1 more full week, 2 more mondays, 9 more days!<\/p>\n\n\n\n
End of Year Checkout Survey<\/strong><\/a> – <\/strong>please complete this prior to your last day at school for the 2021-2022 school year and then do a little happy dance!<\/p>\n\n\n\n Shout Out Ticket<\/a> <\/strong><\/p>\n\n\n\n FYI Slip<\/a><\/p>\n\n\n\n SEL Concerns <\/a><\/p>\n\n\n\n Student Appreciation and Spirit Day: <\/strong>The culture of care team is planning a fun day to celebrate our students’ hard work this year. It is tentatively scheduled for June 11th. We will be making a short appreciation video, signs, having a mid day dance party (in the classrooms), special snacks delivered in the morning and ice-pops delivered in the afternoon (most likely just before AM and PM recess). We would like to keep this a surprise for the students! Thanks for your support and if you had input, please email Heidi T. <\/p>\n\n\n\n We are also doing a spirit day! Please encourage your class to dress for a day at that beach and\/or a magical sea creature! Please remind them to make it school appropriate ie, shirts on (maybe a sun shirt or rashguard), and shorts or a sundress! <\/p>\n\n\n\n Last Week of School Schedule<\/strong><\/p>\n\n\n\n Emergency Drills<\/strong><\/p>\n\n\n\n If you lost your poster for IN AN EMERGENCY WHEN YOU HEAR IT. DO IT. Please let me know as this should be posted in all rooms.<\/p>\n\n\n\n 2021-2022 Enrollment & Placements<\/strong><\/p>\n\n\n\n Our placements for students\u2019 classes next year are mostly done.\u00a0 As always we have a few lingering questions or changes to consider, but our work on this can rest for a little while.\u00a0 We will be able to make several offers in June based on the numbers and then some will need to wait until August as we wait for some records requests for some students moving.\u00a0<\/p>\n\n\n\n Class lists will not be ready to preview until August. <\/p>\n\n\n\n Staffing Update<\/strong><\/p>\n\n\n\n Taking It Up<\/a> – Link provides a little more information on this powerful training.<\/p>\n\n\n\n Summer School <\/a>– here is the office flyer for Jump Start if you are interested.<\/p>\n\n\n\n Eval, SLGGs, EOY – <\/strong>please use the link below to schedule a time for your end of year meeting. <\/strong>Do not worry about the SLGG forms in Talent Ed. We will complete the paper-pencil versions and I will take care of uploading them into Talent Ed later.<\/em><\/p>\n\n\n\n 2021 EOY Meeting Schedule<\/a><\/p>\n\n\n\n Next week:<\/strong><\/p>\n\n\n\n Core Instruction Differentiation Resource<\/a><\/p>\n\n\n\n SEL Menus <\/a> We have 10 SEL menus for you to choose from! <\/p>\n\n\n\n In this District Management Journal<\/em> interview, John Kim and Rachel Klein speak with social psychologist Robert Livingston (Harvard Kennedy School of Government). Some excerpts:<\/p>\n\n\n\n \u2022 Livingston describes growing up in a predominantly black, middle-class neighborhood in Kentucky. \u201cThe school I attended was integrated,\u201d he says, \u201cbut we black students were in the advanced classes and we were the cool kids.\u201d When he went to college, it was a shock to learn \u201chow negatively black people were perceived by much of the world.\u201d But the \u201csolid armor\u201d provided by his first 18 years allowed him to approach the problem with curiosity, asking in college and graduate school, What is racism? Where is it in the brain? What causes it?<\/em><\/p>\n\n\n\n \u2022 Livingston has developed a step-by-step model for addressing issues of racial equity in the workplace. He sums this up in the acronym PRESS:<\/p>\n\n\n\n – P<\/strong>roblem awareness \u2013 It takes work for people to shift from seeing racism as a few \u201cbad apples\u201d to understanding the group advantages that have been embedded in the system over many generations. <\/p>\n\n\n\n – R<\/strong>oot-cause analysis \u2013 This involves shifting from a defensive stance (I\u2019m not a racist<\/em>) to seeing the systemic factors that create racial advantage and disadvantage. Schools play a vital role when they do an accurate job teaching U.S. and world history.<\/p>\n\n\n\n – E<\/strong>mpathy \u2013 From the first two steps, there\u2019s usually an understanding of the historical and right-now challenges experienced by people of color and a desire to take action.<\/p>\n\n\n\n – S<\/strong>trategy \u2013 There\u2019s a variety of effective interventions to address individual attitudes and institutional policies.<\/p>\n\n\n\n – S<\/strong>acrifice \u2013 To make a difference, individuals and organizations need to invest time, energy, and resources. <\/p>\n\n\n\n PRESS can be summed up in three questions: (a) Do I understand what the problem is and where it comes from? (b) Do I care enough about the problem and the people it harms? and (c) Do I know how to correct the problem and am I willing to do it?<\/p>\n\n\n\n \u2022 \u201cI think a rookie mistake that a lot of organizations make,\u201d says Livingston, \u201cis wanting to jump straight to a solution without going through this process of education and conversation before you get to action.\u201d He quotes Albert Einstein\u2019s famous quip that if he had an hour to solve the world\u2019s most difficult problem, he\u2019s spend 55 minutes thinking about it and five minutes on the solution. The first stage \u2013 education \u2013 involves putting facts, versus opinions, on the table. In the second stage \u2013 conversation \u2013 it\u2019s important to focus on the problem at hand (racial inequity) not personal characteristics (Who\u2019s the racist in the room?<\/em>). Of course people\u2019s feelings need to be addressed, especially the fear of being ostracized or \u201ccast out\u201d of one\u2019s group. <\/p>\n\n\n\n \u2022 Livingston says leaders interested in promoting equity usually have to figure out the best strategy to use with three types of colleagues, anthropomorphized as: <\/p>\n\n\n\n – Dolphins \u2013 They care about promoting social justice and know what to do. Leaders only need to appeal to their better angels and provide tools and opportunities to shine.<\/p>\n\n\n\n – Ostriches \u2013 They are apathetic, uninformed, or don\u2019t know what to do. Leaders can use the PRESS approach, perhaps accompanied by incentives to act constructively.<\/p>\n\n\n\n – Sharks \u2013 They are vehemently opposed to change. Leaders may need to use sanctions to prevent harm and nudge them to act in accordance with institutional norms.<\/p>\n\n\n\n Livingston cites research indicating that fewer than half of people are in the dolphin category; leaders shouldn\u2019t be na\u00efve about the need for carrots and sticks to bring along those who are apathetic, uninformed, or resistant. <\/p>\n\n\n\n \u2022 On confronting racism and microaggressions in the workplace, Livingston cites studies showing that when people of color speak up, \u201cit has the intended effect, but there\u2019s a cost to the individual \u2013 they\u2019re often seen as being a complainer or a troublemaker\u2026 and [they] have to calculate the trade-off between the cost and the benefit. But white people are able to be antiracist with more latitude and more impunity\u2026 So I think that puts an even greater responsibility on white people to do this work.\u201d <\/p>\n\n\n\n \u2022 On the question of using SAT, ACT, and other standardized test scores for college admission, Livingston uses the analogy of the Kentucky Derby, where people who place bets have lots of data on each horse, but most of them do not predict the winner. In addition, the horse that wins the Derby seldom wins the Belmont Stakes and the Preakness. Clearly there\u2019s no single characteristic or environmental factor that predicts the outcome of a horse race \u2013 or a student\u2019s success in college. \u201cSo what I say,\u201d says Livingston, \u201cis pick good candidates and invest all your energy into developing them. That is the message for educators.\u201d <\/p>\n\n\n\n \u2022 Livingston says he often hears from people of color that it\u2019s best to have a mentor of the same racial or ethnic group. In fact, he says, \u201cthe research shows that your mentor or sponsor does not<\/em> have to look like you\u2026 Sponsorship from a person who\u2019s not from your group is seen as more credible because there\u2019s no group interest involved.\u201d <\/p>\n\n\n\n \u201cPressing Toward Racial Equity: An Interview with Dr. Robert Livingston\u201d<\/a> by John Kim and Rachel Klein in District Management Journal<\/em>, Spring 2021 (Vol. 29, pp. 6-14); Livingston can be reached at robert_livingston@hks.harvard.edu.<\/p>\n\n\n\n Construction<\/strong> – If you are interested in the Newport Corridor Update click here; https:\/\/www.bendoregon.gov\/newportimprovements<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" 1 more full week, 2 more mondays, 9 more days! End of Year Checkout Survey – please complete this prior to your last day at school for the 2021-2022 school year and then do a little happy dance! Shout Out … Continue reading Effective Equity Work in Schools<\/strong><\/h1>\n\n\n\n