001future we're glad we have some students with us hopefully they can teach us some stuff uh welcome to Adam our newest member for joining us Aaron glad you could be here Pat indicator should not be here I think she's on a she's out of the country right um so as usual let us begin first up public comment period who do we have signed up oh probably comment is first on the sheet and then response and then minute we've got Caitlyn hello Caitlin how are you yeah there's a mic somewhere Boyer well my name is Caitlin and um I think I went to school year 100 years ago it seems like I had the privilege to have some amazing teachers and have an amazing experience but today I have a ninth grader at the high school
002and I'm here as I'm a nurse I work for the county and part of that work was with the mental health clinic and I know that the schools system is under you know has huge challenges and there's a lot of stressors that have been exacerbated I think with you know from covid um and as a county nurse I'm aware of the limited resources we have but I feel like during these times I'm just here to advocate for Diane Cole's um relationship healthy relationship course for our young people during times where um you know the social isolation suicide the mental health issues addiction um all the issues that we're aware of and I feel like I know the schools can't carry all the weight of life skills but definitely you know communicating and having healthier relationships
003seems like a skill that to navigate all these challenges including academics um could be super beneficial all right thank you appreciate it appreciate you spending your time with us yeah thank you for everything you do uh anyone else um most of you know who I am Diana Cole I'm a marriage and family therapist um also I've been a student here a million years ago and my daughters and uh I've been working as a marriage and family therapist still in private practice uh dealing with all kinds of dysfunctional relationships we're all aware of because we do not get an education anywhere in the schools about healthy relationship skills and the health course does not address that either because it has so much other things that has to address so I've been coming every month trying to
004help this happen so that we have prevention of depression and anxiety and suicide and addiction and how to love which we all want so I'm just here to Advocate again maybe so as a teenager and we are aware now that there was a suicide just at Boynton Junior High this this week ago we know that the rate of suicide is going up and the rate of addictions among youths so I can't say it enough how important it is and I have an update which I'm very happy to say I talked to Senator adabo and Albany today in person finally after many phone calls um Vivian cook of the assembly and Senator Joe adabo are have put a bill on the legislature in 2017 to Advocate social emotional learning so it has gotten off the table
005somewhat obviously through coven and he is now trying to get that back on with Vivian cook and I had this as a very prioritized issue as you all know like Katie said and we're all aware of that this youth are struggling we need to give them the skills to talk about their feelings about their depression and anxiety and how to prevent that so that's why I'm here every month thank you so much thank you for your persistent advocacy for our kiddos all right curriculum responses we might have a question for you yes we might I don't know but Aaron questions comments no actually just thank you for coming and speaking and your advocacy well Adam since you're here anything to add questions no I I appreciate it too I mean especially as a psychologist that
006you know obviously Mental Health uh advocacy but also programming in the school is really important so I'm glad that you came also all right thank you what I wanted to ask you okay when is all right so you you have a baby in the system now actually baby to him I'm sure he's 30. uh can you share your experience of what your child has experienced from The District in regards to social emotional learning and structures that could help him navigate his uh emotional status has he been exposed to anything in the curriculum or even in his extracurricular activities because they received training too to help him manage the very things we're talking about um uh having the experience of being part of a team and Athletics and especially where the coach is emphasizing um you
007know I don't the simple way to say it would be good sportsmanship but in that I would think it would be like how to relate to people in a respectful kind way especially under the stress of community competition um so that's would be the one thing that's been available through the school district that he talks about a lot and I know it's made an impact on him um and but socially from his peers from from as part of a curriculum that's part of a regular engagement with his teachers and other adults not necessarily like curriculum wise like I can't say like a certain course but I know that some interactions he's had with teachers that have made a really Lasting Impressions like he'll talk to me about what a teacher has said to him and
008I know it's made an impact um just by the mere fact that he's sharing it with me so there's one-on-one interactions but I can't think of like a curriculum based um information that he's come back and shared with me or I see impacting him Beyond academics like not their social relations that I can think of if you could I'm gonna I'm gonna send you home with some homework yeah you can talk to him about it that would be great because we need more people at this table who could inform us about what's actually taking place that would just be great and then and we will accept whatever you know whatever the truth is about his experience that's what we want I mean and I remember like back you know like when you would read a
009book right and it would you would have those discussions in class like how did people relate to each other and what were the challenges and um but I don't ever see him even bringing a book home I don't even see I don't um hear about those kind of social moral values um connecting all right thank you I appreciate it thanks oh just the link the social isolation with the social media and I mean how it seems to have like intensified relationships in a way but also they're like not really relating like on a human level right it's weird right yeah that's that factor right oh um yeah I mean he talks about bullying and so let me just say that we often have um we often receive mandates from the state state passive laws they're
010very few times that the state is a header quality education institutions right there are very few times they're ahead of us here in Africa very few times a few times there ahead of us here and everything we tend to be uh backgrounds and legislative advocacy committee was formed we tended to inform our local assemblymen and local Senator about some deficits which we had some success in pushing forward and I say that to say we are sharing social emotional practices with our kids from kindergarten uh so when Diana says that there will be a state law pass to integrate that I don't think that's going to be an issue for us my experience with what we've talked about is a very specific form of language right to give kids the language to express what may be
011difficult right um and then we keep coming back to whoever had the best venue for that as a single class right so that's where we are I don't know how we resolve that because our goal is to spread that far live beyond beyond the Singleton which would be which would Target a small number of kids even if it were made mandatory so we will continue to work on this and figure it out Mary and Lily and Dr Brown are now teaching us just how much relationship material is invented in ruler and what we're planning to roll out what we have begun rolling out already under that umbrella we're always open to something that could be better but last night I don't want to leave you with the idea that nothing is happening here yeah I
012don't that idea but thank you for and especially on the one-to-one really I know how much teachers and staff give to students I guess you know the non-violent communication that Diana has included in her the curriculum so that would be like an example of a specific approach that teaches language to our our youth that like a lot of times my son doesn't have the words to express so he just says really kind of harsh simple things because he's lacking as you said the way to express it so but we will continue working towards thank you Aldrin if I if I may add into your comments I just I don't I mean just today the Surgeon General came out finally saying that social media uh is a profound risk of harm to adolescents and so you
013know we can have these conversations about what schools can do but if you look at the rise of depression and mental health issues and the beginning of social media and you see the years and the trends I mean maybe we don't have the research yet but it's pretty it's pretty much right there in front of us I don't think we know the impacts of social media yet and I think we really need to consider that as a society I'll just add one thing because the Surgeon General the United States just last week was interviewed and said that we have a pandemic of loneliness that's a quote by the Surgeon General and how are we going to get around that is to have a course about how to talk about how we feel in a safe
014place that takes long skills long time of skill teaching all right like I said we will this is this conversation will not end it is we've all been recently made aware of yet again of the importance of uh having healthy kiddos in our community so it's not lost on us and thank you for coming and thank you again [Music] so many things yeah yeah I'm down for it I'm down no and I I am supportive of everything that the state and the federal government does especially when it comes with checks well and I I guess when I when I share that I'm not trying to put the blame on anybody but we need more research and we need supports to understand the effects of social media and need to understand that social media does force
015people to isolate because they're spending time on their phones I mean it's more complex than we even know yet because this is such a new form of communication and I hope that you know that research comes out fast because we need it all right thank you thanks for staying all right uh moving on approval minutes thank you Chris the minutes look fantastic Aaron I don't know if you have a chance to see him I did they're good all right I love it when that takes 10 seconds now we're on to the thing that from which we learn the most are professionals fooling us today's topic is going to be um micro credentialing and how else can we frame it I love it when I talked to other school boards I can never say what you
016guys can say I just say we do good stuff all right take it away so I have these are uploaded anymore Docs for us to reference there you know y'all see oh yeah oh excellent Lily yeah [Music] amazing thank you Lily we just started the framing of this is there anything I know you were on just one Academy hello [Music] sorry about that Lily uh we just started and I was offering and framing around the portfolio presentations that are taking place right now is there anything you wish to add to those to that before we Dive In thank you so much I appreciate it there is not much I want to add other than good evening hi everyone thank you so much for letting me join virtually for the second month in a row um
017our kids our tiny children have gotten Us in extremely sick as well so my husband and I are both home uh today as well so thanks for letting me join virtually hi Adam welcome and I'm really excited to talk about this uh this evening Mary Grover and Lisa sahasrubuday have really done extraordinary work to get this culturally and linguistically responsive micro credential off the ground and it's really exciting to get to see it really coming to fruition as it's gaining Steam all right so welcome everyone so we're gonna Focus tonight on strand one each one of these strands has an authentic culminating event a portfolio to share a presentation to make and each of them are aiming to Center student voice and feedback in their design and as well as once teachers complete them they
018can elect to be the facilitators so it's teacher sustaining professional development and I think that's those two pieces are are important to highlight so the identity strand started I want to give a big shout out to Lisa sahasra rude who began the outline of this five years ago and four years ago prior to covid we had the first cohort of teachers on the equity team the district's Equity team complete the identity Strand and the anchor text for that strand is why all the black kids sit together in the cafeteria by Dr Beverly Tatum and the goal is for teachers to explore their racial ethnic and cultural identity and how that shows up in the courses and the lessons and the classroom environments that they engineer for students so once the the group meets eight sessions
019an hour and a half each week with reading and reflecting journaling in between and then it culminates with a portfolio presentation it's a 10 minute presentation where the teacher presents to a panel of other teachers last week was myself Lily Talcott Lisa budde two of the facilitators and then community members who elect to join so that 10 minutes to be succinct in explaining how your racial ethnic and cultural identity is showing up in your craft of teaching is a challenging task to be concise with that and for me it's been a real privilege to see what teachers have been highlighting in their classroom and [Music] learn from them and how working through this credential has impacted the shifts that they've made and how they're setting up their classroom so I'm going to pause for a
020moment because we have the rubric um that we use as the teachers are presenting we also um I do want to celebrate the collaboration with the Ithaca Teachers Association around this um the the visual in front of you has had many iterations and edits based on feedback and the FAQ on the back is also a reflection of what we've heard from and gotten feedback on them so before I share the rubric are there any questions just on the identity strand piece that strand number one not a question but a comment so I just sent a group a summary of a student panel I attended on the 4th of April that was uh attended by new charter school students Lacs students and our high school students and it was profound I want to say that some
021of the more powerful things a kid said were about what they needed and they were looking for adults to be empathetic adults to be supporters they're they're tired of this whole idea of you know you're on your own get it do the work we had to do it your generation is weak right this whole idea of lack of empathy they're done with it and they should be because that was for that education awards for a different time right when you could lose your hand in a factory or whatever so they're very clear about wanting to have more human teachers that really are there for them and policies associated with that around homework and around um and around uh block scheduling and around you know extending time for them to do the things they need to
022do and it was just when you guys get to read it you know a lot of it will sound familiar but what you all been trying to get us there but it seems like this is a we're coming together and they're only questions they ask is how how long right same question Martin Luther King asked 50 years ago with all Direct speed so I'm going to pass out two more handouts one was the assignment for what the portfolio looks like for the Strand and then the rubric and give you time to look at it and we can we can talk about how it looks like with the presentations in my same position here's this one as well so the presentations after again they're 10 minutes so um this past week we've had about a dozen
023and in June we'll have around around 24 more Educators presenting at this moment in time in June um or over the course of two days and this document is a reflection of I also want to say years of collaboration with the equity and inclusion Leadership Council Laura Franco was the first facilitator of this identity strand work with the equity team when I participated in it she was our our facilitator and I am going to upload uh an example of one of the portfolios for you to look at but I wanted to get permission from the educator prior to doing that so you can you'll be able to see what it looks like some people have submitted a slide deck some people have submitted a podcast some people have submitted newspaper like an article reflecting writing
024about their classroom to walk you through what it looks like and how their identity and their awareness of their identity is impacting their teaching all right so you'll see in one of the documents there's also a link so what does it look like to to be culturally responsive teacher and sound like in a classroom on the rubric and that is Dr Roberta wallets research is is linked and I have I have a paper copy of that too so as folks are pulling together their artifacts for their presentation um last week one of the artifacts was an educator had a picture of themselves as a fourth grader in their classroom their fourth grade teacher and a sign that said thank you for being here today and talked about how they felt a sense of belonging in
025their school culture growing up and so having had that experience they want all students to feel that and so this is what they're looking for and these are some of the instructional strategies they use to see if their students are feeling a sense of belonging by asking directly at the end of the day and asking students to to share to share that anonymously or sometimes as a community um and so that's a a very specific example of what one artifact could look like as it's as it's coming up another mention that I want to say is we have some Educators who have read this text Dr Tatum's text multiple times maybe they read it as a high school student maybe they read it uh in the in teacher School and maybe they're reading it now
026and to share how the notes and their reflection of their identity has changed over time was very powerful to see uh three editions or two editions of the book and those notes and how they're talking back to the text shift which is um why every time I read this book I learn something about myself and so that's another example of an artifact that was shared I have to give a shout out to the Educators doing this because um many of them is that this was really hard and I'm really nervous to present after a full day of a week of of teaching students and wanting to represent their work and their students um so that's you know we've been grateful for their time and and effort the presentations have been wonderful is a school you
027know School Board member you're welcome [Music] to attend the panel you should have you should have the board do that I think I think um it's it's interesting that you include culture too because everyone you know the nation's on fire right about critical race Theory as a legally educated person I still laugh but folks think this is what we're teaching elementary kids but that's a whole nother conversation um I've had to face some of my own cultural issues in doing this work right extremely disciplined background not a lot of room for the feelings myself as a young person so we all have things that we have to examine and then dispose of so we can be present for these kids it's not about how we were educated about how we were raised we are not
028in a classroom with us with a surface or an iPad so I just wanted to say that it's Way Beyond just this your skin color it goes pretty deep one thing I'm curious about is a question do you have teachers uh willing to share how their families became White that is one fascinating aspect of this Society how you know successive waves of people from a place came and gave up their Traditions gave up their last names I mean hell Tony Curtis's name is Michael Schwartz I mean you know I'm saying half the people I grew up with thinking they were one thing or something completely different so there's a Continuum of the experiences and the presentations thus far where that has definitely happened there are examples of teachers who identify as white as trying to
029Center that experience through the novels that they're choosing let's read alouds and then the how they know that their classroom is a cultural responsive classroom is the feedback that the students are giving them directly or that the caregivers are saying my my child is asking me these questions now and I'm really glad you've provided a space to talk about it um so that's one specific thing and seeing how educators are sharing some of their practices at their home and recreating those in the classroom so I walked into a classroom after someone presented last week and I was visiting their classroom yesterday and they have a class fridge wall and it's just a whole wall because a number of students said we want we actually um don't want to bring this work home and put it
030on that fridge to celebrate it we want to keep it here to celebrate one another daily and see it daily and and she had talked about that experience as a child what went on the fridge and what and what didn't and the conversation that what she's seeing evolve in the class fridge and what is put up is a reflection of a journey not perfection Mary um so I'm trying to wrap my head around um what we mean by identity because when you put racial and ethnic and cultural and thinking about you know what Falls outside of that socioeconomic lgbtq disability but yet those impact our identity greatly right um are those like lumped into culture or are those left out or like how do we consider that in our identity in this work well that's
031a really great question so I would say they're definitely included when people put up how they identify you know from an I Am poem which is one of the activities to and including everything from uh I would say ability what that looked like for them growing up socioeconomic Stan status is definitely part of that cultural identity and and geographically too that Services a lot especially given the research that a large proportion of teachers teach 100 miles or less to from where they graduated [Music] and so that was also a recurring theme as as folks were presenting um whether they grew up in a more rural area of New York you know I think because a city in central New York um so to follow up on that since since we're asking adults who may not
032even have experienced freedom in that regard to say we're growing up is gender orientation somehow picked up in this as well that shows up in in the artifacts again I'm excited to get permission and almost you know what I wish if I could do things differently and reflect we would have someone present their portfolio to you tonight because you would see um uh that's that surfaced in a portal portfolio last week so can you give us some examples of let's not go to all the way to exemplary what's a accomplished example of an artifact that could show validation of a student's identity so an accomplished one example was um from this this past week were poems that students had written celebrating their identity they had done it three times this year and they had kept
033them together so the students could talk back to see what they know about themselves and how they identify Now versus how September so another one was video embedded a kindergarten students answering the question who am I with the and the kindergarten kind of looking at the teacher like you don't know my name and disbelief and then um responding uh after two weeks of exploring their identity with you know I'm a I'm a friend Rock Builder magic maker spaceship pilot and Sun so so that would be an exam an example of accomplished great you said there's going to be I just want to make sure both Aaron and I heard that in case we could break away to check it out you said it's going to be a presentation on a particular day from several folks
034yeah yeah I believe it's June 13th and 15th we have um them scheduled and but what I wish um I think it would be beneficial at some point to recruit someone to come present here at curriculum so you could see an example as well bakun do you have a question I saw your hand up yeah I was actually just wondering um so do will all teachers be taking part in this like across the district eventually yeah so that's a really that's a great question so we have really um focused on Educators joining the district this year we give an overview of it at new teacher orientation we welcomed over 100 Educators so maintaining that Focus we that doesn't mean that teachers who are teaching now can't participate the first cohorts were mainly Educators in their
035first year at our district but the spring cohorts were teachers who the variety of years of experience so teachers will like choose to take part in this or like sign up or something yeah they sign up and they can take it during the school year and during the summer and as more teachers complete it that we have more teachers who can be facilitators and offer it at different times during the school day yeah I have one one more question sorry um you know like have any idea like what percent of teachers maybe across the district have taken part in this overall oh yeah I do we actually have a heat map that's one of my favorite documents and so it shows by building and who's participated in what um and we're thinking about how to
036be able to share that with Educators so they can easily see what they've accomplished so to date I think when I looked there was roughly um 80 85 Educators who participated in the identity strand this year foreign we roughly have 600 teachers so rough rough so I would say it's a six because we have uh 20 folks who've already taken it that just makes me laugh I'll never forget uh Dr Brown tobus early on in his journey that he spent most of his day convincing people to do what they do not have to do right that's a blessing and the challenge of bargaining units of 600 teachers many of the excellent offerings we have we have to bring people to them there's no mandates in this design um or better for worse so 20 percent
037is a solid number from my perspective and we will try to uh we'll try to increase that how long has it been offered this is the first year okay officially so the pilot was recovered with the equity team and they are our bank our uh four four um folks out of that cohort took the facilitator training and became facilitators and so they're offering these now so from this cohort you know we would hope to get another six to eight facilitators to offer it at different times some departments so department leaders have met some department leaders are saying oh maybe we could do this as a department although it's been um great to see the cohorts be pretty diverse as far as the age and discipline um that they're they're teaching so that's just something to
038that we're thinking about uh colleague has something she wants to add I back to everybody hello yeah you betcha yeah absolutely I wish I could get used to this format I'm still not quite used to it I'm sorry all right so we got the do you have anything else to share with us about this identity strand micro credential other than the rubric I thought there was one other document right ah okay is the you know what does it look like in your teaching practice in classroom design and what is what is oh I see this is just a flipton and it catch that formatting I apologize yeah that's some of the questions got it hi um I have a question about the I guess the this micro credential thing um I don't know if you
039mentioned it but before the teachers get qualified who will be hosting this Workshop oh is it like something that it's posted or are they just doing it like remotely on their own oh so it's facilitated by teachers so the identity strand workshop for example the last cohort was facilitated by Alex Sharon kellyanne Smith so kellyanne teaches at bjm and Alex as a social worker at Cuba Heights was that your question yeah so were those teachers the ones who like made this program or were they like taught by someone else oh great yeah they were taught by Laura branca and Kirby Edmonds um designed it there was a book read some of you in the community may have participated in that book read sponsored by Tompkins County public library in partnership with the park Foundation over
040I think it's around 10 years ago was it uh the MLK book yeah yep and so then we worked with uh Laura as the first cohort to Pilot it um and then took an additional facilitator training the teachers who wanted to become facilitators yeah good question all right what are we what are we looking at here all right so the other document can I see it Eldred for really quick so I refer to it by the correct name so this is what what does a teacher who's culturally competent and responsive look like and of course you know we uh are evolving and using with intention culturally responsive so I left that on there because that's a reflection of a body of work when there was a a vision that this is something you could complete
041or be done at and we know that we're never we're never done with this work so um this is what we is part of the book study so after reading the text and doing the reflection questions looking back at your lesson plans and seeing how this is showing up in your classroom practice so I think that shift to seeing it in practice is really important right we want to talk about it and explore and reflect we also want to have some Acts I can read it on this I can I can make it bigger I don't need my glasses thank you Mary thank you I mean I think it's important to note that in our times when the curriculum committee members have gone to see this in operation within classes the part that I took
042away with that I was so pleased about things that were not requiring teachers to know what they don't know because it's impossible to know all of the circumstances of the kiddos in front of you what we were crying them to do is create space for the students to share what's going on in their lived experience and then make some connection to the curriculum make some connection to the real world as they see it make some connection that does not lose the student I'll give you this famous example I've said this I've said this in very large rooms I was in fourth grade in the South Bronx my neighborhood was in Flames I'm literally watching buildings burn right outside my classroom and my teacher proceeds to walk us through a whole unit about the Russian Pro
043temkin Village experience where Russian citizens built fake facades of pleasant life so the queen can travel the countryside and not know what was happening to her own citizenship within the buildings within the windows with many of these abandoned structures in my neighborhood the city was expending millions of dollars to have artists paint fake life so you'd have wooden placards of cats and and a grandmother and and a flower pot in the window and if he wasn't buying a highway you wouldn't know every single one of those buildings had been torched these are huge structures these are not Brownstones these are very large buildings and I remember that was one of my first moments of absolute academic disconnect right it's clear to me that my teachers care deeply for us I'd even say love us they
044were all white but I don't think anyone was doubted whether or not they were there for my best interests but this teacher in that moment clearly had no idea what we were experiencing and if I had challenged her I had no I didn't have the very minuscule emotional control I am now it might not have gone well laughs so you know that that's that's that's one tiny example of my singular experience but we have kids experiences from their perspective every single day right and we could never know all of them so I respect when we see teachers creating space right see where the kids want to poke see what they want to explore and then and then run with it run with it in a way that allows them all to participate at a very
045high academic level that's the goal that keeps them engaged if you want them to be ritualistically compliant for the next 100 years and get Awards of that fine that's you know that'll be what we do but we have a long track record of seeing where that leads in this country Lily anything to add I am really thrilled to see where this is going to go and continue to go I think the work that our Educators have done thus far with the identity Strand and with the micro credential in general has been pretty extraordinary and I know many throughout our our state are really curious about it and really excited about the work that we we have begun um I'm also excited about its Evolution like Mary said our our language our strategies are our concepts
046of what needs to happen are going to evolve and shift and they have to so I think this is an excellent foundation and I'm looking forward to see what happens next this is not class you don't have to raise your hand so I just had a question about um this um I guess paper um doctor wallets uh what it looks like what a cultural responsive classroom um so I have like a lot of like very different classes right and I think much of this kind of seems targeted more towards my like social studies and English classes like discussing like books and um and literature and and textbooks and I have I have several classes that I haven't read a single textbook or a book or like really any piece of literature this year like considering
047like my math classes and like physics classes and stuff and I was wondering in these situations I guess how how would these these kind of ideas apply oh that's a good question so oh go for it like um as as someone who also gets to oversee mathematics teaching and learning in the in the school district and I get to work a lot with the fabulous Math and Science teachers who support our young people every day there are a ton of connections and ways in which we can create more culturally responsive mathematics classes and science classes um I don't want to put one of our board members on the spot but there is an excellent very concrete example that eldrid may be willing to share um and uh but also may not um but there are
048um there are a number of ways in which we've worked to create and cultivate a more culturally responsive especially math classroom right so in terms of our mathematics D tracking process that has been really really key right to create heterogeneous groupings across race gender socioeconomic status and all categories of quote-unquote difference that's been really really important that was like a foundational step for us to take in order to have more culture really responsive math classes because I'm not sure if you knew this but before our higher level mathematics classes the data had indicated that they were attracted by both race and class until we engaged in the detracting process um and then there's um there's a lot of um older research and and emerging research um around the ways in which we teach teach mathematics
049as you know one right way this is the um you know this is the the only way to complete or solve equations um or to demonstrate mathematical understanding um and so we've worked really hard to open that up in a lot of ways and also um again another foundational element is to educate young people about mathematicians and scientists from a variety of cultures and not just western or white European um thinkers who have certainly been a part of the you know have done great work as well but we've tend to we've tended to Center um the the stories and histories of those soaps and so we're trying to widen that skill as well I'll share you know the story of my experience in the math class with you guys offline but suffice it to say
050a lot of the equations that you learn in algebra and geometry it's been a known fact for a pretty long time that those were not actually created by Greeks definitely not later come Europeans right in the Renaissance it took place a long time after everybody else had their act together zeros and Arabic number there's there's a thousand ways to introduce uh thoughts on those subjects that are not text-based that um right now for long as we've all been alive it's not our fault have been driven by a eurocentric perspective um yeah so I also had a question um for all of these uh goals I guess would the teacher be like leading their own um like ways of doing this or will there be like additional support from the district so at the base of
051the the foundation are the culturally responsive teaching strategies through Dr sharaki Holly's Center so that's a binder study that is available but is also highlighted we can highlight in staff meetings here are some of the instructional strategies you can use because that but you're asking a really concrete question so how do we make sure people have the resources and experience it before they're trying to do it because it's it's hard to do something and create something you've never experienced so it's got to be integrated into the everything we're doing from staff meetings to maybe you know even even some of our Boardman board meetings I would say the curriculum committee some of these instructional strategies right you know call and response that's that's noted here or your question in math class I loved working with
052a partner when I was doing math and learning math some people like to work individually some people like a bigger group or they like to hear it three different times because there's three different ways that it was solved within the class and I remember when I was teaching I would hear you know one third of the class go oh I get it now and then someone else would explain it a different way and another through go oh that's how you do it so those ways in which were allowing teachers to see each other teach and celebrate it is going to help with the application of this um so I love your questions your questions are you're saying the same thing right who's teaching the teachers are we allowing people who don't know what to do
053and to continue to harm kids that's really what you're saying right we've asked those questions a lot so the way this district has tried to get to those 600 teachers plus the additional six to seven hundred other staff members we have experts coming and training and then the people who volunteer for that training and evidence competence become trainers I I'm not sure we certify those people other than you know the attempts here but uh these these the cactus training we're talking about a pretty darn intense right the uh tcis I remember sitting through some of that and I had I got a headache couldn't you I couldn't understand the words coming out of that guy that guy's mouth and like I said before we are not a uh a we're not in a situation where
054we can mandate these kind of instructional techniques so the best model that are professionals have presented us with is this model and the folks who come in to do these initial trainings are globally recognized not nationally how long has sharaki Holly been working with this District now 10 years at least right uh someone had a their own school out on the west coast so may not they may not want to be trained by the time you walk across the stage unfortunately but we are working that's really good to hear and one last question um I was wondering um if administrators and like board members uh will they also be part of this training yes yes definitely for administrators so we're finalizing an updated onboarding process and mentoring program for our new administrators and as part
055of that all new administrators to icsd or administrators who are new in in their positions are going to go through actually all of the strands of that of the maker credential as well and there are Educators so you know Mary has talked about teachers leading this there are also education support professionals who have participated and folks in a in a wide uh range of roles in the in the school district awesome thank you I just had a question are there any classrooms that we could go and like let's say like in the middle school or the high school a math class just as an example because we're using math as an example where we could come in and see what it would look like in a like an algebra trigger classroom we've been on the
056road uh visiting classrooms for probably seven years now in structural rounds we call it curriculum committee steers it but we always invite all of our colleagues and then afterwards after we see the the work in action we like those teachers and their Department chairs our administrators to a table so they can basically tell us how we are in the way as board members and what they would need to expand the net to expand the reach so join the curriculum committee hit the road I will hit the road with us that's why I ran to the board Mira asked a question oh mayor you're you're going to be the last scholar to ask a question we're over time but we're not going to stop there you sure all right our Presidente has arrived and reminded us
057we're over time so we're going to bring this meeting to a close thank you all it was fantastic and