our school.  Maybe some thinking needs to go into how to present this content to school where the population is very white versus schools where the population is more diverse.  

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I learned by working with a teacher how white-centric these lessons are, and had to change them last-minute to support our (few) students of color in our school.  Maybe some thinking needs to go into how to present this content to school where the population is very white versus schools where the population is more diverse.  

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Learned that something like this needs to be developed over time, methodically, in collaboration with stakeholders at the building level.  Many teachers, who taught these lessons in homeroom, felt like the lessons just landed in their lap.

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Learned that something like this needs to be developed over time, methodically, in collaboration with stakeholders at the building level.  Many teachers, who taught these lessons in homeroom, felt like the lessons just landed in their lap.

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Generally, great support from admin and from SSH.  This was just a much bigger endeavor than I -- and maybe anyone -- really realized.  Instead of requiring certain lessons top-down, it  may have been better to ask each building to formulate an antiracist teaching plan, involving admin, health teachers, climate team, equity team, social studies dept, etc. and including staff training.  I appreciate the energy and intent behind the rolling out of these lessons, though!

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Generally, great support from admin and from SSH.  This was just a much bigger endeavor than I -- and maybe anyone -- really realized.  Instead of requiring certain lessons top-down, it  may have been better to ask each building to formulate an antiracist teaching plan, involving admin, health teachers, climate team, equity team, social studies dept, etc. and including staff training.  I appreciate the energy and intent behind the rolling out of these lessons, though!

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I did these lessons online live with students before hybrid. A lot of students didnt attend as counseling lessons arent mandatory. I had barely any connection with teachers and generally feel like I'm working alone. Admin is not supportive either--very hands off approach. I have no idea what students are learning in class about anti-racism, real history or anything. If I ask teachers, I barely get any responses. I also have no idea what training teachers have on anti-racism.

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As a DLI school, these lessons MUST be bilingual to reach our native Spanish speakers. Can SS&H partner with DLI programs or other resources to offer these lessons in Spanish? This is a non-negotiable in my building and not equitable until this can be offered.

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Rolling this out just as schools were transitioning from CDL to hybrid was honestly incredibly challenging if not near impossible to make time for when students needed to relearn basic school expectations, academic skills and other ready to learn behaviors before being in a place to take this in with meaning