Audio Transcript Auto-generated
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Hello,
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my name is Anisha Martin.
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I'm a school social worker and the social emotional learning lead in FPs.
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Today we're going to learn about Equity and education accessibility.
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We'll start off by defining equity and exploring why it matters.
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Will then identify the roles that educators
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play in providing equitable access to education
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from there.
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We'll dive into courageous conversations, what they are and what they strive to do.
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Once we've developed an understanding of courageous conversations,
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we'll explore how data can be used to improve. Educational accessibility
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will wrap up with reviewing the implications of equitable access to education
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and creating an individual growth plan for
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improving equitable access in your learning environment.
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This video is for every educator that works with students
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from administrators to paraprofessionals and everything in between.
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The goal of this presentation is to create a culture
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that makes
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space for engaging with difficult topics for the
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sake of growth of all educational stakeholders.
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So we're going to start off with Equity,
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What is it?
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The National Equity Project defines educational Equity
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as each child receiving what they need to
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develop their full academic and social potential.
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It's all students feeling valued
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and as though they're part of the community, regardless of their gender,
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race,
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age
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or level of ability.
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And this is why social emotional learning cannot be excluded from Equity.
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Equitable practices include targets of social emotional learning.
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So again,
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why do SCL inequity matter.
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Educational Equity matters because it allows for all students
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to access the curriculum regardless of their programming,
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whether a student is in general education full time
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receiving tiered intervention, supports
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receiving specially designed instruction through special education or
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are enrolled in a special education program.
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All students have access to a curriculum that
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that pushes them to learn and grow academically and socially.
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Educational equity also matters because it allows
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students to see themselves in the curriculum.
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It makes space for all students to be a part of their learning and see themselves
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somewhere in the curriculum so that they are better able
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to connect with what they're supposed to be learning.
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It requires intentionality
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and it establishes and maintains high expectations for all learners.
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Let's watch this short clip from the leadership conference
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about a few common areas of educational inequity.
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Every child deserves the best education we can give them.
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But too many students do not have what they need to succeed
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Incredibly.
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About 40% of school districts in America don't even offer preschool,
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almost one in five african american students and slightly
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fewer latino students attend dropout factories in many states.
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Students of color and english learning students are more likely
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to attend schools with high percentages of inexperienced teachers,
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Students with disabilities make up 12% of all high school students,
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but only 2% of the students who take an ap class.
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So it's not surprising that there are achievement
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gaps between white students and students of color
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and between students with and without disabilities.
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So just take a moment and I want you to
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reflect on anything that stood out to you in that video
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And why do you think that specific thing stood out for you?
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Something that stood out for me was
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about the significant number of students of color
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and students from a second language who
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are receiving education from brand new teachers,
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which isn't as a whole, a bad thing.
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There will always be new teachers, right?
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But if they're in a district where the turnover rate is so high
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that they're only ever receiving instruction from
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teachers who don't know the curriculum,
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or don't have effective classroom management strategies or
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don't know how to connect with their students.
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Then those students aren't really seeing a quality education,
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which then goes back to why our main
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question of why educational equity is so important.
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How can we improve access for all students to receive a quality education?
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I invite you to take a moment and think
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of a student who you believe has significant potential,
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but didn't have access to the proper tools.
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Mhm.
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Do you have that student picture in your mind,
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what tools do you believe that student could have benefited from?
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Mhm.
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And that student is one of many,
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one of the many reasons why educational Equity matters.
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So now that we scratched the surface of
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what educational equity is and why it's important.
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Let's take a look at who is responsible for it.
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So who's responsible
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everyone? Let's start with the administrative role in educational equity
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administrators are responsible for setting the
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tone for an inclusive school culture.
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Is the school of welcoming environment for all educators and students.
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What is the tone of the staff?
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How is the administrator pushing teachers
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to improve their connections with students?
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Administrators are responsible for providing equitable discipline measures?
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Are they supporting classroom management and giving teachers the support
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that they need to handle behaviors within the classroom?
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Are they implementing restorative practices?
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Are they utilizing alternatives to suspension?
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Our goal is to provide quality education to all students
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and students can't receive that education if they're being suspended
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for things that don't measure up to the reason,
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don't measure up to the reasons for their level of discipline.
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So let's make sure that we're appropriately
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responding to behaviors and giving students equitable
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um, discipline for the behaviors that we're seeing.
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Administrators are also responsible for reviewing
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classroom and assessment data with teachers,
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making sure that they're holding teachers accountable for how
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the students are performing and using that data,
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not only the hold teachers accountable,
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but to assist them and better connecting the curriculum with where
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the students are so that they can improve educational outcomes.
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And what about educators and support staff?
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How do they support equitable educational accessibility?
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So for people for educators that are in the classroom,
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making sure that they're using classroom
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management that utilizes restorative practices.
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Um there is another very, very short.
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Um,
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there's two episodes actually on what restorative practices look and feel like?
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Um so if you have the opportunity.
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I highly recommend going in and just taking a moment to
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see how you can implement restorative practices within your educational space,
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um providing collaborative and safe learning spaces.
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Do students feel comfortable making mistakes?
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Are they afraid to ask questions because the teacher might respond with,
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weren't you listening?
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Does the safe?
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Does the educational space feel like it's a place
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where all students are able to ask questions and engage
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and then all educators are responsible for being diverse in the
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way that they connect with their students and their colleagues.
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So, in a learning environment,
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noticing who you typically call on and when you call on them,
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noticing if you're only calling on specific groups of
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people when you're asking higher level thinking questions,
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noticing if you're lowering your questions for
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certain students or certain demographics of students noticing
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if you're allowing space for students to
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self correct if they answer something incorrectly,
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notice if you respond to different how you respond to different groups of people,
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if you allow some groups to get out of hand when it comes
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to their behaviors or responses or if you're more strict with others,
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noticing if you're taking time to make intentional connections before judging,
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so really allowing the opportunity for relationships to be built before you
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step away um in attempting to build relationships with colleagues and or students
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and now that we've established that we're all responsible for
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ensuring that all students have equitable access to education,
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how can we leverage our connections to improve our practices?
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Let's start with courageous conversations.
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So courageous conversations are essentially being open
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to learning outside of your comfort zone
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and I say that but that still is pretty vague, so
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I'm sure you're asking what exactly is a courageous conversation.
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Courageous conversation doesn't have a universal definition,
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so I've chosen three definitions to create an image
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of what can be expected from courageous conversations.
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So courageous conversations involve intentionally giving space
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to complex issues of social justice,
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race
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and privilege,
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whether in the context of performance, appraisal, mentoring or coaching
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individuals are encouraged to express their views openly and truthfully
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rather than defensively
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or with purpose of lame blame when participating in courageous conversations.
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And lastly courageous conversations allow conversant
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to speak candidly and listen openly,
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so to put that in simple seven habits language.
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These are conversations where both parties enter
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with the intention of seeking to understand,
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so how do I benefit from these conversations?
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If you're going into a conversation seeking to understand
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if you're going into a conversation seeking to understand,
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then you're going into a conversation open minded,
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open to accepting and learning from what is going to be,
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what could be gathered in the conversation.
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So the goal of courageous conversation um is
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to increase awareness of practices that may be
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impacting your ability to connect with students and
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our colleagues to increase your awareness of biases,
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Are you more short incurred with athletes but more willing to
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re explain and provide support for the music students Do.
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You tend to call on a specific group of
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students when you're asking higher level thinking questions and don't
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involve the students that you may perceive to not
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have the ability to answer those types of questions.
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The goals of courageous conversation is also to provide
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strategies to support change in responses or behaviors.
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Um so for example,
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encouraging you to increase your wait time
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so that students with processing difficulties can come
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up with an answer before you start calling on people to answer your question.
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Overall the goal of courageous conversations is
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to improve school staff and student cultures
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so that everyone feels like they are in a safe and welcoming environment.
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Courageous conversations help us to be okay with being uncomfortable
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so that we can grow
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when we grow as people
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we improve as educators
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and everyone is the better for it,
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shifting gears.
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Let's take a look at the stories that data create and how
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we can use data to improve the way that we support students.
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Data comes in many forms.
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The way that we choose to use data
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if we use it
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can help to shift our perspectives.
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Data can go from numbers on a paper to creating a plan that supports the whole child
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allowing us to fold social emotional learning
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back into supporting students in accessing education.
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It's important to note that data monitoring is a team process.
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No one person is tracking all of these components. So utilize your supports.
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So data that we can include um may excuse me. Data that we look at.
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May include our typical evaluated pieces such as N. W. E A F M. P.
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At the elementary level curriculum based measures and I. P.
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Goal progress for our students that are receiving special education services.
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They can also include noticing from trends of our teaching practices.
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So if you're looking at your classroom assessments or your end of the year,
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excuse me, your end of unit assessments.
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Do you notice if a portion of students all
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missed the questions about a specific area of content?
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Maybe there was um maybe you weren't able to go as in depth
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in that area and that's something that will need to be revisited?
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Or do you notice that most of your E. L.
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Students missed a particular question,
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meaning that maybe the phrasing of the question was a little off and that
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may be something to take into consideration
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when you're when you're giving these assessments,
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pay attention to language and how it could be confusing and making sure
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that you're giving your students the opportunity
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to demonstrate their knowledge based off of
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um what they've learned and not an
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Excuse me, a language beer here.
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Um We can also pay attention to discussion engagement.
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Are you noticing when and how students
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engage in conversations when they're um withdrawing?
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When they may frequently pause for a restroom break noticing the
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level of engagement is an important piece of data as well
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noticing attendance, paying attention to that.
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What is the student's attendance like? Are they frequently missing class?
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Are they sleeping in class? Have you connected with the counselor or their family?
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Um Your perception from their attendants,
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maybe that they're lazy or they don't care,
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but making connections with those other other pieces of the puzzle
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may show you that oh there's some things going on at
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home and the student is supporting his family by working in
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the evenings and he's tired when he comes into school,
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so he's not able to pay attention in class and he's not able to do his homework,
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so supporting the student by allowing your view
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to change by actually connecting with the data
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that's being said in front of you and not just taking it at face value.
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Another important piece of data comes from the
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self rating surveys that we provide for students.
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Um So on the lake o or wellness surveys or universal screeners
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that we conduct depending on what level of students you're working with?
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How do students rate their feelings?
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Um Did the student indicate that they feel that they have
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at least one adult at school who cares about them?
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That seems like a very simple question. Um But it it amounts to so much.
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Can you imagine spending 7.5 hours in one day in
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a place where you don't feel like anyone cares about
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you that definitely would impact your interest or the way
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that you engage with what's being provided to you.
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So make sure that you're allowing the data to
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create a picture, but don't don't stay at surface level,
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allow yourself to begin to that data and learn a little bit more about your students.
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And again, data isn't something that's evaluated by just one person,
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allow yourself to connect with the other resources,
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including the counselors or social workers or
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even the family members of that student.
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So now let's bring in all of our ingredients.
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As we said earlier,
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educational equity Is every child receiving what they need
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to reach their full academic and emotional potential.
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We achieve equity by engaging in courageous conversations with our key partners
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and this allows us to recognize our biases
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and grow as people as well as educators
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and now that we've established these foundations.
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What are the implications of our decisions?
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So connecting all the pieces, there are two rats that we could take
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in product One is what is currently taking place in our educational system.
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Let's take a look at that.
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Children may not recognize the way they are portrayed in textbooks.
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Some may not see themselves there at all.
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They receive the message that they do not belong.
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Testing sometimes follows a narrow vision of education
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and consequently some students leave education earlier than they should.
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These are complex problems to solve,
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But a belief in the right to education is their belief in inclusion.
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So noticing from that video,
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the impact that assessments or um not seeing yourself in the
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curriculum or seeing yourself through a lens that is other third
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and not from someone who's a part of the culture that
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you're coming from definitely impacts the way that students access education.
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So ways that we can approve upon that are allowing other opportunities
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for students to demonstrate their knowledge if they aren't great test takers.
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Um,
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is there a way that we can provide them in the opportunity to provide their
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knowledge orally if they're not so good at
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writing or organizing their thoughts on paper?
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Um, are there ways that we can allow them the opportunity to um,
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have some supports?
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And so a lot of these things are typically written
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out in I E P s for students with disabilities.
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However,
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if it's a best practice and it's something that we can
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support a student that doesn't require any additional um adult support,
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then we should find ways to make it happen so
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that all students are receiving quality access to education.
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So again, that was in product number one. If we continue on the path where we're at.
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Um,
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but having learned the information of what equity
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is and why it's important to provide equity.
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I would hope that we would move along the play,
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move along the lines of going towards in product to
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making the decision to improve our equitable
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practices supporting students ability to access education.
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This allows us to establish and maintain high standards for all students,
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which improves educational outcomes for all
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students with disabilities and social students with disabilities are
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socially and academically included in general education classrooms.
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So this may look like students who are typically in a self contained classroom,
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going into a general classroom during reading workshop and
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actually being able to participate in the rotations,
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being in a reading group with kids that are at their same reading level
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and not just reading to themselves or anorexia for
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the entire time that they're in that classroom,
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allowing them the opportunity to push their learning
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ability to engage with their general education peers.
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Equitable access also leads to improve students,
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staff and school culture when people feel safe and welcome their open and
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want to be held accountable because they care about the big picture.
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So Equity creates safe learning spaces for everyone and allows the opportunity for
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everyone to engage with the curriculum and with each other in a,
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in a state, in a space that is safe for all of them.
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And thusly, it leads to increased student engagement,
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which goes back to the first point of improved educational outcomes for all.
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So, by implementing equitable access, we're improving student outcomes.
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Were improving educator outcomes were community.
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We're improving the way that our schools connect with our
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communities and we're improving the way that our district um
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interacts with the community.
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So it's a win for everyone to improve equitable access in education.
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So let's make the decision to do one small
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thing regularly and intentionally to improve education accessibility.
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So what's your plan for improving access?
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Um I would like for you to take a moment and reflect
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on this presentation and choose one thing that stood out to you.
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It could be how you use data,
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it could be something you learned about courageous conversations,
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it could be simply your understanding,
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your development and understanding equitable access to education
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and then thinking about that.
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One thing that stood out to you,
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take a moment to think about your vision for this school year.
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Now,
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let's create a plan to intentionally implement
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one equitable practice in your classroom vision.
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So, for example,
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um I could say I would like to be intentional about when I call
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on students and allowing the opportunity to
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wow me by asking higher level questions.
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So my goal is to maintain high expectations for all students that I work with,
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and I want to be more intentional about that.
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And so the way that I can do that, the strategy that I'm going to choose
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is to write those higher level questions and my lesson plans and
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maybe even identify specific students that I can ask those questions to
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really building my intentional practice with this,
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and that also allows me to have a running documents
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to show to the person that's holding me accountable,
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This is how I'm improving and holding high expectations for all of my students.
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These are the types of questions that I'm asking and
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these are the students that I'm pulling this information from.
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And again, if the student doesn't get the answer correct,
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not immediately moving on to someone else to answer the question
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digging in to help them reach the point of where you're
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trying to get them to allowing the student to demonstrate their
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knowledge and giving them the space and opportunity to do so.
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Um And so another major point of putting a plan in place is
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making sure that you have someone or something to hold you accountable.
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So if you're putting it in your planner um or in your lesson plans, that's great.
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Or if you'd like to formally work on
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being more intentional with your equitable practices,
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maybe have it as a part of your I.
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D. P. If you're a new staff member
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and if you're not,
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if you're not on an ibp maybe have a colleague or administrator
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to check in or conduct an observation to provide you with feedback.
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Those are both options to help you improve that building
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that skill of intentional being intentional with your equitable practices.
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Mhm.
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And so the plan for success always includes having a buddy having someone to check
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in on you to make sure that you are making progress in the right direction.
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Um And if you need a little bit of guidance of how to dig a little bit deeper,
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Having someone to collaborate with, makes things um feel like it's not so daunting.
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So potential supports for improving your equitable practices,
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um whether you chose one specific thing that you want to work on now or
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if you have some overarching thing that you've
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already been working on for your building,
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um
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your plan for success should include other people.
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So you can go to your administrator for support and improving equitable access,
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you can go to your colleagues.
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So um during your PLC meetings having
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conversations about what equitable practices you are using
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in your learning environment and how you would like to build on those allowing them
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to give you feedback and if they're able to come and do observations um and
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give you some input about what they see in areas where you could grow.
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You could also check in with your SCL support staff in your building.
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So if you're in secondary,
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that might look like you're a sort of practices facilitators, your counselors,
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social workers, um
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or a psychologist, Excuse me.
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And if you're an elementary level that could look like your social worker,
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psychologist or your designated SCL staff person in your building.
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And if you're looking to improve SCL,
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excuse me improve equitable practices and involve your students in doing
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so then you definitely can use your students as supports,
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allowing them to give feedback,
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helps to improve your relationship with them
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and also helps them to feel more comfortable
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speaking up for themselves and building up the capacity to speak up for others.
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So I hope you were able to create a plan and identify um
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your chosen people that you can go to to ask for supports.
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I want to say thank you for participating in this P. D.
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Session on Education accessibility.
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I hope that you were able to take away at least a
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few nuggets on why this work is so important and I hope that
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you were able to come up with at least one strategy to
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improve the way that you support equitable access in your learning environment.
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Again, my name is Anisha martin,
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I'm a social worker and the SCL coordinator here in FPs.
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You have any questions please feel free to send me an email.
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Otherwise I hope that you have an absolutely amazing school year take care.