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The school social workers offered "Let's Talk" open student forums to give students a safe space to talk and receive support. (high school)

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The school social workers offered "Let's Talk" open student forums to give students a safe space to talk and receive support. (high school)

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GKahn: creating space fot these conversations to take place

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GKahn: creating space fot these conversations to take place

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we prepared teachers with strategies before the school day, and offered student fascilitated community circles.

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we prepared teachers with strategies before the school day, and offered student fascilitated community circles.

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Principal led opening statements for engagement, offering discussions with mental health counselors and teachers

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Principal led opening statements for engagement, offering discussions with mental health counselors and teachers

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sharing relevant resources and guidelines (thanks, Sara Burd!!)

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I've been offering trainings for parents and staff. Offering ideas for Positive Supports for Remote learning. 

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I've been offering trainings for parents and staff. Offering ideas for Positive Supports for Remote learning. 

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We created an instagram site for students (high school) sharing positivity messages as well as providing information for  teachers

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We created an instagram site for students (high school) sharing positivity messages as well as providing information for  teachers

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Providing Links for Principals to share with staff

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Providing Links for Principals to share with staff

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Instagram: MHS Zen Den (account run by School SWs)

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Instagram: MHS Zen Den (account run by School SWs)

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We used a resource from NASP (National Association of School Psychologists)

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We used a resource from NASP (National Association of School Psychologists)

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2 Hour Webinar: Can We Talk? The Dos and Don'ts of Navigating Fierce Conversations About RaceFebruary 26th, 2021Speaker:  Muadi B. Dibinga, Life Coach and Motivational Speaker Time: 10:00am-12:00pm

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2 Hour Webinar: Can We Talk? The Dos and Don'ts of Navigating Fierce Conversations About RaceFebruary 26th, 2021Speaker:  Muadi B. Dibinga, Life Coach and Motivational Speaker Time: 10:00am-12:00pm

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Administration and mental health staff providing resources to teachers and parents for them to facilitate conversations if they chose to in class

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Administration and mental health staff providing resources to teachers and parents for them to facilitate conversations if they chose to in class

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Offered a safe holding environment for students to feel comfortable to voice their opinions or bring anything up if they wanted. 

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Offered a safe holding environment for students to feel comfortable to voice their opinions or bring anything up if they wanted. 

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Tools and tips about how to have conversations about mental health. https://seizetheawkward.org/

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Tools and tips about how to have conversations about mental health. https://seizetheawkward.org/

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Offering Book Study groups for faculty.

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Opening up the conversation with students by asking students how much everything that is happening across the country or world causes any type of feelings in them.

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looking at ourdata to highlight areas of inequity that we have not previously examined.

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looking at ourdata to highlight areas of inequity that we have not previously examined.

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I have 1:1 conversations with students or sharing resources with teachers. Some teachers addressed difficult topics in their classrooms as it came up. Principal has also led whole school discussions

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I have 1:1 conversations with students or sharing resources with teachers. Some teachers addressed difficult topics in their classrooms as it came up. Principal has also led whole school discussions

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Provide as much information for staff as possible, articles etc. 

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Provide as much information for staff as possible, articles etc. 

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I use restorative practices throughout my interactions with students and staff.

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I use restorative practices throughout my interactions with students and staff.

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Providing opportunities for students to talk about how they're doing.  I would ask them something like, "I've been checking in with students I'm meeting after the violence in D.C. and all that happened there.  I'm curious if that's something you'd like to talk about, or if it's something maybe that friends and family have been talking about?"  I usually also note that people have different responses to what's happened - not feeling much, feeling scared, frustrated, confused, etc. to try to open up a couple possibilities.  - Eric Eid-Reiner

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Providing opportunities for students to talk about how they're doing.  I would ask them something like, "I've been checking in with students I'm meeting after the violence in D.C. and all that happened there.  I'm curious if that's something you'd like to talk about, or if it's something maybe that friends and family have been talking about?"  I usually also note that people have different responses to what's happened - not feeling much, feeling scared, frustrated, confused, etc. to try to open up a couple possibilities.  - Eric Eid-Reiner

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willingness to look at issues such as discipline policies, student handbooks, curriculum materials

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willingness to look at issues such as discipline policies, student handbooks, curriculum materials

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Development of an equity committee and clear vision/mission/definition

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Development of an equity committee and clear vision/mission/definition

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We started a Diversity Inclusion Belonging and Equity work group for staff. We will be opening up a DBIE group for students as well. Potentially a family group too (TBD).

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GKahn: allocating professional development time for some baseline understanding on why these issues are important

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GKahn: allocating professional development time for some baseline understanding on why these issues are important

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We have a newly formed Soc Justice Club. The group was given an hour before the Thanksgiving break to present a webinar to all. The group also helped to coordinate a book discussion on soc justice books (optional summer reads) before the December vacation. With the pandemic we now have Advisory once a week. Recent topics have been MLK and the Innocence Project.

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We have a newly formed Soc Justice Club. The group was given an hour before the Thanksgiving break to present a webinar to all. The group also helped to coordinate a book discussion on soc justice books (optional summer reads) before the December vacation. With the pandemic we now have Advisory once a week. Recent topics have been MLK and the Innocence Project.

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District leaders and principals are supporting teachers and counselors with the resources, , trainings, and time in order to engage in these difficult conversations.

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District leaders and principals are supporting teachers and counselors with the resources, , trainings, and time in order to engage in these difficult conversations.

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last spring we held weekly drop-in community circles, again, co-facilitated by student leaders.

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last spring we held weekly drop-in community circles, again, co-facilitated by student leaders.

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My program offers PD, so at schools' request I developed one about Race, Racism and Mental Health.  I also address generally dealing with change, and communicating effectively when there is strong disagreement.  (Julie Love posting)

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Having administration and department heads support conversations going on in their departments about these topics. Need support at the higher levels for these conversations to go on.

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Having administration and department heads support conversations going on in their departments about these topics. Need support at the higher levels for these conversations to go on.

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GKahn: we have established an equity working group within our school climate/PBIS structure, and are currently seeking some external expertise to assist us in an equity audit.

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GKahn: we have established an equity working group within our school climate/PBIS structure, and are currently seeking some external expertise to assist us in an equity audit.

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Provided a drop in time for students to meet with counselors and faculty to meet for support and answers questions. Post a racial incident at our school.

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Provided a drop in time for students to meet with counselors and faculty to meet for support and answers questions. Post a racial incident at our school.

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Created a Diversity, Equity, Inclusion committee at each school within the district.

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Created a Diversity, Equity, Inclusion committee at each school within the district.

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Administration provides resources to our deans and staff to help guide them if they want to hold a classroom discussion. 

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Administration provides resources to our deans and staff to help guide them if they want to hold a classroom discussion. 

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Local city and district policymakers along with community providers.

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We established an equity team in our building

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We established an equity team in our building

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Courageous Conversations  - resource for norms

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Courageous Conversations  - resource for norms

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Nine Tips for Talking to Kids about Trauma"

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Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

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Learning for Justice | Education Resources

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Before a conversation with students can occur, I think that the first practice is self reflecting and evaluating.  Where do you stand, what are your beliefs, etc.? Then, educate, educate, educate. Look into whats really going on facts and opinions and then take care of yourself and your needs before you're able to offer that same support to your students. if you're unsure, let the students know and refer them to people who can provide them that space and resources. 

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Before a conversation with students can occur, I think that the first practice is self reflecting and evaluating.  Where do you stand, what are your beliefs, etc.? Then, educate, educate, educate. Look into whats really going on facts and opinions and then take care of yourself and your needs before you're able to offer that same support to your students. if you're unsure, let the students know and refer them to people who can provide them that space and resources. 

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GKahn- Youth Risk Survey Behavioral Data- adult to go through if you have a problem? I feel safe at school question? 

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GKahn- Youth Risk Survey Behavioral Data- adult to go through if you have a problem? I feel safe at school question? 

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Differences between positive adult connection/ Racial Differences/ Cultural Differences Apparent -

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METCO staff (in-district and central/Boston staff) as a resource for training and dialogue facilitation.  - Eric

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METCO staff (in-district and central/Boston staff) as a resource for training and dialogue facilitation.  - Eric

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Julie Love:  My PD focused on the psychological/neurological aspects of how people of different races interact, and thus addressed that this is NOT just an issue in "diverse" communities, that districts with few (if any) non-white people need to confront the neurological impact of such homogeneity. 

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Julie Love:  My PD focused on the psychological/neurological aspects of how people of different races interact, and thus addressed that this is NOT just an issue in "diverse" communities, that districts with few (if any) non-white people need to confront the neurological impact of such homogeneity. 

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Planning meeting with students after school to demonstrate interest, turnout good, asynch days 

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Planning meeting with students after school to demonstrate interest, turnout good, asynch days 

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Crucial conversation meeting time for staff and another for students.  

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Crucial conversation meeting time for staff and another for students.  

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Arlington PS Repository of Resources to Support Discussions about the Capitol Violence

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Arlington PS Repository of Resources to Support Discussions about the Capitol Violence

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https://docs.google.com/document/d/1vZCSLi06EDaob-ApYyNAP7yqo2Ua1kpGugS_wDEJJbM/edit

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The World of Difference Institute from ADL provides training to student groups.

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We will be using Search Institute's Developmental Relationships Survey which has a section on Diversity, Equity and Inclusion so we can better understand how our students are feeling so that we can have a better understanding of whether or not what we are doing is effective. 

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We will be using Search Institute's Developmental Relationships Survey which has a section on Diversity, Equity and Inclusion so we can better understand how our students are feeling so that we can have a better understanding of whether or not what we are doing is effective. 

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https://www.search-institute.org/developmental-relationships-survey/

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"Interrupting Bias: Calling Out vs. Calling In" - a great two-page PDF for teachers, mental health staff, and others to take a look at before facilitating conversations (and knowing anything can come up anytime, too). - Eric

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https://www.parenttoolkit.com/social-and-emotional-development/advice/social-awareness/how-t o-talk-to-kids-about-race-and-racism https://www.apa.org/topcs/kids-discrimination

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Our district is currently creating protocols

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Our district is currently creating protocols

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In Revere Public, equity and working toward being an anti-racist district is embedded in our 5 year district improvement plan which trickles down into each individual school's improvement plan. We have developed an Equity Advisory Board (EAB) which includes staff members from each building along with students from the 3 middle schools and high school and community members. This EAB is getting support from the Greater Schools Partnership and we are also conducting an Equity Audit across the district. Each school also has an individual racial justice committee.

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In Revere Public, equity and working toward being an anti-racist district is embedded in our 5 year district improvement plan which trickles down into each individual school's improvement plan. We have developed an Equity Advisory Board (EAB) which includes staff members from each building along with students from the 3 middle schools and high school and community members. This EAB is getting support from the Greater Schools Partnership and we are also conducting an Equity Audit across the district. Each school also has an individual racial justice committee.

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~Ashley Waterberg

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In Randolph we started a SEED group with administration....with a plan to then expand it to all staff

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Courageous Conversation - Providing Training, Coaching and Consulting for Millions of Racial Equity Leaders Around the World

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Founded in 1992 by Glenn E. Singleton, Pacific Educational Group provides services to help you facilitate courageous conversations about race in your organization, community or city.

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use this network to be more collective in developing resources...

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use this network to be more collective in developing resources...

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District Equity committee that meets regularly, having a vision/mission statement and objectives, along with a strategic plan.  Using data to identify areas of disproportionality and developing a plan to address these concerns. Offering high quality PD to build capacity. Review instructional materials and practices to be culturally sensitive and inclusive.

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https://docs.google.com/presentation/d/1cD9KWW_e4f0ZFlJdw7pg0YP6MUoGhjNCi8pF4KoiRuA/edit?usp=sharing

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"Nine Tips for Talking to Kids about Trauma"

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News Literacy Project on "practicing good information hygiene"

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Facing History's current events "explainers"

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In their book The Political Classroom, scholars Diana Hess and Paula McAvoy argue that "the political classroom is undergirded by values that promote a particular view of democratic life"; in particular, they identify the values of political equality, tolerance, autonomy, fairness, civic engagement, and political literacy as ones that are foundational to this work. They urge teachers to make instructional choices when facilitating discussion in ways that further these six aims—and they note that these values transcend partisanship and are fundamental to our democratic life.