Equity Resources Reflection by Katie Melcher

Each student feels stronger connection to school community if staff shows genuine interest in that student's cultural upbringing, values and circumstances within the family.

dkuzmickas — 2021-12-13 06:32:16 UTC

Teachers continue to integrate Caring School Community curriculum when possible which is grounded in class circles with warm welcome, engaging activity and optimistic closure amongst other practices

dkuzmickas — 2021-12-13 06:35:11 UTC

I continue using the principles of Caring School Community social justice principles and restorative practices when having to deal with students in the situations of conflict and other concerning behaviors

dkuzmickas — 2021-12-13 06:42:28 UTC

They allow for a better understanding of context of each student's motives and takes a closure look at the functionality of behaviors at hand

dkuzmickas — 2021-12-13 06:44:58 UTC

By creating a classroom environment that is inclusive and celebratory of students culture, we increase their sense of belonging and community in school. Staff are also more educated and aware of their bias and better able to connect with their students.

agervais8 — 2022-02-10 17:01:59 UTC

The equitable practices tool is a list of best practice teaching strategies that, if implemented, meet the needs of all students; creating a positive learning environment for all.

agervais8 — 2022-02-10 17:05:34 UTC

To me, the lens is the work. In supporting schools, students, and families, systemic change can only happen through critical examination of the ways a practice or action impacts our historically underserved students and disrupts racism.

agervais8 — 2022-02-10 17:08:44 UTC

Historically, PPS equity work has focused on the internal work of anti-racism. These tools put that internal work into action through both big picture systemic evaluation and immediate classroom practice.

agervais8 — 2022-02-10 17:11:21 UTC

These tools encourage the practice of keeping cultural influences at the forefront of practice. Once seen, it cannot be unseen.

agervais8 — 2022-02-10 17:13:08 UTC

The Equitable Practices Tool is user friendly, clear, concise and I appreciate how it provides more examples, etc in the green font below each concept.

2022-03-07 18:11:49 UTC

for our SIT team, we will use these tools and review them with teachers and see how each intervention/tool plays out in their classroom/teaching approach

2022-03-07 18:12:52 UTC

Teachers making porch visits and strengthening school-home connection with calls and notes.

2022-09-23 16:14:55 UTC

So they feel school is meaningful to them and are more engaged and successful. Prompt teachers to use the tool when consulting.

2022-09-23 16:17:08 UTC

Doing circle time and discussing events. Having good discussions during SEL time. Tools can be used to reflect on how teachers engage with students to make sure it is relevant to them.

2022-09-23 16:19:07 UTC

Decision not to evaluate student. The lens is helpful for making sure that discipline happens equitably.

2022-09-23 16:20:33 UTC

2022-09-23 16:21:12 UTC

The tools prompt people to think about their biases.

2022-09-23 16:23:28 UTC

The tools prompt staff to think about their practices. Keeping the possibility of biases in mind while developing practices helps to ensure that biases are not unknowingly baked into district practices.

glechevallier1 — 2022-09-23 16:23:47 UTC

Teachers celebrating the diversity of students (student of the week lists info like home language, country born, etc). Teachers participating in community events such as school dinners.

glechevallier1 — 2022-09-23 16:25:39 UTC

Students can be grounded in the community and feel a sense of identity and belonging. Learning can be connected to their background knowledge which supports learning and engagement (think convos at the dinner table, etc)

For students to feel seen and valued within their school community. The tool helps provide guidance for self-reflection and to identify areas for growth

2022-09-23 16:26:52 UTC

Special Education

2022-09-23 16:27:07 UTC

I'm pretty new to the SES world and Special Education - I have been a cheering fan from a distance but am now part of the inner workings. One of the things I thought about while wandering through the resources was the need for our students to increase their understanding of these ideas. So many of the social constructs that leave them berated or bullied with peers have to do with these things. Having more of these conversations in our classroom might be helpful to them.

land acknowledgement committee

2022-09-23 16:29:09 UTC

I've recently joined a committee to talk about land acknowledgement in our building as well as advocacy for our Native American and indigenous students. It might be interesting to look at portions of this form as a committee and then put those perspective out there when we do the land acknowledgement with our staff - I think it's possible people forget at times that they are part of the solution, beyond curriculum.

glechevallier1 — 2022-09-23 16:29:16 UTC

A recent referral for a SpEd evaluation for a student who is an ELL student and doesn't receive ELD services at their private school. Looking into family resources to access more English language instruction. The family is seeking resources and special education isn't the right option but how can I connect them with other resources.

I shouldn't expect families or students to understand or agree with mental health assessment or support processes through a white, western medical lens

2022-09-23 16:30:02 UTC

2022-09-23 16:32:04 UTC

Students whose cultural identities are represented within curriculum, classrooms, and instruction will feel more connected to the school community, peers, and teacher. This will enable relationship-building and mutual respect between the teacher/school and student/family, increased understanding of the student's background and expectations and cultural practices at home.

African American indicator in Synergy

2022-09-23 16:32:46 UTC

One of the students on my caseload is Somali-American. His family are refugees, and he was born here. I found it interesting that he is identified as African American on his IEP and in Synergy - I am trying to find out whether the family is receiving IRCO support, etc while also trying to figure out how that impacts data - anyway, I'm amazed at the vacuum he seems to be in regularly of not "really fitting" anywhere. Recently he participated in an egregious situation that will likely lead to serious disciplinary action - so, I am hoping to walk alongside the family in the process and also advocate for possible addition support (and fixing Synergy!)

I have seen support staff learning students' names (they don't have the students in class) in a moment of strength for the student, recognizing the student for something positive that they are doing. This way, the relationship starts on a positive note and students know that we are looking for the good things that they do. Even though later, we may need to interact in more difficult circumstances related to student discipline or mental health.

2022-09-23 16:33:01 UTC

when I taught...

2022-09-23 16:33:13 UTC

...it would have been helpful to have this specific list. I thought it was really good.

starting point

2022-09-23 16:34:37 UTC

even though not everyone is likely doing all of these things, it offers a specific list that is a shared starting point. I'm amazed at the implicit bias our systems promote and also sometimes comfortably ignore. I liked this as a starting point in the conversation.

Teachers doing empathy interviews; 20 days of morning circles in Middle school, circles and self portraits/self exploration in k-5. I think equitable practices tool gives us a chance to look at daily small interactions we might typically overlook and how to infuse the culture of the classroom with inclusion and equity.

2022-09-23 16:35:37 UTC

2022-09-23 16:36:27 UTC

I've seen teachers using eye contact with students, proximity equitably, random response strategies, probing techniques to help students answer.

2022-09-23 16:37:36 UTC

Greeting students by name, and ensuring that assignments are inclusive to all ("tell me about who you live with" instead of "tell me about your mom") have had great impacts. I like how the equitable practices tool gives lots of ideas for randomizing seating, responding, etc, in order to reduce unintentional bias.

responding to derogatory comments on an individual basis working with families to create plans, connecting families to speak together, engaging family cultural and religious beliefs while pushing back on white family expectations of safety to disrupt patterns of over exclusion of black and brown students

2022-09-23 16:40:04 UTC

2022-09-23 16:41:29 UTC

When random seating and response requests are used, the staff member may notice feelings about particular pairings or situations. This could be a tool for identifying and addressing bias in oneself.

slows down the "referring to sit" process. Invites reflection of teacher or classroom practice to help identify one's own patterns or gaps

2022-09-23 16:41:42 UTC

resource team meeting about equitable use of limited rent/utility funds and prioritizing BIPOC families and families experiencing poverty

2022-09-23 16:48:23 UTC

So students see themselves and their communities in education. So that American education reflects the larger world.

2022-09-23 18:46:41 UTC

Students need to be able to see themselves in what they're learning.

2022-09-23 18:50:17 UTC

I feel like these tools should be required before behavior intervention. I see so many behaviors and students identified as needing Specialized Education Services that are responding to a lack of cultural understanding.

2022-09-23 20:24:22 UTC

I think this should be required for behavior plans to address underlying causes of behavior.

2022-09-23 20:25:39 UTC

2022-10-14 19:51:13 UTC

Cultural identity helps students feel seen and heard by staff. It has a profound impact on learning.

2022-10-14 19:53:58 UTC

Circles are an expected practice at our school. Utilizing circle practices helps students express their needs, expectations and crates trust allowing students to be open about potential harm.

They allow for educators to look at the behavior and separate the behavior from the student.

2022-10-14 19:59:00 UTC

For some assignments, allowing students to weave racial identity, cultural narratives and gender identification into student work.

2022-10-14 20:01:48 UTC

Specificity

gkaplin — 2022-10-14 20:06:06 UTC

The cultural lens tool can help teachers get specific about how well they know a student and give them ideas on what to ask about

2022-10-14 20:06:40 UTC

Representation matters and research shows that students do well when they see a connection to their school environment.

Good for classroom reflection

gkaplin — 2022-10-14 20:07:34 UTC

I think this tool would be best used to give teachers ideas on how to improve their classroom environment in general

Students need to be able to "see" themselves in the classroom.

2022-10-14 20:07:47 UTC

2022-10-14 20:09:18 UTC

Educators at my high school have done a great job at coaching, stepping up to mentor and/or host student clubs. In the classrooms, they use RJ circles to have discussions. The Equitable Practice tool is a nice way for teachers to be reminded of the connection in class.

Representation is critical, especially when educators don't reflect the ethnicity/race of students. This tool is a great way to ask yourself specific questions about your practice and enable specific changes.

2022-10-14 20:09:33 UTC

2022-10-14 20:09:59 UTC

I have not had to make any decisions yet that have an affect on students and families.

Spending more time in the hallways greeting and interacting with students, especially those who aren't staying in class. This tool can be used to ensure these interactions are productive and not exclusionary.

2022-10-14 20:10:38 UTC

2022-10-14 20:10:55 UTC

As a school counselor, I can see how these tools are a resource to collect data and inform my practice.

It is important for students to be seen for who they authentically are. Their education needs to reflect themselves in order to be relevant. I can see using the Cultural Lens Tool as a self check to make sure my own or a teachers implicit bias are in check and not making the educational setting worse for a student.

2022-10-14 20:11:01 UTC

2022-10-14 20:11:17 UTC

It is important to ensure that all students feel seen and represented and to make instruction/curriculum is relevant to all students.

School systems are built on a foundation of white supremacy, making school environments often very alienating to students of color and students who speak a primary language other than English. The Cultural Lens tool helps teachers become aware of how culturally responsive their classroom and teaching practices are, and helps school staff reflect on the antiracist work they're doing and what they need to improve.

mmagee26 — 2022-10-14 20:11:20 UTC

Policy about arriving late to school

gkaplin — 2022-10-14 20:11:31 UTC

My administrator is trying to tighten up procedures for students who arrive to school after lunch or later. I think we need to spend some time thinking about how this will impact marginalized groups. I don't think the RESJ lens document would be helpful in this case - its very wordy and a lot of historical information...

Intentionally reaching out to ELL families to ensure they are aware of grad requirements, answer questions, provide resources and offer support.

2022-10-14 20:11:49 UTC

Regular reflection

gkaplin — 2022-10-14 20:12:16 UTC

It would be great to use the first two tools to regularly reflect on student relationships and classroom environments.

Reflection/new ideas

gkaplin — 2022-10-14 20:13:14 UTC

The first two activities definitely inspires some reflection

kloewen2 — 2022-10-14 20:13:18 UTC

Students feel more connected to a school that reflects their identify. This would be helpful when doing observations for SIT.

I see teachers asking students what they want to learn and what is important and relevant to them. I can see using the Equitable Practices Tool to make Counseling guidance presentation more equitable.

2022-10-14 20:13:23 UTC

2022-10-14 20:14:15 UTC

They are good starting points for staff/teachers to reflect on how their experience and bias is impacting their interactions with students.

2022-10-14 20:15:23 UTC

Students feel like they matter and that you see them when you consider their identities. Everyone grew up differently and has bias and if you don't take students' cultural identities into consideration, then whatever bias a person has will automatically become the assumption.

These tools could be used as a way to regularly check in on ourselves. I can see using them at specific points throughout the year to hold myself accountable.

2022-10-14 20:15:50 UTC

When understanding begins from a cultural and universal lens it allows for a consistent and stable process

2022-10-14 20:16:38 UTC

Each student feels seen, connected, and valued if they're able to see our classroom, curriculum, and teachers not only acknowledge their cultural identity but also celebrate and incorporate it into the work.

2022-10-14 20:19:47 UTC

It would be helpful for grade-level teams or content-area teams to work with this document regularly. I could see teams choosing one item on the Tool each week to discuss, implement in the classroom, and reflect on. It's also helpful to me as a school counselor to reflect on my lessons and pedagogy.

eoeding — 2022-10-14 20:24:44 UTC

2022-10-14 20:25:48 UTC

When students feel seen for who they are, it opens the door to relationship, and feeling a sense of belonging in the classroom. When students feel seen and understood, they feel safe, and are able to access their education in a way that they can't if they don't feel that sense of belonging. These tools could be used in the SIT setting or in staff meetings.

To increase cultural relevancy and meaning for our students.

mwahl10 — 2022-10-14 20:27:51 UTC

To ensure that myself and other educators are considering socio-cultural contexts when supporting BIPOC students and families.

2022-10-14 20:28:15 UTC

Teachers use CSC at our school to help develop relationships w/ their students. We also use restorative justice practices. The Equitable Practices tool could be used as a rubric to evaluate where teachers are, and what they could do to improve their classroom practices.

organizing caregiver-teacher conferences; yes; I liked when the lens was printed on cards that I could keep at my desk to prompt me to reflect regularly

eoeding — 2022-10-14 20:29:22 UTC

Time and opportunity to use them consistently

eoeding — 2022-10-14 20:29:47 UTC

2022-10-14 20:29:55 UTC

To create a sense of belonging, familiarity, and safety.

2022-10-14 20:31:08 UTC

Our PTA is offering to help students purchase Halloween costumes. The RESJ lens would be helpful to us, so that we consider the needs of our student populations and determine whether or not (and how) to move forward in a way that doesn't put us in the role of "white savior", but instead encourages us to equitably find ways to meet our students' needs. The lens can and should be used in all situations.

2022-10-14 20:31:17 UTC

Face-to-face interactions. Warm welcome. Questions and willingness to listen and learn.

Reminders/ideas/prompts

eoeding — 2022-10-14 20:32:26 UTC

These tools ask me as a white educator to return again and again to rememeber my whiteness, broaden my perspective, and center the experiences of historically marginalized students and families.

2022-10-14 20:34:47 UTC

These tools keep cultural/racial/religious/ influences and the needs and identities of each student at the forefront of all decision making that impacts the student.

2022-10-14 20:35:38 UTC

These practices move PPS from talking about the work to giving them the tools to do the work.

disciplinary decision making/process

2022-10-20 19:48:11 UTC

i wonder if administrators throughout the district are accountable for using this tool as disciplinary decisions are made. I have heard about really concerning practices at other buildings. Often the issue, decision, or even outcome are not shared with the student's team/shareholders, and sometimes parents/caregivers are the last to know. I'm not sure how you would be able to fully consider context without involving the important people in that student's life.

2022-11-04 16:42:53 UTC

Students need to be reflected in the curriculum they are learning so that they connect to their academics and their community in a meaningful way.

2022-11-04 16:46:14 UTC

Teachers develop relationships with the students at our school using PBIS interventions, such as compliment tickets, morning meetings, and individual connections. We could use this tool to ensure that all students are receiving equitable treatment and have the same access to these teacher-student connections.

2022-11-04 16:51:52 UTC

I am meeting with our school's PTA Equity Committee to create an anti-microaggression campaign. The RESJ lens is useful in this campaign because it gives us a framework to base our interventions off of.

Student Attendance

2022-11-04 17:53:35 UTC

The resj lens can be helpful when it comes to student attendance based on the cultural implications/norms of certain cultures in regards to responsibilities of students. For example, if a MS student is in charge of ensuring their ES siblings on time attendance at school, taking that into consideration before assuming that a parent doesn't care about their child's education.

kathomaswalker — 2022-11-14 23:17:41 UTC

Students are more engaged when they see themselves reflected in curriculum, classrooms, and instruction. The cultural lens tool could be incorporated into a staff meeting where we do an audit/personal reflection about classroom practices.

kathomaswalker — 2022-11-14 23:18:37 UTC

Learning about and welcoming in families. Teachers at my site also work to understand the neighborhood and community dynamics, which are crucial to understanding our students.

kathomaswalker — 2022-11-14 23:19:49 UTC

We have recently made decisions around conferences, but don't necessarily have family feedback. I would use the RESJ lens to work on family engagement and making sure families have equitable access to information about their students via conferences.

slbishop — 2022-11-21 23:50:15 UTC

When students feel seen, understood and valued based on all of their identities, they can feel safer and like they belong at school and in the classroom environment, which will help them be able to learn more. The cultural lens tool can help us support teachers in learning about specific cultural values that students hold and how that impacts their experience and behavior at school.

slbishop — 2022-11-21 23:54:12 UTC

We are now using the Caring School Communities SEL curriculum which provides structure around a lot of these practices (e.g. greetings). The Equitable Practices Tool can be used to help guide teachers' reflections about how their actions impact the relationships with their students and offer them specific examples to consider. It could be incorporated in staff climate PD.

slbishop — 2022-11-22 01:02:03 UTC

We are working on starting racial affinity groups and the lens can help guide our decision making in an intentional way. I appreciate that the lens can help keep us grounded in our vision for who we want a PPS graduate to be and the skills we want to prioritize when schools and teachers are pulled in so many directions.

slbishop — 2022-11-22 01:03:07 UTC

I appreciate that these tools offer specific examples and concrete guidance, to make biases and cultural practices more visible and explicit.

slbishop — 2022-11-22 01:04:41 UTC

These tools can help remind us of the value of cultural and linguistic diversity, and that those are part of our district's philosophy and vision.

2022-11-22 16:57:47 UTC

We need to do the work to consider the different experiences of our students culture and background. We need to ensure that our expectations match our thoughtfulness around what students need to be successful.

2022-11-28 19:56:21 UTC

Because representation matters and in a city like Portland (with a very white Eurocentric history from its founding until now), it is so critical that our schools help push back against the legacy of this through our schools. This tool is useful for SIT for specific classrooms where SIT referrals may continuously be overrepresented.

2022-11-28 19:59:41 UTC

I would like to figure out a way to incorporate the RESJ tool more with family feedback around student academic progress in our program. We are getting better, but we have a long way to go.

2022-11-28 20:00:30 UTC

I think all of these need to be required documents that must be filled out in order to continue on in the FBA/BSP process.

2022-11-28 20:01:36 UTC

These help staff consider their biases and to look at the whole picture-- not just one element of it.

It is importabt to incorporate a student's cultural identity in school to allow them a sense of safety and belonging that comes with being "understood". The CLT can help teachers reflect on this as they can ask themselves if they are doing all the can, intentionally, to incorporate students' social identities.

2023-01-12 17:21:47 UTC

2023-01-12 17:25:17 UTC

We have a teacher who asks her students about the types of traditions their families engage in at home, and then allows students to teach their classmates about them if they so choose.

2023-01-12 17:30:05 UTC

I think the RESJ lens is "crucial" in informing decisions for marginalized groups. Without it, the district is vulnerable to allowing white supremacy to overshadow any work individuals are doing on their own to create a more equitable environment.

2023-01-12 17:34:18 UTC

Just by existing, these tools should allow those of us with unearned privilige through our social identities to recognize that there are inequities in our system. These tools also do a good job letting us know that the first step is to resist fragility so that we can examine our own implicit biases.

2023-01-12 17:37:03 UTC

I think the best way that these tools could be used to promote sustainabilty in equity is to be reviewed every few months, like a booster. Equity work is never "done", including our examination of our own biases.

It would be good to take some of these cultural lens tool questions to teachers when they bring an RFA to SIT.

2023-02-17 17:42:53 UTC

So each student feels a connection and relevance in the curriculum and in the materials that are used. I think this should be a must for all teachers, SIT team members to complete before starting the FBA process

2023-02-17 21:33:33 UTC

I see teachers greeting students by name every morning, inviting them in to lunches, going to after school activities. I wonder if the equitable practices tool can be part of the educator evaluation

2023-02-17 21:35:11 UTC

2023-02-17 21:35:37 UTC

It promotes student buy in and allows students to feel reflected in what they are learning. If students don't feel represented in the curriculum, they disengage.

We made a decision to create a peer mediator group at our school. Using the RESJ lens would be helpful to make sure our decisions will benefit students from all backgrounds, races, and ethnicities

2023-02-17 21:38:17 UTC

2023-02-17 21:42:01 UTC

We all have intersectional identities that shape our experience and perspective.

2023-02-17 21:44:16 UTC

It is important to incorporate cultural identities in order for students to feel more connected to the school. To incorporate a student's cultural identities in school curriculum is to be inclusive; to increase a sense of belonging and a sense of being seen.

I will use this tool during our SIT process.

This highlights the interconnectedness of racial equity and pedagogy.

2023-02-17 21:44:22 UTC

2023-02-17 21:44:47 UTC

To create safe/accessible learning spaces for students and their families to experience transformational change and educational growth. Cultural lens tool ensures we are taking race & culture into account when we are working through the caregiver interview, FACTS, student interview, etc. It allows to us to consider our own implicit biases through the process, holding us accountable and centering the process around black and brown students (although perhaps that should be made more explicit in this tool).

SIT

2023-02-17 21:45:26 UTC

This tool could be really helpful in talking with teachers who bring students to SIT - why are they referring them? What interventions could work? It will help - hopefully - to not use a blanket approach to supporting students

2023-02-17 21:47:09 UTC

Often times cultural identity, family dynamic, and history of experiences can directly impact a student's ability to access instruction in an effective way, as well as influence behaviors/response at school that may seem out of context for the setting and the preestablished norms (potentially very different from those established at home) of that setting. I will use the Cultural Lens Tool to help teachers reflect on their own cultural experiences and how that can inform there perspectives of others, to help guide teachers to seek out information about the student and the student's family dynamics/cultural backgrounds, traditions, expectations; to identify how those aspects can influence the child's ability access academic instruction; and to understand the benefits and reasons behind the SIT, FBA, and BSP processes.

Restorative conversations

2023-02-17 21:47:46 UTC

In a recent RJ circle with middle school students, asking specific questions from this lens would have maybe changed our approach ahead of time.

2023-02-17 21:48:58 UTC

I see this daily through the soft start/morning meeting routines. Experienced teachers mix SEL curricula, student led activities, classroom issues/concerns, and informal social time to create multi-faceted relationships with students and create community within the room. The Tool can be used to hold the teacher accountable to the explicit practices that support black and brown students to make up a culturally responsive classroom.

bramos57 — 2023-02-17 21:49:34 UTC

Students need to see themselves in their educational institution to know and feel that they are seen, heard, and valued. Using a cultural lens to present students with the knowledge that people who look like them have mad meaningful contributions creates opportunities that our systems do not allow for. My cultural lens is utilized to also bring light to the different ways our ed. system has created barriers for students versus bridges.

2023-02-17 21:50:52 UTC

2023-02-17 21:57:32 UTC

Several teachers at my school take the opportunity to incorporate a cultural lens throughout their instruction. I think this can be an important component to makin a student feel more seen in the classroom as well as enhance rapport and trust with their instructors. The Equitable Practices Tool is a great reminder (when used) to teachers to take time to reflect on the student/teacher relationship on an ongoing basis, ensuring that they continue to find ways to make instruction relatable (which is a great way to enhance learning) to all the varied backgrounds of their students.

2023-02-17 22:01:19 UTC

I think this can be very helpful in informing decisions, particularly as it relates to special education. We likely stop short at what we believe to be the obvious, which informs recommendations that are not specific to the individual, their experiences, and their backgrounds. In the future, I can be more mindful to use the lens as an integral part of conceptualization when informing decisions on how best to support students.

2023-02-17 22:05:00 UTC

These tools can help staff and teachers consider the cultural context of the student as well as reflection of the teacher's own background - while doing so the tools call to attention possible biases that the teachers would not otherwise be aware of. Without being aware of your biases, oned can not hope to grow beyond them.

2023-02-17 22:09:14 UTC

My hope is, that through regular monitoring and gathering of data in terms of how effective these tools have been, the district can incorporate what works and improve upon those areas that are still lacking.

So that each student has the experience of seeing themselves, their cultural identities, their future possibilities and careers reflected in the information, texts, and images they're presented with on a daily basis, so that when they picture success, when they picture bright futures, they see themselves.

enewhouse110 — 2023-04-03 20:29:30 UTC

2023-05-28 22:14:50 UTC

The tools provide the opportunity for continued reflection, but also accountability, that we are taking cultural considerations into place (both where we come from and culture of our students).

Students should learn in a way that honor their heritage and cultural values.

bautry4 — 2023-10-13 16:58:50 UTC

I see staff taking the time to build relationships with students.

bautry4 — 2023-10-13 17:00:23 UTC

I approached an incident with extreme patience to give the student time to self correct. Yes, students should be given the space they need to heal in a racist environment.

bautry4 — 2023-10-13 17:02:26 UTC

Adult must look inward at their on beliefs and dissect them in order to better serve their students.

bautry4 — 2023-10-13 17:02:53 UTC

Broadening your perspective to others experiences will always lead to better and more effective practices.

bautry4 — 2023-10-13 17:03:56 UTC

Engagement and connection

2023-10-24 22:31:05 UTC

Greeting by name, asking about their day

2023-10-24 22:31:26 UTC

Making calls home and arranging parent meetings

2023-10-24 22:31:47 UTC

Specific actions are identified

2023-10-24 22:32:07 UTC

The tools have specific action items that teachers can implement

2023-10-24 22:32:40 UTC

jscherzinger — 2023-10-27 20:54:20 UTC

All students need to feel seen, known, and that they belong, especially students who face daily discrimination and microaggressions.

jscherzinger — 2023-10-27 20:57:29 UTC

Teachers welcome each student by name; have classroom materials with visuals that represent diverse student backgrounds; greet students in home language; use equity sticks to call on students

jscherzinger — 2023-10-27 21:00:40 UTC

Yes, using the RESJ lens when making decisions that affect students or families (which are most school-based decisions!) is necessary. The questions on p. 4 are especially helpful.

kanders42 — 2023-11-16 18:38:47 UTC

Kids need to see themselves and their potential in what they are learning. Connections to classrooms, curriculum and other humans are key to their development and growth.

kanders42 — 2023-11-16 18:42:35 UTC

During our PDs, we have a heavy emphasis on relationship building, regardless of the PD topic. I see teachers working to know names of students they don't teach, reaching out to student during non-instructional times, and celebrating student achievment and growth both within classrooms and the larger school community. I think this Equitable practices sheet could be really helpful both as a personal reflection and a guide when I'm coaching/consulting with teachers on classroom behaviors.

kanders42 — 2023-11-16 18:46:29 UTC

We are scheduling listening sessions with various groups of students around school safety. Using the RESJ lens, we have a set of guided questions and a worksheet to walk through with students that I think will be beneficial to all involved in terms of self-reflection.

kanders42 — 2023-11-16 18:48:10 UTC

I think regularly using these tools as check-ins for self and others could be really valuable. Always learning, always growing!

kanders42 — 2023-11-16 18:50:07 UTC

I wonder about staff using this tool in partnership with a SIT referral; and incorporating some of these points within the referral itself.

ccapone3 — 2023-12-06 17:46:16 UTC

All students should feel a sense of belonging and acceptance of their identities. By seeing themselves reflected in the curriculum, classrooms, and instruction, they know that they are included and connected in their school community, and that their identities are valued and respected.

ccapone3 — 2023-12-06 17:48:00 UTC

Learning students names, being friendly and welcoming to all, using inclusive language, acknowledging the land we live on.

ccapone3 — 2023-12-06 17:50:03 UTC

Creating small groups with students, ensuring groups are diverse and representative of the class as a whole-- not only one identity group.

ccapone3 — 2023-12-06 17:51:21 UTC

To reflect on our own implicit biases but also how those biases are evident in the school relationships and classroom environments.

2023-12-11 20:50:13 UTC

Students need to feel comfortable and feel like they're seen and heard. If they don't feel like they belong and like they can relax then they won't be able to engage in learning.

2023-12-11 20:54:00 UTC

I see teachers taking time to get to know students during circle time. They also create lessons and projects in school that give their students chances to share more about themselves and their families. The Equitable Practices tool can help an individual with self evaluation or they can give it to someone observing them.

2023-12-11 20:56:09 UTC

Recently I have been working with our BCBA to do some of the non-restraint NCI training with my staff. The RESJ lens will be extremely helpful as we do this work as we will create a common vision and give educators the skills they need

2023-12-11 20:58:15 UTC

Self reflection and self evaluation are important and these tools help with that. An educator should always bee seeing what they need to change and how their perception might be affecting their instruction

2023-12-11 20:59:46 UTC

Having a specific way to assess your instruction and a checklist to keep going to can help with course correction as we navigate our own biases and prejudices.

Provides tangible ways to check ones implicit biases. Can be used to monitor personal progress.

2024-01-18 19:58:29 UTC

Engagement

2024-02-06 16:21:41 UTC

This provides engagement and relationship building for students to feel apart of the classroom community.