SW Vision of Success: Staff Feedback by Durham, Sydney

sydneydurham — 2021-06-07 14:21:08 UTC

Each column to the right represents a component of our Vision of Success.

Click the plus sign below each column to share your thoughts!

Use the Like feature to recognize other posts that resonate with you.

We will guide you through reflecting on each part of the VOS.

Consider the following questions as you reflect on the Why, How, and What from our Vision of Success.

sydneydurham — 2021-06-07 14:23:56 UTC

What works?
What should remain a core part of our vision, values, and way of achieving our mission?
What do we need to adjust based on shifts in our priorities or realities?
Consider what has changed or how we have grown as a school in the past 2-3 years that may require a change to our Why, How, or What.

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Click the plus sign below to share your thoughts.
Click the <3 on comments that resonate with you!

sydneydurham — 2021-06-07 14:32:55 UTC

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sydneydurham — 2021-06-07 14:35:38 UTC

sydneydurham — 2021-06-07 14:35:47 UTC

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sydneydurham — 2021-06-07 14:36:02 UTC

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sydneydurham — 2021-06-07 14:36:26 UTC

Consider:

sydneydurham — 2021-06-07 14:37:47 UTC

Are there additional goals that we should set?
What are the tangible metrics we use to track progress toward our What?

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Consider: What ideas are missing from our belief statements?

sydneydurham — 2021-06-07 14:39:51 UTC

Your ideas may or may not fit into one of our values (community, educational equity, or continuous improvement).

Click the plus sign below to suggest additions to our belief statements.
Click the <3 on comments that resonate with you!

Click the plus sign below each column to share your thoughts about our Maverick Beliefs.

sydneydurham — 2021-06-07 14:43:30 UTC

CONSIDER:

What works well in these statements?
What do we need to adjust based on a new reality?
What needs to change in our beliefs and mindsets to become practitioners, rather than philosophers, of equity?

How should our beliefs reflect these focus areas:

Anti-Racism and dismantling white supremacy
Technology literacy
Social & emotional learning
Grading for equity
Reflecting, honoring, and serving the community in which we exist
Strong academic skills that empower our students to disrupt the status quo

Click the <3 on comments that resonate with you!

Consider these focus areas!

sydneydurham — 2021-06-07 14:56:12 UTC

We recognize that our Vision of Success must change in our to guide our work.
Here are some areas in which we know revision is needed:

Anti-Racism and combatting white supremacy
Technology literacy
Social & emotional learning
Grading
Reflecting, honoring, and serving the community in which we exist
Strong academic skills that empower our students to disrupt the status quo

ONE member of your group should click the plus sign below to share your group's takeaways.

sydneydurham — 2021-06-07 15:13:31 UTC

enriquerivas1 — 2021-06-08 21:09:20 UTC

1. The why: all children have the right to equal educational opportunity
2. Build community

Leventhal Continuous improvement has always been what has resonated with me. I would like us to continue to focus on that because to me, it means that we are always trying to learn from the past and present to make the future more effective for our students.

2021-06-08 21:09:34 UTC

I think that we should be committed to providing opportunities for our students who are not represented by the decision makers in our society.

chancieprice — 2021-06-08 21:09:57 UTC

What Works/Should Stay: 'choice-filled lives', 'ALL children'

Needs to Change: Be more upfront about what 'building community' means. Possibly changing it to Building and Fostering Community.

Henry

2021-06-08 21:09:58 UTC

1. The aid and support YES Prep provides to families, like the distribution of laptops, works because it gives equal access to online learning.
2. The need to fight for educational equity should remain a core part of our vision.
3. If we want to provide exceptional educational services for students to live choice-filled lives, then I would suggest providing a curriculum in school apart from academics. Many high schools provide classes in welding, cooking, mechanics, etc. which is a valuable form of education. If we can be innovative and provide a variety of education that is crucial but not taught traditionally, then we can help the communities we serve move upwards in the social ladder. Perhaps funding is a major issue here, I would suggest using some of the funding of building other schools to strengthen some of our already established schools or we can avoid spending it on unnecessary improvements like the fence around us and allocate it on the student's educational experience at Southwest.

All children have the right to educational opportunity works. I think they all should remain a core part. Adjust "education opportunity"... add "and emotional support"

macahljett — 2021-06-08 21:10:04 UTC

What is working

juancouso — 2021-06-08 21:10:25 UTC

Making sure that ALL kids have access to a quality education.

What need to change: Change the mindset of people only being successful if they go to college. This is toxic because it limits the options that we are teaching kids. (This is changing but needs to be more mainstream).

What & Why Should Define Our How

missbrooksislit — 2021-06-08 21:10:27 UTC

I believe that we should allow the VOS's how what and why drive how we achieve these goals. We should continue focusing on how we can all remain aligned with all three. Additionally, I feel like we focus on one more than others as the time progresses. We should determine a way to make all three a priority at all times.

1. What works? Ensuring that all kids have the opportunity to a great education. 2. What needs to be adjusted? Being open-minded about changes need to help our students be successful not just today but tomorrow and in their future. 3. What has changed in the last 2-3 years that is not helping our growth? We are continuing to hold our students hands, which is not the reality that they will face when they are ready to reach their goal of attending college.

2021-06-08 21:10:32 UTC

2021-06-08 21:10:34 UTC

What works/should stay: The why is solid
What should change: (1) Building community very largely seemed to be more of a stated priority than an actual priority for most of this year--both for our students and for our staff. We should either change that state of affairs or stop claiming it as a priority. (2) Educational Equity is a rather broad phrase and I've heard it used as a tautological justification for quite a few things that fall outside the realm of my understanding of equity this year. Words matter; we should be more clear about what that means.

ALL children have the right to educational opportunity.

timwoyan — 2021-06-08 21:10:47 UTC

There is a huge difference between equality and equity. I do believe we have the best interest in our hearts when it comes to our special pops, but we need to do more! We need to make sure we are fulfilling their accommodations not only in the testing environment, but in the general education classroom. If we are not differentiating instruction and providing accommodations, then we are not providing educational opportunity.
I also wish we had life skills classes available for ALL students. College is not meant for every student and we need to teach these young children skills they need to learn in the real-world, e.g. cooking, doing laundry, how to build something, etc.

2021-06-08 21:10:48 UTC

What works/should stay:
I find that the Why, How, and What still resonate as important cornerstones of our school.

Something to consider:
Our commitment to education equality specifically focuses on undoing the harmful effects of systems of oppression. How could this component be reflected in our WHW?

What works

2021-06-08 21:10:54 UTC

fighting for educational equity

What should change - getting students ready for college ready

hectoraleman — 2021-06-08 21:10:56 UTC

Continuous Growth must remain a core value. I believe we are all always trying to get better at what we do and how we serve our students.
This year specially we saw many ongoing changes to the grading policy and the online program so that we were more efficient. A lot of it seemed to work and some of it felt like extra work.

2021-06-08 21:11:02 UTC

We should adjust our How and What to be more explicitly anti-racist and add that we are striving to create an anti-racist school and community. We cannot fully build community or achieve educational equity until we state that that is part of our VoS so that all staff and students can keep it at the forefront and focus on it as a priority.
- Sheikh

taniakhan — 2021-06-08 21:11:13 UTC

What works?
- Fight for educational equity and fight for continuous improvement
What should remain a core part of our vision, values, and way of achieving our mission?
- Educational equity and continuous improvement
What do we need to adjust based on shifts in our priorities or realities?
- Shift language from college ready to workplace ready or something that includes other opportunities available after high school

Equitability

madelinewilliams3 — 2021-06-08 21:11:18 UTC

1. Choice filled lives
2. Continue building community and educational opportunities

Why, How and What?

2021-06-08 21:11:34 UTC

What works?: Our why. Also, this group of professionals I know is committed to continuous improvement. I also think that we really strive to instill that in our students every step of the way. Many of our students overcome great challenges due to this commitment to improvement. I also think that we strive to build community - and it can be improved.
What should remain a core part of our vision, values, and way of achieving our mission? - Our why, our how.
What do we need to adjust based on shifts in our priorities or realities? - I think our what has/needs to change.
Consider what has changed or how we have grown as a school in the past 2-3 years that may require a change to our Why, How, or What.

What should remain a core value: ALL students having educational equity.

carolinarosas1196 — 2021-06-08 21:11:57 UTC

educational opportunity

MisterGraham — 2021-06-08 21:11:59 UTC

this can mean a really crappy educational opportunity. this phrase should be qualified. each student needs access to the support and resources they need to be successful.

omartariq — 2021-06-08 21:12:01 UTC

I appreciate that our Vision incorporates student choice and think we should continue to emphasize this.

I also think we should mention taking a critical view of our educational practices in light of our anti-racist policies (though this sort of falls under Continuous Improvement, and maybe belongs more in Maverick Beliefs)

Educational Opportunity| this focus area I appreciate because all kids deserve the right to education.

takaraveazie — 2021-06-08 21:12:21 UTC

Our Why, How, and What

karstenaockelberry — 2021-06-08 21:12:22 UTC

What works? Our campus is usually responsive to feedback.
What should remain a core part of our vision, values, and way of achieving our mission? Continuous improvement should remain
What do we need to adjust based on shifts in our priorities or realities? We need to adjust our anti-racism efforts to be part of our vision

I'm having a difficult time finding a way to change this - I think it fits us pretty well - emphasizing ALL students and giving them choice in their lives.

2021-06-08 21:12:43 UTC

We do our best to make sure that every student has access to working resources that contribute to learning

alexisdoaks — 2021-06-08 21:12:45 UTC

2021-06-08 21:12:59 UTC

What works: Making sure all students have the right to educational opportunity.

What needs to stay the same is continuous improvement. We should always strive to be better.

Tubea

2021-06-08 21:13:07 UTC

I appreciate the Vision of Success. I am curious on how building community would be like next year?

2021-06-08 21:13:07 UTC

What works?
What should remain a core part of our vision, values, and way of achieving our mission?
- Equitable education for all

Nadia Pacheco

2021-06-08 21:13:15 UTC

What should remain a core part of our vision, values, and way of achieving our mission? Seeing "all students" is amazing to note.

What do we need to adjust based on shifts in our priorities or realities?
The idea of college being the absolute focus, or at least the traditional route to a higher education. I also believe that pushing younger students to read more "real" texts that are allowed in HS will benefit their comprehension of the world around them, rather than living in a filtered world. They know what is happening already(they have the world's info in their hands), so why should we be subject to filtering what is being provided to them.

2021-06-08 21:13:25 UTC

We should expound upon the Why. Moving toward being an antiracist school we should include that. We should also describe action steps in our how or what

2021-06-08 21:13:28 UTC

I think our “Why” works. We could also go into more detail of what it means and what all children having the right to an educational opportunity means for our campus specifically.

K Weber

2021-06-08 21:13:37 UTC

👍🏾Equity-based
👎🏾 College focus

2021-06-08 21:13:38 UTC

Building community. Having a ritual that welcomes alumni back for current students to see their successes

Continuous Improvement

heathersportsman — 2021-06-08 21:13:43 UTC

This works for us. We are always trying to find ways to improve and that should remain.

Equity based education

drmarquina — 2021-06-08 21:14:07 UTC

College readiness as a focus, but a shift toward recognizing that college is a choice and does not always fit a students vision of success for themselves and that is okay.

Amairany

2021-06-08 21:14:12 UTC

What works: The part that mentions giving students choice filled lives.

2021-06-08 21:15:06 UTC

WW: Building a classroom community
WNA: getting student equity in testing

macahljett — 2021-06-08 21:15:28 UTC

Mavericks believes that understanding and systems sustain our community

A Question for Consideration...

missbrooksislit — 2021-06-08 21:16:07 UTC

Who are the people that make a difference? Teachers? Students? Random strangers? Most people? Some people? All people?

2021-06-08 21:16:07 UTC

I like the people make a difference one - but what does it mean? That change and love are done through people? Which people? Staff - how can we not overwork staff? Students - how can we not overwhelm students?

"Families are a crucial stakeholder in our movement towards educational equity."

2021-06-08 21:16:24 UTC

I think that more effective efforts need to be made to get families actually involved and engaged in the going-ons of the school/schools/district. PTO's? More family education? A platform to effectively communicate with and engage our families?

Confusing/Vague Language

chancieprice — 2021-06-08 21:16:27 UTC

'Systems sustain our community' is vague and does not describe what exactly this means. Name what systems we are referring to.

Mavericks believe our diversity gives strength.

2021-06-08 21:16:35 UTC

Zach

2021-06-08 21:16:47 UTC

There's a lot of unqualified blind faith attributed to "systems" here. A big piece of our discussion about anti-racism this year has been about how our systems have failed our community of students (i.e. the dress code in years past). We don't yet know which systems we're currently executing that we'll come to realize are hurting some or all of our students in years to come, so I would like to see the language change here to something like "tested systems" or "proven systems" or "anti-racist systems." Or maybe even scrap the faith in our systems bit entirely.

Each student

MisterGraham — 2021-06-08 21:16:47 UTC

Each student has specific strengths and weaknesses that make them need different support.

Mavericks believe all students deserve access to a rigorous,...,education.

2021-06-08 21:16:57 UTC

How are we helping students achieve this if we are continuing to make the path easier instead of rigorous education? Focusing on reaching what areas where students are not successful is more aligned than unlimited retakes or corrections.

Mavericks believe that systems sustain our community

2021-06-08 21:16:59 UTC

Define and describe the systems that are being referred in this belief.

"Systems" sustain our communities sounds...systemic to me. Which I feel we are looking to move away from. Could this be stated better?

jahlowery — 2021-06-08 21:17:04 UTC

taniakhan — 2021-06-08 21:17:09 UTC

There should also be some focus on questioning and redefining these "systems" to ensure they are inclusive for all.

change suggestion

macahljett — 2021-06-08 21:17:10 UTC

"educational equity and emotional development."

Systems - important but changing too often

2021-06-08 21:17:10 UTC

I DO agree systems are important - like holding students accountable - but they were constantly in flux in this past year, and it made it difficult. It will need to be solid and unmoving next year as some kids come back from having not been in a school environment for over a year.

Tubea

2021-06-08 21:17:12 UTC

I believe we should look into the grading for equity belief. I love how we are giving students multiple opportunities to increase their grade; however, I am nervous the multiple opportunities and back grading will not help our students be college ready. In reality, if students receive a failing grade in college, there are not retake opportunities and back grading available.

educational equity plays a huge role at sw, it should not be adjusted, but should remain

2021-06-08 21:17:13 UTC

enriquerivas1 — 2021-06-08 21:17:36 UTC

"families are crucial stakeholders" is something I dont really see across all students

Change Stack holders to partners

2021-06-08 21:17:43 UTC

Mavs believe people make the difference in our work.- As a collective, we have to be mentally prepared to take on this work. Getting to be an anti-racist school takes dedication as it is never-ending.

takaraveazie — 2021-06-08 21:17:49 UTC

Ensuring that all students have access to an education that will allow them to be competitive in the world should be a right. I think we do a good job at making sure we do this for all students. I think this statement works well by focusing on dismantling white supremacy.

alexisdoaks — 2021-06-08 21:18:03 UTC

Our vision should include a belief in our students being productive and constructive members of our society. Looking at ways to improve and increase the dialogue for the betterment of our lives.

kennethleventhal — 2021-06-08 21:18:12 UTC

Systems

drmarquina — 2021-06-08 21:18:17 UTC

Systems need to be better informed by anti-racist practices and taking into consideration the social and emotional well being of the child (and teachers!)

Adding more Queer and Gender Conversations

juancouso — 2021-06-08 21:18:18 UTC

We are not including Queer representation to help them understand who they. Like offering a class or some dialog about Gender/ Sexuality for students who they are.

Joy?

2021-06-08 21:18:39 UTC

do we think school should be joyful and happy?

Amairany

2021-06-08 21:18:41 UTC

"Family are crucial stakeholders" - I love this part of the mission but I am not sure if this is lived out well.

Also in the statement about systems - I feel we should have consistent systems that are well applied across all grade levels in order to be a successful school.

I think students are included when it come to people who make the difference in our work and that should be explicity stated. I think more structures/systems that recognize students in a consistent way accross grade levels would help students feel this. We do this with Mav & Climber awards, Maverick of the month and I think it could be more consistent.

2021-06-08 21:18:55 UTC

Consider changing

macahljett — 2021-06-08 21:18:59 UTC

"data-driven decision making" ... sounds as if we are out of touch with other priorities such as what effects equity (race, economic standing, emotional implications, etc..)

Believing that families are stakeholder for movement in education equity.

carolinarosas1196 — 2021-06-08 21:18:59 UTC

I can reason with this statement from my experience. I believe that this is crucial in students engaging academically. However, this is not the case for many of our students. This brings to question who or what is the motivation for students engaging academically. I feel this puts us in the Social & emotional learning criteria that may be a barrier for some students.

Data

2021-06-08 21:19:00 UTC

I think data-driven decisions matter, but I want us to push for GROWTH over other stats this coming year. With large gaps in knowledge students will have, we can't look at old STAAR data and be like "Why are we not here?" we need to focus on targeting students and watching for growth. - and that needs to be evident to teachers when talking to DOIs so we can keep ourselves grounded.

Considerations...

missbrooksislit — 2021-06-08 21:19:07 UTC

Perhaps we should consider adding anti-racist to the belief statement of being an effective educator.

Systems

2021-06-08 21:19:16 UTC

As a first year teacher, I'm a bit lost on what this means. Systems as in organized ways of working? Standardized processes for doing things? I would like the language to be more specific.

The Arts

heathersportsman — 2021-06-08 21:19:24 UTC

Our children are so talented and need a FULL arts program to allow them the space and opportunity for personal expression . When we talk about equity in all forms, we need to acknowledge the role that visual and performing arts have on our students!

jahlowery — 2021-06-08 21:19:33 UTC

A part of equity (diversity) is exposing and recognizing all of their differences by aiding them in conversations or providing spaces that help them with their identity. Helping them reach full potential through providing more subjects other than basic STEM.

Justine

2021-06-08 21:20:08 UTC

I think there should be something said about building community among students and having that community as a school

"Pursuit of Development Comes from Within"

drmarquina — 2021-06-08 21:20:19 UTC

Recognizing that personal development outside of work (ie. care for mental health) contributes to a person's ability to improve within the professional world.

Add anti-racist statement

2021-06-08 21:20:20 UTC

Since we are continuing to improve, we must continue to clearly define how we will be anti-racist. Naming it will help us track that better.

Henry

2021-06-08 21:21:32 UTC

Mavericks believe that people make the difference in our work works well in these statements because there's many systems designed to improve the quality of a teacher's professionalism and ability to teach.
We need to advocate, especially for new teachers, the need to create a system that works for them to help them balance their school and personal life. Although it is one of our beliefs, I don't hear this get encouraged as often as it should.

mariamassimo — 2021-06-08 21:21:34 UTC

The language is vague and I think we could benefit from being more clear on what we mean by people. As others have pointed out, are we talking about students, families, teachers etc. and if we are, then perhaps we should be more specific and identify how each of these groups makes a difference (or can make a difference).

Mavs believe all students desire to learn and being successful- the reality is that not students desire to learn or be in a learning environment (which is unfortunate); however, those that do are successful in their academics.

takaraveazie — 2021-06-08 21:21:38 UTC

Pursuit of development

2021-06-08 21:21:44 UTC

"Comes from within" --> "comes from within oneself" or "must be intrinsically motivated"

Diversity

macahljett — 2021-06-08 21:21:52 UTC

We speak on equity, but what about having and welcoming a diverse school?

2021-06-08 21:21:56 UTC

Educational equity is a phrase that needs more clear definitions and parameters, because that phrase is getting thrown at a LOT of things as a self-justifying justification, and that discourages thoughtful critiques because no one wants to be an enemy of equity (I would call that a vice rather than a virtue, but maybe that's the whole point).

Mavericks believe people make the difference in our work.

2021-06-08 21:22:20 UTC

What does that mean? What people and what kind of difference are we trying to compare to/against

All students desire success

drmarquina — 2021-06-08 21:22:23 UTC

Discipline practices should assume students want to be successful students. Students won't always assimilate to our specific definition of success within school so how do we continue to try to make this a conversation with kids versus a punitive experience for them.

Student community

2021-06-08 21:22:37 UTC

Growth

2021-06-08 21:23:33 UTC

I would challenge us to track growth. I think the STAAR goals still make sense, but it's possible that some of those values are not reasonable considering how some kids have not attended classes for months or kids have had a hard time learning at home.

I am not sure HOW to measure that, though.... if anyone has any thoughts. :)

taniakhan — 2021-06-08 21:23:42 UTC

We're missing inclusion of more diversity, genuine ally-ship, and student voices when it comes to making decisions.

What is college ready?

2021-06-08 21:23:58 UTC

Do our students really have what it takes to persist through college? Should we consider redefining what success actually looks like?
What wisdom can we glean from our alumni about what's missing for our kids to be "college-ready"?

Nadia Pacheco

2021-06-08 21:23:59 UTC

Are there additional goals that we should set?
I think we should have a goal in measuring student's emotional/mental health. As great as the data driven goals are, we have to take into consideration what that can do to a student's well being. If we are focusing on being community driven, then that should be measured as well.
What are the tangible metrics we use to track progress toward our What?
As to what was previously mentioned, there should be an active survey MIDY and EOY that allows students to do mental wellness checks to ensure we are allowing them the space to feel that they are cared for.

What does growth look like for each student?

heathersportsman — 2021-06-08 21:24:13 UTC

Ok so we are academically and data driven... which is great! BUT, not every kid shows up in these metrics. AND not every student's success is based off of these things. I personally SUCK at tests... in any form. But i know what I'm doing!!! So why not reshape HOW we approach these metrics for the sake of our kids who may feel they are lacking in one area, but are really killing the game. Social skills are just as important as academics..

How is non-cognitive education factored into our goals?

2021-06-08 21:24:29 UTC

Individuality

macahljett — 2021-06-08 21:24:31 UTC

"We understand that each child learns differently, therefore, we measure our students success based on their individual assesments and growth"

Also... we should be looking at student's level of comprehension through testing such as CA's and other metrics, such as studying habits and proof thereof.

Electives???? In order to incorporate SEL we are going to need to come up with goals related to our elective courses like Seminar, Health and Physical Education.

kennethleventhal — 2021-06-08 21:24:47 UTC

What goals do students have?

2021-06-08 21:25:00 UTC

what if we let students set goals for themselves? If we believe that students want to learn and be successful, shouldn't they be able to help set our goals? What do students want from their experiences?

I think there needs to be more accountability on the students part so that we can adequately mimic what college will look like. I do not think some policies accurately reflect what college will be like.

alexisdoaks — 2021-06-08 21:25:04 UTC

We get students to college, but how prepared are they to persist through? I believe we need to hold our students more accountable in order to ensure they actually finish college with our preparation.

2021-06-08 21:26:07 UTC

madelinewilliams3 — 2021-06-08 21:26:08 UTC

We need a goal that weens students off of taking retakes their junior and senior years to better prepare them for college success. I just don't know how to word this goal.

Zach

2021-06-08 21:26:21 UTC

We really need to do some work in the realm of realizing that college readiness has only a little to do with performance on tests and start moving back toward a more holistic view of student success. This is us and the entire country, to be fair. Not that we need to go back to the Thinks and Acts Era entirely, but we also need to acknowledge that there were some babies in the bathwater we threw out.

jahlowery — 2021-06-08 21:26:35 UTC

College ready, does not only include subjects in YES that you can master...We don't accurately provide students with the appropriate mirroring of what they will see outside our 4 walls. It works for OUR data while they are here and when they leave, are they truly "college ready?"

Henry

2021-06-08 21:26:55 UTC

The pursuit of development definitely starts from within and it's a long process. With many new teachers being young, I believe it helps for SW to have PDs that encourage self-discipline and other valuable reminders that help's the development of character which then transcends into the classroom for our students. In terms of data, we should focus on growth since the pandemic has caused many academic gaps.

enriquerivas1 — 2021-06-08 21:27:05 UTC

do these metrics take in account when somebody just does not show in their behalf? Im all for helping, but not everyone does their part by starting simply by showing up?
I am all for going to college, But the reality not everyone is geared or at least is striving for that type of goal.

SEL focus

drmarquina — 2021-06-08 21:27:05 UTC

How can we measure our impact on students social and emotional well being beyond just giving them a survey?

Tracking student progress

2021-06-08 21:27:14 UTC

How can we more effectively track growth? Should our goals be more focused on student growth rather than "college ready"?

SMART goals

2021-06-08 21:27:30 UTC

Can we make space to articulate growth goals and help students set and track these for data that we have for them? The SMART protocol could be a way to get them invested in these (and improve data reliability in the case of things like MAP testing, TELPAS, STAAR)

2021-06-08 21:27:33 UTC

I fully agree with Madeline - the retake system is not getting students college ready - where they can receive a literal ZERO on an assignment, but that's impossible here. We need a retake limit - especially if we backgrade with unit exams in the future. I think that kind of encompasses some retakes.

2021-06-08 21:27:41 UTC

Moving into next year students within one grade level will have even more variety in their skill sets as some have grown, maintained or regressed. What other forms of data could we use to measure growth that is equitable for individual students.

Dunlap

2021-06-08 21:28:15 UTC

I agree what Ms. Williams indicated. Re takes is not preparing students to be college ready

STAAR

nathanaelbreeden — 2021-06-08 21:28:19 UTC

There’s of course the problem here of measuring our success so heavily on test scores. As anyone who has taught a STAAR-tested course can affirm, the degree to which students answer specific and often random MC questions correctly does not usually give any real sense of what the student has learned in our class. I would push us to be less reliant on STAAR (despite the fact that we are beholden to it by state legislators) and consider other ways of measuring student growth.

mariamassimo — 2021-06-08 21:29:19 UTC

Persistence through college should be something we track. College readiness does not necessarily incorporate student performance in college. And true college readiness is the ability to succeed in college. How well do we prepare students for the reality of college? The grading systems, expectations, etc.

@Ken

2021-06-08 21:29:59 UTC

YES! Seriously. Whenever I see these goals all I think about is testing for tracking. When do the kids get to have fun and explore subjects outside the traditional classroom subjects?

@nathanael

2021-06-08 21:30:19 UTC

I cannot agree more. When I taught math, I would tell my students that I didn't care what they got on the STAAR test because I knew what they were really capable of based on what they showed me daily in class.

Mark's Group!

chancieprice — 2021-06-08 21:31:35 UTC

Adjustments to VOS:

'community' - what is it?
changing the idea of 'systems' - what is it? what systems?
vague language in general
adding in 'anti-racist practices'

Needs to Change:

Stop grouping ideas all together (be okay with adding in ideas/terms: 'anti-racist', 'special populations', etc.)
Adding-in how we demonstrate the belief. We are PRACTITIONERS therefore we need to demonstrate how we practice these beliefs.
Data can be whatever we want it to be. Add-in more data points that do not correlate to an exam.
Data-collection through surveys to students and families (adding-in the positive factor)
The data piece is connected to the systems piece. Data becomes a system but is limited and is limiting our views and what makes a 'successful Maverick'.

Using the VOS to Guide Us:

Bring it back up in PDs (refresh our memories on it!)

Room 6

cruzrueda — 2021-06-08 21:32:03 UTC

Educational Equity - We don't necessarily feel like it truly equitable, we feel like it is more systematically equitable from a teacher's perspective. Incorporate other facets of education not just core of STEM subjects.

Educational Equity - Work on embodying more of the rigorous methods we take for our higher performing students. Coming from a middle school perspective.

We should use our VOS to guide our actions - We need tangible action steps.

Madson's Mavs

2021-06-08 21:32:04 UTC

One VoS change:
- either clarify or remove the word "systems"
- Maverick beliefs including an explicitly anti-racist statement under educational equity
- define what "community" and "people" mean
- teachers/staff show up in VoS

Changes to Maverick Belief Statements:
- Should we use action statements instead of belief statements?
- change the word "believe" to "show," "act on," "prioritize
- teachers considered in belief statements

How should the VoS guide our actions?
- pulled out during meetings with students/PDs
- top down prioritization

julieduong — 2021-06-08 21:32:05 UTC

Whiparound: If you had to advocate for one adjustment to the Vision of Success, what would it be and why?

More focus on the individual student strengths and growth
Educational Equity - gradual release of responsibility to students as they enter HS (more room to fail).
Focus on college as the only option for students , being more open to other choices for students like entrepreneurship

What needs to change in our Maverick Belief statements to become practitioners, rather than philosophers, of equity?

Focusing more on actions now that we've had the dialogue, including examples of how we know we are growing toward reaching our antiracist goals
Frame statements as a call to action where we support each other as a community

How should we use the VOS to guide our actions?

Continuing to ground our PD sessions in our VOS

Arabia's Group

taniakhan — 2021-06-08 21:32:49 UTC

Whiparound: If you had to advocate for one adjustment to the Vision of Success, what would it be and why?

Birk: How do we include and value student voices? How do we let them demonstrate that?
Khan: Having a student body/group to include their voices
Hart: Data Tracking. Track and have more realistic goals for bridging gaps. Focus on how we can track growth over super mastery on a test.

What needs to change in our Maverick Belief statements to become practitioners, rather than philosophers, of equity?

Doss: Include student voices in the belief system. Show that student voices matter.
Similien: Include student voices.

How should we use the VOS to guide our actions?

Thompson: The VOS seems robotic. This may not work for every student. We need to be ready to accommodate for ALL students. We should move beyond "college ready" and include other opportunities.

Olympia's Team

peterolympia — 2021-06-08 21:32:52 UTC

Whiparound: If you had to advocate for one adjustment to the Vision of Success, what would it be and why?

Clarity around choice-filled live.

Add something more specific regarding the social/emotional intelligence of our children. -KL

What needs to change in our Maverick Belief statements to become practitioners, rather than philosophers, of equity?

More specificity around the systems that we value.

Continue to explore the systems "we value" to ensure they are not related to the structure of white supremacy and ensure that we continue to develop anti-racist systems to prevent further harm to not only our students but the entire community.

Clarity around the "people make the difference"....yes we do, but does what is valued more the person or the data? How can we work on building empathy into our systems.

Sydney's Group

sydneydurham — 2021-06-08 21:42:54 UTC

1. Reconsider our definitions of success - College may not be for all students. Sub pop students need alternatives to develop skills THEY want to develop.
2. Make our vision transparent to students and families so that they can hold US accountable.
3. We should develop alternative pathways to success for students to pursue within our school (career and technical education, real life practice in math classes)

Jill's Group

takaraveazie — 2021-06-08 21:44:19 UTC

1. Sonal & Mel & Andrea & Jill- kids not meeting each other/ communication/bonding needs to be focused on (building social skills)

Takara- changing the verbiage on Mavs believe all students desire to learn and be successful

Matt- self- advocacy to get things that they need to be successful/ emphasis on taking care of their own business

2. I think something about focusing on the building the skills needed to survive and thrive in different situations, like being nimble problem solvers and asking for help, would be a good addition. I also think about technical skills - typing, researching, citing information used. Practitioner: knowing the definition of practitioner/ stuck on the language (belief needs action)

3. Having thinks and acts statements/ what does it mean? And explicitly teach it so that it speaks to students

Mollie's Group

2021-06-08 21:44:33 UTC

- Ensuring that the arts are included in our core academic model
- Focus on the "What": ensuring students know alternate routes for the future other than 4-yr college; providing more opportunities for students outside academics
- Are we adequately preparing students to persist in 4-yr colleges with some of our policies and practices?
- Focus on Community - it's currently performative for some of our student groups

Espy's Group

juliebrown3 — 2021-06-08 21:46:43 UTC

ESPY’s Group

· Retakes-revamped in the vision.

· 2^nd and 3^rd opportunities may limit the student’s best effort.

· Vision and beliefs may overlap.

· Lead choice filled lives, but no vertical lives because measurement by assessment.

· Systems need to be defined, what are we referring to?

· Big ideas and goals, but the measurement by the STAAR Test?? Disconnect between our real goals and the standard measure.

· Back grading, multiple opportunities – may not be re-takes in college. No extra opportunities in college.

· Equity-Actions need to be aligned-preparing students for college.

· Should include a space for failure and how to deal with it.

What works: Continue to focus on equity. All students have the right to quality education. Become an organization that stands for social equality. Even though we may be in a preliminary stage, the fact that we are showing commitment to achieve this goal is positive and beneficial to students and staff.

mariagroth — 2021-06-09 14:20:20 UTC

What needs to be adjusted? Part of our vision is to provide equitable access to a college-ready education that prepares students to lead choice-filled lives. I believe this needs to be adjusted because reality shows that a good number of students will not go to college for different reasons. This includes but is not limited to students identified in Special Pops. There is also a percentage that will not finalize or graduate from college. This part of our vision is not inclusive and does not reflect the reality of all students. Yes, it requires funding and space to include electives that will teach students skills that they can actually use to lead choice-filled lives even if they don't graduate from college. However, I believe this can be attainable with a slight change in priorities (and vision) that will include more investment in the right electives. Starting with one per campus (other than LOTE classes) and hiring the right talent to lead this program. Regarding space, we have an advantage at SW concerning space, especially compared to other campuses.
Last but not least, part of our vision is to fight for educational equity. I believe we need to work more on this in terms of instruction. We all need to remember that we serve ALL students in our classroom. Yes, including differentiation in our daily lessons may not be easy for all (there are resources and support on campus) and can be time-consuming, but we need to do it if we really want to be aligned with our vision and in compliance. Being a teacher is not easy and differentiation is a big portion of our work.

Alvaro Chaveste - Commitment to Educational Equity.

2021-06-09 20:38:10 UTC

What works. YesPrep has a serious commitment to educational equity.

We need to see that this vision of equity is observed within our school. The current grading system does not always reflect students' mastery.

Alvaro Chaveste - Strong Academic Skills.

2021-06-09 21:06:56 UTC

We have great students that need to be reassured that they are great students. They have the potential of becoming great Scientists, Politicians, or whatever they want to be. We, as teachers have to provide a first class education and instill confidence in who they are. Insist in being non-apologetic of who they are.

Alvaro Chaveste - College-Ready

2021-06-09 21:16:50 UTC

Not all students have the will or plan to go to college. It is a balancing act to provide college-ready education to those who will take advantage of the education and go to college, and those who are looking into working (not going to college) once they finish high-school.
YesPrep can help students by setting a grading policy that reflects students' readiness for college. It does not help a student to not being prepared, yet have a grade that reflects college readiness.