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- We're excited to get started.

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And I would just wanna thank
you for agreeing to join us

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for these two sessions we're
having in March and May.

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And we have our big,
wonderful PBIS State Team,

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which includes staff from UVM
and our coaches and trainers

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and our esteemed colleagues
from the agency of education

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the department of mental health,

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and some esteemed invited guests.

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We really appreciate that
you're committed to this work,

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and this professional development today

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is part of the commitment

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we made this past summer to equity,

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and we recognized really early

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that this is something that we
need to explore for ourselves

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and go on our own professional
development journey

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around equity in PBIS.

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So we're really excited to
finally have this opportunity,

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and we've been doing some other work.

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I don't know if anybody has
seen the most recent version

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of our commitment to equity

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which is on the PBIS Vermont website.

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So that's changed a little bit,

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but I also wanna call your attention

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to the web page on the
PBIS from our website

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that is on equity,

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lots of really terrific resources.

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Thanks to Rebecca Lallier,

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who's done a tremendous amount of research

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and calling through what's valuable to us,

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and we really wanna
give a cheer to Rebecca

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for all of this work
that she's been doing.

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And she's also looking at our training

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so that we can make
sure we're more explicit

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in integrating equity throughout.

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So this is one of our
activities that we're doing,

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and we're excited to
have Ruthie Payno-Simmons

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here with us today.

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And Ruthie, I have

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that you are the Equity
Implementation Specialist

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at Michigan's Multi-Tiered
System of Supports TA Center.

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But you mentioned another organization,

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so I'm gonna let you
finish your introduction.

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Thank you for coming,

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and we welcome you.

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- Thank you so much.

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And thank you all for allowing me

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to share a space with you the day

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and shared learning with you the day.

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I wanna just say that,
even though I'm gonna share

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some of the work that I'm engaging in

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and learning from that work,

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that I know that I'm in a space where

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we're gonna collectively
draw from one another today.

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I wanna de-center myself
from this learning

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and make sure that our
learning is forward-centered.

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My full-time job is with
the Michigan MTSS TA Center.

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We were formally MiBLSi,

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Michigan's Integrated Behavior
and Learning Initiative,

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and we now work on behalf of MDE

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as a state TA Center for MTSS.

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I also, I wear many hats,

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I also work

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with the Midwest and Plains
Equity Assistance Center

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which is housed in Indianapolis at IUPUI.

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And in that work,

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I do work as a state cadre
specialist, TA specialist.

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And so all of the roads
that I'm working in,

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they all seem to support centering equity

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in the system at work that we do.

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And I also do partner work

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with the National PBIS TA Center as well.

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So I'm new in that role,
and I'm learning a lot,

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but also able to collaborate quite a bit

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or continue with
collaboration in that work.

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Before being at the TA Center level,

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I worked as a classroom teacher

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for many years as a building principal

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where I first became aware

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of positive behavioral
intervention and supports

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in multi-tiered systems of support,

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and implementing that
as an integrated model.

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And then also work as
a curriculum director

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at the district level,

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implementing multi-tiered
systems of support

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across the K-12 system,

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and working with others to do that.

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So, Cassandra, I am setting
really good energy your way,

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2014 was when I defended.

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And I can't imagine the butterflies

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that are doing nice dances
around in your tummy.

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But like your colleagues have said,

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you've got this,

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and you're gonna knock it out of the park,

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and I can appreciate where you are

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with that particular work,
but the learning never stops.

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So I just wanna encourage you on that.

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- Thank you.

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- Yeah, thank you.

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And so I heard

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a lot of really great things that,

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and I've been reading a lot of things

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about the work that
you're doing in Vermont.

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So I'm excited to be able

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to be a part of some of the experiences.

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And I hear you're talking about

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the work that you wanna engage.

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In fact, I'm gonna start
off by reading something

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that I believe comes from
one of your documents,

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and then I'm gonna talk about
and situate our day today.

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You're gonna be engaging in learning,

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and we're gonna be
engaging in conversations

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around cultivating critical consciousness,

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supportive of providing TA

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and guidance to local
educational agencies.

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And I think that that
really becomes important.

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And I think the statement that
I leveraged from your site

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was in the midst of COVID-19,

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this pandemic that we're living in,

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and issues of racial justice
also came to the forefront

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following the murders of
George Floyd, Brianna Taylor,

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Ahmaud Arbery and others in the past.

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The BEST/VTPBIS State Team

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became acutely aware
of our responsibilities

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to interrupt racism

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by disrupting and addressing issues

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of inequity, hate and bias in schools.

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We believe that black lives matter

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and have agreed as a
state team that we will.

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And then there are things
that you are listing

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that you are actually engaging
in in the midst of your work,

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such as the professional development

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about racism bias and white fragility

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in order to build greater
awareness and sensitivity

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and opportunities for reflection.

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To listen and learn

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from educational experiences
of black and indigenous

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and other people of color.

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To embed core components of equity

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and culturally responsive practices

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in all BEST in VTBPBIS
practices and your schools.

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And then to ensure that

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the systems and practices
include voice, choice, ownership

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of all students and families and staff.

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And then promote professional development

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on social/emotional/behavior
learning strategies

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that are grounded in equity
on our different cultures,

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and teach anti-bias.

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And then collecting,
analyzing, problem-solving

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and acting on fidelity
and student outcome data

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in order to decrease disproportionality

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across your Vermont schools.

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And then to establish
an equity action plan.

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The reason why I took time to read that,

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I know you all know it

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'cause you're living in you're leading it,

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is because that's a bold stand,

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that is a very clear and
transparent stand for equity

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that not a lot of people have done.

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People are trying to
figure out how to do that.

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And especially when you start

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thinking about it at the
local educational levels,

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the district levels and
the building levels,

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people are really trying to
figure out how to do this work.

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And you've taken a stand

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and are centering this in your work.

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And so in order to do this work,

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that piece that becomes really important

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is that cultivating
critical consciousness,

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is that allows us to be
able to facilitate learning

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in ways that can be transformative.

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It allows us to do several things,

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one is to engage in
continuous self-awareness work

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and self-examination work.

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And then at the same time,

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engage in examinations systems work.

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And so we'll be digging
into what that looks like,

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feels like and sounds like

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in terms of when you're
thinking about overall systems

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but particularly when you're
looking at PBIS systems.

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And so that's what we're
gonna spend time doing today.

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And so I'm gonna get into the context.

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We have chat being monitored.

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So we wanna make sure
we're leveraging that.

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And I'll talk about that in just a moment.

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So this is gonna be very active.

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A lot of conversations can be heard today,

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and there are certainly prompts

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and opportunities to do that.

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Please feel free to use
the participant features

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of Zoom with the hands raise.

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I can never find the heart,

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that when someone's sharing

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and I just really wanna support a thought

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'cause I can push that
heart or that thumbs up

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when I'm on share screen.

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Thank you, Sherry, I appreciate that.

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I wanna be able to send it that way.

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I can never find it when
I'm sharing my screen.

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So you may see me do this a few times

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while you're talking or just kind of like,

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just really relating to what you're saying

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and celebrating just
the thought partnership

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that we're gonna engage in.

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So leverage those.

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Also conversations can
be occurring in the chat

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as we're having discussions.

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And of course we can pause

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and make sure that if someone
wants to elaborate or share,

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that we do that.

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There are materials
that we're gonna access,

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wanna make sure that you have those,

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there's a link in the chat I believe.

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It's there already.

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If you could pull those,

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you're gonna see in those resources,

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a resource list with several links,

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with several additional
articles that you can leverage

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that this content draws from.

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You're gonna see links to videos,

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because I know that you're providing

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00:09:01,040 --> 00:09:03,740
a lot of professional
learning and TA support

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to local districts and schools.

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And so some of these
are resources that I use

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00:09:09,328 --> 00:09:12,130
when I work with
districts and with schools

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and even with departments of education,

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so wanted you to have
access to some of those.

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And then also there are resources

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to the TA PBIS National Center

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that I'm gonna share some experiences

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from pilot work that I
did in my full-time job

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00:09:26,958 --> 00:09:29,747
here in Michigan, and learning from that.

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And so just wanna make sure
you have those resources.

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There's a key terms list.

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And the reason why I
do the key terms list,

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and I learned this

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from the National Equity
Assistance Centers actually,

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is that we're unpacking a lot of concepts.

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And sometimes there are assumptions

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that everyone knows what those words are.

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I even go back and revisit definitions

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00:09:47,560 --> 00:09:49,150
even though I'm using the concepts

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and I'm well aware of them,

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often just to continue to unpack them

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in my own experiences.

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So those are there.

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We may leverage those at a certain point.

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I believe you have a
copy of the presentation,

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00:10:01,648 --> 00:10:02,481
PDF of that.

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00:10:02,481 --> 00:10:04,295
So you can also pull and leverage that.

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00:10:04,295 --> 00:10:05,710
And then we're gonna have an activity

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00:10:05,710 --> 00:10:07,469
where we're gonna do some work around

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looking at equality and equity.

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And so they're gonna be
four images on a PDF.

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And when we get into groups,
you'll use that document.

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So I just wanna make sure
you are aware of those.

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I wanna give everyone a second

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to make sure that they have those open.

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And if you could leverage
the response feature,

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00:10:25,030 --> 00:10:26,606
just do yes or thumbs up,

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that'll let me know when
everyone is ready to go.

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00:10:29,146 --> 00:10:30,597
All right, I'm already seeing thumbs up.

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'Cause I can't see everyone,

263
00:10:32,190 --> 00:10:36,490
so I have to really rely on
that participant box there.

264
00:10:36,490 --> 00:10:37,323
Thank you, Amy.

265
00:10:37,323 --> 00:10:38,296
Thank you, Anne.

266
00:10:38,296 --> 00:10:39,730
Thank you, Amanda.

267
00:10:39,730 --> 00:10:41,560
Thank you, Jeremy.

268
00:10:41,560 --> 00:10:42,880
Thank you, Laura.

269
00:10:42,880 --> 00:10:44,469
Thank you, Laura Lee

270
00:10:44,469 --> 00:10:46,963
Meg, Rebecca, thank you.

271
00:10:48,110 --> 00:10:49,440
I like that Meghan Company.

272
00:10:49,440 --> 00:10:50,683
Is that Meghan Company?

273
00:10:51,960 --> 00:10:52,793
Thank you, Tracy.

274
00:10:52,793 --> 00:10:55,960
All right, it looks like we're
all pretty much ready to go.

275
00:10:55,960 --> 00:10:57,010
Let us know if you need help

276
00:10:57,010 --> 00:10:59,900
with accessing those resources, please.

277
00:10:59,900 --> 00:11:01,801
Thank you, Josh.

278
00:11:01,801 --> 00:11:03,850
- [Meghan] Thank you for
bringing that to my attention.

279
00:11:03,850 --> 00:11:06,120
That was when I was talking with family.

280
00:11:06,120 --> 00:11:07,579
Oops, I'll change it.

281
00:11:07,579 --> 00:11:08,528
- I love it, I love it.

282
00:11:08,528 --> 00:11:10,773
This is your work family, right?

283
00:11:11,623 --> 00:11:13,640
We'll consider for that.

284
00:11:13,640 --> 00:11:15,050
Thank you so much for that.

285
00:11:15,050 --> 00:11:18,780
So just acknowledging places
where I leverage resources

286
00:11:18,780 --> 00:11:20,857
where I do a lot of learning,
a lot of collaboration,

287
00:11:20,857 --> 00:11:23,680
the Midwest and Plains
Equity Assistance Center

288
00:11:24,824 --> 00:11:26,311
in Indianapolis.

289
00:11:26,311 --> 00:11:29,130
A lot of the resources
you're gonna see there

290
00:11:29,130 --> 00:11:30,930
are resources that they do a lot of work

291
00:11:30,930 --> 00:11:33,996
to make assessable to classroom teachers

292
00:11:33,996 --> 00:11:35,194
and to practitioners

293
00:11:35,194 --> 00:11:37,810
so that they can access
the latest research.

294
00:11:37,810 --> 00:11:42,070
But that has been maybe synthesized

295
00:11:42,070 --> 00:11:44,108
to a point where it's not a long read

296
00:11:44,108 --> 00:11:47,320
so that teachers and administrators

297
00:11:47,320 --> 00:11:48,640
with the limited time that they have

298
00:11:48,640 --> 00:11:50,640
can get to that information pretty quickly

299
00:11:50,640 --> 00:11:53,270
and engage in some of their
own reflective processes

300
00:11:53,270 --> 00:11:54,103
Of course,

301
00:11:54,103 --> 00:11:56,224
Positive Behavioral Intervention
Supports National Center

302
00:11:56,224 --> 00:11:58,970
really appreciate the work
that's being done there,

303
00:11:58,970 --> 00:12:02,900
because we know that PBIS is
really an effective innovation,

304
00:12:02,900 --> 00:12:03,890
it can be.

305
00:12:03,890 --> 00:12:06,500
But we also know that even
when we put it in place,

306
00:12:06,500 --> 00:12:09,227
that we still see some of these
disproportionate outcomes.

307
00:12:09,227 --> 00:12:11,450
And so a lot of work is happening

308
00:12:11,450 --> 00:12:14,367
at the PBIS National Center

309
00:12:14,367 --> 00:12:18,787
to understand and to expand
PBIS to center equity

310
00:12:18,787 --> 00:12:21,770
and to center cultural responsive
and sustaining practices.

311
00:12:21,770 --> 00:12:23,620
And so one of the work groups

312
00:12:23,620 --> 00:12:25,497
that I serve on in the capacity

313
00:12:25,497 --> 00:12:28,330
as a partner at that center
is with the equity work group,

314
00:12:28,330 --> 00:12:29,170
and we meet monthly,

315
00:12:29,170 --> 00:12:30,333
and I've been part of that group

316
00:12:30,333 --> 00:12:32,000
for the last four or five years.

317
00:12:32,000 --> 00:12:35,282
And we do a lot of work to try
to create tools and resources

318
00:12:35,282 --> 00:12:39,000
to support others that are
implementing across the country.

319
00:12:39,000 --> 00:12:41,800
And so I appreciate the work
that they're doing out there,

320
00:12:41,800 --> 00:12:43,700
and I'm happy to be a part of that.

321
00:12:43,700 --> 00:12:46,677
Of course, I work for the
TA Center here in Michigan,

322
00:12:46,677 --> 00:12:49,460
and a lot of my learning around PBIS

323
00:12:49,460 --> 00:12:52,068
and multi-tiered systems of
support comes from implementing

324
00:12:52,068 --> 00:12:55,087
as a practitioner before
becoming a TA specialist.

325
00:12:55,087 --> 00:12:55,920
And then of course,

326
00:12:55,920 --> 00:12:59,540
I just continue to leverage
the work that I started

327
00:12:59,540 --> 00:13:02,820
before becoming a part of
all these different centers

328
00:13:02,820 --> 00:13:06,890
in the work that I do, such
as what I'm engaging in today.

329
00:13:06,890 --> 00:13:08,100
So today what we're gonna do

330
00:13:08,100 --> 00:13:09,909
is we're gonna cultivate
critical consciousness

331
00:13:09,909 --> 00:13:12,280
to continue supporting your work.

332
00:13:12,280 --> 00:13:14,281
The stance that you take,

333
00:13:14,281 --> 00:13:17,829
it has a critical consciousness frame.

334
00:13:17,829 --> 00:13:19,632
So you are oriented

335
00:13:19,632 --> 00:13:21,780
based on these comments that you've made

336
00:13:21,780 --> 00:13:25,807
about what you aim to do
with regards to disrupting

337
00:13:25,807 --> 00:13:30,459
issues around racism and
addressing issues of inequity.

338
00:13:30,459 --> 00:13:32,563
It has a critical frame.

339
00:13:35,238 --> 00:13:37,030
It's not a popular thing.

340
00:13:37,030 --> 00:13:37,987
People wanna do equity work,

341
00:13:37,987 --> 00:13:39,402
but they're not always talking about

342
00:13:39,402 --> 00:13:42,526
disrupting and dismantling.

343
00:13:42,526 --> 00:13:44,720
And so what are some of the things

344
00:13:44,720 --> 00:13:47,520
that we can do to support schools

345
00:13:47,520 --> 00:13:49,310
and being able to do that?

346
00:13:49,310 --> 00:13:50,143
What are the things

347
00:13:50,143 --> 00:13:51,894
that we need to continue
to cultivate internally

348
00:13:51,894 --> 00:13:53,746
to be able to support that work?

349
00:13:53,746 --> 00:13:57,211
And so we're gonna look
at ways to do that today.

350
00:13:57,211 --> 00:13:58,330
We're gonna look at

351
00:13:58,330 --> 00:14:00,874
commitments for engaging
in courageous conversation.

352
00:14:00,874 --> 00:14:02,188
We're gonna look at

353
00:14:02,188 --> 00:14:05,030
how can we continue building awareness

354
00:14:05,030 --> 00:14:08,930
around the systemic
inequities that we are seeing?

355
00:14:08,930 --> 00:14:10,940
And we wanna shift our gaze.

356
00:14:10,940 --> 00:14:12,890
Like we wanna start shifting our gaze

357
00:14:12,890 --> 00:14:14,632
as we think about systemic inequities.

358
00:14:14,632 --> 00:14:15,999
When I started this work,

359
00:14:15,999 --> 00:14:19,409
I did a lot of conversations
around disproportionality,

360
00:14:19,409 --> 00:14:21,760
because the pilot work
that I was hired to do,

361
00:14:21,760 --> 00:14:24,350
even though it was called an equity pilot,

362
00:14:24,350 --> 00:14:27,440
the purpose was to address
disproportionality.

363
00:14:27,440 --> 00:14:29,280
So what I've found in my first few years

364
00:14:29,280 --> 00:14:30,809
of doing the pilot work in Michigan

365
00:14:30,809 --> 00:14:34,023
was that we were talking a
lot about disproportionality,

366
00:14:34,023 --> 00:14:35,370
and we were talking a lot

367
00:14:35,370 --> 00:14:38,200
about looking at
disaggregated discipline data.

368
00:14:38,200 --> 00:14:39,839
And there is a lot to talk about

369
00:14:39,839 --> 00:14:42,300
around why that cannot be the only focus

370
00:14:42,300 --> 00:14:45,630
and why that's only a
small part of the process.

371
00:14:45,630 --> 00:14:47,603
And so how do we make
sure we shift our gaze

372
00:14:47,603 --> 00:14:49,430
and not just look at disproportionality

373
00:14:49,430 --> 00:14:52,250
and look at that disaggregated data

374
00:14:52,250 --> 00:14:54,290
in order to send an equity in our systems.

375
00:14:54,290 --> 00:14:56,110
And then how are we often complicit

376
00:14:56,110 --> 00:14:58,980
in the systems that are
created and perpetuated?

377
00:14:58,980 --> 00:15:00,995
I often tell individuals and colleagues,

378
00:15:00,995 --> 00:15:04,420
we inherited these systemic inequities

379
00:15:04,420 --> 00:15:07,510
when we look at our
social historical context,

380
00:15:07,510 --> 00:15:11,330
however, we have an opportunity
in our generation to,

381
00:15:11,330 --> 00:15:13,010
like you say in the statements

382
00:15:13,010 --> 00:15:14,090
in the work that you're engaging in,

383
00:15:14,090 --> 00:15:15,339
to interrupt and disrupt

384
00:15:15,339 --> 00:15:18,480
the systemic and equities
that we inherited.

385
00:15:18,480 --> 00:15:20,050
And that's really hard work,

386
00:15:20,050 --> 00:15:21,610
but it's work that in our time

387
00:15:21,610 --> 00:15:24,610
we can begin to dismantle
and pass that baton

388
00:15:24,610 --> 00:15:28,170
on to those who come after us
to continue to do that work.

389
00:15:28,170 --> 00:15:29,678
But first we have to begin to think about,

390
00:15:29,678 --> 00:15:32,320
how are we looking at systemic inequities?

391
00:15:32,320 --> 00:15:34,750
How do we reorient ourselves if needed,

392
00:15:34,750 --> 00:15:35,783
and then how do we make sure

393
00:15:35,783 --> 00:15:38,350
that we are aware of how we're complicit

394
00:15:38,350 --> 00:15:39,950
and then how do we shift that?

395
00:15:39,950 --> 00:15:41,960
And then if we have time
and hopefully we will,

396
00:15:41,960 --> 00:15:43,020
we'll get into defining

397
00:15:43,020 --> 00:15:45,042
and operationalizing educational equity

398
00:15:45,042 --> 00:15:47,960
I'm gonna be leveraging definition

399
00:15:47,960 --> 00:15:49,490
from one of the national centers.

400
00:15:49,490 --> 00:15:51,350
But certainly, one of the
things that can be done

401
00:15:51,350 --> 00:15:52,828
is to begin looking at the crosswalk

402
00:15:52,828 --> 00:15:54,440
between the definition

403
00:15:54,440 --> 00:15:56,690
that the National Center has out there,

404
00:15:56,690 --> 00:16:00,600
and then the definition
that you all have defined

405
00:16:00,600 --> 00:16:04,480
and that you're framing
to see how they parallel.

406
00:16:04,480 --> 00:16:06,680
What things do you feel
like are your strengths?

407
00:16:06,680 --> 00:16:08,820
What things would you wanna
give more attention to?

408
00:16:08,820 --> 00:16:10,080
And we wanna think about that

409
00:16:10,080 --> 00:16:11,680
in terms of when we were looking at

410
00:16:11,680 --> 00:16:13,120
our school behavior systems.

411
00:16:13,120 --> 00:16:15,370
And even though we're focusing
on school behavior systems,

412
00:16:15,370 --> 00:16:17,653
we know that everything
else that we do in schools

413
00:16:17,653 --> 00:16:20,060
impact what we do with behavior.

414
00:16:20,060 --> 00:16:22,380
So we'll touch on some
of those things as well.

415
00:16:22,380 --> 00:16:24,250
I just wanna pause to see
if there are any thoughts,

416
00:16:24,250 --> 00:16:26,330
any questions or any comments

417
00:16:26,330 --> 00:16:28,463
before we move forward.

418
00:16:32,964 --> 00:16:36,010
And always checking up for that chat.

419
00:16:36,010 --> 00:16:37,250
So if you wouldn't mind,

420
00:16:37,250 --> 00:16:41,020
because we're gonna try
to make this as intimate

421
00:16:41,917 --> 00:16:44,289
and as if we're in-person as possible

422
00:16:44,289 --> 00:16:45,994
into a virtual roll call.

423
00:16:45,994 --> 00:16:49,440
And what would really be
helpful is if you could go in

424
00:16:49,440 --> 00:16:50,730
and just add your first name

425
00:16:50,730 --> 00:16:53,549
if you're comfortable
with that and your role.

426
00:16:53,549 --> 00:16:54,960
I wear many hats,

427
00:16:54,960 --> 00:16:56,310
but the hat that I have on today

428
00:16:56,310 --> 00:16:58,530
is consultant and TA specialist.

429
00:16:58,530 --> 00:17:00,253
So I just added those there.

430
00:17:01,540 --> 00:17:04,346
And please call me Ruth

431
00:17:04,346 --> 00:17:06,563
or Ruthie when we're talking today.

432
00:17:07,456 --> 00:17:09,410
We'll just give everybody a chance

433
00:17:09,410 --> 00:17:10,430
to make those adjustments

434
00:17:10,430 --> 00:17:12,000
if they wanna do that.

435
00:17:12,000 --> 00:17:13,440
The way that you go about doing that

436
00:17:13,440 --> 00:17:14,273
in case you're not aware

437
00:17:14,273 --> 00:17:15,810
is I think you can hover your name

438
00:17:15,810 --> 00:17:20,340
over the dots on your picture at the top,

439
00:17:20,340 --> 00:17:22,510
wherever your pictures are showing up,

440
00:17:22,510 --> 00:17:23,343
you can click on that.

441
00:17:23,343 --> 00:17:24,730
And when you do, you'll see,

442
00:17:24,730 --> 00:17:26,320
I think a drop-down menu

443
00:17:26,320 --> 00:17:28,610
where it allows you to rename yourself.

444
00:17:28,610 --> 00:17:31,051
And then when you click on
that rename on the drop-down,

445
00:17:31,051 --> 00:17:34,267
then you can actually go
in and rename yourself,

446
00:17:34,267 --> 00:17:36,920
especially on what you
prefer to be called by

447
00:17:36,920 --> 00:17:38,473
during the conversations today.

448
00:17:47,106 --> 00:17:51,966
So we're gonna get into
our first experience here,

449
00:17:51,966 --> 00:17:54,370
and it's gonna be with Mentimeter.

450
00:17:54,370 --> 00:17:56,818
One of the things that I
forgot to ask you to do

451
00:17:56,818 --> 00:18:00,100
was to see if you could
have a second device.

452
00:18:00,100 --> 00:18:01,680
So like if you have a cell phone

453
00:18:01,680 --> 00:18:03,290
or you have a second monitor,

454
00:18:03,290 --> 00:18:05,747
you can also leverage your
second monitor or iPad.

455
00:18:05,747 --> 00:18:06,770
What we're gonna do

456
00:18:06,770 --> 00:18:10,950
is we're gonna to
mentimeter.com, menti.com.

457
00:18:10,950 --> 00:18:14,000
And when you get there,
I'm gonna reshare my screen

458
00:18:14,000 --> 00:18:15,440
and I'm gonna project an image

459
00:18:15,440 --> 00:18:16,797
and there's gonna be a code.

460
00:18:16,797 --> 00:18:19,496
And you're gonna locate that
code at the top of the screen.

461
00:18:19,496 --> 00:18:21,031
And once you enter that code,

462
00:18:21,031 --> 00:18:24,260
I want you to take some time
to respond to the prompt.

463
00:18:24,260 --> 00:18:26,310
What does centering educational equity

464
00:18:26,310 --> 00:18:27,880
in your work mean to you?

465
00:18:27,880 --> 00:18:28,790
What does it mean to you?

466
00:18:28,790 --> 00:18:30,560
And you can respond as many,

467
00:18:30,560 --> 00:18:32,720
place as many thoughts there as you have.

468
00:18:32,720 --> 00:18:36,590
So now let's see if I
can pause from talking.

469
00:18:36,590 --> 00:18:40,295
I am still mastering talking
and manipulating screens.

470
00:18:40,295 --> 00:18:43,663
So if I pull this off, I'm
gonna feel really proud.

471
00:18:53,600 --> 00:18:56,573
Can everyone see that
question and the code there?

472
00:18:58,882 --> 00:19:00,100
- [Participant] Yap.

473
00:19:00,100 --> 00:19:00,933
- Perfect.

474
00:19:11,600 --> 00:19:13,400
Let us know if you need any support.

475
00:20:05,110 --> 00:20:08,170
- So the directions are
at the top of the slide,

476
00:20:08,170 --> 00:20:11,088
it says go to www.menti.com

477
00:20:11,088 --> 00:20:16,088
and then you'll be prompted
to use the code 9288 7574,

478
00:20:17,700 --> 00:20:21,351
which I copied into the chat.

479
00:20:21,351 --> 00:20:23,688
And then once you enter the code,

480
00:20:23,688 --> 00:20:25,440
it will pop up this question,

481
00:20:25,440 --> 00:20:27,863
and you'll have the
opportunity to answer it.

482
00:20:29,284 --> 00:20:31,430
- Thank you, Amy.

483
00:20:31,430 --> 00:20:32,380
- [Amy] No problem.

484
00:20:34,388 --> 00:20:35,840
- And thank you for your
technical assistance,

485
00:20:35,840 --> 00:20:37,410
it makes it so much easier,

486
00:20:37,410 --> 00:20:38,303
I appreciate you.

487
00:20:55,540 --> 00:20:58,290
I can see some of your thoughts

488
00:20:58,290 --> 00:21:01,300
are starting to show
up on the screen here,

489
00:21:01,300 --> 00:21:04,160
keeping the core of
conversations around equity

490
00:21:04,160 --> 00:21:05,836
centered in our work.

491
00:21:05,836 --> 00:21:07,950
Creating the conditions

492
00:21:07,950 --> 00:21:12,429
so all can effectively engage
in as their authentic self.

493
00:21:12,429 --> 00:21:16,643
Using a people-first
approach in everything we do.

494
00:21:17,480 --> 00:21:18,990
Doing my best to consider equity

495
00:21:18,990 --> 00:21:21,540
with all aspects of my work.

496
00:21:21,540 --> 00:21:23,760
Following the lead and knowledge

497
00:21:23,760 --> 00:21:27,193
of AIPAC individuals and communities.

498
00:21:32,260 --> 00:21:35,000
Bringing coaching conversations
back and around to equity

499
00:21:35,000 --> 00:21:36,408
to ensure group behaviors

500
00:21:36,408 --> 00:21:41,110
align with equity and how
we're defining equity.

501
00:21:41,110 --> 00:21:42,590
These are also powerful.

502
00:21:42,590 --> 00:21:45,260
Continually revisiting
our training materials

503
00:21:45,260 --> 00:21:48,370
to ensure that all students
are benefiting, absolutely.

504
00:21:48,370 --> 00:21:49,840
Closing success gaps.

505
00:21:49,840 --> 00:21:51,300
Access for all.

506
00:21:51,300 --> 00:21:54,470
Being cognizant and reflective
about my implicit bias,

507
00:21:54,470 --> 00:21:56,010
so I can see inequity

508
00:21:56,010 --> 00:21:57,810
and reflect on my role in it.

509
00:21:57,810 --> 00:22:00,017
Also being courageous enough
to feel uncomfortable,

510
00:22:00,017 --> 00:22:01,700
as well as respectfully

511
00:22:01,700 --> 00:22:05,288
addressing equity when
I see it, absolutely.

512
00:22:05,288 --> 00:22:10,288
Just a lot of very positive comments here,

513
00:22:13,128 --> 00:22:16,740
and so critical to the
work that we engage in

514
00:22:16,740 --> 00:22:19,090
when we talk about centering equity.

515
00:22:19,090 --> 00:22:21,034
Often I will say to my colleagues

516
00:22:21,034 --> 00:22:22,960
as we're doing work in Michigan,

517
00:22:22,960 --> 00:22:26,659
in what ways are we making
sure that our own methods

518
00:22:26,659 --> 00:22:31,659
for supporting partners
out in our districts,

519
00:22:33,381 --> 00:22:36,160
are we reflecting that in how we meet

520
00:22:36,160 --> 00:22:38,739
and how we interact as
we're doing that work

521
00:22:38,739 --> 00:22:42,100
to make sure that we're
not just saying that

522
00:22:42,100 --> 00:22:44,579
we want to support
equity in the districts,

523
00:22:44,579 --> 00:22:47,390
but also are we reflective of that?

524
00:22:47,390 --> 00:22:50,550
Do we model that in our own
approach, in our own process?

525
00:22:50,550 --> 00:22:51,703
So absolutely.

526
00:22:52,550 --> 00:22:55,060
So one of the things as you're engaging,

527
00:22:55,060 --> 00:22:57,014
you may have already used
an activity similar to this

528
00:22:57,014 --> 00:22:59,340
as you're working with partners.

529
00:22:59,340 --> 00:23:01,516
This would be a helpful activity.

530
00:23:01,516 --> 00:23:04,260
Some of the things that
you could see from that

531
00:23:04,260 --> 00:23:07,616
would be how people are
understanding equity in their work,

532
00:23:07,616 --> 00:23:09,677
how people are seeing themselves

533
00:23:09,677 --> 00:23:11,564
with regards to doing equity work,

534
00:23:11,564 --> 00:23:13,017
where there may be areas

535
00:23:13,017 --> 00:23:15,480
that can be celebrated and built upon,

536
00:23:15,480 --> 00:23:17,151
also areas where there could be

537
00:23:17,151 --> 00:23:21,489
additional focus areas and attention

538
00:23:21,489 --> 00:23:25,900
given to ways to support
back in the buildings.

539
00:23:25,900 --> 00:23:28,600
Other ways that you all see
this activity being helpful

540
00:23:28,600 --> 00:23:32,585
as you are sharing some of
your amazing ideas here,

541
00:23:32,585 --> 00:23:35,040
what are some other ways
that this could be useful

542
00:23:35,040 --> 00:23:40,040
as you're providing support
to districts into leaders?

543
00:23:45,060 --> 00:23:46,103
- Go for it, Kim?

544
00:23:48,480 --> 00:23:50,450
- Yeah, I think it's just

545
00:23:50,450 --> 00:23:53,630
if you're engaging in
uncomfortable conversations,

546
00:23:53,630 --> 00:23:55,530
this reduces the intimacy
just a little bit,

547
00:23:55,530 --> 00:23:57,335
'cause we're not naming who said what

548
00:23:57,335 --> 00:23:59,860
So it might feel a little bit safer

549
00:23:59,860 --> 00:24:03,111
to disclose some of
your thoughts about it.

550
00:24:03,111 --> 00:24:04,959
- Absolutely, absolutely.

551
00:24:04,959 --> 00:24:06,835
And I see both sides of that.

552
00:24:06,835 --> 00:24:09,190
If you want to have
those real conversations,

553
00:24:09,190 --> 00:24:10,437
those complex conversations,

554
00:24:10,437 --> 00:24:13,673
you wanna maybe like,
for me for an example,

555
00:24:14,730 --> 00:24:15,790
unshare my screen

556
00:24:15,790 --> 00:24:17,380
so we can have a more intimate space

557
00:24:17,380 --> 00:24:19,400
to have those conversations,
smaller groups,

558
00:24:19,400 --> 00:24:20,940
so we can have those conversations.

559
00:24:20,940 --> 00:24:23,270
But if we're just breaking into

560
00:24:23,270 --> 00:24:24,740
as an entry point conversations,

561
00:24:24,740 --> 00:24:29,180
this could be a way to
provide multiple opportunities

562
00:24:29,180 --> 00:24:31,780
for people to begin to
share with your thinking is.

563
00:24:31,780 --> 00:24:32,743
Absolutely.

564
00:24:36,940 --> 00:24:38,033
Anyone else?

565
00:24:44,850 --> 00:24:47,210
Another way would also be to

566
00:24:47,210 --> 00:24:48,043
have people share

567
00:24:48,043 --> 00:24:49,820
how they're thinking
about educational equity

568
00:24:49,820 --> 00:24:51,654
before providing professional learning,

569
00:24:51,654 --> 00:24:54,604
having them share how they're
thinking about it after

570
00:24:54,604 --> 00:24:56,050
or over a period of time

571
00:24:56,050 --> 00:24:58,330
to see how is the language shifting.

572
00:24:58,330 --> 00:25:00,620
I did an analysis over,

573
00:25:00,620 --> 00:25:02,920
part of the pilot work that
we did here at Michigan

574
00:25:02,920 --> 00:25:05,472
involved meeting with
school leadership teams

575
00:25:05,472 --> 00:25:07,883
for three years, every month.

576
00:25:08,770 --> 00:25:11,050
And over time,

577
00:25:11,050 --> 00:25:15,970
I kept very detailed notes
of the conversations.

578
00:25:15,970 --> 00:25:19,150
So I did an analysis of the conversations

579
00:25:19,150 --> 00:25:22,270
from year one over the three-year span.

580
00:25:22,270 --> 00:25:24,900
And what I noticed as I
coded the conversations

581
00:25:24,900 --> 00:25:29,110
that there was a shift in
how adults were talking

582
00:25:29,110 --> 00:25:32,240
about the way that they were supporting

583
00:25:32,240 --> 00:25:34,020
and centering equity in their work.

584
00:25:34,020 --> 00:25:34,985
So there was a shift

585
00:25:34,985 --> 00:25:39,540
in the perceptions and
the dispositions of staff

586
00:25:39,540 --> 00:25:40,680
based on what they were saying,

587
00:25:40,680 --> 00:25:42,450
leadership teams based
on what they were saying

588
00:25:42,450 --> 00:25:44,990
over the period of time that
they were engaging in the work.

589
00:25:44,990 --> 00:25:47,150
So this could be a way to kind of look at

590
00:25:47,150 --> 00:25:48,210
how are we growing

591
00:25:48,210 --> 00:25:49,820
in the ways that we're
thinking about equity

592
00:25:49,820 --> 00:25:51,203
as we engage in that work.

593
00:25:53,660 --> 00:25:55,527
This is a document that
I can also download

594
00:25:55,527 --> 00:25:56,540
and share with you.

595
00:25:56,540 --> 00:25:58,540
So I will download it
and share it with you

596
00:25:58,540 --> 00:26:01,580
so that you can continue to
revisit it and maybe use it

597
00:26:01,580 --> 00:26:04,593
as entry points to continued
conversations as well.

598
00:26:08,230 --> 00:26:11,393
So when we get into our
small group roles today,

599
00:26:12,347 --> 00:26:14,349
into our breakout rooms,

600
00:26:14,349 --> 00:26:17,923
you wanna just make sure
that you assign group roles.

601
00:26:17,923 --> 00:26:19,720
And so these are the group roles

602
00:26:19,720 --> 00:26:21,370
that we'll leverage during our time.

603
00:26:21,370 --> 00:26:24,830
There'll be a facilitator
who will guide the discussion

604
00:26:24,830 --> 00:26:28,710
and ensure that everyone
is able to participate.

605
00:26:28,710 --> 00:26:30,390
The reporter will take detailed notes

606
00:26:30,390 --> 00:26:32,184
and report out to the whole group

607
00:26:32,184 --> 00:26:35,310
if there are opportunities to share out.

608
00:26:35,310 --> 00:26:37,080
And then the timer will keep track of time

609
00:26:37,080 --> 00:26:38,900
and just prompt the group along the way

610
00:26:38,900 --> 00:26:40,490
so that if you have any tasks

611
00:26:40,490 --> 00:26:42,500
that you're trying to
complete in that time,

612
00:26:42,500 --> 00:26:43,507
you'd have to do that.

613
00:26:43,507 --> 00:26:46,294
And then an observer who'll
attend to the group dynamics.

614
00:26:46,294 --> 00:26:49,130
And so what I'll try to
do at different points

615
00:26:49,130 --> 00:26:51,517
is drop this into chat
so that you'll have it,

616
00:26:51,517 --> 00:26:53,210
but also you can leverage these

617
00:26:53,210 --> 00:26:56,759
on your handout for the slides.

618
00:26:56,759 --> 00:26:59,950
- Ruthie, you're still
sharing the Mentimeter screen,

619
00:26:59,950 --> 00:27:01,380
not the PowerPoint.

620
00:27:01,380 --> 00:27:03,220
- I appreciate you bringing
that to my attention.

621
00:27:03,220 --> 00:27:04,710
Let me go back so I can make sure

622
00:27:04,710 --> 00:27:08,095
that you can see this particular slide.

623
00:27:08,095 --> 00:27:10,220
Thank you for that.

624
00:27:10,220 --> 00:27:14,270
- Would be great also to
get a copy of these answers.

625
00:27:14,270 --> 00:27:15,240
- Yes.

626
00:27:15,240 --> 00:27:16,320
- Would be wonderful.

627
00:27:16,320 --> 00:27:18,980
- Yeah, so I'm gonna download
them and share them with you.

628
00:27:18,980 --> 00:27:20,420
Absolutely.

629
00:27:20,420 --> 00:27:21,503
Thank you for that.

630
00:27:24,300 --> 00:27:25,973
All right, are you able to?

631
00:27:27,060 --> 00:27:27,893
- Yep.

632
00:27:27,893 --> 00:27:28,873
- Okay, perfect.

633
00:27:31,240 --> 00:27:32,630
So these are the group roles
that I was just talking about,

634
00:27:32,630 --> 00:27:35,520
and I could take a moment to
get you all back on screen,

635
00:27:35,520 --> 00:27:37,110
'cause one of the things
I've learned is that

636
00:27:37,110 --> 00:27:40,696
when I share and unshare, I lose you.

637
00:27:40,696 --> 00:27:42,943
So be patient with me.

638
00:27:45,970 --> 00:27:47,570
And then once I get you all back up,

639
00:27:47,570 --> 00:27:49,003
I will reshare my screen.

640
00:27:51,660 --> 00:27:54,113
I don't know why it does
that, it does it quite a bit.

641
00:27:58,810 --> 00:28:00,856
There you all go.

642
00:28:00,856 --> 00:28:03,600
I have to figure out
with the third screen,

643
00:28:03,600 --> 00:28:04,733
why does that happen.

644
00:28:08,430 --> 00:28:10,283
All right, I'm resharing right now.

645
00:28:20,090 --> 00:28:21,853
Thank you all for your patience.

646
00:28:23,861 --> 00:28:26,210
All right, so the
facilitator, the reporter,

647
00:28:26,210 --> 00:28:28,334
the timer and the observer

648
00:28:28,334 --> 00:28:30,150
are gonna be

649
00:28:30,150 --> 00:28:32,423
the roles that you'll wanna assign.

650
00:28:33,798 --> 00:28:35,460
How many of you are familiar

651
00:28:35,460 --> 00:28:37,350
with the commitments for
engaging in equity work?

652
00:28:37,350 --> 00:28:41,363
Just a virtual thumbs up on
the participant or a yes.

653
00:28:43,034 --> 00:28:46,669
Awesome, I see Amy, yes, and Abby,

654
00:28:46,669 --> 00:28:49,092
thank you so much, and Kim.

655
00:28:49,092 --> 00:28:51,090
So several of you are.

656
00:28:51,090 --> 00:28:53,680
We leverage these quite
a bit here in Michigan

657
00:28:53,680 --> 00:28:57,390
and also in the 13 state
region that we support

658
00:28:57,390 --> 00:29:00,920
in the work I do with the
National Equity Assistance Center.

659
00:29:00,920 --> 00:29:03,210
We're also beginning to
leverage these quite a bit

660
00:29:03,210 --> 00:29:06,434
in the work groups that I'm a part of,

661
00:29:06,434 --> 00:29:10,400
at the PBIS TA Center,
the National Center.

662
00:29:10,400 --> 00:29:13,170
And the reason why I think that
these are really important,

663
00:29:13,170 --> 00:29:14,003
I know that

664
00:29:14,003 --> 00:29:16,190
they're from Singleton and
Linton's work out West,

665
00:29:16,190 --> 00:29:17,390
is because they really

666
00:29:17,390 --> 00:29:21,580
are tools that we can leverage

667
00:29:21,580 --> 00:29:23,820
when we're engaging in
complex conversations

668
00:29:23,820 --> 00:29:25,391
around inequities,

669
00:29:25,391 --> 00:29:28,130
around different types of oppression

670
00:29:28,130 --> 00:29:29,992
that we're seeking to disrupt.

671
00:29:29,992 --> 00:29:34,992
And so these can be used
every time there is a session,

672
00:29:35,669 --> 00:29:37,300
because it ground everyone,

673
00:29:37,300 --> 00:29:40,560
it bringing everyone into
the four walls of that space

674
00:29:40,560 --> 00:29:42,830
or the four walls of that
virtual space to say,

675
00:29:42,830 --> 00:29:43,776
in this space,

676
00:29:43,776 --> 00:29:45,920
when we have these complex

677
00:29:45,920 --> 00:29:47,780
and sometimes difficult conversations,

678
00:29:47,780 --> 00:29:49,910
we need to have some ways

679
00:29:49,910 --> 00:29:51,030
that we're gonna have some agreements

680
00:29:51,030 --> 00:29:52,730
for how we're gonna do this work.

681
00:29:52,730 --> 00:29:55,840
Staying engaged is one
of those ways to do that.

682
00:29:55,840 --> 00:29:58,550
And what I usually do is
unpack each one of these,

683
00:29:58,550 --> 00:30:00,683
but I feel like because several of you

684
00:30:00,683 --> 00:30:02,840
are familiar with these,

685
00:30:02,840 --> 00:30:05,390
is that I'd like to
provide you opportunity

686
00:30:05,390 --> 00:30:08,020
to share your thinking about these

687
00:30:08,020 --> 00:30:09,150
in ways that you've,

688
00:30:09,150 --> 00:30:11,580
so when you hear the word stay engaged,

689
00:30:11,580 --> 00:30:12,650
what does that mean.

690
00:30:12,650 --> 00:30:14,637
For those of you who have used these

691
00:30:14,637 --> 00:30:16,190
and want to actually share,

692
00:30:16,190 --> 00:30:17,840
what does it mean to stay engaged

693
00:30:17,840 --> 00:30:21,284
when we're saying that
we're gonna commit to

694
00:30:21,284 --> 00:30:24,853
courageous conversations
around race and around equity?

695
00:30:28,820 --> 00:30:29,923
And anyone can share.

696
00:30:43,043 --> 00:30:44,820
- I will, to me, it means

697
00:30:44,820 --> 00:30:49,820
to kind of lean into the
conversation that's happening.

698
00:30:56,890 --> 00:30:58,373
In my experience,

699
00:31:00,270 --> 00:31:01,790
engaging in this work

700
00:31:05,950 --> 00:31:10,950
sometimes means people
having to literally watch me

701
00:31:15,580 --> 00:31:18,300
work through what I'm learning

702
00:31:18,300 --> 00:31:22,143
from my position as a white woman.

703
00:31:26,663 --> 00:31:29,480
So I afford that same
thing to other people

704
00:31:29,480 --> 00:31:31,370
and try to lean in and be engaged

705
00:31:31,370 --> 00:31:34,360
and be right there with it,

706
00:31:34,360 --> 00:31:39,360
'cause sometimes it's a heavy
emotional lift sometimes.

707
00:31:41,600 --> 00:31:42,600
- Absolutely.

708
00:31:42,600 --> 00:31:44,320
- [Meghan] If you're doing it right.

709
00:31:44,320 --> 00:31:45,380
- You know what, that's interesting,

710
00:31:45,380 --> 00:31:47,230
we had a very complex conversation

711
00:31:47,230 --> 00:31:48,481
in one of our meetings yesterday,

712
00:31:48,481 --> 00:31:51,706
and I think I ended the conversation with,

713
00:31:51,706 --> 00:31:53,627
and I'm seeing it come through the chat,

714
00:31:53,627 --> 00:31:55,504
and hopefully we can share
some of those out loud that,

715
00:31:55,504 --> 00:31:58,590
if you're doing equity work
and you're totally comfortable,

716
00:31:58,590 --> 00:32:00,706
are you really doing equity work?

717
00:32:00,706 --> 00:32:03,805
Because this is complex
work and it's personal

718
00:32:03,805 --> 00:32:05,509
and it's collective,

719
00:32:05,509 --> 00:32:07,080
and so it's a lot of heavy lifting

720
00:32:07,080 --> 00:32:11,205
intellectually cognitively,
but also emotionally.

721
00:32:11,205 --> 00:32:14,750
And so staying engaged when it gets hard.

722
00:32:14,750 --> 00:32:16,630
I love your phrase lean into it,

723
00:32:16,630 --> 00:32:18,480
'cause that means that
you're not moving away

724
00:32:18,480 --> 00:32:20,200
when he becomes uncomfortable,

725
00:32:20,200 --> 00:32:21,630
but you're making the decision

726
00:32:21,630 --> 00:32:22,617
to stay in that space

727
00:32:22,617 --> 00:32:25,080
and to hopefully be able to work through

728
00:32:25,080 --> 00:32:27,123
and continue working through that space.

729
00:32:27,999 --> 00:32:29,405
Yeah, someone wanna share

730
00:32:29,405 --> 00:32:32,807
what we're seeing in the chat?

731
00:32:32,807 --> 00:32:35,780
- We got a lot of great
responses in the chat.

732
00:32:35,780 --> 00:32:37,890
Notice all experiences, thoughts, feelings

733
00:32:37,890 --> 00:32:39,750
and body responses.

734
00:32:39,750 --> 00:32:42,793
Not listening to respond
but listening to hear.

735
00:32:44,020 --> 00:32:46,830
Listen, participate, reflect.

736
00:32:46,830 --> 00:32:49,130
Giving your full attention,
limit distractions.

737
00:32:49,130 --> 00:32:50,980
Focused attention on this,

738
00:32:50,980 --> 00:32:54,090
not getting distracted by your desktop.

739
00:32:54,090 --> 00:32:56,140
Divorce yourself off judgements.

740
00:32:56,140 --> 00:32:57,840
Stay with it even when it's hard.

741
00:32:57,840 --> 00:32:59,890
Notice my internal reactions.

742
00:32:59,890 --> 00:33:02,670
Sit with the discomfort of this work.

743
00:33:02,670 --> 00:33:06,693
And B R B, oh and chat will be right back.

744
00:33:06,693 --> 00:33:08,690
(indistinct)

745
00:33:08,690 --> 00:33:09,530
- Awesome.

746
00:33:09,530 --> 00:33:10,980
Absolutely, you can even see

747
00:33:10,980 --> 00:33:13,460
how these four commitments are connected,

748
00:33:13,460 --> 00:33:15,140
'cause as we talk about staying engaged,

749
00:33:15,140 --> 00:33:17,265
right away we start talking about

750
00:33:17,265 --> 00:33:20,660
that notion of experiencing discomfort.

751
00:33:20,660 --> 00:33:23,090
We also talk about being able to like,

752
00:33:23,090 --> 00:33:25,420
I mean, in many ways, was it Amy,

753
00:33:25,420 --> 00:33:27,450
I think Amy, hey, who was it?

754
00:33:27,450 --> 00:33:28,330
It it you, Meg?

755
00:33:28,330 --> 00:33:29,923
Meg, you shared that

756
00:33:29,923 --> 00:33:32,390
sometimes it's people seeing you

757
00:33:32,390 --> 00:33:35,497
actually process kinda out loud,

758
00:33:35,497 --> 00:33:39,040
how you're navigating your
awareness of your identities

759
00:33:39,040 --> 00:33:40,890
and how they interact in spaces

760
00:33:40,890 --> 00:33:43,220
in any given conversation
that might happen.

761
00:33:43,220 --> 00:33:45,950
So part of that is engaging
and speaking your truth,

762
00:33:45,950 --> 00:33:46,863
'cause a part of dealing with that

763
00:33:46,863 --> 00:33:50,600
is being able to talk about
what you're experiencing,

764
00:33:50,600 --> 00:33:52,290
what you're thinking
and what you're feeling.

765
00:33:52,290 --> 00:33:54,463
So staying present in the conversations

766
00:33:54,463 --> 00:33:57,313
when they become
difficult is so important.

767
00:34:00,790 --> 00:34:02,593
I can tell you when
something gets complex for me

768
00:34:02,593 --> 00:34:04,350
and I want to take a break from it,

769
00:34:04,350 --> 00:34:06,050
I might go do something that feels easier.

770
00:34:06,050 --> 00:34:09,100
So pushing myself to stay in
that space when that happens.

771
00:34:09,100 --> 00:34:10,563
What about speak your truth?

772
00:34:21,832 --> 00:34:23,090
- [Meghan] Oh, go, go, Amy.

773
00:34:23,090 --> 00:34:24,423
Sorry, Meg.

774
00:34:24,423 --> 00:34:28,920
I was just thinking
this is hard sometimes.

775
00:34:28,920 --> 00:34:31,730
I think sometimes we
use the proverbial we,

776
00:34:31,730 --> 00:34:34,083
so we do this or we do that.

777
00:34:34,920 --> 00:34:36,000
I think it's really important

778
00:34:36,000 --> 00:34:38,637
to sort of isolate race
in these conversations

779
00:34:38,637 --> 00:34:42,159
and also really focus on a personal

780
00:34:42,159 --> 00:34:44,990
and your own lived experience,

781
00:34:44,990 --> 00:34:47,270
because that is what
you bring to the table,

782
00:34:47,270 --> 00:34:49,755
is your lived experience.

783
00:34:49,755 --> 00:34:51,943
And that's what you
know, and can speak to.

784
00:34:53,990 --> 00:34:54,823
- Absolutely.

785
00:34:54,823 --> 00:34:56,400
Thank you, Cassandra.

786
00:34:56,400 --> 00:34:58,340
- And to me, these first three,

787
00:34:58,340 --> 00:35:01,220
all kind of are so intertwined,

788
00:35:01,220 --> 00:35:03,225
because being engaged

789
00:35:03,225 --> 00:35:06,830
and listening to someone
speak his or her truth,

790
00:35:06,830 --> 00:35:08,410
and then being really honest

791
00:35:08,410 --> 00:35:11,253
with why is this
triggering something in me,

792
00:35:12,300 --> 00:35:13,540
and that's the experiencing

793
00:35:13,540 --> 00:35:15,660
of the discomfort and what is it touching,

794
00:35:15,660 --> 00:35:18,298
it's all kind of wrapped up

795
00:35:18,298 --> 00:35:23,298
in just get ready 'cause
it's going to be a ride.

796
00:35:24,620 --> 00:35:26,310
- Absolutely, thank you, Meg.

797
00:35:27,593 --> 00:35:31,480
- We have some great
responses in the chat box too.

798
00:35:31,480 --> 00:35:32,910
Speak only from your experience,

799
00:35:32,910 --> 00:35:34,470
don't try to speak for others.

800
00:35:34,470 --> 00:35:38,000
Name your part in bias
and how I'm complicit.

801
00:35:38,000 --> 00:35:41,290
Name my whiteness and
mistakes I have made.

802
00:35:41,290 --> 00:35:43,483
Be honest with yourself and others.

803
00:35:45,720 --> 00:35:48,264
Cassandra.

804
00:35:48,264 --> 00:35:50,070
Speak my truth,

805
00:35:50,070 --> 00:35:52,140
not what I think others is.

806
00:35:52,140 --> 00:35:54,033
Name my hopes and my mistakes.

807
00:35:55,370 --> 00:35:57,600
- Absolutely, these are
all critical components

808
00:35:57,600 --> 00:35:58,870
of speaking your truth.

809
00:35:58,870 --> 00:36:00,880
And I love that, popping up,

810
00:36:00,880 --> 00:36:03,208
being honest about what I'm
experiencing in that moment

811
00:36:03,208 --> 00:36:04,840
can be really hard,

812
00:36:04,840 --> 00:36:06,310
especially think about

813
00:36:06,310 --> 00:36:09,620
working with the colleagues
that you work closely with.

814
00:36:09,620 --> 00:36:12,340
Sometimes you don't want
to trouble the waters

815
00:36:12,340 --> 00:36:15,257
or you feel like you don't
want to be offensive,

816
00:36:15,257 --> 00:36:17,293
or you're concerned
about people's feelings

817
00:36:17,293 --> 00:36:20,010
or maybe even backlash.

818
00:36:20,010 --> 00:36:22,293
But in order to really do this work,

819
00:36:22,293 --> 00:36:25,857
we have to be able to have
those real conversations.

820
00:36:25,857 --> 00:36:27,290
And so all of these pieces

821
00:36:27,290 --> 00:36:28,800
that you all are putting in.

822
00:36:28,800 --> 00:36:29,980
I have to often say,

823
00:36:29,980 --> 00:36:32,740
being an African-American
female or black female

824
00:36:32,740 --> 00:36:35,770
working in a predominantly
white organization

825
00:36:35,770 --> 00:36:37,210
is that I'm speaking,

826
00:36:37,210 --> 00:36:39,240
but I'm speaking on
behalf of my experience.

827
00:36:39,240 --> 00:36:42,970
I can't speak for every black
female or every black person

828
00:36:42,970 --> 00:36:45,803
because I don't share
everyone's lived experience.

829
00:36:46,927 --> 00:36:50,950
I can share my concerns in
terms of representing a group,

830
00:36:50,950 --> 00:36:53,640
but I cannot represent that
group based on my experiences.

831
00:36:53,640 --> 00:36:57,820
So also making sure that I
think the same way about others,

832
00:36:57,820 --> 00:37:00,787
that if I'm saying I can't
speak for the black race,

833
00:37:00,787 --> 00:37:02,607
then I also have to make sure

834
00:37:02,607 --> 00:37:04,540
I'm not asking someone
to do the same thing

835
00:37:04,540 --> 00:37:06,440
when we're engaging in conversation.

836
00:37:06,440 --> 00:37:08,070
So the same way that we make sure

837
00:37:08,070 --> 00:37:10,950
we're aligning ourselves
with how we leverage these,

838
00:37:10,950 --> 00:37:13,557
that we're also practicing
that with others.

839
00:37:13,557 --> 00:37:15,513
And so that becomes really helpful.

840
00:37:19,530 --> 00:37:21,010
And let me ask you really quick,

841
00:37:21,010 --> 00:37:22,820
'cause I think I pronounced
your name two different ways,

842
00:37:22,820 --> 00:37:24,233
and I wanna get it right.

843
00:37:25,720 --> 00:37:27,233
Cassendra or Cassandra.

844
00:37:28,360 --> 00:37:29,193
- Thanks.

845
00:37:29,193 --> 00:37:31,760
You see here, I put it
in there to try make it,

846
00:37:31,760 --> 00:37:33,060
it's Cassandra.

847
00:37:33,060 --> 00:37:35,060
- Thank you, Cassandra, my apologies.

848
00:37:35,060 --> 00:37:35,893
Thank you so much.

849
00:37:35,893 --> 00:37:37,770
- Yeah, no worries, no worries at all.

850
00:37:37,770 --> 00:37:39,267
- No, no, so we'll get this right.

851
00:37:39,267 --> 00:37:43,790
How about experience discomfort,
experiencing discomfort?

852
00:37:43,790 --> 00:37:46,620
You all are unpacking
these so amazingly well.

853
00:37:46,620 --> 00:37:51,450
And I think that having
your teams, your schools

854
00:37:51,450 --> 00:37:53,231
think about ways that
they can leverage these

855
00:37:53,231 --> 00:37:54,700
become really important

856
00:37:54,700 --> 00:37:55,870
because there's a lot of fragility

857
00:37:55,870 --> 00:37:57,953
around having these conversations often.

858
00:37:57,953 --> 00:37:59,670
And so if people know that

859
00:37:59,670 --> 00:38:01,690
they have these commitments
they can draw from,

860
00:38:01,690 --> 00:38:03,010
they can use these as tools.

861
00:38:03,010 --> 00:38:04,993
What about experiencing discomfort?

862
00:38:08,580 --> 00:38:10,726
- Several things happening
in the chat box here.

863
00:38:10,726 --> 00:38:15,300
I have the right to
safety, but not comfort.

864
00:38:15,300 --> 00:38:17,553
Reminding myself that
when I feel discomfort,

865
00:38:17,553 --> 00:38:22,553
it means that I'm doing the work.

866
00:38:24,570 --> 00:38:26,130
That was very supported by Courtney.

867
00:38:26,130 --> 00:38:29,033
And the ability to say it's
okay to be uncomfortable.

868
00:38:30,050 --> 00:38:32,040
- Absolutely, absolutely.

869
00:38:32,040 --> 00:38:32,995
Thank you for sharing.

870
00:38:32,995 --> 00:38:36,400
Thank you for those really amazing ideas.

871
00:38:36,400 --> 00:38:37,720
'Cause a big piece of this

872
00:38:37,720 --> 00:38:39,840
is not completing safe with comfort.

873
00:38:39,840 --> 00:38:41,940
And often when people start
feeling uncomfortable,

874
00:38:41,940 --> 00:38:42,845
they will think that

875
00:38:42,845 --> 00:38:45,670
they'll complete that with not being safe.

876
00:38:45,670 --> 00:38:49,676
And so being uncomfortable is
not the same as being unsafe.

877
00:38:49,676 --> 00:38:51,220
We've talked a lot about,

878
00:38:51,220 --> 00:38:52,509
we're not critiquing people,

879
00:38:52,509 --> 00:38:56,120
but that we are critiquing
systems and structures,

880
00:38:56,120 --> 00:38:59,070
we're critiquing and pushing ideas

881
00:38:59,070 --> 00:39:01,987
and serving as critical
trends to one another.

882
00:39:01,987 --> 00:39:04,010
And I think when we can
situate ourselves to say,

883
00:39:04,010 --> 00:39:05,390
we're gonna be critical thought partners

884
00:39:05,390 --> 00:39:06,758
and critical friends to one another,

885
00:39:06,758 --> 00:39:09,140
that that changes
sometimes the environment.

886
00:39:09,140 --> 00:39:10,330
And I see here...

887
00:39:13,005 --> 00:39:15,593
Absolutely, absolutely.

888
00:39:16,870 --> 00:39:17,900
Absolutely.

889
00:39:17,900 --> 00:39:19,010
Yeah, these can be leveraged

890
00:39:19,010 --> 00:39:20,678
to really have those conversations

891
00:39:20,678 --> 00:39:22,610
that can be uncomfortable.

892
00:39:22,610 --> 00:39:24,390
And then we can just remind people

893
00:39:24,390 --> 00:39:25,360
to think about the one

894
00:39:25,360 --> 00:39:28,340
that they would need to focus on the most,

895
00:39:28,340 --> 00:39:31,290
and maybe focus on that
one in a given setting,

896
00:39:31,290 --> 00:39:32,760
and then check with themselves

897
00:39:32,760 --> 00:39:34,900
to see how well did I
stick to that commitment,

898
00:39:34,900 --> 00:39:36,687
'cause that's the hardest one for me.

899
00:39:36,687 --> 00:39:39,887
And these can change in
different contexts as well.

900
00:39:39,887 --> 00:39:41,850
Again, someone has already said,

901
00:39:41,850 --> 00:39:43,123
if you're not experiencing discomfort,

902
00:39:43,123 --> 00:39:45,690
then are we having the
right conversations?

903
00:39:45,690 --> 00:39:48,110
That really becomes important as well.

904
00:39:48,110 --> 00:39:50,583
How about expect and accept non-closure?

905
00:39:52,462 --> 00:39:54,380
I like that, Cassandra,

906
00:39:54,380 --> 00:39:56,130
growth and learning comes from discomfort,

907
00:39:56,130 --> 00:39:57,680
that's absolutely right.

908
00:39:57,680 --> 00:40:00,140
That if we're not having
those conversations,

909
00:40:00,140 --> 00:40:02,402
are we pushing ourselves
to think differently

910
00:40:02,402 --> 00:40:04,909
to expand ourselves to grow?

911
00:40:04,909 --> 00:40:08,890
As I've been watching
the unfolding of events

912
00:40:08,890 --> 00:40:10,641
that are happening in
our country right now,

913
00:40:10,641 --> 00:40:14,516
I've been really reflecting
on my own thinking

914
00:40:14,516 --> 00:40:17,607
and around what's happening,

915
00:40:17,607 --> 00:40:21,360
and just really engaging in
conversations with others

916
00:40:21,360 --> 00:40:24,330
around how they're feeling
and their thinking is.

917
00:40:24,330 --> 00:40:27,080
And so being able to make sure

918
00:40:27,080 --> 00:40:30,330
that I'm pushing myself to
grow across multiple domains.

919
00:40:30,330 --> 00:40:33,410
We're focusing a lot on race in this work

920
00:40:33,410 --> 00:40:34,580
because our national data

921
00:40:34,580 --> 00:40:39,110
tends to show that that's where
you see your biggest issues.

922
00:40:39,110 --> 00:40:40,860
But we need to understand that

923
00:40:40,860 --> 00:40:42,850
anytime we're talking about

924
00:40:42,850 --> 00:40:44,829
any of the identities that
have been marginalized,

925
00:40:44,829 --> 00:40:47,580
that that discomfort is going to be there.

926
00:40:47,580 --> 00:40:49,353
If we're having conversations around race,

927
00:40:49,353 --> 00:40:52,415
around sex, around class,
around national origin,

928
00:40:52,415 --> 00:40:54,970
that we have to make a commitment

929
00:40:54,970 --> 00:40:58,690
to make sure we're bringing
our ideas to the opening,

930
00:40:58,690 --> 00:41:02,360
and that we're also getting comfortable

931
00:41:02,360 --> 00:41:03,760
with being uncomfortable

932
00:41:03,760 --> 00:41:05,760
as we're having these conversations.

933
00:41:05,760 --> 00:41:06,703
Some people even say that

934
00:41:06,703 --> 00:41:10,639
if we talk about these things
that we create divisiveness,

935
00:41:10,639 --> 00:41:13,000
the divisiveness is already there.

936
00:41:13,000 --> 00:41:15,050
I think the way that you dismantle that,

937
00:41:15,050 --> 00:41:16,970
the way that we address that

938
00:41:16,970 --> 00:41:20,201
is by beginning to engage
in those conversations.

939
00:41:20,201 --> 00:41:23,853
How about expect and accept non-closure?

940
00:41:25,023 --> 00:41:26,843
- Amy puts something in the chat box,

941
00:41:26,843 --> 00:41:28,380
I just wanna read from the article

942
00:41:28,380 --> 00:41:31,770
from the MPAC that we pre-read,

943
00:41:31,770 --> 00:41:33,970
accomplishing educational equity

944
00:41:33,970 --> 00:41:36,800
is not an event but a process.

945
00:41:36,800 --> 00:41:39,710
Non-closure, the work is ongoing.

946
00:41:39,710 --> 00:41:42,173
Equity work is not a
checkbox or flow chart,

947
00:41:42,173 --> 00:41:45,220
it involves the work people, humans,

948
00:41:45,220 --> 00:41:48,610
which is a non-linear,
never ending process.

949
00:41:48,610 --> 00:41:51,320
Just because we don't have
an answer about what to do,

950
00:41:51,320 --> 00:41:53,640
doesn't mean we aren't doing anything.

951
00:41:53,640 --> 00:41:56,212
- Absolutely, you all just
unpack that commitment.

952
00:41:56,212 --> 00:41:58,370
I don't need to unpack it further.

953
00:41:58,370 --> 00:41:59,790
I just wanna reiterate that

954
00:41:59,790 --> 00:42:01,400
these are really critical pieces

955
00:42:01,400 --> 00:42:03,960
of expecting and accepting non-closure.

956
00:42:03,960 --> 00:42:06,050
And I think because a
lot of the work we do

957
00:42:06,050 --> 00:42:10,300
around multi-tiered systems
of support and PBIS,

958
00:42:10,300 --> 00:42:11,902
which is also a process,

959
00:42:11,902 --> 00:42:14,660
sometimes we wanna be
able to address things

960
00:42:14,660 --> 00:42:15,830
right away when we see them.

961
00:42:15,830 --> 00:42:19,750
We tend to work on very
technical nature and perspective.

962
00:42:19,750 --> 00:42:21,230
And that is real important thing

963
00:42:21,230 --> 00:42:22,080
that we have to make sure

964
00:42:22,080 --> 00:42:24,900
that skills are in place
for people to do the work.

965
00:42:24,900 --> 00:42:26,231
But we also have to remember that

966
00:42:26,231 --> 00:42:28,400
we're humans doing this work,

967
00:42:28,400 --> 00:42:31,410
like we said in the chat,
and that is not linear.

968
00:42:31,410 --> 00:42:33,470
And so how do we make sure that

969
00:42:33,470 --> 00:42:34,720
we understand that

970
00:42:34,720 --> 00:42:38,440
we're not gonna address every
issue when we first attempt to

971
00:42:38,440 --> 00:42:41,377
we're not gonna have every
conversation that we need to,

972
00:42:41,377 --> 00:42:43,666
we'll continue conversations.

973
00:42:43,666 --> 00:42:45,550
And May, from today,

974
00:42:45,550 --> 00:42:46,851
you all will continue conversations

975
00:42:46,851 --> 00:42:49,540
that you've started long
before this session,

976
00:42:49,540 --> 00:42:51,477
beyond this session, and
that it's ongoing work,

977
00:42:51,477 --> 00:42:52,700
and that you're never

978
00:42:52,700 --> 00:42:54,657
gonna completely check off equity,

979
00:42:54,657 --> 00:42:56,440
because it's ongoing work.

980
00:42:56,440 --> 00:42:57,670
I've been doing this for a long time,

981
00:42:57,670 --> 00:42:58,809
and I'm still learning areas

982
00:42:58,809 --> 00:43:01,585
that I have to continue to work on

983
00:43:01,585 --> 00:43:06,585
and to be better at the
work and as a person.

984
00:43:06,800 --> 00:43:09,430
I like that non-closure is
a reminder to stay engaged.

985
00:43:09,430 --> 00:43:11,417
I liked that Abby, absolutely.

986
00:43:11,417 --> 00:43:13,160
Just because we don't have an answer

987
00:43:13,160 --> 00:43:15,570
doesn't mean that we're
not doing anything.

988
00:43:15,570 --> 00:43:16,593
Sometimes people feel like,

989
00:43:16,593 --> 00:43:18,650
we've done these three things,

990
00:43:18,650 --> 00:43:19,568
they do that with PBIS,

991
00:43:19,568 --> 00:43:21,340
and it's not working.

992
00:43:21,340 --> 00:43:24,050
And often it's, we have
to look at other things

993
00:43:24,050 --> 00:43:26,630
around the practice itself to understand

994
00:43:26,630 --> 00:43:29,597
maybe why it's not appearing to work,

995
00:43:29,597 --> 00:43:30,830
but sometimes it is working,

996
00:43:30,830 --> 00:43:35,280
it just needs time for it to
take root, to be systemic.

997
00:43:35,280 --> 00:43:38,690
And so these are all really important ways

998
00:43:38,690 --> 00:43:39,880
that we have to think about this.

999
00:43:39,880 --> 00:43:42,290
So why do you think, even
though I know you all,

1000
00:43:42,290 --> 00:43:44,669
and it seems like you're
well-versed in these commitments,

1001
00:43:44,669 --> 00:43:46,760
why would we spend time on these?

1002
00:43:46,760 --> 00:43:49,680
Why would you spend time on these

1003
00:43:49,680 --> 00:43:51,800
if you're working with other partners?

1004
00:43:51,800 --> 00:43:53,193
Why might that be helpful?

1005
00:44:04,490 --> 00:44:07,610
- Kim says to get grounded and oriented,

1006
00:44:07,610 --> 00:44:10,230
and we have to model it to teach it.

1007
00:44:10,230 --> 00:44:12,090
- Yep, absolutely, absolutely.

1008
00:44:12,090 --> 00:44:15,110
So if you could just take a
moment and leverage the chat,

1009
00:44:15,110 --> 00:44:16,770
if you think about these commitments,

1010
00:44:16,770 --> 00:44:20,078
which commitment do you feel
like you would be working on

1011
00:44:20,078 --> 00:44:24,160
and committing to for self-awareness today

1012
00:44:24,160 --> 00:44:25,223
during the session?

1013
00:44:26,560 --> 00:44:27,720
Which one would you feel like

1014
00:44:27,720 --> 00:44:30,143
you would want to work on today?

1015
00:44:41,740 --> 00:44:44,990
- Lot of experiencing
discomfort, speaking your truth,

1016
00:44:44,990 --> 00:44:49,093
accept and expect non-closure.

1017
00:44:56,750 --> 00:44:57,650
- Absolutely.

1018
00:44:57,650 --> 00:44:59,900
And thank you all for
being willing to share.

1019
00:45:00,817 --> 00:45:02,680
And thanks for being vulnerable,

1020
00:45:02,680 --> 00:45:05,090
because a part of this
work does require that,

1021
00:45:05,090 --> 00:45:07,410
allowing yourselves to be vulnerable.

1022
00:45:07,410 --> 00:45:09,353
I really appreciate Renee Brown's work

1023
00:45:09,353 --> 00:45:12,240
around "The Power of Vulnerability."

1024
00:45:12,240 --> 00:45:17,240
Sometimes we feel like we
can't protect ourselves

1025
00:45:17,520 --> 00:45:18,720
or that we can't allow people

1026
00:45:18,720 --> 00:45:20,350
to see some of the things
that we're really thinking.

1027
00:45:20,350 --> 00:45:22,650
But again, that growth
is connected to that.

1028
00:45:22,650 --> 00:45:25,240
Being able to put yourself out there.

1029
00:45:25,240 --> 00:45:26,910
Often in my full-time work,

1030
00:45:26,910 --> 00:45:27,830
especially being

1031
00:45:29,510 --> 00:45:33,687
one of the few people
of color in my center,

1032
00:45:33,687 --> 00:45:36,267
often I'm feeling that, I'm thinking,

1033
00:45:36,267 --> 00:45:38,210
"I need to make sure I'm
sharing what I'm thinking

1034
00:45:38,210 --> 00:45:39,560
even if I'm concerned

1035
00:45:39,560 --> 00:45:42,576
that it might be taken the wrong way

1036
00:45:42,576 --> 00:45:45,110
or it might question whether or not

1037
00:45:45,110 --> 00:45:46,150
I wanna be in a space."

1038
00:45:46,150 --> 00:45:48,280
And it's never an issue of
not wanting to be in a space,

1039
00:45:48,280 --> 00:45:49,850
but it's always an issue of,

1040
00:45:49,850 --> 00:45:51,619
how do we continue to
have these conversations

1041
00:45:51,619 --> 00:45:54,570
and make sure that we're moving forward.

1042
00:45:54,570 --> 00:45:55,640
Appreciate that.

1043
00:45:55,640 --> 00:45:57,800
Yes, Kim, I agree with that.

1044
00:45:57,800 --> 00:46:00,350
So these would be helpful
for people to stay grounded.

1045
00:46:00,350 --> 00:46:02,571
I heard someone say that,
I heard through the chat,

1046
00:46:02,571 --> 00:46:04,991
to help us to orient ourselves.

1047
00:46:04,991 --> 00:46:06,680
And there are different activities

1048
00:46:06,680 --> 00:46:08,380
that you can do with these each time

1049
00:46:08,380 --> 00:46:10,050
to change it up if you're using.

1050
00:46:10,050 --> 00:46:10,883
And let's say

1051
00:46:10,883 --> 00:46:12,395
you're working with one
partner over a period of time,

1052
00:46:12,395 --> 00:46:14,747
each time you could do
something different with them.

1053
00:46:14,747 --> 00:46:17,059
The first time you can
unpack them with them.

1054
00:46:17,059 --> 00:46:19,560
And you're unpacking them all,

1055
00:46:19,560 --> 00:46:20,960
and having people think about

1056
00:46:20,960 --> 00:46:22,324
which one they want to attend to,

1057
00:46:22,324 --> 00:46:23,310
another time,

1058
00:46:23,310 --> 00:46:25,950
you could actually have
them co-facilitate with you

1059
00:46:25,950 --> 00:46:27,323
so they can build their own fluency

1060
00:46:27,323 --> 00:46:29,159
around the meaning of these.

1061
00:46:29,159 --> 00:46:32,350
So there are different ways
that these can be used.

1062
00:46:32,350 --> 00:46:33,183
So let's talk about

1063
00:46:33,183 --> 00:46:35,010
building awareness of systemic inequities

1064
00:46:35,010 --> 00:46:36,050
through a critical lens,

1065
00:46:36,050 --> 00:46:37,077
so spend some time there,

1066
00:46:37,077 --> 00:46:39,311
and think about how often
we might be complicit.

1067
00:46:39,311 --> 00:46:41,250
This is a slide that I use

1068
00:46:41,250 --> 00:46:45,210
in any session that I'm a part of,

1069
00:46:45,210 --> 00:46:47,385
because I feel like it's
just a grounding session.

1070
00:46:47,385 --> 00:46:51,170
In 1973, I was two years old,

1071
00:46:51,170 --> 00:46:53,735
I hadn't even entered into
the school system yet.

1072
00:46:53,735 --> 00:46:56,980
I was certainly reading
the little yellow readers

1073
00:46:56,980 --> 00:46:59,810
that my sister who was in
kindergarten was bringing home.

1074
00:46:59,810 --> 00:47:02,343
So she'd bring those math sums.

1075
00:47:02,343 --> 00:47:03,530
I was reading all of those

1076
00:47:03,530 --> 00:47:04,615
and couldn't wait to get into school

1077
00:47:04,615 --> 00:47:06,643
so I can start learning.

1078
00:47:06,643 --> 00:47:08,580
But before I even entered school,

1079
00:47:08,580 --> 00:47:09,630
African American students

1080
00:47:09,630 --> 00:47:12,260
were suspended two times
more than your white peers.

1081
00:47:12,260 --> 00:47:13,210
We all know this data,

1082
00:47:13,210 --> 00:47:14,910
'cause I know if you're doing
this work you've seen it.

1083
00:47:14,910 --> 00:47:18,625
By 2006, I had gone
through the school system

1084
00:47:18,625 --> 00:47:21,230
and I had been teaching for several years,

1085
00:47:21,230 --> 00:47:22,920
and I was moving into being a principal

1086
00:47:22,920 --> 00:47:24,320
and working on my doctorate.

1087
00:47:25,160 --> 00:47:26,150
Just getting ready

1088
00:47:26,150 --> 00:47:28,973
to enter into a program
to work on my doctorate.

1089
00:47:28,973 --> 00:47:29,806
And by then,

1090
00:47:29,806 --> 00:47:30,770
you can see that African American students

1091
00:47:30,770 --> 00:47:34,285
were suspended three times
more than their white peers.

1092
00:47:34,285 --> 00:47:37,630
You look at today,
we're almost four times,

1093
00:47:37,630 --> 00:47:40,859
when you look at African
American discipline disparities,

1094
00:47:40,859 --> 00:47:42,450
you can see that African American students

1095
00:47:42,450 --> 00:47:45,790
are nearly 3.8 times more
likely to be suspended

1096
00:47:45,790 --> 00:47:47,380
than their white peers.

1097
00:47:47,380 --> 00:47:51,271
And so over 40 years,
this gap has just widened.

1098
00:47:51,271 --> 00:47:54,943
And so we have to kind
of begin to think about,

1099
00:47:55,890 --> 00:47:57,940
how do we refocus our gaze.

1100
00:47:57,940 --> 00:47:59,474
And I can tell you from looking at

1101
00:47:59,474 --> 00:48:01,740
the ways that you talk
about centering equity,

1102
00:48:01,740 --> 00:48:05,030
you've already begun
reorienting your gaze.

1103
00:48:05,030 --> 00:48:06,826
And so a lot of people often

1104
00:48:06,826 --> 00:48:09,250
have thoughts about why this data

1105
00:48:09,250 --> 00:48:10,452
looks the way that it looks.

1106
00:48:10,452 --> 00:48:12,930
And so one of the things that we can do

1107
00:48:12,930 --> 00:48:14,599
is have some conversations around that.

1108
00:48:14,599 --> 00:48:18,180
And what we wanna do is we
wanna just take a minute,

1109
00:48:18,180 --> 00:48:19,417
we're gonna go back to Mentimeter.

1110
00:48:19,417 --> 00:48:21,240
And so again, I'm gonna share my screen

1111
00:48:21,240 --> 00:48:23,298
and I want you to respond
to that prompt there.

1112
00:48:23,298 --> 00:48:27,723
When you think about
the disproportionality

1113
00:48:27,723 --> 00:48:29,734
that's occurred over the 40 years,

1114
00:48:29,734 --> 00:48:33,503
what causes do you commonly
hear other educators attribute

1115
00:48:33,503 --> 00:48:34,790
to what you're seeing?

1116
00:48:34,790 --> 00:48:38,350
Why are people saying that this
disproportionality happens?

1117
00:48:38,350 --> 00:48:40,833
And so I'm resharing.

1118
00:48:43,701 --> 00:48:45,151
I'm gonna get fluent at this.

1119
00:49:05,191 --> 00:49:06,627
- So at the top of your screen,

1120
00:49:06,627 --> 00:49:09,390
you should see the
presenter has changed slide.

1121
00:49:09,390 --> 00:49:11,253
And then you can say, go to slide.

1122
00:49:12,413 --> 00:49:14,530
Or if you have to reload,

1123
00:49:14,530 --> 00:49:17,780
you can go back to Mentimeter
and put the code in again.

1124
00:49:17,780 --> 00:49:18,613
- Absolutely.

1125
00:49:18,613 --> 00:49:19,940
And you can keep it up when you're done,

1126
00:49:19,940 --> 00:49:22,210
because we're gonna come back
to it a couple more times.

1127
00:49:22,210 --> 00:49:23,923
Thank you, Amy.

1128
00:49:33,490 --> 00:49:34,350
If you're reloading,

1129
00:49:34,350 --> 00:49:36,743
you'll wanna put that code to enter.

1130
00:49:45,570 --> 00:49:47,830
I don't think I closed voting,
but it says I closed it,

1131
00:49:47,830 --> 00:49:48,907
I hope I didn't.

1132
00:49:52,336 --> 00:49:53,169
Are you all able to vote?

1133
00:49:53,169 --> 00:49:55,073
I wanna make sure everyone's able to.

1134
00:49:56,210 --> 00:49:57,870
- It says it's closed for me.

1135
00:49:57,870 --> 00:50:00,030
- Yeah, it feels like once I...

1136
00:50:00,030 --> 00:50:01,700
Let's see, okay, it should be open back.

1137
00:50:01,700 --> 00:50:03,000
Go ahead and finish up.

1138
00:50:03,000 --> 00:50:05,840
I think it just lacked when
I hit click on the screen.

1139
00:50:10,550 --> 00:50:13,450
You can see the results, they're
populating on the screen.

1140
00:50:32,110 --> 00:50:37,110
So you can see there, as you're
engaging in leading the work

1141
00:50:38,310 --> 00:50:41,627
and providing support to schools,

1142
00:50:41,627 --> 00:50:45,591
and in your workspaces that
these are some of the responses.

1143
00:50:45,591 --> 00:50:47,470
These are the things that you see.

1144
00:50:47,470 --> 00:50:49,726
Does anyone wanna speak to any of these

1145
00:50:49,726 --> 00:50:53,400
as you were seeing the
actual results populate

1146
00:50:53,400 --> 00:50:54,650
and as you were entering?

1147
00:51:00,826 --> 00:51:05,826
- Honestly, I don't even think
this is a discussion enough.

1148
00:51:09,836 --> 00:51:12,250
I had to like think about it,

1149
00:51:12,250 --> 00:51:14,560
it didn't pop right to my mind,

1150
00:51:14,560 --> 00:51:15,393
had to think of

1151
00:51:15,393 --> 00:51:19,943
when did I hear anybody
asking this question.

1152
00:51:21,810 --> 00:51:22,880
- Thanks for sharing that.

1153
00:51:22,880 --> 00:51:25,700
You can choose multiple ones,

1154
00:51:25,700 --> 00:51:27,838
'cause I'm sure you for
those who are responding,

1155
00:51:27,838 --> 00:51:31,720
that you may have heard more than one.

1156
00:51:31,720 --> 00:51:32,780
And I hear Rebecca saying

1157
00:51:32,780 --> 00:51:33,861
that this conversation

1158
00:51:33,861 --> 00:51:36,120
is one that probably needs to happen more,

1159
00:51:36,120 --> 00:51:39,130
but that doesn't happen as much.

1160
00:51:39,130 --> 00:51:40,200
- I feel like in Vermont,

1161
00:51:40,200 --> 00:51:45,200
the easy way to avoid putting
discipline and race together

1162
00:51:48,880 --> 00:51:51,845
is to say, "Well, our incise is so small,

1163
00:51:51,845 --> 00:51:56,845
because we have so few
students of color, that we...

1164
00:51:59,380 --> 00:52:03,680
I have heard that be used as the excuse.

1165
00:52:03,680 --> 00:52:06,945
Now we can talk about poverty.

1166
00:52:06,945 --> 00:52:11,095
And then the next breath
that I've heard is

1167
00:52:11,095 --> 00:52:15,070
a lot of our white students
are students of poverty.

1168
00:52:15,070 --> 00:52:20,070
And that sort of is the way
not to bring the conversation

1169
00:52:21,400 --> 00:52:26,400
to what is it about race?

1170
00:52:26,740 --> 00:52:28,713
What is it about students of color?

1171
00:52:30,248 --> 00:52:31,840
So that's not here,

1172
00:52:31,840 --> 00:52:35,063
but that's what I've been
exposed to in Vermont.

1173
00:52:36,480 --> 00:52:37,313
- Thank you, Meg.

1174
00:52:37,313 --> 00:52:41,093
There are also some important
things in the chat box.

1175
00:52:42,690 --> 00:52:44,980
Tim said they dismiss inclusive

1176
00:52:44,980 --> 00:52:46,780
and tend to blame the
children and families

1177
00:52:46,780 --> 00:52:49,039
rather than examining the system.

1178
00:52:49,039 --> 00:52:51,860
And that dismisses those
black and brown children

1179
00:52:51,860 --> 00:52:53,980
who live in Vermont.

1180
00:52:53,980 --> 00:52:56,238
And Amanda says she's been in meetings

1181
00:52:56,238 --> 00:52:59,530
where she hears half the staff say

1182
00:52:59,530 --> 00:53:02,030
families are engaged in don't care.

1183
00:53:02,030 --> 00:53:02,980
When that happens,

1184
00:53:02,980 --> 00:53:04,940
she tries to remind
folks that our families

1185
00:53:04,940 --> 00:53:06,477
come from different
cultures and backgrounds,

1186
00:53:06,477 --> 00:53:10,883
and we can't assume they
don't care, engaged.

1187
00:53:12,645 --> 00:53:15,010
Focus is on what's wrong with the student

1188
00:53:15,010 --> 00:53:16,770
rather than what's wrong with the school,

1189
00:53:16,770 --> 00:53:18,523
school just form policy.

1190
00:53:20,871 --> 00:53:21,950
- And believe it or not,

1191
00:53:21,950 --> 00:53:24,910
those are very similar things
that we hear in Michigan.

1192
00:53:24,910 --> 00:53:26,710
We don't hear the incise

1193
00:53:27,579 --> 00:53:29,690
when you're working maybe
at a district level,

1194
00:53:29,690 --> 00:53:31,200
but when you're working
at a building level,

1195
00:53:31,200 --> 00:53:32,330
sometimes that may come up

1196
00:53:32,330 --> 00:53:35,930
depending on which
region we're working in,

1197
00:53:35,930 --> 00:53:37,470
but the poverty one is huge,

1198
00:53:37,470 --> 00:53:38,990
that one comes up quite a bit.

1199
00:53:38,990 --> 00:53:42,598
And the one about families
comes up quite a bit.

1200
00:53:42,598 --> 00:53:44,210
I'm sure there are others

1201
00:53:44,210 --> 00:53:46,106
that you've heard that aren't on here.

1202
00:53:46,106 --> 00:53:49,294
This is an activity that
I think is really helpful

1203
00:53:49,294 --> 00:53:52,190
to do with partners, leadership teams,

1204
00:53:52,190 --> 00:53:53,330
and then have leadership teams

1205
00:53:53,330 --> 00:53:55,070
do them with all staff.

1206
00:53:55,070 --> 00:53:57,920
Because after some of their
critical consciousness has been,

1207
00:53:57,920 --> 00:54:00,890
this is the part of cultivating
that critical consciousness,

1208
00:54:00,890 --> 00:54:02,030
because what it's starting to do

1209
00:54:02,030 --> 00:54:05,529
is reorient their thinking
about discipline outcomes.

1210
00:54:05,529 --> 00:54:09,020
And it's starting to kind
of challenge some of those

1211
00:54:09,020 --> 00:54:10,620
and debunk some of those stereotypes

1212
00:54:10,620 --> 00:54:13,220
that are associated with
why people are thinking.

1213
00:54:13,220 --> 00:54:14,860
I've done this with leadership teams.

1214
00:54:14,860 --> 00:54:19,270
And it's amazing how the initial work is,

1215
00:54:19,270 --> 00:54:20,510
they're really saying poverty,

1216
00:54:20,510 --> 00:54:22,010
they're saying all these different things.

1217
00:54:22,010 --> 00:54:24,500
And then after we have done the activity

1218
00:54:24,500 --> 00:54:26,098
and we've engaged in
some work and learning,

1219
00:54:26,098 --> 00:54:28,850
we begin to see some reorientation

1220
00:54:30,161 --> 00:54:32,287
of how people are thinking about the work,

1221
00:54:32,287 --> 00:54:33,740
and it takes time.

1222
00:54:33,740 --> 00:54:35,340
And if you're doing this in-person,

1223
00:54:35,340 --> 00:54:37,098
what we tend to do is use sticky notes.

1224
00:54:37,098 --> 00:54:38,843
People are at their tables,

1225
00:54:38,843 --> 00:54:41,710
and we give them sticky
notes, and we have them,

1226
00:54:41,710 --> 00:54:45,282
they can list as many
reasons as they think.

1227
00:54:45,282 --> 00:54:49,060
Well, we ask them to list the
two or three main reasons.

1228
00:54:49,060 --> 00:54:51,127
And then when they do
that across their groups

1229
00:54:51,127 --> 00:54:54,450
and they organize them by a theme.

1230
00:54:54,450 --> 00:54:56,570
So each person lists two to three reasons

1231
00:54:56,570 --> 00:54:59,129
why do you think
disproportionality happens.

1232
00:54:59,129 --> 00:55:01,420
They may come together
with all their sticky notes

1233
00:55:01,420 --> 00:55:03,590
and talk through those sticky notes

1234
00:55:03,590 --> 00:55:05,580
as they're putting them into themes.

1235
00:55:05,580 --> 00:55:06,597
And then these have been the themes

1236
00:55:06,597 --> 00:55:08,365
that have come up consistently

1237
00:55:08,365 --> 00:55:12,400
as we've done these over
time with different partners.

1238
00:55:12,400 --> 00:55:14,070
And it's in alignment

1239
00:55:14,070 --> 00:55:15,160
with what the literature says

1240
00:55:15,160 --> 00:55:18,682
about how people think
about disproportionality.

1241
00:55:18,682 --> 00:55:20,260
And so it allows for people

1242
00:55:20,260 --> 00:55:22,130
to begin to have those conversations.

1243
00:55:22,130 --> 00:55:24,510
And it's tough sometimes when you do this,

1244
00:55:24,510 --> 00:55:28,170
because the first time
you do it with a group,

1245
00:55:28,170 --> 00:55:29,003
you're gonna hear

1246
00:55:29,003 --> 00:55:31,589
a lot of these deficit
constructs coming up.

1247
00:55:31,589 --> 00:55:34,150
But that allows us then to think about

1248
00:55:35,470 --> 00:55:36,370
what we need to do

1249
00:55:36,370 --> 00:55:39,210
to support shifting
those deficit constructs?

1250
00:55:39,210 --> 00:55:40,543
So, one article we read

1251
00:55:40,543 --> 00:55:42,950
around doing this particular activity

1252
00:55:42,950 --> 00:55:45,555
was a scornful gaze, a deficit thinking.

1253
00:55:45,555 --> 00:55:48,830
Why am I drawing a blank right now?

1254
00:55:48,830 --> 00:55:52,090
From Paul Gorski.

1255
00:55:52,090 --> 00:55:54,596
He has just a body of
work on deficit ideology.

1256
00:55:54,596 --> 00:55:58,670
And so by leveraging his
work begins to help people

1257
00:55:58,670 --> 00:56:01,768
think about how they came to
think the way that they do.

1258
00:56:01,768 --> 00:56:03,870
And we're gonna talk about
that a little bit more too,

1259
00:56:03,870 --> 00:56:05,770
but all of the reasons that
you're sharing in chat,

1260
00:56:05,770 --> 00:56:08,243
those are all things
that I've heard as well.

1261
00:56:08,243 --> 00:56:10,300
So that activity really helps.

1262
00:56:10,300 --> 00:56:11,760
So again, like you talked about

1263
00:56:11,760 --> 00:56:13,740
poverty comes up quite a bit.

1264
00:56:13,740 --> 00:56:16,570
And poverty does play a role
in racial disproportionality.

1265
00:56:16,570 --> 00:56:19,227
But when we start thinking
about the issues around race,

1266
00:56:19,227 --> 00:56:23,360
when you control for poverty,
race is still implicated.

1267
00:56:23,360 --> 00:56:24,620
It still shows.

1268
00:56:24,620 --> 00:56:28,270
And so we also do a lot
of articles and reading

1269
00:56:28,270 --> 00:56:29,440
around Skibo's work,

1270
00:56:29,440 --> 00:56:33,870
because Skibo has collected
quite a bit of data

1271
00:56:33,870 --> 00:56:37,470
over multiple years over
multiple schools systems,

1272
00:56:37,470 --> 00:56:40,088
and has shown the outcomes

1273
00:56:40,088 --> 00:56:41,940
don't match with what we assume

1274
00:56:41,940 --> 00:56:44,281
with these deficit
assumptions that we see.

1275
00:56:44,281 --> 00:56:47,480
People also tend to focus on family.

1276
00:56:47,480 --> 00:56:49,240
The family doesn't care.

1277
00:56:49,240 --> 00:56:51,010
I really appreciated the coaching

1278
00:56:51,010 --> 00:56:52,716
that was being provided to say,

1279
00:56:52,716 --> 00:56:55,730
people come from different
lived experiences.

1280
00:56:55,730 --> 00:56:57,680
So we can't assume that

1281
00:56:57,680 --> 00:56:59,730
parents aren't engaged or they don't care,

1282
00:56:59,730 --> 00:57:01,838
because we're expecting
for them to participate

1283
00:57:01,838 --> 00:57:03,877
in a way that makes sense to us,

1284
00:57:03,877 --> 00:57:07,260
that we may not be considering
those cultural nuances.

1285
00:57:07,260 --> 00:57:10,470
We may not even be considering
real lived experiences of,

1286
00:57:10,470 --> 00:57:12,930
if I'm working at night, I
can't come to the conference.

1287
00:57:12,930 --> 00:57:15,620
If I'm working two jobs, I
can't come to the conference.

1288
00:57:15,620 --> 00:57:18,203
If I had a negative experience
with school as a student,

1289
00:57:18,203 --> 00:57:19,993
I'm less likely to engage,

1290
00:57:19,993 --> 00:57:22,397
especially if my child is not doing well.

1291
00:57:22,397 --> 00:57:25,530
You're just kind of
reliving maybe in that mind.

1292
00:57:25,530 --> 00:57:26,650
But they're also

1293
00:57:28,170 --> 00:57:31,817
other reasons why parents may
participate in different ways.

1294
00:57:31,817 --> 00:57:35,150
And so we have to think
about those ways to do that.

1295
00:57:35,150 --> 00:57:36,869
I think it's also important to note that

1296
00:57:36,869 --> 00:57:39,990
even though external factors

1297
00:57:41,167 --> 00:57:46,167
related to structural inequities
also overly simplistic.

1298
00:57:46,580 --> 00:57:47,900
Like the way that people think about,

1299
00:57:47,900 --> 00:57:49,330
like people say poverty is the problem,

1300
00:57:49,330 --> 00:57:51,912
but they don't think about
the economic policies,

1301
00:57:51,912 --> 00:57:54,173
they don't think about
the housing policies,

1302
00:57:54,173 --> 00:57:57,449
they don't think about
legislation that created poverty.

1303
00:57:57,449 --> 00:58:00,400
And so if we could
reframe people's thinking

1304
00:58:00,400 --> 00:58:03,080
even around how they view people

1305
00:58:03,080 --> 00:58:05,449
who may be living in poverty

1306
00:58:05,449 --> 00:58:10,050
to not see as blaming
them for that poverty,

1307
00:58:10,050 --> 00:58:13,150
that changes how we interact
with people as well.

1308
00:58:13,150 --> 00:58:14,590
We're thinking about it.

1309
00:58:14,590 --> 00:58:16,361
And then of course,
there's that whole idea

1310
00:58:16,361 --> 00:58:18,790
when we think about black
males in particular,

1311
00:58:18,790 --> 00:58:22,030
because in many ways,
black male students bodies

1312
00:58:22,030 --> 00:58:24,570
have been criminalized in our society.

1313
00:58:24,570 --> 00:58:27,960
I was a principal of a K-4 building,

1314
00:58:27,960 --> 00:58:30,420
and I remember one of my very strong

1315
00:58:30,420 --> 00:58:32,820
and amazing classroom teachers,

1316
00:58:32,820 --> 00:58:35,957
first grade classroom teachers
coming to me and saying,

1317
00:58:35,957 --> 00:58:37,334
"I'm afraid for my life."

1318
00:58:37,334 --> 00:58:40,700
And my thought was, "He's six years old.

1319
00:58:40,700 --> 00:58:42,210
What are you afraid of?

1320
00:58:42,210 --> 00:58:43,506
Why are you afraid for your life?

1321
00:58:43,506 --> 00:58:45,367
What has happened to make you feel

1322
00:58:45,367 --> 00:58:49,006
like you can't be safe in
this space with this child?"

1323
00:58:49,006 --> 00:58:51,240
It's five and six years old.

1324
00:58:51,240 --> 00:58:53,380
We've seen videos of police officers

1325
00:58:53,380 --> 00:58:55,266
coming into the schools 'cause
schools have called them

1326
00:58:55,266 --> 00:58:59,810
and arresting four and
five-year-old little girls,

1327
00:58:59,810 --> 00:59:00,770
and I'm a mom.

1328
00:59:00,770 --> 00:59:02,710
My kids are all adults
and I'm a grandparent now,

1329
00:59:02,710 --> 00:59:04,872
but just the thought of
something like that happening,

1330
00:59:04,872 --> 00:59:06,370
it just breaks my heart.

1331
00:59:06,370 --> 00:59:08,660
There has to be a better
way to support students.

1332
00:59:08,660 --> 00:59:11,027
And so we have to think about that.

1333
00:59:11,027 --> 00:59:13,040
The work that Skibo does,

1334
00:59:13,040 --> 00:59:14,400
does a really good job of showing that

1335
00:59:14,400 --> 00:59:16,870
when you look at behavior discipline,

1336
00:59:16,870 --> 00:59:20,804
often, African American
students are disciplined more

1337
00:59:20,804 --> 00:59:23,779
for behaviors that are highly subjective

1338
00:59:23,779 --> 00:59:27,100
and less violent.

1339
00:59:27,100 --> 00:59:29,600
And so we have to begin thinking about

1340
00:59:29,600 --> 00:59:34,360
what ways are we over disciplining kids

1341
00:59:34,360 --> 00:59:36,780
based on the beliefs that we have,

1342
00:59:36,780 --> 00:59:38,490
the biases that we carry.

1343
00:59:38,490 --> 00:59:41,200
But that is not the
case, that black students

1344
00:59:41,200 --> 00:59:42,180
and students of color

1345
00:59:42,180 --> 00:59:44,560
are not acting out more
than your counterparts.

1346
00:59:44,560 --> 00:59:46,320
In the pilot work that we engaged in...

1347
00:59:46,320 --> 00:59:48,006
Yes, Meg, it breaks my heart too.

1348
00:59:48,006 --> 00:59:50,870
It says we do have four year olds

1349
00:59:50,870 --> 00:59:52,490
being suspended from preschools

1350
00:59:52,490 --> 00:59:53,730
because of discipline issues.

1351
00:59:53,730 --> 00:59:55,610
And so we wanna keep them in school,

1352
00:59:55,610 --> 00:59:57,227
we wanna to keep them learning.

1353
00:59:57,227 --> 01:00:00,780
And so that doesn't
necessarily address the issue

1354
01:00:00,780 --> 01:00:04,290
when we then began to
remove them from school.

1355
01:00:04,290 --> 01:00:05,170
And you think about a kid

1356
01:00:05,170 --> 01:00:07,660
who has had those
experiences in preschool,

1357
01:00:07,660 --> 01:00:08,990
by the time they get to high school,

1358
01:00:08,990 --> 01:00:10,185
they're so disenfranchised.

1359
01:00:10,185 --> 01:00:12,170
Then we're thinking they're a problem,

1360
01:00:12,170 --> 01:00:14,020
but we're not looking at that history.

1361
01:00:14,020 --> 01:00:18,190
I was on the safety and
transportation committee

1362
01:00:18,190 --> 01:00:20,460
as a district curriculum administrator.

1363
01:00:20,460 --> 01:00:22,640
And these were for kids

1364
01:00:22,640 --> 01:00:24,980
that have been suspended or expelled.

1365
01:00:24,980 --> 01:00:25,813
And they were coming back

1366
01:00:25,813 --> 01:00:27,500
after being out of school for a year.

1367
01:00:27,500 --> 01:00:29,060
And we were having these hearings

1368
01:00:29,060 --> 01:00:32,209
for their reentry or should they reenter.

1369
01:00:32,209 --> 01:00:34,950
And you would look at
their discipline history,

1370
01:00:34,950 --> 01:00:36,520
and it was like a rough sheet.

1371
01:00:36,520 --> 01:00:39,180
You could see kids as
early as kindergarten

1372
01:00:39,180 --> 01:00:40,350
being sent to the office

1373
01:00:40,350 --> 01:00:44,450
for making raspberry sounds
or tapping their pencils.

1374
01:00:44,450 --> 01:00:46,870
And so how do we address
those types of things as well

1375
01:00:46,870 --> 01:00:50,380
to make sure that we
are not setting kids up

1376
01:00:50,380 --> 01:00:53,197
to be unsuccessful in school.

1377
01:00:56,680 --> 01:00:58,570
There are a lot of factors

1378
01:00:58,570 --> 01:01:02,170
that contribute to inequitable
racial discipline outcomes.

1379
01:01:02,170 --> 01:01:04,140
And I even started shifting the language

1380
01:01:04,140 --> 01:01:05,830
in some of the work we did Michigan,

1381
01:01:05,830 --> 01:01:08,990
and I moved from calling
it disproportionality

1382
01:01:08,990 --> 01:01:13,240
to calling it inequitable
racial discipline outcomes

1383
01:01:13,240 --> 01:01:15,810
or something that named the inequity.

1384
01:01:15,810 --> 01:01:18,130
Because when people
see disproportionality,

1385
01:01:18,130 --> 01:01:19,125
just like when we talk about

1386
01:01:19,125 --> 01:01:23,530
hiding behind maybe poverty
or around a small end,

1387
01:01:23,530 --> 01:01:26,210
sometimes people then don't face the fact

1388
01:01:26,210 --> 01:01:27,043
that there are things

1389
01:01:27,043 --> 01:01:28,621
that as adults we can do in systems

1390
01:01:28,621 --> 01:01:32,520
to either contribute to
inequities or to disrupt them.

1391
01:01:32,520 --> 01:01:34,083
So factors that contribute to that,

1392
01:01:34,083 --> 01:01:36,570
that I've talked about and
done work around others,

1393
01:01:36,570 --> 01:01:38,340
and building on the work of others

1394
01:01:38,340 --> 01:01:40,510
is cultural mismatch.

1395
01:01:40,510 --> 01:01:41,930
We think about cultural mismatch.

1396
01:01:41,930 --> 01:01:43,820
We think about those
different ways of knowing,

1397
01:01:43,820 --> 01:01:46,354
problem-solving, believing,
behaving, valuing.

1398
01:01:46,354 --> 01:01:47,526
I heard in the chat

1399
01:01:47,526 --> 01:01:51,340
that maybe participation was
different for different people.

1400
01:01:51,340 --> 01:01:54,100
So how do we understand that
and how do we incorporate that?

1401
01:01:54,100 --> 01:01:55,460
But basically what we've learned

1402
01:01:55,460 --> 01:01:57,280
is that cultural mismatch exist in schools

1403
01:01:57,280 --> 01:01:58,730
because dominant culture

1404
01:01:58,730 --> 01:02:01,158
typically is influencing
the functions of schooling,

1405
01:02:01,158 --> 01:02:03,032
and often the voices

1406
01:02:03,032 --> 01:02:05,430
of those who've been
historically marginalized

1407
01:02:05,430 --> 01:02:06,650
are not at the table.

1408
01:02:06,650 --> 01:02:08,530
So when I look at your pillars

1409
01:02:08,530 --> 01:02:09,883
around the work that you are engaging in,

1410
01:02:09,883 --> 01:02:14,800
I saw multiple times, including
input and family voice

1411
01:02:14,800 --> 01:02:18,372
and those perspectives from
diverse lived experiences

1412
01:02:18,372 --> 01:02:19,657
as a part of that work.

1413
01:02:19,657 --> 01:02:23,020
And so we wanna make sure
that we're engaging in that.

1414
01:02:23,020 --> 01:02:23,853
And what happens

1415
01:02:23,853 --> 01:02:25,482
is adults aren't realizing,

1416
01:02:25,482 --> 01:02:28,033
that culturally and
linguistically diverse students

1417
01:02:28,033 --> 01:02:31,800
actually occupy and navigate
different cultural spaces.

1418
01:02:31,800 --> 01:02:33,790
And sometimes they're constantly changing

1419
01:02:33,790 --> 01:02:36,260
even when students are navigating
within the school system.

1420
01:02:36,260 --> 01:02:39,533
And so the way that a
person behaves in one space

1421
01:02:39,533 --> 01:02:41,821
may be perfectly functional in that space,

1422
01:02:41,821 --> 01:02:44,470
but then it may not
necessarily be functional

1423
01:02:44,470 --> 01:02:45,450
in the space in school.

1424
01:02:45,450 --> 01:02:46,856
And so the school has to do the job

1425
01:02:46,856 --> 01:02:51,700
of figuring out why isn't
it functional in school?

1426
01:02:51,700 --> 01:02:54,460
Is it something we need to
change our systems to support?

1427
01:02:54,460 --> 01:02:56,223
Or is it something that we teach?

1428
01:02:58,680 --> 01:03:00,760
Having certain behaviors
and certain spaces.

1429
01:03:00,760 --> 01:03:04,010
I can yell all day at a football
game when something happens

1430
01:03:04,010 --> 01:03:05,240
but maybe I'm not gonna yell

1431
01:03:05,240 --> 01:03:06,900
the same way at a football game

1432
01:03:06,900 --> 01:03:09,740
when I'm actually in a
space that's more intimate

1433
01:03:09,740 --> 01:03:12,829
and where we're engaging a
different type of experience.

1434
01:03:12,829 --> 01:03:15,450
And so does this culture needs change?

1435
01:03:15,450 --> 01:03:16,430
The practice need to change,

1436
01:03:16,430 --> 01:03:18,640
or we need to do some
teaching around that?

1437
01:03:18,640 --> 01:03:20,200
So those are things to think about.

1438
01:03:20,200 --> 01:03:21,940
I see in a chat where Tracy shared,

1439
01:03:21,940 --> 01:03:23,220
I literally was in a classroom

1440
01:03:23,220 --> 01:03:25,426
in which two students
were diagnosed with ADHD,

1441
01:03:25,426 --> 01:03:27,080
one white, one black,

1442
01:03:27,080 --> 01:03:29,010
the white one had a yoga ball to sit on

1443
01:03:29,010 --> 01:03:30,050
and was allowed to bounce,

1444
01:03:30,050 --> 01:03:31,664
and the black one had no accommodations

1445
01:03:31,664 --> 01:03:33,517
and got continual reminders

1446
01:03:33,517 --> 01:03:35,890
and prompts to sit still.

1447
01:03:35,890 --> 01:03:37,093
And I appreciate you sharing that,

1448
01:03:37,093 --> 01:03:39,310
because the building that
I was a principal in,

1449
01:03:39,310 --> 01:03:43,913
we had emotional
impairment in our district

1450
01:03:45,180 --> 01:03:47,596
all from our county, from our region,

1451
01:03:47,596 --> 01:03:51,580
all students who had
an emotional impairment

1452
01:03:52,870 --> 01:03:54,700
came to our district.

1453
01:03:54,700 --> 01:03:55,533
And in my building,

1454
01:03:55,533 --> 01:03:59,037
I had all the students that
weren't raised K through four.

1455
01:03:59,037 --> 01:04:00,610
And when I started as a principal,

1456
01:04:00,610 --> 01:04:03,200
we had a room that was called the ER room,

1457
01:04:03,200 --> 01:04:04,640
that was dismantled over time

1458
01:04:04,640 --> 01:04:07,540
for the implementation of MTSS and PBIS,

1459
01:04:07,540 --> 01:04:09,658
where kids were integrated
into the classrooms.

1460
01:04:09,658 --> 01:04:12,600
And that room became a
place to complete work,

1461
01:04:12,600 --> 01:04:13,940
a place to deescalate.

1462
01:04:13,940 --> 01:04:16,670
It changed the culture
of the school over time.

1463
01:04:16,670 --> 01:04:19,180
But I remember a parent

1464
01:04:19,180 --> 01:04:21,467
wanting to have a bouncy
chair for one student.

1465
01:04:21,467 --> 01:04:23,568
And my response was, "That's fine,

1466
01:04:23,568 --> 01:04:25,957
but we're then gonna
make sure every student

1467
01:04:25,957 --> 01:04:29,630
who requires a bouncy
chair gets a bouncy chair."

1468
01:04:29,630 --> 01:04:32,170
So we had to purchase multiple chairs

1469
01:04:32,170 --> 01:04:34,490
so that all students

1470
01:04:34,490 --> 01:04:37,180
who would require those
chairs had access to them.

1471
01:04:37,180 --> 01:04:39,022
And we also made it very clear to staff,

1472
01:04:39,022 --> 01:04:40,763
that those chairs would move every year.

1473
01:04:40,763 --> 01:04:42,180
That is not your chair.

1474
01:04:42,180 --> 01:04:43,013
If your classroom

1475
01:04:43,013 --> 01:04:45,000
doesn't have students
in the following year

1476
01:04:45,000 --> 01:04:47,190
that requires that type of support,

1477
01:04:47,190 --> 01:04:49,337
that chair is going to
go where it needs to go.

1478
01:04:49,337 --> 01:04:51,820
And so that type of work
becomes important as well.

1479
01:04:51,820 --> 01:04:53,470
So I appreciate you sharing that.

1480
01:04:54,360 --> 01:04:55,940
Another contribution to-

1481
01:04:55,940 --> 01:04:57,910
Yes, yes, thank you.

1482
01:04:57,910 --> 01:05:00,290
- The Mentimeter is still up and not the-

1483
01:05:00,290 --> 01:05:01,400
- Oh goodness.

1484
01:05:01,400 --> 01:05:04,033
Okay, I am not gonna get this today.

1485
01:05:05,170 --> 01:05:06,920
- We're very patient here in Vermont.

1486
01:05:06,920 --> 01:05:08,910
- I appreciate your patience.

1487
01:05:08,910 --> 01:05:10,290
I'm needing a tier two

1488
01:05:10,290 --> 01:05:11,590
and eventually a tier three intervention

1489
01:05:11,590 --> 01:05:14,330
would just let using PowerPoint today.

1490
01:05:14,330 --> 01:05:15,839
So thank you so much for that.

1491
01:05:15,839 --> 01:05:17,960
So some of the factors

1492
01:05:17,960 --> 01:05:22,960
that are contributing to these outcomes

1493
01:05:23,210 --> 01:05:24,043
would be cultural mismatch.

1494
01:05:24,043 --> 01:05:25,850
Another one is deficit thinking,

1495
01:05:25,850 --> 01:05:28,979
how we think about who our students are

1496
01:05:28,979 --> 01:05:32,102
and how they come to us impact
how we interact with them,

1497
01:05:32,102 --> 01:05:34,340
impacts what we see.

1498
01:05:34,340 --> 01:05:35,811
In a study I did,

1499
01:05:35,811 --> 01:05:38,830
I remember one of the students saying

1500
01:05:38,830 --> 01:05:40,910
he felt like the teacher was,

1501
01:05:40,910 --> 01:05:42,050
before he got into fourth grade...

1502
01:05:42,050 --> 01:05:43,334
So I asked,

1503
01:05:43,334 --> 01:05:45,807
"What did you like best
about being in fourth grade?"

1504
01:05:45,807 --> 01:05:47,020
And this is a student

1505
01:05:47,020 --> 01:05:48,840
who had been an African American student,

1506
01:05:48,840 --> 01:05:53,840
had been at tier three since kindergarten,

1507
01:05:53,840 --> 01:05:56,302
receiving tier three
support since kindergarten.

1508
01:05:56,302 --> 01:05:59,820
And so finally the study
that I was looking at

1509
01:05:59,820 --> 01:06:01,340
was looking at third and
fourth grade students

1510
01:06:01,340 --> 01:06:04,440
who were accessing tier three supports,

1511
01:06:04,440 --> 01:06:07,283
African American and Latino or Latinx.

1512
01:06:08,300 --> 01:06:11,717
And so one of the questions
to the students was,

1513
01:06:11,717 --> 01:06:13,770
"What do you appreciate

1514
01:06:13,770 --> 01:06:16,180
about being in fourth grade this year?"

1515
01:06:16,180 --> 01:06:17,844
And the student's
response was, "My teacher,

1516
01:06:17,844 --> 01:06:22,844
'cause I feel like before
I came to fourth grade,

1517
01:06:23,440 --> 01:06:26,640
everybody was watching me to
catch me do something wrong."

1518
01:06:26,640 --> 01:06:28,279
So how people perceive that child

1519
01:06:28,279 --> 01:06:31,860
determined how they watched
him and what they watched for.

1520
01:06:31,860 --> 01:06:32,693
And he felt like

1521
01:06:32,693 --> 01:06:35,100
the first time in his
experience was in fourth grade

1522
01:06:35,100 --> 01:06:37,807
when the teacher said to him that,

1523
01:06:37,807 --> 01:06:39,400
"I'm watching out for you.

1524
01:06:39,400 --> 01:06:42,380
I'm not watching you to see if
you're doing something wrong,

1525
01:06:42,380 --> 01:06:44,280
I'm watching out for your wellbeing."

1526
01:06:44,280 --> 01:06:45,890
And when I interviewed the teacher,

1527
01:06:45,890 --> 01:06:48,000
not knowing what the student has said,

1528
01:06:48,000 --> 01:06:49,987
the teacher said that the student say,

1529
01:06:49,987 --> 01:06:51,710
"Why are you always watching me?

1530
01:06:51,710 --> 01:06:53,040
I feel like you're always looking at me.

1531
01:06:53,040 --> 01:06:54,220
You never look at anyone else."

1532
01:06:54,220 --> 01:06:55,526
And the teacher said to him,

1533
01:06:55,526 --> 01:06:59,190
"That's because I'm watching
out for your wellbeing.

1534
01:06:59,190 --> 01:07:00,023
I'm looking out for you,

1535
01:07:00,023 --> 01:07:02,650
I'm not watching you to catch
you doing something wrong.

1536
01:07:02,650 --> 01:07:05,360
I'm watching out for you to
make sure you are successful,

1537
01:07:05,360 --> 01:07:07,830
and to make sure you have what
you need to be successful."

1538
01:07:07,830 --> 01:07:08,830
And that changed that.

1539
01:07:08,830 --> 01:07:10,470
So that teacher wasn't
looking at that student

1540
01:07:10,470 --> 01:07:12,890
in the same way that others
had looked at that student.

1541
01:07:12,890 --> 01:07:14,890
And so that changed the
way that student was.

1542
01:07:14,890 --> 01:07:17,062
And when we think about deficit thinking,

1543
01:07:17,062 --> 01:07:18,463
really it's when we have this idea

1544
01:07:18,463 --> 01:07:20,509
that something is inherently wrong

1545
01:07:20,509 --> 01:07:23,580
with students based on their identities.

1546
01:07:23,580 --> 01:07:24,648
And because of that,

1547
01:07:24,648 --> 01:07:28,720
we interact and relate to
them in different ways.

1548
01:07:28,720 --> 01:07:31,970
And so we have to really not
only look at implicit bias,

1549
01:07:31,970 --> 01:07:34,160
we also have to begin to think about,

1550
01:07:34,160 --> 01:07:37,080
in what ways have I bought
into deficit ideology?

1551
01:07:37,080 --> 01:07:38,530
And how is that impacting

1552
01:07:38,530 --> 01:07:40,610
how I see people who
are different from me,

1553
01:07:40,610 --> 01:07:41,940
who look different from me?

1554
01:07:41,940 --> 01:07:43,300
How am I interacting with them?

1555
01:07:43,300 --> 01:07:45,605
How I'm responding with them.

1556
01:07:45,605 --> 01:07:47,680
And so we have to think about that,

1557
01:07:47,680 --> 01:07:49,360
because that could have played a role

1558
01:07:49,360 --> 01:07:50,550
in the decision to provide

1559
01:07:50,550 --> 01:07:51,829
one student with a bouncy chair

1560
01:07:51,829 --> 01:07:56,829
and a different student not
with the supports at all.

1561
01:07:56,910 --> 01:07:58,250
And then penalizing that student

1562
01:07:58,250 --> 01:08:00,177
for not having the
supports that he needed.

1563
01:08:00,177 --> 01:08:03,400
And I can see here, some of
the things that are chat,

1564
01:08:03,400 --> 01:08:06,760
and I'll pause and see
if we wanted to talk

1565
01:08:06,760 --> 01:08:09,183
to any of those things
that we're seeing in chat.

1566
01:08:14,580 --> 01:08:15,802
- It's a profound comment,

1567
01:08:15,802 --> 01:08:19,720
how we see children is
how they see themselves.

1568
01:08:19,720 --> 01:08:21,570
And that was supported.

1569
01:08:21,570 --> 01:08:26,290
And I think Meg was
supporting PBIS practices

1570
01:08:26,290 --> 01:08:27,820
of giving positive feedback

1571
01:08:27,820 --> 01:08:30,300
every single time is so important.

1572
01:08:30,300 --> 01:08:31,990
- Absolutely, absolutely.

1573
01:08:31,990 --> 01:08:33,150
There's so many powerful ways

1574
01:08:33,150 --> 01:08:34,470
that we can leverage PBIS

1575
01:08:34,470 --> 01:08:37,190
to actually build positive identities

1576
01:08:37,190 --> 01:08:39,930
and positive racial
identities of students.

1577
01:08:39,930 --> 01:08:42,216
I remember one student
coming down the hallway,

1578
01:08:42,216 --> 01:08:43,970
when he came down the hallway,

1579
01:08:43,970 --> 01:08:46,010
you just could see
everybody get out of the way

1580
01:08:46,010 --> 01:08:47,360
when he's coming down the hallway,

1581
01:08:47,360 --> 01:08:49,050
is in third grade when I met him.

1582
01:08:49,050 --> 01:08:51,243
And I remember him coming down,

1583
01:08:51,243 --> 01:08:52,920
I think he was just so upset

1584
01:08:52,920 --> 01:08:54,894
because he'd become the scapegoat,

1585
01:08:54,894 --> 01:08:57,209
for anything that went
wrong, he was a scapegoat,

1586
01:08:57,209 --> 01:08:59,090
because he had been labeled.

1587
01:08:59,090 --> 01:09:00,057
And I remember him coming in

1588
01:09:00,057 --> 01:09:01,300
and I just simply said,

1589
01:09:01,300 --> 01:09:02,440
'cause that was during the time

1590
01:09:02,440 --> 01:09:05,460
when Barack Obama was president.

1591
01:09:05,460 --> 01:09:06,910
And I remember saying to him,

1592
01:09:08,347 --> 01:09:09,860
"You're calling me Mrs. Riddle,"

1593
01:09:09,860 --> 01:09:11,048
'cause that was my name at the time,

1594
01:09:11,048 --> 01:09:12,497
"You're calling me Mrs. Riddle,

1595
01:09:12,497 --> 01:09:15,147
but one day I may have to
call you Mr. President."

1596
01:09:16,170 --> 01:09:17,380
And he never had anyone

1597
01:09:17,380 --> 01:09:19,990
even refer to him as
potential of being a leader,

1598
01:09:19,990 --> 01:09:21,730
and a positive leader.

1599
01:09:21,730 --> 01:09:24,957
And so then from that, every
time I saw him, I said,

1600
01:09:24,957 --> 01:09:27,960
"Is it okay if I greet you
as future Mr. President?"

1601
01:09:27,960 --> 01:09:30,227
So you could just see
his whole demeanor change

1602
01:09:30,227 --> 01:09:31,960
and his wall come down,

1603
01:09:31,960 --> 01:09:34,320
because there was something being done

1604
01:09:34,320 --> 01:09:38,170
to reinforce positive thinking about him

1605
01:09:38,170 --> 01:09:40,750
as African American male.

1606
01:09:40,750 --> 01:09:42,210
And so over time,

1607
01:09:42,210 --> 01:09:44,640
we were able to dismantle some
of the thinking around that,

1608
01:09:44,640 --> 01:09:46,700
and that becomes really important.

1609
01:09:46,700 --> 01:09:48,130
And I'll talk about some strategies

1610
01:09:48,130 --> 01:09:52,410
that we leveraged through
PBIS during that same study,

1611
01:09:52,410 --> 01:09:55,510
as strategies that fits
with this whole idea

1612
01:09:55,510 --> 01:09:57,420
of leveraging the ratio

1613
01:09:57,420 --> 01:10:00,033
of the positive feedback
that students get.

1614
01:10:01,110 --> 01:10:02,570
Implicit bias is another one

1615
01:10:02,570 --> 01:10:04,580
that contributes to an equitable outcomes.

1616
01:10:04,580 --> 01:10:06,200
Before we talk about implicit bias,

1617
01:10:06,200 --> 01:10:07,971
so I just wanna quickly talk through

1618
01:10:07,971 --> 01:10:12,270
some of the ways that
deficit ideology shows up.

1619
01:10:12,270 --> 01:10:14,535
When we think about
difference in a negative way,

1620
01:10:14,535 --> 01:10:18,200
it could sound like
something as simple as,

1621
01:10:18,200 --> 01:10:19,760
it's our students living in poverty

1622
01:10:19,760 --> 01:10:21,100
that's causing the issue.

1623
01:10:21,100 --> 01:10:23,160
If we could only change their home lives,

1624
01:10:23,160 --> 01:10:24,810
their parents don't care.

1625
01:10:24,810 --> 01:10:25,920
They don't care.

1626
01:10:25,920 --> 01:10:28,083
If they could only get with the program.

1627
01:10:29,200 --> 01:10:31,587
Sometimes it's a play on words.

1628
01:10:31,587 --> 01:10:32,820
Really what they're saying,

1629
01:10:32,820 --> 01:10:34,820
if they could act like us and be like us.

1630
01:10:34,820 --> 01:10:36,660
And so are we asking students

1631
01:10:36,660 --> 01:10:38,100
to check their identities at the door?

1632
01:10:38,100 --> 01:10:38,933
Are we asking them

1633
01:10:38,933 --> 01:10:41,970
to give up their cultural
ways of knowing and being

1634
01:10:41,970 --> 01:10:42,969
in order to get with the program

1635
01:10:42,969 --> 01:10:47,550
or to act the way that
we think is appropriate?

1636
01:10:47,550 --> 01:10:48,923
We know we have to put standards in place,

1637
01:10:48,923 --> 01:10:51,760
we know we have to make sure
that their expectations,

1638
01:10:51,760 --> 01:10:52,757
but who's deciding that

1639
01:10:52,757 --> 01:10:55,210
and who's not at the
table when that happens?

1640
01:10:55,210 --> 01:10:57,270
And so when we think about people saying,

1641
01:10:57,270 --> 01:10:58,890
we need to make sure
they have social skills.

1642
01:10:58,890 --> 01:11:00,189
And sometimes when people say that,

1643
01:11:00,189 --> 01:11:03,390
is it really about them
having social skills,

1644
01:11:03,390 --> 01:11:06,030
or is it about us
wanting someone to behave

1645
01:11:06,030 --> 01:11:07,420
the way we think that they should behave,

1646
01:11:07,420 --> 01:11:08,980
because that dominant way of behaving

1647
01:11:08,980 --> 01:11:11,180
has become the accepted way?

1648
01:11:11,180 --> 01:11:12,177
And if we're doing that,

1649
01:11:12,177 --> 01:11:13,400
are we engaging

1650
01:11:13,400 --> 01:11:16,252
in a type of racial and
cultural assimilation,

1651
01:11:16,252 --> 01:11:18,150
'cause that's harmful.

1652
01:11:18,150 --> 01:11:18,983
So we have to think about that.

1653
01:11:18,983 --> 01:11:22,790
We have to think about why
people are thinking like that.

1654
01:11:22,790 --> 01:11:23,680
And so these things

1655
01:11:23,680 --> 01:11:26,407
really contribute to negative
cultures within schools.

1656
01:11:26,407 --> 01:11:28,850
For implicit bias, implicit bias,

1657
01:11:28,850 --> 01:11:30,000
and I know that a lot of training

1658
01:11:30,000 --> 01:11:31,136
has taken place around this,

1659
01:11:31,136 --> 01:11:33,190
and we're gonna unpack
that on a little while.

1660
01:11:33,190 --> 01:11:34,023
But those of course

1661
01:11:34,023 --> 01:11:35,545
are those attitudes and those stereotypes.

1662
01:11:35,545 --> 01:11:37,954
They affect how we see

1663
01:11:37,954 --> 01:11:40,620
and respond to people, our
understandings of people,

1664
01:11:40,620 --> 01:11:42,440
they affect our decisions that we make,

1665
01:11:42,440 --> 01:11:44,230
often in a very unconscious way,

1666
01:11:44,230 --> 01:11:45,384
we're not aware of it.

1667
01:11:45,384 --> 01:11:48,850
But those biases can either be favorable,

1668
01:11:48,850 --> 01:11:49,949
they can be unfavorable.

1669
01:11:49,949 --> 01:11:53,210
And so we wanna be thoughtful about that.

1670
01:11:53,210 --> 01:11:54,640
People who haven't had time

1671
01:11:54,640 --> 01:11:56,750
to really unpack implicit racial bias,

1672
01:11:56,750 --> 01:11:58,710
that fragility can be there.

1673
01:11:58,710 --> 01:12:00,110
So one of the things that we've done,

1674
01:12:00,110 --> 01:12:04,500
we've involved engaged in
implicit bias training,

1675
01:12:04,500 --> 01:12:05,960
is we name it first of all.

1676
01:12:05,960 --> 01:12:08,030
If we're doing work around
implicit racial bias,

1677
01:12:08,030 --> 01:12:10,280
we don't just say racial,
I mean implicit bias,

1678
01:12:10,280 --> 01:12:12,870
'cause that automatically
can give a person out.

1679
01:12:12,870 --> 01:12:14,030
If the data is showing

1680
01:12:14,030 --> 01:12:17,400
that there is bias related
to race, then we name that.

1681
01:12:17,400 --> 01:12:21,160
But we also operationalize
implicit in the training.

1682
01:12:21,160 --> 01:12:23,531
So what we do right away is we ask people

1683
01:12:23,531 --> 01:12:28,040
to define implicit, what
is meant by implicit.

1684
01:12:28,040 --> 01:12:32,350
And as staff members begin
to talk about what that is...

1685
01:12:34,690 --> 01:12:36,040
Sometimes I'm looking at the chat

1686
01:12:36,040 --> 01:12:37,290
and it makes me smile,

1687
01:12:37,290 --> 01:12:39,100
some of the comments
that are being shared.

1688
01:12:39,100 --> 01:12:43,130
So that's what what you're
seeing as I'm talking.

1689
01:12:43,130 --> 01:12:44,910
But when we do that,

1690
01:12:44,910 --> 01:12:46,460
especially going into a space

1691
01:12:46,460 --> 01:12:49,164
where I'm not a part of that
everyday lived experience

1692
01:12:49,164 --> 01:12:51,270
and maybe viewed as an outsider,

1693
01:12:51,270 --> 01:12:53,687
when people realize
that we unpack implicit,

1694
01:12:53,687 --> 01:12:56,106
and it means that we're not
aware, it's unconscious,

1695
01:12:56,106 --> 01:12:59,310
then we can move past the
blame and the finger-pointing.

1696
01:12:59,310 --> 01:13:00,440
And this is not about blame,

1697
01:13:00,440 --> 01:13:01,930
this is not about finger-pointing,

1698
01:13:01,930 --> 01:13:04,368
but it really is about
making ourselves aware

1699
01:13:04,368 --> 01:13:06,110
that we're often unaware

1700
01:13:06,110 --> 01:13:07,940
that we're doing things that are harmful.

1701
01:13:07,940 --> 01:13:09,790
So if we can increase that awareness,

1702
01:13:09,790 --> 01:13:12,420
we can be more intentional around that.

1703
01:13:12,420 --> 01:13:14,620
And then the National TA Center

1704
01:13:14,620 --> 01:13:18,730
has done a lot of good work
around developing a framework

1705
01:13:18,730 --> 01:13:21,144
with identifying
vulnerable decision points,

1706
01:13:21,144 --> 01:13:23,180
because as you can identify

1707
01:13:23,180 --> 01:13:28,180
those moments when you're
more likely to add bias

1708
01:13:29,150 --> 01:13:32,270
because of being very low in energy

1709
01:13:32,270 --> 01:13:35,610
and not responding the way you would

1710
01:13:35,610 --> 01:13:36,692
because you may be hungry or tired

1711
01:13:36,692 --> 01:13:39,320
or maybe your temperature
wasn't right in your room,

1712
01:13:39,320 --> 01:13:42,610
maybe you had a conversation
that didn't sit well with you,

1713
01:13:42,610 --> 01:13:44,440
that then when you are in
that space with students,

1714
01:13:44,440 --> 01:13:46,537
you're more likely to act off that bias.

1715
01:13:46,537 --> 01:13:48,480
And so how do we acknowledge

1716
01:13:48,480 --> 01:13:50,107
when we're having vulnerable moments

1717
01:13:50,107 --> 01:13:53,270
due to resource depletion
and other reasons

1718
01:13:53,270 --> 01:13:56,630
that we can then mitigate
that with some strategies.

1719
01:13:56,630 --> 01:13:57,830
And so some of the strategies

1720
01:13:57,830 --> 01:13:59,540
that the TA Center has come up with

1721
01:13:59,540 --> 01:14:02,200
have been strategies around
neutralizing routines.

1722
01:14:02,200 --> 01:14:04,610
And so these are all things
that contribute to bias.

1723
01:14:04,610 --> 01:14:07,060
I'm gonna unpack this a
little bit more as we go,

1724
01:14:07,060 --> 01:14:10,060
because talking about
implicit bias is not enough,

1725
01:14:10,060 --> 01:14:11,093
that's just one part.

1726
01:14:11,093 --> 01:14:13,250
And often that's where the train stops,

1727
01:14:13,250 --> 01:14:15,153
and that's where some
of the issues come up.

1728
01:14:15,153 --> 01:14:17,850
Another thing that contributes
to racial discipline outcomes

1729
01:14:17,850 --> 01:14:20,070
is that heavy gaze on outcome data,

1730
01:14:20,070 --> 01:14:21,850
focusing so heavily on the outputs.

1731
01:14:21,850 --> 01:14:23,903
You all had this really
powerful statements

1732
01:14:23,903 --> 01:14:25,440
in your bodies of work

1733
01:14:25,440 --> 01:14:27,660
around how you wanna focus on input.

1734
01:14:27,660 --> 01:14:30,270
I think it was your plan
that I was reading through,

1735
01:14:30,270 --> 01:14:33,888
that you wanna focus on educational inputs

1736
01:14:33,888 --> 01:14:35,470
so that you can understand

1737
01:14:35,470 --> 01:14:38,210
why students are either succeeding or not,

1738
01:14:38,210 --> 01:14:40,710
and not necessarily focus
only on that outcome.

1739
01:14:40,710 --> 01:14:42,840
When people focus heavily on outcome data,

1740
01:14:42,840 --> 01:14:44,100
they're missing the opportunity

1741
01:14:44,100 --> 01:14:46,444
to look at the conditions in
which teachers are teaching

1742
01:14:46,444 --> 01:14:48,007
and students are learning,

1743
01:14:48,007 --> 01:14:50,280
and to maybe make better meaning of data

1744
01:14:50,280 --> 01:14:52,284
that can help us improve
those environments

1745
01:14:52,284 --> 01:14:54,590
that we're actually asking students

1746
01:14:54,590 --> 01:14:57,860
to actually navigate and behave in.

1747
01:14:57,860 --> 01:15:00,100
And when that happens,
what we tend to do then

1748
01:15:00,100 --> 01:15:01,620
if we're just looking at that outcome data

1749
01:15:01,620 --> 01:15:04,670
is that then we're
focusing on fixing students

1750
01:15:04,670 --> 01:15:07,380
and other practices that can be harmful.

1751
01:15:07,380 --> 01:15:08,800
So these are some of the areas,

1752
01:15:08,800 --> 01:15:11,380
like if we had a full day,
if we had several days,

1753
01:15:11,380 --> 01:15:14,800
I will unpack each one
of these more in detail.

1754
01:15:14,800 --> 01:15:16,340
But I wanted to highlight these

1755
01:15:16,340 --> 01:15:18,650
as some of the issues that contribute

1756
01:15:18,650 --> 01:15:21,523
to some of the discipline
outcomes that we see.

1757
01:15:23,440 --> 01:15:25,610
These are also linked to our history.

1758
01:15:25,610 --> 01:15:26,840
And I think this is another piece

1759
01:15:26,840 --> 01:15:29,160
that teachers and leaders
need to understand,

1760
01:15:29,160 --> 01:15:31,594
is that we have a social
historical context.

1761
01:15:31,594 --> 01:15:36,594
And these definitions are in
your handout that you have,

1762
01:15:36,670 --> 01:15:37,926
if you wanna leverage them.

1763
01:15:37,926 --> 01:15:41,250
But what we don't realize when
we think about implicit bias,

1764
01:15:41,250 --> 01:15:42,830
we think about power and privilege,

1765
01:15:42,830 --> 01:15:44,930
is that there are these influences

1766
01:15:44,930 --> 01:15:48,170
that have conditioned
us over time from birth.

1767
01:15:48,170 --> 01:15:50,020
And at that most broadest level,

1768
01:15:50,020 --> 01:15:51,660
there are civilizational racism

1769
01:15:51,660 --> 01:15:54,270
that impacts implicit racial bias.

1770
01:15:54,270 --> 01:15:56,109
And when we think about
civilizational racism,

1771
01:15:56,109 --> 01:15:57,720
that is the level.

1772
01:15:57,720 --> 01:16:00,020
And I wonder if you could
leverage your definitions,

1773
01:16:00,020 --> 01:16:01,720
'cause I am talking a lot,

1774
01:16:01,720 --> 01:16:04,900
and it would be nice to
lift the voices of others.

1775
01:16:04,900 --> 01:16:06,107
Is there anyone who's willing

1776
01:16:06,107 --> 01:16:11,107
to read the definition for
civilizational racism out loud?

1777
01:16:22,070 --> 01:16:23,246
- I can do it.

1778
01:16:23,246 --> 01:16:24,246
- Thank you.

1779
01:16:25,670 --> 01:16:26,670
- I have two screens going.

1780
01:16:26,670 --> 01:16:28,870
So if you see me look
over here, that's why.

1781
01:16:30,060 --> 01:16:32,763
We're talking about civilizational racism.

1782
01:16:33,605 --> 01:16:35,770
This level is the level

1783
01:16:35,770 --> 01:16:38,270
of broad civilizational assumptions

1784
01:16:38,270 --> 01:16:41,490
that though they construct
the nature of our world

1785
01:16:41,490 --> 01:16:44,891
and our experience of it
are not typically conscious

1786
01:16:44,891 --> 01:16:47,850
to most members of a civilization.

1787
01:16:47,850 --> 01:16:49,060
- Thank you so much for that.

1788
01:16:49,060 --> 01:16:50,290
How about societal?

1789
01:16:50,290 --> 01:16:51,523
Someone share that one.

1790
01:16:56,430 --> 01:16:58,372
- I can do it, it's Kim.

1791
01:16:58,372 --> 01:16:59,210
- [Ruthie] Thank you, Kim.

1792
01:16:59,210 --> 01:17:00,770
- Just finding it.

1793
01:17:00,770 --> 01:17:02,500
Societal racism, this level

1794
01:17:02,500 --> 01:17:04,720
is similar to institutional racism,

1795
01:17:04,720 --> 01:17:07,650
but exists on a broader society widescale.

1796
01:17:07,650 --> 01:17:10,060
Societal racism exists

1797
01:17:10,060 --> 01:17:12,720
when prevailing societal
or cultural assumptions,

1798
01:17:12,720 --> 01:17:15,855
norms, concepts, habits,
expectations, et cetera,

1799
01:17:15,855 --> 01:17:19,750
favor one race over one
or more other races.

1800
01:17:19,750 --> 01:17:22,990
The privileging of one view over others,

1801
01:17:22,990 --> 01:17:27,320
that results in social practices
that have negative effects.

1802
01:17:27,320 --> 01:17:28,760
- Thank you so much, Kim.

1803
01:17:28,760 --> 01:17:30,223
How about institutional?

1804
01:17:42,550 --> 01:17:43,700
- [Sherry] I can do it.

1805
01:17:45,173 --> 01:17:46,300
This is Sherry.

1806
01:17:46,300 --> 01:17:47,303
- Thank you, Sherry.

1807
01:17:48,720 --> 01:17:50,410
- This level of racism exists

1808
01:17:50,410 --> 01:17:52,470
when institutions or organizations

1809
01:17:52,470 --> 01:17:54,700
have standard operating procedures

1810
01:17:54,700 --> 01:17:56,380
intended or unintended,

1811
01:17:56,380 --> 01:17:58,807
that hurt members of one or more races

1812
01:17:58,807 --> 01:18:03,210
in relation to members
of the dominant race.

1813
01:18:03,210 --> 01:18:05,150
It also exists when institutional

1814
01:18:05,150 --> 01:18:07,930
or organizational culturals, rules,

1815
01:18:07,930 --> 01:18:12,240
habits or symbols of
the same biasing effect.

1816
01:18:12,240 --> 01:18:14,400
- Thank you so much for
sharing that, Sherry.

1817
01:18:14,400 --> 01:18:16,036
And so some of the work that we have done,

1818
01:18:16,036 --> 01:18:17,603
because media is the next one

1819
01:18:17,603 --> 01:18:20,470
that also tends to play
each one of these out.

1820
01:18:20,470 --> 01:18:22,260
I mean, there's the famous dub commercial

1821
01:18:22,260 --> 01:18:25,120
where you have a brown woman
with a brown t-shirt on

1822
01:18:25,120 --> 01:18:26,260
and she takes her shirt off

1823
01:18:26,260 --> 01:18:28,451
until she's a white
woman with a white shirt.

1824
01:18:28,451 --> 01:18:31,970
What is the messaging that's
conveyed in our subconscious

1825
01:18:31,970 --> 01:18:36,247
when we watch that commercial
without thinking about it?

1826
01:18:36,247 --> 01:18:38,131
And how has that conditioning us to think

1827
01:18:38,131 --> 01:18:39,255
if we're not aware

1828
01:18:39,255 --> 01:18:44,255
that even if it was an innocent,
it wasn't meant to do harm,

1829
01:18:44,490 --> 01:18:45,514
there's still harm done,

1830
01:18:45,514 --> 01:18:47,555
because you're looking at

1831
01:18:47,555 --> 01:18:51,289
some of the messaging
from that white is purity,

1832
01:18:51,289 --> 01:18:53,137
the need to go from being

1833
01:18:53,137 --> 01:18:56,040
the person that had the brown skin

1834
01:18:56,040 --> 01:18:58,490
to being white in order
to be clean or to be pure.

1835
01:18:58,490 --> 01:19:00,827
And so what ways do these things play out

1836
01:19:00,827 --> 01:19:03,305
that we see happening in society?

1837
01:19:03,305 --> 01:19:05,970
There was a commercial where
they were doing Oscar Mayer,

1838
01:19:05,970 --> 01:19:07,610
and you had a black male,

1839
01:19:07,610 --> 01:19:10,920
and he was just pushing
the sandwich in his face.

1840
01:19:10,920 --> 01:19:15,004
And then you had the next
person who was a white person.

1841
01:19:15,004 --> 01:19:16,310
And they were just eating the sandwich

1842
01:19:16,310 --> 01:19:18,839
the way that most of us
probably would eat a sandwich.

1843
01:19:18,839 --> 01:19:19,770
And so it's like,

1844
01:19:19,770 --> 01:19:21,820
what's the messaging that's conveyed

1845
01:19:21,820 --> 01:19:25,567
when media plays out different
types ideas and values

1846
01:19:29,660 --> 01:19:31,670
and ways that people kind of behave.

1847
01:19:31,670 --> 01:19:33,230
And so these become really important.

1848
01:19:33,230 --> 01:19:36,463
So we do a lot of training
around some of the,

1849
01:19:36,463 --> 01:19:37,730
like you read the articles.

1850
01:19:37,730 --> 01:19:38,570
So we do a lot of learning

1851
01:19:38,570 --> 01:19:41,728
around some of those practices
that were in the article.

1852
01:19:41,728 --> 01:19:44,180
A lot of learning around redlining,

1853
01:19:44,180 --> 01:19:46,596
and how redlining created
ghettos and suburbs,

1854
01:19:46,596 --> 01:19:50,150
and who was allowed to
live in those spaces

1855
01:19:50,150 --> 01:19:53,213
and who was excluded from being
able to live in those spaces

1856
01:19:53,213 --> 01:19:56,680
and how that impacts
how people view people

1857
01:19:56,680 --> 01:19:58,770
and how property values were tied to race.

1858
01:19:58,770 --> 01:20:01,180
So even if a white person didn't care

1859
01:20:01,180 --> 01:20:02,993
if a black person moved
into their neighborhood,

1860
01:20:02,993 --> 01:20:05,282
the moment that they know
that if that person move in

1861
01:20:05,282 --> 01:20:07,548
hat their entire property
value is gonna decrease,

1862
01:20:07,548 --> 01:20:09,547
that impacts how a person feels

1863
01:20:09,547 --> 01:20:12,084
about a person moving
into their neighborhood.

1864
01:20:12,084 --> 01:20:15,020
And so how are these practices over time,

1865
01:20:15,020 --> 01:20:17,520
how do they condition us
to think in certain ways?

1866
01:20:17,520 --> 01:20:19,190
The other thing I often talk about too

1867
01:20:19,190 --> 01:20:21,010
is that we inherited

1868
01:20:21,010 --> 01:20:22,960
these different types of inequities

1869
01:20:22,960 --> 01:20:25,554
that we see in these racial structures.

1870
01:20:25,554 --> 01:20:27,740
But we're the individual,

1871
01:20:27,740 --> 01:20:30,481
and we're influenced by all
of these in different ways.

1872
01:20:30,481 --> 01:20:32,240
So even when we know

1873
01:20:32,240 --> 01:20:34,300
that we're caring people
and we want education

1874
01:20:34,300 --> 01:20:36,925
'cause we wanna support kids
to be their absolute best,

1875
01:20:36,925 --> 01:20:39,050
if we're not examining ways in which

1876
01:20:39,050 --> 01:20:42,648
we've been influenced by
these different layers,

1877
01:20:42,648 --> 01:20:45,530
then we could be acting them
out without realizing it.

1878
01:20:45,530 --> 01:20:47,487
We could be complicit
without realizing it.

1879
01:20:47,487 --> 01:20:49,359
And so that becomes important.

1880
01:20:49,359 --> 01:20:51,740
And so when we look at discipline data,

1881
01:20:51,740 --> 01:20:54,707
we can't just say looking
at the data outcome,

1882
01:20:54,707 --> 01:20:58,120
that outcome data is centering equity.

1883
01:20:58,120 --> 01:21:00,240
That's to me an entry point into the work.

1884
01:21:00,240 --> 01:21:02,010
For many of us has been an entry point,

1885
01:21:02,010 --> 01:21:03,700
'cause we're working with what we have.

1886
01:21:03,700 --> 01:21:05,470
We know if we can look
at this arrogant data,

1887
01:21:05,470 --> 01:21:07,871
we can at least identify
that there is an issue,

1888
01:21:07,871 --> 01:21:10,734
but that is just a tiny slice of the pie.

1889
01:21:10,734 --> 01:21:12,800
And so what we have to do

1890
01:21:12,800 --> 01:21:15,237
is we have to also begin to ask ourselves,

1891
01:21:15,237 --> 01:21:17,100
what is it about our people,

1892
01:21:17,100 --> 01:21:18,734
our practices, and our policies

1893
01:21:18,734 --> 01:21:22,320
that are contributing to the
inequities that we're seeing?

1894
01:21:22,320 --> 01:21:23,570
What is it about our systems

1895
01:21:23,570 --> 01:21:24,980
as we put them in place

1896
01:21:24,980 --> 01:21:27,870
that's contributing to the
inequities that we are seeing?

1897
01:21:27,870 --> 01:21:28,893
We have to be thoughtful of that.

1898
01:21:28,893 --> 01:21:30,833
We have to ask questions such as,

1899
01:21:30,833 --> 01:21:33,870
who's benefiting from
the way that things are,

1900
01:21:33,870 --> 01:21:34,970
and who's not?

1901
01:21:34,970 --> 01:21:37,000
And we have to begin to act on those,

1902
01:21:37,000 --> 01:21:39,340
because those are getting at conditions.

1903
01:21:39,340 --> 01:21:40,205
They're getting at conditions

1904
01:21:40,205 --> 01:21:43,940
in which students learn
and teachers teach.

1905
01:21:43,940 --> 01:21:45,747
And so here are some examples

1906
01:21:45,747 --> 01:21:48,970
of some harmful discipline practices

1907
01:21:48,970 --> 01:21:51,840
that came out of my 2014 study

1908
01:21:51,840 --> 01:21:54,670
that impacted students of color

1909
01:21:54,670 --> 01:21:56,900
in terms of disproportionate outcomes.

1910
01:21:56,900 --> 01:21:58,380
Scripting and labeling

1911
01:21:58,380 --> 01:22:01,650
refers to how the identities of culturally

1912
01:22:01,650 --> 01:22:03,150
and linguistically diverse students

1913
01:22:03,150 --> 01:22:06,152
are socially constructed within schools.

1914
01:22:06,152 --> 01:22:08,097
It's when ideas and beliefs

1915
01:22:08,097 --> 01:22:11,220
and even mental representations
of social interactions

1916
01:22:11,220 --> 01:22:13,608
become normed, forms of reality

1917
01:22:13,608 --> 01:22:16,280
that are practiced within social systems.

1918
01:22:16,280 --> 01:22:18,040
And so that scripting really

1919
01:22:18,040 --> 01:22:19,660
is when a child has become label,

1920
01:22:19,660 --> 01:22:21,890
and that means from that point
on, they could do no right.

1921
01:22:21,890 --> 01:22:23,474
If the student just mentions their name,

1922
01:22:23,474 --> 01:22:25,220
that other student could be the one

1923
01:22:25,220 --> 01:22:28,846
who actually needs the
intervention or the support,

1924
01:22:28,846 --> 01:22:32,485
but because that student has
been labeled as having issues,

1925
01:22:32,485 --> 01:22:36,650
that student's gonna always be
the person that they look at.

1926
01:22:36,650 --> 01:22:39,422
Also scapegoating, these
were findings from the study

1927
01:22:39,422 --> 01:22:43,050
that came out of looking at students

1928
01:22:43,050 --> 01:22:44,932
who were receiving tier three supports

1929
01:22:44,932 --> 01:22:48,168
and looking at their lived experiences.

1930
01:22:48,168 --> 01:22:51,320
There were making majors out of minors.

1931
01:22:51,320 --> 01:22:54,520
And this happens when students
are frequently written up

1932
01:22:54,520 --> 01:22:58,205
for minor behaviors that have
been written up as major,

1933
01:22:58,205 --> 01:23:01,853
which then creates
disenfranchisement over time.

1934
01:23:03,679 --> 01:23:04,669
In this study,

1935
01:23:04,669 --> 01:23:06,594
the students talk about,

1936
01:23:06,594 --> 01:23:10,904
"I spoke out of turn and
I was I was written up

1937
01:23:10,904 --> 01:23:13,790
and it was a major, and it
was made a big deal out of it.

1938
01:23:13,790 --> 01:23:16,650
And I was not able to
be back in class for...

1939
01:23:16,650 --> 01:23:19,050
I had to sit in the
hallway for several hours.

1940
01:23:19,050 --> 01:23:21,345
I had to sit on the principal's
bench for several hours

1941
01:23:21,345 --> 01:23:23,110
because I spoke out of turn."

1942
01:23:23,110 --> 01:23:26,773
And so how does that perpetuate
or exacerbate behaviors

1943
01:23:26,773 --> 01:23:29,958
and exclusionary practices
when that happens?

1944
01:23:29,958 --> 01:23:31,787
Another one is scapegoating.

1945
01:23:31,787 --> 01:23:35,260
And scapegoating is connected
to scripting and labeling.

1946
01:23:35,260 --> 01:23:37,210
That scapegoating is a consequence

1947
01:23:37,210 --> 01:23:39,394
of the labeling and deficit thinking.

1948
01:23:39,394 --> 01:23:42,087
And so the more students,

1949
01:23:42,087 --> 01:23:45,100
their identities are socially
constructed in negative ways.

1950
01:23:45,100 --> 01:23:46,486
Someone said in the chat earlier,

1951
01:23:46,486 --> 01:23:48,423
if we believe that about our students,

1952
01:23:48,423 --> 01:23:50,070
that we see our students a certain way,

1953
01:23:50,070 --> 01:23:51,710
we call our students a certain thing,

1954
01:23:51,710 --> 01:23:53,870
that they then begin to live that out.

1955
01:23:53,870 --> 01:23:56,420
What happens is people begin
to see a student that way.

1956
01:23:56,420 --> 01:23:58,320
And so that's who they become.

1957
01:23:58,320 --> 01:23:59,900
That identity work becomes important

1958
01:23:59,900 --> 01:24:02,660
because when we see
how identity is formed,

1959
01:24:02,660 --> 01:24:05,890
we begin to see that is not
just how we see ourselves,

1960
01:24:05,890 --> 01:24:07,410
but it's also how others see us

1961
01:24:07,410 --> 01:24:10,100
and how others interact
with us as they see us.

1962
01:24:10,100 --> 01:24:12,527
And so I saw students in my
experience as a principal

1963
01:24:12,527 --> 01:24:13,782
and even as a teacher,

1964
01:24:13,782 --> 01:24:15,223
that once they were scripted,

1965
01:24:15,223 --> 01:24:18,660
all the student had to
do was say their name,

1966
01:24:18,660 --> 01:24:19,760
and they were off the hook.

1967
01:24:19,760 --> 01:24:21,409
So one way to address scapegoating

1968
01:24:21,409 --> 01:24:24,500
is making sure that
principals and teachers

1969
01:24:24,500 --> 01:24:28,281
are fairly investigating
every incident that happens,

1970
01:24:28,281 --> 01:24:31,321
so that even if a student
has been written up 25 times,

1971
01:24:31,321 --> 01:24:33,990
which is 25 times too much,

1972
01:24:33,990 --> 01:24:36,817
that the 26 time, they're
considered innocent

1973
01:24:36,817 --> 01:24:38,900
until there is evidence

1974
01:24:38,900 --> 01:24:41,500
that they did something
that needs to be addressed.

1975
01:24:41,500 --> 01:24:43,391
But when they know they're
gonna be seen as guilty

1976
01:24:43,391 --> 01:24:45,770
before they even have a
chance to tell their story,

1977
01:24:45,770 --> 01:24:46,690
that is oppressive,

1978
01:24:46,690 --> 01:24:48,705
because it's a form of silencing,

1979
01:24:48,705 --> 01:24:51,740
they don't have the voice
to be able to speak,

1980
01:24:51,740 --> 01:24:53,180
and they become scapegoating.

1981
01:24:53,180 --> 01:24:55,642
And it creates a negative
culture in the school,

1982
01:24:55,642 --> 01:24:57,310
because when students learn

1983
01:24:57,310 --> 01:24:58,680
that they can get away with something

1984
01:24:58,680 --> 01:25:00,830
by putting it off on someone else,

1985
01:25:00,830 --> 01:25:04,670
it creates other inappropriate
behaviors in that system.

1986
01:25:04,670 --> 01:25:06,760
And students learn ways

1987
01:25:06,760 --> 01:25:07,840
to get out of being accountable

1988
01:25:07,840 --> 01:25:09,313
for decisions that they make.

1989
01:25:10,410 --> 01:25:14,170
Silencing was another piece
that came out of this study,

1990
01:25:14,170 --> 01:25:15,400
that is a practice.

1991
01:25:15,400 --> 01:25:17,385
When a student is not able to
tell their side of the story

1992
01:25:17,385 --> 01:25:20,250
or they feel like they told their story

1993
01:25:20,250 --> 01:25:21,083
but they weren't heard,

1994
01:25:21,083 --> 01:25:23,048
that there are assumptions tied to it,

1995
01:25:23,048 --> 01:25:25,730
then that exacerbates unwanted behaviors,

1996
01:25:25,730 --> 01:25:26,860
because the student feels like

1997
01:25:26,860 --> 01:25:27,702
you're not gonna listen to me.

1998
01:25:27,702 --> 01:25:29,650
You're not gonna believe me anyway.

1999
01:25:29,650 --> 01:25:31,150
So that was another one that came out.

2000
01:25:31,150 --> 01:25:33,930
Being falsely accused was another finding.

2001
01:25:33,930 --> 01:25:35,120
A lot of students felt like,

2002
01:25:35,120 --> 01:25:36,911
because I had gotten in trouble before,

2003
01:25:36,911 --> 01:25:39,226
I tried to tell my side of the story,

2004
01:25:39,226 --> 01:25:41,640
and I was just accused.

2005
01:25:41,640 --> 01:25:42,800
Students that I did a,

2006
01:25:42,800 --> 01:25:43,800
and they believe that I did it

2007
01:25:43,800 --> 01:25:45,660
because those students
were called good students

2008
01:25:45,660 --> 01:25:47,780
and I was not considered a good student.

2009
01:25:47,780 --> 01:25:51,960
So these are all very harmful
practices that are conditions

2010
01:25:51,960 --> 01:25:54,850
that students are
experiencing within schools.

2011
01:25:54,850 --> 01:25:56,262
And then punitive consequences.

2012
01:25:56,262 --> 01:25:59,240
I can't tell you how
many times in the study,

2013
01:25:59,240 --> 01:26:00,414
but also outside of the study,

2014
01:26:00,414 --> 01:26:02,280
that a student would be sent to the office

2015
01:26:02,280 --> 01:26:04,470
and the staff member
was waiting to find out

2016
01:26:04,470 --> 01:26:05,750
what I did about it.

2017
01:26:05,750 --> 01:26:07,268
And if it didn't seem harsh enough,

2018
01:26:07,268 --> 01:26:09,000
then they were upset with me.

2019
01:26:09,000 --> 01:26:10,780
And my thought was, first of all,

2020
01:26:10,780 --> 01:26:13,620
I spent two days investigating this.

2021
01:26:13,620 --> 01:26:15,040
I could like that enough information

2022
01:26:15,040 --> 01:26:16,567
to understand what really happened.

2023
01:26:16,567 --> 01:26:18,840
The consequences you're looking for

2024
01:26:18,840 --> 01:26:21,270
does it match with what
I came to understand.

2025
01:26:21,270 --> 01:26:22,230
This is what I'm doing,

2026
01:26:22,230 --> 01:26:24,290
because the goal is to provide,

2027
01:26:24,290 --> 01:26:26,640
a response is going to push that student

2028
01:26:26,640 --> 01:26:27,906
in the positive direction

2029
01:26:27,906 --> 01:26:31,170
and to help them to be more accountable,

2030
01:26:31,170 --> 01:26:33,249
not to remove them from school

2031
01:26:33,249 --> 01:26:36,000
or to put them in a school suspension.

2032
01:26:36,000 --> 01:26:37,798
And so sometimes that happens,

2033
01:26:37,798 --> 01:26:40,940
but you have to try to see what other ways

2034
01:26:40,940 --> 01:26:42,710
you could do that as well.

2035
01:26:42,710 --> 01:26:44,681
Let me pause and see if
there are any thoughts,

2036
01:26:44,681 --> 01:26:46,193
any experiences that you wanna share

2037
01:26:46,193 --> 01:26:48,770
that you you've seen, or
that you've experienced

2038
01:26:48,770 --> 01:26:50,553
that you wanna talk through.

2039
01:27:03,148 --> 01:27:08,117
- I'm just wondering about
one thing, a few slides ago

2040
01:27:08,117 --> 01:27:12,135
when the focus was on implicit bias,

2041
01:27:12,135 --> 01:27:15,422
and then we spoke the definitions

2042
01:27:15,422 --> 01:27:18,160
of different kinds of racism.

2043
01:27:18,160 --> 01:27:22,583
Is this all within the
category of implicit?

2044
01:27:22,583 --> 01:27:25,520
- No, we're moving towards
power and privilege is well,

2045
01:27:25,520 --> 01:27:26,647
so absolutely not.

2046
01:27:26,647 --> 01:27:28,342
But sometimes I want people to see

2047
01:27:28,342 --> 01:27:33,030
the history that influences
the biases that we have

2048
01:27:33,030 --> 01:27:34,450
so that they can understand that,

2049
01:27:34,450 --> 01:27:36,450
you can be a good person
and still have biases.

2050
01:27:36,450 --> 01:27:39,180
You have to address those
when you become aware of them.

2051
01:27:39,180 --> 01:27:41,740
But then it's not enough
to stop that implicit bias,

2052
01:27:41,740 --> 01:27:44,170
because if you stop at implicit bias,

2053
01:27:44,170 --> 01:27:45,040
we're not thinking about

2054
01:27:45,040 --> 01:27:49,170
how our identities also
carry privilege and power.

2055
01:27:49,170 --> 01:27:51,160
And then we have the
power to make decisions

2056
01:27:51,160 --> 01:27:52,730
that either contribute to

2057
01:27:52,730 --> 01:27:55,270
disrupting some of those
practices or to continue.

2058
01:27:55,270 --> 01:27:56,414
So like the top 10,

2059
01:27:56,414 --> 01:27:58,200
you look at school districts every year,

2060
01:27:58,200 --> 01:28:01,254
you see the same kids
receiving the top 10 awards.

2061
01:28:01,254 --> 01:28:03,070
There's something going on

2062
01:28:03,070 --> 01:28:04,310
with power and privilege there

2063
01:28:04,310 --> 01:28:06,150
and the lack of access

2064
01:28:06,150 --> 01:28:09,620
that are not allowing all
different types of students

2065
01:28:09,620 --> 01:28:11,510
to access those opportunities.

2066
01:28:11,510 --> 01:28:15,363
And so absolutely, it's
not just implicit bias.

2067
01:28:16,220 --> 01:28:17,053
- Thank you.

2068
01:28:17,053 --> 01:28:19,750
And at some point I'm really
hoping to have a conversation

2069
01:28:19,750 --> 01:28:22,253
about the term white supremacy.

2070
01:28:24,440 --> 01:28:25,697
- Yeah, absolutely

2071
01:28:25,697 --> 01:28:30,460
- So much more differently
than when I grew up,

2072
01:28:30,460 --> 01:28:33,673
and I just sort of used by it.

2073
01:28:35,120 --> 01:28:38,670
But Cassandra has a
question more to this topic.

2074
01:28:38,670 --> 01:28:40,220
Many schools keep track of minors

2075
01:28:40,220 --> 01:28:41,490
as well as major behaviors.

2076
01:28:41,490 --> 01:28:42,875
What are your thoughts
about this practice,

2077
01:28:42,875 --> 01:28:47,711
and should schools reconsider
only keeping track of majors?

2078
01:28:47,711 --> 01:28:49,240
- I think about that

2079
01:28:49,240 --> 01:28:50,970
and I think the schools
that I've worked with,

2080
01:28:50,970 --> 01:28:52,468
they keep track of majors only,

2081
01:28:52,468 --> 01:28:55,497
and they problem-solve around majors only.

2082
01:28:55,497 --> 01:28:59,111
But I know when we were implementing PBIS,

2083
01:28:59,111 --> 01:29:01,680
we tracked everything

2084
01:29:01,680 --> 01:29:04,850
just to get people fluent
with using the system.

2085
01:29:04,850 --> 01:29:06,795
And then we eventually evolved to

2086
01:29:06,795 --> 01:29:11,240
what are behaviors that can
be addressed in the classroom,

2087
01:29:11,240 --> 01:29:13,200
or that can be staff managed

2088
01:29:13,200 --> 01:29:15,570
versus things that would
need to come to the office.

2089
01:29:15,570 --> 01:29:17,200
And so in my mind,

2090
01:29:17,200 --> 01:29:18,698
I think that I would focus

2091
01:29:18,698 --> 01:29:21,350
more on having conversations with staff

2092
01:29:21,350 --> 01:29:24,310
and creating fluency around practices of,

2093
01:29:24,310 --> 01:29:26,240
there are certain things
that can be addressed

2094
01:29:26,240 --> 01:29:27,920
and redirected from staff,

2095
01:29:27,920 --> 01:29:30,090
they should never show up in the office.

2096
01:29:30,090 --> 01:29:32,370
And to me, that would be the focus

2097
01:29:32,370 --> 01:29:35,235
of professional learning and
building fluency in practice.

2098
01:29:35,235 --> 01:29:37,070
But there are some behaviors

2099
01:29:37,070 --> 01:29:39,570
that we need to make sure
that we're addressing

2100
01:29:39,570 --> 01:29:40,960
and that we're monitoring

2101
01:29:40,960 --> 01:29:43,417
that the office might need to address.

2102
01:29:43,417 --> 01:29:44,595
And those would be the ones

2103
01:29:44,595 --> 01:29:48,210
that we would monitor and track.

2104
01:29:48,210 --> 01:29:51,010
And again, as a principal,
we did them all.

2105
01:29:51,010 --> 01:29:52,702
We brought up minors and majors,

2106
01:29:52,702 --> 01:29:55,803
but we didn't enter minor.

2107
01:29:58,500 --> 01:30:00,750
I'm sorry, I'm stuttering
all over the place.

2108
01:30:01,600 --> 01:30:02,760
We entered them in the system,

2109
01:30:02,760 --> 01:30:05,418
but they were staff addressed.

2110
01:30:05,418 --> 01:30:08,940
And so if I were to be in
that role now as a principal,

2111
01:30:08,940 --> 01:30:12,670
I would focus on only writing
up things that are major,

2112
01:30:12,670 --> 01:30:14,390
because the goal is to try to get people

2113
01:30:14,390 --> 01:30:16,510
to think about ways to engage students

2114
01:30:16,510 --> 01:30:18,850
to minimize behavior issues

2115
01:30:18,850 --> 01:30:23,010
and to address and redirect
the ones that are minor.

2116
01:30:23,010 --> 01:30:25,910
If you can quickly redirect
it, why do we need to track it?

2117
01:30:25,910 --> 01:30:26,900
And I know sometimes,

2118
01:30:26,900 --> 01:30:28,620
okay I was gonna say,
sometimes people say,

2119
01:30:28,620 --> 01:30:31,212
if we're redirecting eight or nine times,

2120
01:30:31,212 --> 01:30:32,960
no, that's not how that works.

2121
01:30:32,960 --> 01:30:34,230
And we're talking about human beings

2122
01:30:34,230 --> 01:30:35,667
that are learning how to behave

2123
01:30:35,667 --> 01:30:37,130
and work and live in systems.

2124
01:30:37,130 --> 01:30:39,330
So they're going to have those missteps.

2125
01:30:39,330 --> 01:30:40,367
And so a part of learning

2126
01:30:40,367 --> 01:30:43,430
is providing with that
redirection as we go.

2127
01:30:43,430 --> 01:30:44,771
So that would be my thinking.

2128
01:30:44,771 --> 01:30:46,573
I saw Cassandra put her thumb up,

2129
01:30:46,573 --> 01:30:49,740
so I wanna make sure if
she wants to add anything.

2130
01:30:49,740 --> 01:30:51,432
- No, I think that's really helpful.

2131
01:30:51,432 --> 01:30:56,432
Your comment about major
out of minors, that notion.

2132
01:30:56,584 --> 01:30:57,883
So I'm wondering,

2133
01:30:57,883 --> 01:31:00,960
we don't keep track of minors either.

2134
01:31:00,960 --> 01:31:02,121
We do it more organically

2135
01:31:02,121 --> 01:31:05,850
and have a sense of patterns of behavior,

2136
01:31:05,850 --> 01:31:08,180
but it's not necessarily a form.

2137
01:31:08,180 --> 01:31:09,630
And I think that's helpful.

2138
01:31:09,630 --> 01:31:10,640
- Absolutely.

2139
01:31:10,640 --> 01:31:11,473
I think we were just learning

2140
01:31:11,473 --> 01:31:12,670
how to put systems in place.

2141
01:31:12,670 --> 01:31:14,450
And so we were just
trying to get the fluency

2142
01:31:14,450 --> 01:31:16,090
and then we'd have conversations around

2143
01:31:16,090 --> 01:31:17,710
what's considered a major,

2144
01:31:17,710 --> 01:31:20,017
what's considered a minor
and what should be addressed.

2145
01:31:20,017 --> 01:31:24,680
And often, if you're engaging students

2146
01:31:24,680 --> 01:31:29,680
in culturally responsive
and relevant learning

2147
01:31:29,760 --> 01:31:31,159
and they're engaged,

2148
01:31:31,159 --> 01:31:34,232
you're not gonna see the
same level of discipline.

2149
01:31:34,232 --> 01:31:36,800
And so what kinds of things
are you doing in the classroom

2150
01:31:36,800 --> 01:31:38,600
to deepen the engagement of students

2151
01:31:38,600 --> 01:31:40,930
so that you minimize those behaviors

2152
01:31:40,930 --> 01:31:41,763
that you might be saying,

2153
01:31:41,763 --> 01:31:42,970
well, how are you learning?

2154
01:31:42,970 --> 01:31:43,803
I have a grandson,

2155
01:31:43,803 --> 01:31:46,460
and I met with these several teachers,

2156
01:31:46,460 --> 01:31:47,630
'cause he's in fifth grade this year,

2157
01:31:47,630 --> 01:31:49,293
so he's on a team.

2158
01:31:49,293 --> 01:31:51,877
The first question to the teacher was,

2159
01:31:51,877 --> 01:31:53,962
"Tell me three things you
know about my grandson.

2160
01:31:53,962 --> 01:31:56,999
Because if you can't tell me
three things about my grandson,

2161
01:31:56,999 --> 01:31:59,420
how are you engaging him in learning?

2162
01:31:59,420 --> 01:32:01,070
Why would he wanna turn his camera on

2163
01:32:01,070 --> 01:32:03,380
and be in the space if he's turning it on

2164
01:32:03,380 --> 01:32:04,780
it doesn't connect to anything

2165
01:32:04,780 --> 01:32:08,360
that speaks to him or
his lived experiences?"

2166
01:32:08,360 --> 01:32:10,390
And so while supporting the teacher,

2167
01:32:10,390 --> 01:32:11,750
I also wanted the teacher
to understand that

2168
01:32:11,750 --> 01:32:13,410
you have to know your students

2169
01:32:13,410 --> 01:32:15,800
if you wanna be able to engage them.

2170
01:32:15,800 --> 01:32:17,025
So we have to shift our gaze.

2171
01:32:17,025 --> 01:32:18,070
We have to make sure

2172
01:32:18,070 --> 01:32:20,130
we're not only just
looking at outcome data,

2173
01:32:20,130 --> 01:32:22,270
but that we're looking at systems data.

2174
01:32:22,270 --> 01:32:23,700
And that really becomes important

2175
01:32:23,700 --> 01:32:25,670
because when we look at systems data,

2176
01:32:25,670 --> 01:32:27,980
we start looking at the conditions

2177
01:32:27,980 --> 01:32:29,950
in which teachers are
teaching the conditions

2178
01:32:29,950 --> 01:32:31,049
in which students are learning.

2179
01:32:31,049 --> 01:32:34,680
I'm looking at time, I'm
realizing it goes really fast.

2180
01:32:34,680 --> 01:32:37,167
And so take a quick
moment and just skim that

2181
01:32:37,167 --> 01:32:39,620
and look at some of the conditions here

2182
01:32:39,620 --> 01:32:41,580
from National Data that was compiled

2183
01:32:41,580 --> 01:32:44,130
by the Midwest and Plains
Equity Assistance Center.

2184
01:32:46,290 --> 01:32:47,757
Just look at some of that national data.

2185
01:32:47,757 --> 01:32:50,068
And I'm gonna go through
a couple of slides.

2186
01:32:50,068 --> 01:32:51,868
I just want you to just take a look.

2187
01:32:52,710 --> 01:32:54,400
I was able to label this slide

2188
01:32:54,400 --> 01:32:56,820
as these are some unsafe conditions

2189
01:32:56,820 --> 01:32:58,450
that students are reporting,

2190
01:32:58,450 --> 01:33:00,276
that they are experiencing.

2191
01:33:00,276 --> 01:33:03,720
How might these impact
students' behavior and learning?

2192
01:33:03,720 --> 01:33:06,477
How might we think about
what data to collect

2193
01:33:06,477 --> 01:33:09,560
in order to address some of these things?

2194
01:33:09,560 --> 01:33:11,860
Is this a normal part or built-in part

2195
01:33:11,860 --> 01:33:15,733
of our continuous improvement
and problem-solving process?

2196
01:33:21,400 --> 01:33:23,531
Take a look at the lack
of awareness condition

2197
01:33:23,531 --> 01:33:25,370
in which students are learning.

2198
01:33:25,370 --> 01:33:27,983
I mean, the lack of access conditions.

2199
01:33:40,890 --> 01:33:43,040
- I can remember over the summer,

2200
01:33:43,040 --> 01:33:44,760
and I think most of the people in the call

2201
01:33:44,760 --> 01:33:46,320
were at the Summer Institute.

2202
01:33:46,320 --> 01:33:49,567
And one of the groups that we were in,

2203
01:33:49,567 --> 01:33:51,429
we were talking about some of this,

2204
01:33:51,429 --> 01:33:56,429
and the idea from one
of the participants was,

2205
01:33:56,477 --> 01:33:57,713
"Well, I don't do that.

2206
01:33:57,713 --> 01:33:59,663
And that doesn't happen at my school."

2207
01:33:59,663 --> 01:34:04,663
And whomever was there
did a very crafty job

2208
01:34:11,330 --> 01:34:15,620
of trying to make that idea like

2209
01:34:15,620 --> 01:34:16,870
that's exactly the problem.

2210
01:34:16,870 --> 01:34:20,853
Like that's exactly why we're
talking about this data.

2211
01:34:22,730 --> 01:34:26,560
But it just seems to be so relevant,

2212
01:34:26,560 --> 01:34:31,560
the data and context at a school,

2213
01:34:32,240 --> 01:34:36,340
as well as the larger

2214
01:34:39,026 --> 01:34:43,410
structural kind of data
for helping people see.

2215
01:34:47,340 --> 01:34:49,340
I don't know what I'm trying to get at,

2216
01:34:49,340 --> 01:34:51,920
but it just seems as though
it's easy for us to say,

2217
01:34:51,920 --> 01:34:54,360
but that's not the way I feel.

2218
01:34:54,360 --> 01:34:55,500
I don't know.

2219
01:34:55,500 --> 01:34:56,540
- Absolutely, Meg.

2220
01:34:56,540 --> 01:34:58,230
I now understand exactly
what you're saying,

2221
01:34:58,230 --> 01:35:00,800
helping people to see that
these experiences do exist,

2222
01:35:00,800 --> 01:35:01,848
and helping people to think about,

2223
01:35:01,848 --> 01:35:04,490
what data can they leverage

2224
01:35:04,490 --> 01:35:07,420
to understand how this might
be happening in their schools.

2225
01:35:07,420 --> 01:35:09,260
And people who say that I don't do this,

2226
01:35:09,260 --> 01:35:10,093
this doesn't happen,

2227
01:35:10,093 --> 01:35:12,260
may not be aware that
this actually happening.

2228
01:35:12,260 --> 01:35:14,580
So how do you leverage the cycle data

2229
01:35:14,580 --> 01:35:17,750
and begin to understand to
what degree is it happening?

2230
01:35:17,750 --> 01:35:18,790
'Cause this is national data,

2231
01:35:18,790 --> 01:35:21,213
but Vermont's reflected
in this national data,

2232
01:35:21,213 --> 01:35:23,850
Michigan's reflected
in this national data.

2233
01:35:23,850 --> 01:35:26,530
So this data is showing up
and we're reflected in it.

2234
01:35:26,530 --> 01:35:28,078
It's made up of all of our states.

2235
01:35:28,078 --> 01:35:29,770
Then if we wanna understand

2236
01:35:29,770 --> 01:35:31,900
what's happening in Michigan,

2237
01:35:31,900 --> 01:35:32,960
even if we just start there,

2238
01:35:32,960 --> 01:35:36,500
okay, what's happening within
this particular county,

2239
01:35:36,500 --> 01:35:37,860
or what was happening in this regional

2240
01:35:37,860 --> 01:35:39,600
or what's happening in
this school district,

2241
01:35:39,600 --> 01:35:40,750
you can get down to that.

2242
01:35:40,750 --> 01:35:42,650
And so these are things to think about.

2243
01:35:42,650 --> 01:35:45,270
Just some more data to show how there's

2244
01:35:45,270 --> 01:35:49,620
even lack of access and meaningful
participation conditions

2245
01:35:49,620 --> 01:35:51,900
that students are learning in.

2246
01:35:51,900 --> 01:35:53,410
If you don't have access

2247
01:35:53,410 --> 01:35:56,039
to rigorous instruction and feedback,

2248
01:35:56,039 --> 01:35:59,430
how are you going to excel and do well.

2249
01:35:59,430 --> 01:36:02,260
If you are more likely

2250
01:36:02,260 --> 01:36:05,440
to be taught by out-of-field
and novice teachers,

2251
01:36:05,440 --> 01:36:06,273
I think in Vermont,

2252
01:36:06,273 --> 01:36:07,320
it looks a little bit different,

2253
01:36:07,320 --> 01:36:11,550
but I would ask schools
to even in their schools,

2254
01:36:11,550 --> 01:36:13,390
look at that data and drill it down

2255
01:36:13,390 --> 01:36:15,730
to see what those indicators are.

2256
01:36:15,730 --> 01:36:17,470
But I know that you
all looked at some data

2257
01:36:17,470 --> 01:36:20,060
at the state level and was
able to learn some things

2258
01:36:20,060 --> 01:36:21,870
about how your schools, your rural,

2259
01:36:21,870 --> 01:36:25,199
or your schools that are
in poverty conditions

2260
01:36:25,199 --> 01:36:30,199
tend to have teachers who are newer,

2261
01:36:30,290 --> 01:36:32,580
and your schools that have
your students of color

2262
01:36:32,580 --> 01:36:37,050
seem to have teachers who have
had more years of teaching.

2263
01:36:37,050 --> 01:36:38,250
I saw some of that data

2264
01:36:38,250 --> 01:36:40,810
as I was kind of just
doing my own homework

2265
01:36:40,810 --> 01:36:42,500
to understand more about your context.

2266
01:36:42,500 --> 01:36:43,850
And so it's good to have that,

2267
01:36:43,850 --> 01:36:45,610
but I would even push that further to say,

2268
01:36:45,610 --> 01:36:47,528
if each district has that,

2269
01:36:47,528 --> 01:36:49,255
now at your district level,

2270
01:36:49,255 --> 01:36:51,970
how does that data show
up within your district?

2271
01:36:51,970 --> 01:36:54,140
And how do you address
what your data shows?

2272
01:36:54,140 --> 01:36:54,973
If data shows

2273
01:36:54,973 --> 01:36:57,220
you need to focus on
ways to support students

2274
01:36:57,220 --> 01:36:59,140
who are living in poverty as a priority,

2275
01:36:59,140 --> 01:37:00,780
then you should do that.

2276
01:37:00,780 --> 01:37:02,210
Whatever your data is showing,

2277
01:37:02,210 --> 01:37:04,362
that's where you wanna
reflect and spend that time.

2278
01:37:04,362 --> 01:37:05,620
But you also wanna make sure

2279
01:37:05,620 --> 01:37:06,840
you look into right kinds of data

2280
01:37:06,840 --> 01:37:09,580
to make sure you're not
missing opportunities.

2281
01:37:09,580 --> 01:37:12,450
So I'm gonna go here and talk about,

2282
01:37:12,450 --> 01:37:14,131
because that next slide
is on representation

2283
01:37:14,131 --> 01:37:17,210
in terms of conditions that
students are learning in.

2284
01:37:17,210 --> 01:37:18,350
And then have us all

2285
01:37:18,350 --> 01:37:21,670
just kind of take about five
minutes in a breakout room

2286
01:37:21,670 --> 01:37:23,023
to talk about,

2287
01:37:25,329 --> 01:37:26,628
when you think about this type of data

2288
01:37:26,628 --> 01:37:29,230
and you start the conversation already,

2289
01:37:29,230 --> 01:37:31,290
when you were sharing
what you were thinking,

2290
01:37:31,290 --> 01:37:33,800
what data do you need to
understand the context

2291
01:37:33,800 --> 01:37:35,800
in which students learn
and teachers teach?

2292
01:37:35,800 --> 01:37:37,968
What data can you leverage
within your systems?

2293
01:37:37,968 --> 01:37:39,110
And how does this data

2294
01:37:39,110 --> 01:37:41,833
impact problem-solving and
continuous improvement?

2295
01:37:43,250 --> 01:37:45,057
How does regularly
collecting and analyzing

2296
01:37:45,057 --> 01:37:48,673
the data that you're thinking
about support PBIS practices?

2297
01:37:50,117 --> 01:37:52,020
So we'll take about five minutes

2298
01:37:52,020 --> 01:37:54,150
and get into groups and
just have some conversation

2299
01:37:54,150 --> 01:37:57,087
around these and we'll
come back and share.

2300
01:37:57,087 --> 01:37:59,410
- On one of the handouts, these questions?

2301
01:37:59,410 --> 01:38:02,420
- They are on your PowerPoint handout.

2302
01:38:02,420 --> 01:38:04,670
So yes, we got popped out.

2303
01:38:04,670 --> 01:38:07,238
So let's just take a
minute and talk through

2304
01:38:07,238 --> 01:38:10,040
some of the conversations that you had.

2305
01:38:10,040 --> 01:38:12,426
I'm aware that we are at 2:47,

2306
01:38:12,426 --> 01:38:16,850
and we'll be able to combine
some of today's content

2307
01:38:16,850 --> 01:38:18,565
with our next meeting.

2308
01:38:18,565 --> 01:38:21,820
So the group that I was in,

2309
01:38:21,820 --> 01:38:24,770
you were having some conversations,
do you wanna share out?

2310
01:38:26,930 --> 01:38:28,080
Any group can share out,

2311
01:38:28,080 --> 01:38:29,450
can pick up where you were leaving off

2312
01:38:29,450 --> 01:38:31,223
maybe in the conversation.

2313
01:38:32,640 --> 01:38:34,683
- Kim, did you wanna share for us?

2314
01:38:36,000 --> 01:38:37,370
- I'd be happy to.

2315
01:38:37,370 --> 01:38:39,360
I said I'd be the recorder, not the...

2316
01:38:39,360 --> 01:38:40,708
Did I say I'd be the
reporter or the recorder?

2317
01:38:40,708 --> 01:38:44,920
We know, reporter and recorder.

2318
01:38:44,920 --> 01:38:46,310
- Thank you.

2319
01:38:46,310 --> 01:38:50,313
So for the first question,

2320
01:38:51,241 --> 01:38:53,070
we had a question about context,

2321
01:38:53,070 --> 01:38:56,080
we talked about performance.

2322
01:38:56,080 --> 01:38:58,370
But I name for myself

2323
01:38:58,370 --> 01:38:59,620
that I was very cognizant

2324
01:38:59,620 --> 01:39:03,250
of how reading that article
around performance gap

2325
01:39:03,250 --> 01:39:04,700
versus educational debt,

2326
01:39:04,700 --> 01:39:06,960
I really wanted to filter
the language I chose,

2327
01:39:06,960 --> 01:39:08,338
but I didn't do a great job.

2328
01:39:08,338 --> 01:39:12,610
Relational data, climate data.

2329
01:39:12,610 --> 01:39:14,927
I don't know, Ruthie, if you know that

2330
01:39:14,927 --> 01:39:17,130
our schools that our PBIS schools

2331
01:39:17,130 --> 01:39:18,180
have really been encouraged

2332
01:39:18,180 --> 01:39:20,470
and given the option to do
the climate survey this year

2333
01:39:20,470 --> 01:39:23,203
versus the school-wide assessment survey.

2334
01:39:25,146 --> 01:39:27,990
And then access to people
who look like them.

2335
01:39:27,990 --> 01:39:29,540
So our kids of color

2336
01:39:29,540 --> 01:39:32,840
being exposed to mostly white educators,

2337
01:39:32,840 --> 01:39:34,683
white administrators, et cetera.

2338
01:39:35,740 --> 01:39:38,470
For the second question about
leveraging within our system,

2339
01:39:38,470 --> 01:39:40,190
we again talked about climate survey.

2340
01:39:40,190 --> 01:39:42,003
We talked about engagement data,

2341
01:39:42,873 --> 01:39:45,350
what the physical environment is

2342
01:39:45,350 --> 01:39:48,630
and how kids are able to access resources,

2343
01:39:48,630 --> 01:39:49,610
not only in their building,

2344
01:39:49,610 --> 01:39:51,683
but in their community, in their homes.

2345
01:39:53,610 --> 01:39:56,160
And the last one we were
just getting started

2346
01:39:56,160 --> 01:39:57,810
and then the clock was ticking,

2347
01:39:57,810 --> 01:40:02,430
we talked about

2348
01:40:03,360 --> 01:40:06,350
using some of the pillars
of the recovery plan.

2349
01:40:06,350 --> 01:40:10,810
That's being required by the
state to inform decisions

2350
01:40:10,810 --> 01:40:13,410
and using that data to
inform system change

2351
01:40:13,410 --> 01:40:15,823
versus student change.

2352
01:40:17,421 --> 01:40:19,400
- Thank you so much for sharing.

2353
01:40:19,400 --> 01:40:22,120
I've lost my screen, but I
think the next person can share

2354
01:40:22,120 --> 01:40:23,580
if someone wants to share

2355
01:40:23,580 --> 01:40:26,663
what you were talking in your
group and I'll find it again.

2356
01:40:31,932 --> 01:40:33,099
Are you there?

2357
01:40:34,149 --> 01:40:35,423
You are.

2358
01:40:37,130 --> 01:40:38,070
Anyone else want to share

2359
01:40:38,070 --> 01:40:40,220
things that you talked
about in your group?

2360
01:40:41,530 --> 01:40:42,523
Any of the groups.

2361
01:40:44,300 --> 01:40:46,250
- We weren't as organized

2362
01:40:46,250 --> 01:40:50,450
in going from one to stage four,

2363
01:40:50,450 --> 01:40:51,480
but we did talk a lot

2364
01:40:51,480 --> 01:40:55,210
about school climate
data and the YRBSS data,

2365
01:40:55,210 --> 01:40:56,801
Youth Risk Behavior Survey data

2366
01:40:56,801 --> 01:41:00,494
as a really good chunk of information

2367
01:41:00,494 --> 01:41:03,460
because you can do that
with adults and the staff,

2368
01:41:03,460 --> 01:41:07,571
the students and families,

2369
01:41:07,571 --> 01:41:09,860
and got pretty excited

2370
01:41:09,860 --> 01:41:13,693
about the opportunities for our
students to review that data

2371
01:41:13,693 --> 01:41:15,593
and be able to share it back

2372
01:41:15,593 --> 01:41:19,480
with their concerns,

2373
01:41:19,480 --> 01:41:22,810
and what they wanna celebrate
and recommendations.

2374
01:41:22,810 --> 01:41:25,425
So it was a real show of engagement

2375
01:41:25,425 --> 01:41:30,425
and contribution to school-wide changes.

2376
01:41:32,450 --> 01:41:35,893
But we didn't really answer
the questions in a linear way.

2377
01:41:37,070 --> 01:41:37,903
- And that's okay,

2378
01:41:37,903 --> 01:41:39,680
they're meant to get the
conversation started,

2379
01:41:39,680 --> 01:41:41,840
but there are certainly
questions that you can leverage

2380
01:41:41,840 --> 01:41:43,898
as you continue to meet and do your work

2381
01:41:43,898 --> 01:41:46,330
and have deeper conversations around,

2382
01:41:46,330 --> 01:41:47,163
is never gonna have time

2383
01:41:47,163 --> 01:41:48,240
in these kinds of settings

2384
01:41:48,240 --> 01:41:50,060
to fully think about

2385
01:41:50,060 --> 01:41:51,451
all the things that you're already doing.

2386
01:41:51,451 --> 01:41:54,340
One thing I think about with
these questions definitely

2387
01:41:54,340 --> 01:41:56,301
is sometimes people go,

2388
01:41:56,301 --> 01:41:58,570
"We already have so
many things we're doing.

2389
01:41:58,570 --> 01:41:59,510
Is yet another thing."

2390
01:41:59,510 --> 01:42:01,370
And one thing would be helpful would be,

2391
01:42:01,370 --> 01:42:03,120
what data are people already collecting

2392
01:42:03,120 --> 01:42:06,020
that they could look at in
ways maybe they hadn't before.

2393
01:42:06,020 --> 01:42:07,280
And the beautiful thing about

2394
01:42:07,280 --> 01:42:09,730
when you're doing work around

2395
01:42:09,730 --> 01:42:12,330
Multi-Tiered Systems of Support PBIS

2396
01:42:12,330 --> 01:42:14,670
is that you can leverage
those same types of systems

2397
01:42:14,670 --> 01:42:16,210
and practices in which to do that.

2398
01:42:16,210 --> 01:42:18,394
If you're already doing
problem-solving processes,

2399
01:42:18,394 --> 01:42:22,240
you think about what is our entry point,

2400
01:42:22,240 --> 01:42:24,410
what's gonna be the one thing
we're gonna focus on this year

2401
01:42:24,410 --> 01:42:26,153
and how can we leverage existing systems

2402
01:42:26,153 --> 01:42:27,480
and people that are

2403
01:42:27,480 --> 01:42:28,930
already kind of doing some of that work

2404
01:42:28,930 --> 01:42:30,330
to engage in those practices.

2405
01:42:30,330 --> 01:42:32,330
And I think that becomes really helpful.

2406
01:42:33,560 --> 01:42:36,030
So again, looking at the
clock, it's about 2:50.

2407
01:42:36,030 --> 01:42:37,540
And the one thing I thought about

2408
01:42:37,540 --> 01:42:38,890
was I could try really hard

2409
01:42:38,890 --> 01:42:40,747
to start talking through these slides,

2410
01:42:40,747 --> 01:42:42,400
but I don't think it does it justice.

2411
01:42:42,400 --> 01:42:43,580
I think when we come back together,

2412
01:42:43,580 --> 01:42:44,660
we'll be able to continue this

2413
01:42:44,660 --> 01:42:47,350
and I'll be able to add the depth,

2414
01:42:47,350 --> 01:42:48,367
going deeper with identity.

2415
01:42:48,367 --> 01:42:51,930
But what we could do for the
last 10 minutes that we have

2416
01:42:51,930 --> 01:42:55,310
is we could go down and
just kind of talk through,

2417
01:42:55,310 --> 01:42:57,080
'cause I'm thinking
you read both articles.

2418
01:42:57,080 --> 01:42:58,480
And one of the things that I wanted to do

2419
01:42:58,480 --> 01:43:00,740
is unpack educational equity

2420
01:43:00,740 --> 01:43:03,590
and have us begin looking
at what does that look like,

2421
01:43:03,590 --> 01:43:05,700
feel like and sound like within PBIS.

2422
01:43:05,700 --> 01:43:06,630
So we could do that.

2423
01:43:06,630 --> 01:43:08,670
Or we could go in and start a discussion

2424
01:43:08,670 --> 01:43:12,288
on the article that you read,

2425
01:43:12,288 --> 01:43:14,640
Ladson-Billings article that you read.

2426
01:43:14,640 --> 01:43:18,010
I have some discussions there,
we can end our time there.

2427
01:43:18,010 --> 01:43:20,246
But I wanna check in with
you to see what do you prefer

2428
01:43:20,246 --> 01:43:22,565
with the few minutes that we have,

2429
01:43:22,565 --> 01:43:25,129
the last 10 minutes
that we have remaining.

2430
01:43:25,129 --> 01:43:29,660
- Ruthie, I think what
you're referring through

2431
01:43:29,660 --> 01:43:31,340
is really going through

2432
01:43:31,340 --> 01:43:33,530
and looking at those aspects of equity.

2433
01:43:33,530 --> 01:43:35,600
I think that would be great
to save for the next time

2434
01:43:35,600 --> 01:43:37,270
'cause it might take more time.

2435
01:43:37,270 --> 01:43:38,770
That's my thought.

2436
01:43:38,770 --> 01:43:39,603
- Absolutely.

2437
01:43:39,603 --> 01:43:41,420
- [Rebecca] And to look at articles now.

2438
01:43:41,420 --> 01:43:43,980
- Rebecca, could you say the
last thing you said again?

2439
01:43:43,980 --> 01:43:45,860
- And to talk about the articles now

2440
01:43:45,860 --> 01:43:47,060
and save that other piece,

2441
01:43:47,060 --> 01:43:49,320
which is gonna be a big
piece of new learning,

2442
01:43:49,320 --> 01:43:50,890
I think, for next time.

2443
01:43:50,890 --> 01:43:53,640
- Absolutely, I would like
to take time to unpack that.

2444
01:43:55,960 --> 01:43:57,157
We're gonna revisit the article,

2445
01:43:57,157 --> 01:43:58,250
and we have some activities

2446
01:43:58,250 --> 01:43:59,830
that we'll do around the article.

2447
01:43:59,830 --> 01:44:00,919
But what I would really appreciate

2448
01:44:00,919 --> 01:44:02,233
is that we just took time

2449
01:44:02,233 --> 01:44:07,233
to think about the actual
article that you read

2450
01:44:08,190 --> 01:44:10,547
was the presidential address.

2451
01:44:10,547 --> 01:44:13,520
But what I want us to do was consider

2452
01:44:13,520 --> 01:44:15,830
this quote that came from
this particular article,

2453
01:44:15,830 --> 01:44:16,947
that's in your resources.

2454
01:44:16,947 --> 01:44:19,590
And I wanna have someone
read that out loud

2455
01:44:19,590 --> 01:44:20,625
and then have you think about

2456
01:44:20,625 --> 01:44:24,240
some of the questions around
the article that you read.

2457
01:44:24,240 --> 01:44:25,073
So is there anyone

2458
01:44:25,073 --> 01:44:27,010
who's willing to read that quote out loud?

2459
01:44:29,068 --> 01:44:30,173
- I'll read it.

2460
01:44:33,157 --> 01:44:34,390
"Critical examination

2461
01:44:34,390 --> 01:44:36,300
by those who are doing the educating

2462
01:44:36,300 --> 01:44:39,620
enables educators to reflect
on the educational system

2463
01:44:39,620 --> 01:44:41,369
in its broader context

2464
01:44:41,369 --> 01:44:44,170
that often includes deficit orientations

2465
01:44:44,170 --> 01:44:45,994
towards students and families.

2466
01:44:45,994 --> 01:44:49,200
Thus, consider how these deficit mindsets

2467
01:44:49,200 --> 01:44:50,520
affect students' access

2468
01:44:50,520 --> 01:44:53,760
to educational opportunities
year over year.

2469
01:44:53,760 --> 01:44:56,230
This level of critical
reflection by educators

2470
01:44:56,230 --> 01:44:57,420
can lead to solutions

2471
01:44:57,420 --> 01:44:59,717
that are not rooted in policy and practice

2472
01:44:59,717 --> 01:45:02,006
focused on individual performance,

2473
01:45:02,006 --> 01:45:04,610
but in collaboration
with parent/caregivers

2474
01:45:04,610 --> 01:45:05,968
and community partners.

2475
01:45:05,968 --> 01:45:07,840
This collaboration can lead

2476
01:45:07,840 --> 01:45:09,590
to the generation of solutions

2477
01:45:09,590 --> 01:45:12,880
that focus on creating
inclusive, responsive,

2478
01:45:12,880 --> 01:45:16,660
and effective learning
environments for all students.

2479
01:45:16,660 --> 01:45:18,210
By examining and changing

2480
01:45:18,210 --> 01:45:21,110
the ways in which school
practitioners talk about students

2481
01:45:21,110 --> 01:45:23,282
and think about their own efficacy,

2482
01:45:23,282 --> 01:45:25,710
we can redress missed opportunities

2483
01:45:25,710 --> 01:45:28,760
for students in a number of ways."

2484
01:45:28,760 --> 01:45:30,056
- Thank you for sharing that.

2485
01:45:30,056 --> 01:45:33,273
So when you think about
the article that we read,

2486
01:45:38,681 --> 01:45:40,945
"From Achievement Gap to Education Debt,"

2487
01:45:40,945 --> 01:45:43,569
Ladson-Billings does a really good job

2488
01:45:43,569 --> 01:45:48,310
of helping us to understand
why she's labeling it a debt

2489
01:45:48,310 --> 01:45:50,030
and shifting us from thinking about it

2490
01:45:50,030 --> 01:45:51,760
not thinking about it as fixing kids,

2491
01:45:51,760 --> 01:45:54,460
but thinking about how do
we need to focus on systems.

2492
01:45:56,085 --> 01:46:00,310
I want you to think about
some of the questions that,

2493
01:46:00,310 --> 01:46:01,143
oh here we are,

2494
01:46:01,143 --> 01:46:03,253
I'm on the wrong screen, forgive me.

2495
01:46:03,253 --> 01:46:04,781
I want you to think about

2496
01:46:04,781 --> 01:46:07,000
some of these questions here.

2497
01:46:07,000 --> 01:46:08,980
There were key points that she made

2498
01:46:08,980 --> 01:46:10,760
as she talked through that article.

2499
01:46:10,760 --> 01:46:12,138
And I want you to think about,

2500
01:46:12,138 --> 01:46:13,595
when you were reading that article,

2501
01:46:13,595 --> 01:46:14,990
the second question,

2502
01:46:14,990 --> 01:46:17,130
how is this article significant

2503
01:46:17,130 --> 01:46:18,962
to the work that you're
doing as a State Team?

2504
01:46:18,962 --> 01:46:21,950
Also the biggest thing I think
out of these three questions,

2505
01:46:21,950 --> 01:46:23,783
we'll choose one to focus on for today.

2506
01:46:23,783 --> 01:46:25,480
Maybe thinking about ways

2507
01:46:25,480 --> 01:46:27,542
that our thinking has or is shifting.

2508
01:46:27,542 --> 01:46:29,145
When you see those three questions,

2509
01:46:29,145 --> 01:46:31,410
is there one in particular that stands out

2510
01:46:31,410 --> 01:46:33,720
that you would want to spend
the remainder of our time

2511
01:46:33,720 --> 01:46:36,610
talking through before we wrap up?

2512
01:46:36,610 --> 01:46:39,263
Is there one that stands
out to you all more?

2513
01:46:50,206 --> 01:46:53,630
- I would say maybe a
combination of the second two,

2514
01:46:53,630 --> 01:46:57,120
so how has our thinking shifted

2515
01:46:57,120 --> 01:46:59,303
and how might that shift our work

2516
01:46:59,303 --> 01:47:01,940
as part of the State Team?

2517
01:47:01,940 --> 01:47:03,460
- Okay, all right then.

2518
01:47:03,460 --> 01:47:05,203
So why don't we just have a full group

2519
01:47:05,203 --> 01:47:07,626
just talk in this space.

2520
01:47:07,626 --> 01:47:09,630
I mean, we could do two minutes

2521
01:47:09,630 --> 01:47:11,680
or three minutes in a
small group and come back

2522
01:47:11,680 --> 01:47:13,380
and share out and close.

2523
01:47:13,380 --> 01:47:14,970
Would small groups be better

2524
01:47:14,970 --> 01:47:17,120
or would you prefer to
speak in this space?

2525
01:47:18,120 --> 01:47:20,640
- I think stay in this group.

2526
01:47:20,640 --> 01:47:21,723
- I think so too.

2527
01:47:22,845 --> 01:47:23,798
So when you think about

2528
01:47:23,798 --> 01:47:27,390
ways that you're thinking maybe shifting

2529
01:47:27,390 --> 01:47:31,553
or ways that the articles
speak to your work,

2530
01:47:31,553 --> 01:47:35,079
anyone can share out
what their thinking is.

2531
01:47:35,079 --> 01:47:36,413
Thank you, Meg.

2532
01:47:38,050 --> 01:47:39,313
Thank you, Kim.

2533
01:47:44,991 --> 01:47:45,908
- Go, John.

2534
01:47:47,053 --> 01:47:48,470
- I was just gonna say

2535
01:47:48,470 --> 01:47:52,081
actually that something that
shifted my thinking more

2536
01:47:52,081 --> 01:47:56,650
was in the other article, the
one from the Equity Digest,

2537
01:47:56,650 --> 01:47:59,882
just what is educational equity,

2538
01:47:59,882 --> 01:48:04,390
and inclusion of constructed by

2539
01:48:04,390 --> 01:48:07,058
seems really, really significant,

2540
01:48:07,058 --> 01:48:09,740
and something that I think

2541
01:48:09,740 --> 01:48:13,190
is not in the forefront
of most people's minds

2542
01:48:13,190 --> 01:48:15,403
when they think about educational equity.

2543
01:48:17,290 --> 01:48:20,920
- Absolutely, John, absolutely, John.

2544
01:48:20,920 --> 01:48:22,500
And I'm pausing just to see

2545
01:48:22,500 --> 01:48:24,723
if anyone wants to respond or build on.

2546
01:48:29,110 --> 01:48:30,380
- Yeah, I think we need

2547
01:48:30,380 --> 01:48:34,021
to really relook at all of our trainings.

2548
01:48:34,021 --> 01:48:36,560
I think it would be really helpful

2549
01:48:36,560 --> 01:48:39,980
for us to have time as coaches

2550
01:48:39,980 --> 01:48:41,447
to talk about the language that we use

2551
01:48:41,447 --> 01:48:44,298
and how we bring us up and how we utilize

2552
01:48:44,298 --> 01:48:48,930
that constructed by, I mean, all of it,

2553
01:48:48,930 --> 01:48:53,930
but constructed by with
everyone, with coordinators,

2554
01:48:55,550 --> 01:48:58,083
with our trainings when we coach.

2555
01:49:01,125 --> 01:49:04,770
- I think we're too school-centric.

2556
01:49:04,770 --> 01:49:07,150
I feel like we need to do a better job

2557
01:49:07,150 --> 01:49:09,473
of reaching out to the community.

2558
01:49:11,451 --> 01:49:13,380
If you think about it,

2559
01:49:13,380 --> 01:49:17,510
schools exist in communities

2560
01:49:18,420 --> 01:49:22,849
we're neighbors of the
people in that community.

2561
01:49:22,849 --> 01:49:25,853
We should be of service to them.

2562
01:49:28,720 --> 01:49:30,760
I don't know what I'm trying to say,

2563
01:49:30,760 --> 01:49:35,760
but we should find out what they need,

2564
01:49:36,530 --> 01:49:39,517
what they're looking for, what they think,

2565
01:49:39,517 --> 01:49:44,517
and maybe the answers aren't
in our little box of answers,

2566
01:49:45,920 --> 01:49:47,869
maybe some of the answers

2567
01:49:47,869 --> 01:49:50,930
lie there in the neighborhood.

2568
01:49:50,930 --> 01:49:53,273
Does that make any sense?

2569
01:49:54,240 --> 01:49:55,550
- John, do you feel like that speaks

2570
01:49:55,550 --> 01:49:58,270
to when you made that
statement around constructed by

2571
01:49:58,270 --> 01:50:00,460
that you're getting at that?

2572
01:50:00,460 --> 01:50:01,873
- Yeah, for sure.

2573
01:50:02,830 --> 01:50:07,410
I don't think very many people in schools,

2574
01:50:07,410 --> 01:50:09,300
no matter where you go,

2575
01:50:09,300 --> 01:50:11,620
think about constructed by.

2576
01:50:11,620 --> 01:50:16,620
The only way to do that is
to do what Tracy is saying.

2577
01:50:18,922 --> 01:50:21,470
- Absolutely, I appreciate that.

2578
01:50:21,470 --> 01:50:22,710
One of the things that we're gonna do

2579
01:50:22,710 --> 01:50:23,873
when we come back together

2580
01:50:23,873 --> 01:50:26,659
is look at a matrix, and
you can leverage this matrix

2581
01:50:26,659 --> 01:50:28,170
with the work that you're doing,

2582
01:50:28,170 --> 01:50:31,150
and we're gonna unpack
those four constructs.

2583
01:50:31,150 --> 01:50:32,776
There are constructs of equity,

2584
01:50:32,776 --> 01:50:36,990
there is access, meaningful
participation, representation

2585
01:50:36,990 --> 01:50:38,280
and high outcomes.

2586
01:50:38,280 --> 01:50:41,160
And each one of them have their own domain

2587
01:50:41,160 --> 01:50:42,258
but you need all of them in place

2588
01:50:42,258 --> 01:50:44,130
if you're gonna center equity

2589
01:50:44,130 --> 01:50:45,420
in any work that you're doing.

2590
01:50:45,420 --> 01:50:48,640
And so part of what you could begin doing,

2591
01:50:48,640 --> 01:50:50,940
and I've begun to do that and
create somewhat of a rubric

2592
01:50:50,940 --> 01:50:52,330
and we're gonna unpack this

2593
01:50:52,330 --> 01:50:54,020
is look at to what degree

2594
01:50:54,020 --> 01:50:57,679
is access present in PBIS systems.

2595
01:50:57,679 --> 01:50:59,760
And then the representation piece.

2596
01:50:59,760 --> 01:51:01,550
And the rubric shows how

2597
01:51:01,550 --> 01:51:03,900
having multiple and diverse stakeholders

2598
01:51:03,900 --> 01:51:08,360
be a part of informing
those systems at the table

2599
01:51:08,360 --> 01:51:11,770
and different ways to be
a part of the decisions

2600
01:51:11,770 --> 01:51:13,640
that are made about how the systems,

2601
01:51:13,640 --> 01:51:15,741
that's all getting, Tracy,
at leveraging the community,

2602
01:51:15,741 --> 01:51:18,840
leveraging parents,
leveraging student voice.

2603
01:51:18,840 --> 01:51:20,250
There are ways to get at that.

2604
01:51:20,250 --> 01:51:22,370
And we're gonna unpack
what those look like.

2605
01:51:22,370 --> 01:51:25,530
And activities that
school leadership teams

2606
01:51:25,530 --> 01:51:29,874
can do with their staff

2607
01:51:29,874 --> 01:51:32,370
is actually look at those constructs,

2608
01:51:32,370 --> 01:51:34,800
look at their big ideas
of PBIS and began to say,

2609
01:51:34,800 --> 01:51:37,437
what does access look like, feel like,

2610
01:51:37,437 --> 01:51:40,530
and sound like across
the big ideas of PBIS?

2611
01:51:40,530 --> 01:51:42,580
What does representation
look like, feel like,

2612
01:51:42,580 --> 01:51:45,970
and sound like across each
of the big ideas of PBIS?

2613
01:51:45,970 --> 01:51:46,930
And from there,

2614
01:51:46,930 --> 01:51:47,900
they start looking at

2615
01:51:47,900 --> 01:51:50,060
to what degree are they
doing these types of things,

2616
01:51:50,060 --> 01:51:52,320
and where do they need to focus more?

2617
01:51:52,320 --> 01:51:53,660
And so we'll unpack that.

2618
01:51:53,660 --> 01:51:57,310
But that will start to get
at that constructed by piece

2619
01:51:57,310 --> 01:51:58,760
because they'll begin to see,

2620
01:51:58,760 --> 01:52:00,210
we're not really asking students

2621
01:52:00,210 --> 01:52:02,390
what their thoughts are about systems,

2622
01:52:02,390 --> 01:52:04,540
we're just asking them to respond to them

2623
01:52:04,540 --> 01:52:06,030
and to live by them.

2624
01:52:06,030 --> 01:52:07,030
We're not asking parents,

2625
01:52:07,030 --> 01:52:09,690
what works best for their kids

2626
01:52:09,690 --> 01:52:11,678
when we think about discipline
or behavior systems,

2627
01:52:11,678 --> 01:52:12,890
we're just letting them know

2628
01:52:12,890 --> 01:52:15,550
when they don't necessarily
respond well to them.

2629
01:52:15,550 --> 01:52:17,550
And so we'll get into some ways

2630
01:52:17,550 --> 01:52:21,820
that schools can begin to
center those four constructs

2631
01:52:21,820 --> 01:52:23,293
in their PBIS system.

2632
01:52:27,830 --> 01:52:30,993
- Well, it's a lot, I wish
we had so much more time.

2633
01:52:32,850 --> 01:52:35,600
Just getting scratch in the surface here,

2634
01:52:35,600 --> 01:52:36,840
and it's great.

2635
01:52:36,840 --> 01:52:40,973
Thank you so much for
everybody participating today.

2636
01:52:42,750 --> 01:52:43,710
- Thank you all so much.

2637
01:52:43,710 --> 01:52:44,543
So when we come back,

2638
01:52:44,543 --> 01:52:46,930
and I'll check in with
you Sherry and team,

2639
01:52:46,930 --> 01:52:47,860
but when we,

2640
01:52:47,860 --> 01:52:50,510
'cause you'll hear back
from everyone here today,

2641
01:52:50,510 --> 01:52:52,630
but we will unpack educational equity.

2642
01:52:52,630 --> 01:52:55,610
We'll spend some time unpacking

2643
01:52:55,610 --> 01:52:57,520
what it means to be critically aware

2644
01:52:57,520 --> 01:52:59,070
now that we've looked
at a lot of that data

2645
01:52:59,070 --> 01:53:01,020
and then we'll focus on identity work.

2646
01:53:01,020 --> 01:53:04,760
So I feel like I had to
unpack several things.

2647
01:53:04,760 --> 01:53:05,810
And now when we come back,

2648
01:53:05,810 --> 01:53:07,700
we can actually apply some of that

2649
01:53:07,700 --> 01:53:09,643
into the activities that we have.

2650
01:53:13,560 --> 01:53:14,470
- That's great.

2651
01:53:14,470 --> 01:53:15,720
Thanks so much, everybody.

2652
01:53:15,720 --> 01:53:18,694
Get off your screen for
a little bit if you can.

2653
01:53:18,694 --> 01:53:20,894
- [Meghan] Thanks so
much, it's really good.