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BHRC Meeting 2021-12-02 Beverly Human Rights Committee Minutes - 2021 -12-02 7:05:24 PM Caja Johnson:All right, I think I think we're able to, to sort of get started here. so, We're at 7:05 pm. I will call the meeting to order Remote meeting on Google Meet pursuant to Governor Baker's March 12th. 2020 order suspending certain provisions of the Open Meeting Law and the Governor's March 23rd. 2020 order imposing strict limitation on the number of people that may gather in one place. gather This meeting of the Beverly Human Rights Committee will be conducted via remote participation to the greatest extent possible. No, in- person attendance of members of the public will be available, but every effort will be made to ensure that the public can adequately accept access the proceedings in real time via technological means. In the event that we are unable to do. So, despite best efforts, we will post on the city website. An audio or video recording transcript or other comprehensive record of proceedings as soon as possible after the meeting. Remote public access to this meeting will be provided and following manner access through the Google Video Voice, Conferencing Application. This application will allow users to view the meeting and request. Comment using the chat function. Pursuant to open meeting law. The chair may elect to recognize public comment. Submit it through the chat function at appropriate points in the meeting. So, We can do our roll call. Paul Goodwin. Leah Jones. 7:07:22 PM Leah Jones: I'm here. 7:07:23 PM Caja Johnson: Paul Lindsey goes. Chief Lecture. Principal Gabrielle Montavecchi. Mindy de Polito, am I saying it? Sorry. 7:07:44 PM Mindy Ulppolito: Depolito, I'm here. 7:07:45 PM Caja Johnson:Volatile, I made it harder. 7:07:46 PM Mindy Ulppolito:Yeah. 7:07:47 PM Caja Johnson: Sorry, and Rabbi Adler. And Katia Fisher. And a boot open. Thank you. And I I just wanted to say that Kittya did acknowledge that she wouldn't be able to attend tonight due to some Some health issues that she's having just feeling under the weather. She just got her booster. So We're thankful for that. and so, For the booster not that she's not feeling well. But that folks are able to to get their boosters and I just wanted to welcome Dr. Seuss Churro. Check. Thank you so much for being here. And do we have Dr? Morgan here. 7:08:39 PM Suzanne Charochak: I I talked to him about 10 minutes ago, so I just texted him and said, Where are you? I know he's planning on coming but he 7:08:46 PM Caja Johnson: Okay. 7:08:47 PM Suzanne Charochak: something I don't know whether he's having trouble with his Wi-Fi or whatever, but I just spoke to him about 10 minutes ago. So 7:08:52 PM Caja Johnson:All right, wonderful. Well I just wanted to welcome you both. Thank you so much for attending. 7:08:54 PM Suzanne Charochak: Thank you. 7:08:56 PM Caja Johnson: Thank you so much for taking the time to be here. We really appreciate it and it's an honor to have you here. 7:09:01 PM Suzanne Charochak: Thanks. 7:09:02 PM Caja Johnson: um, before we get started, I'd also wanted to just acknowledge that we all we are on Nom Keg land and I will hand it over to the Beverly Public schools. Thank you. 7:09:15 PM Suzanne Charochak:Alright, well, thank you. I'm hoping that Andre joins us soon but in the meantime, I am going to we had put together just our thoughts, sort of organize. Anyone? That knows me knows. I work best off of my slide so we organize them. So I'm gonna steal the screen if that's all right. Paul and And share the, you know, sort of our information with all of you. I think everyone should be able to see that now. 7:09:43 PM Paul Goodwin:Yes, we are. 7:09:44 PM Caja Johnson:Yeah, I can see it. 7:09:44 PM Paul Goodwin: Thank you. 7:09:44 PM Suzanne Charochak:Yeah. Okay. And there we go. So and again, there we go. 7:09:49 PM Paul Goodwin:Very good. 7:09:53 PM Suzanne Charochak: Oh, I like the new Google. You can see people and the slides that makes me very happy. Although I think I have to be in the other one to forward it along. So we actually Andre and I spent some time talking and I appreciate the opportunity to kind of come and talk with you guys share what we're doing. We know over time we're doing so many things, in our schools and working so hard in our schools to address a, you know, a number of things that pandemic being one of them. But aside from that, we know that one of our focus this year is really around creating welcoming and belonging in our schools for everyone for all of our students, all of our families. And families. them. around creating welcoming and many things, in our schools and things that pandemic being one of address a, you know, a number of of our focus this year is really But aside from that, we know that one working so hard in our schools to for all of our students, all of our belonging in our schools for everyone with you guys share what we're doing. We know over time, we're doing so And so that sort of in, in the spirit of creating our office of opportunity, access and equity, and having Andre come on board with us, was really To take a really proactive approach in what we do and how we address sort of, some of the issues that are facing our, our communities, the barriers that might be in the way for some of our families, and, and trying to sort of dig through all of that. So we sort of tried to say, How could we best kind of do a little recap of the work that we're doing in the schools, especially, probably over the last 20 months or so. And so, I think, hopefully, we've captured that in our presentation here tonight, but we're gonna first, we're gonna touch very briefly on the equity audit. We're going to kind of show how we bridge the recommendations from the equity audit to become part of our district improvement here tonight, but we're gonna first, captured that in our presentation equity audit. And so, I think, hopefully, we've equity audit to become part of our We're going to kind of show how we district improvement plan, which is bridge the recommendations from the we're gonna touch very briefly on the really the roadmap for us in our schools as to how we kind of move forward. We're going to talk a little bit about culturally responsive teaching as that sort of the backbone of a lot of goals that we have in our schools. We're going to talk about some strategies for teaching about difference in, you know. So it's one thing to adapt your pedagogy and your teaching to make sure that you're approaching it in a culturally responsive way. But how are we also providing our teachers the strategies that they need for teaching about difference, right?And then finally sort of just share with you some of the supports that we have and that we're utilizing for the district, leadership's growth and how we're approaching that. So I am I'm gonna just dive right in first of all, our equity audit. We took a we spent a period of time from probably September of 2020 in through. I think we finally finished it in February or March of 21, we Worked together and we actually chose to do an internal audit. There's two ways that you can do an audit, you can have an external audit, where you have a consultant come in from the outside and take a look at what's going on in in place. And you can also do an internal audit and so Andre and I have both had experience doing equity audits and so we felt like if we partnered together it would be a really good opportunity for us to be able to take a deep dive and as well. Engage the leadership in the audit process because much like we say with teachers, the professional development is in the doing not necessarily in the hearing and so the ability to kind of do our hands-on teachers the professional development And so the ability to kind of do our the hearing. is in the doing not necessarily in hands-on audit ourselves and dig into data and have conversations with people about what the data might mean. Or what it might reflect about our schools was really important to us. The first thing that we did was identify sort of the areas that we would look at. So you know that an equity out of this great. But where do you start?What are we looking for?What are we looking at?And these are the nine categories that we sort of melt decided that when we were talking to people when we're holding forums, when we were interviewing, Andre went around an interview, the leadership team members when we spoke to, and looked over. Some of the things that had been cropping up that have been causing challenges in the schools. How would we categorize those so accepting and marginalizing student, identities, and voices, the alignment. What is equity? You know? So everybody has a different idea of what equity might mean, and what it might look like we were we are school. So academics were important to us and what it?Well you know what about English language, arts and math achievement. What is the? Is What, how big is the gap?What is the, is there a gap? language, arts, and math achievement. Well, you know, what about English might look like we were, we are So academics were important to us and what it? school. What areas is the gap? You know, really more prominent than others. We looked at over and under representation racial representation in our Advanced Placement enrollments and by advanced placement. We don't just mean those AP classes. We mean honors courses. We mean Sometimes even in the elementary when we level students and do homogeneous groupings for certain things, which we know there's power in that. But we also know, there's a danger, we have to be careful and make sure we're intermingling heterogeneous groupings as well. We did take a look specifically for English language. Learners the same thing in those Advanced Placement courses. We know that there's a there's there's an awful lot of achievement in being able to speak more than one language fluently. Right?And so, how are we honoring that? And how are we making sure that that's coming through in the work that students are doing in our classes?We looked specifically at economically disadvantaged, You know, across the board. A, saint the same kind of ideas. And what are we doing for supports in that area?We looked at over and underrepresentation in school, suspension rates, we looked at over and underrepresentation in special education. We looked at school culture and climate and then we looked finally climate and then we looked finally at staff, diversity and recruiting. So we peeled through data, we assimilated, you know, the information that we had, we tried to find, you know, sometimes we would look through data and it would send us in a different direction and we'd look for more data. So we utilized all of the resources that we could get. Hands on to be able to kind of work through this. And the audit is, If I'm not going to go through the whole audit, it is available online. I would encourage anyone. If you have questions, feel free, there's a slide presentation. And then within that presentation, you can click into the narrative. And you can see in the kinds of data that we used, and the findings that we had. And then at the end of the equity audit, we had some recommendations. So the recommendations that we Came. Well, first of all and Andre I don't know where he is, because this is his slide. He's always the one that I like to turn to. He does such a great job, sort of, but it's kind of like the why, right?Why did we do the audit?And why is it important for a school district to be cognizant of the kinds of things that we were looking for? And really, it was to kind of build an understanding. What does it mean when we say opportunity access and equity? Right?Why are we hiring a person to come in and take a do the work within the cabinet to help us with this? And as well as how can we mobilize our supports for each? And every student's individual needs student's individual needs that Why are we hiring a person to come in and take a do the work within the opportunity access and equity?And really it was to kind of build an understanding. Right? And as well as how can we mobilize cabinet to help us with this?What does it mean when we say our supports for each and every equity audit that we did drove some very specific recommendations that we would be looking at those recommendations were way you know Where did we see barriers? How would we you know take on the responsibility of breaking those barriers down what and we knew we knew some going in we discovered Apple new, you know, through the process. And then we took a look at our district improvement plan and said, All right, these this is what drives us. This is what we say, is important to us in our work in our schools. And so what can we do? Hold on. He's this is Andre, I'm just ask you to hold for a second. Hello. Oh, you're oh, you're in the waiting room, Andreas. In the waiting room. Okay, thank you. Bye. Paul, can you let him in? Paul. 7:17:52 PM Paul Goodwin:Yeah, let me see if I can see him here. Okay, I got him. Here we go. 7:17:55 PM Suzanne Charochak:We'll just tell him. I'm all done when he comes in. They thank you. Great job. So it was nice of you. 7:18:00 PM Paul Goodwin:All right, here he comes. Yeah. 7:18:02 PM Suzanne Charochak: I just said, tell him I'm done when he comes in great job. 7:18:05 PM Andre Morgan: That's wonderful. Great job. 7:18:06 PM Suzanne Charochak:Yeah. 7:18:06 PM Andre Morgan: So 7:18:08 PM Suzanne Charochak: So you know our district improvement plan really is the sort of we use it often, we used it first of all, as a guidepost for us in general. But then each individual building leader uses our district improvement plan to craft out their own school improvement plan, and identify areas within their own buildings that they they can build on. And then in as well, I use the district improvement plan to create my own goals for myself. As a superintendent principles, use it to create their goals as principles and building leaders in their buildings and in the end, it filters down to teachers who we say. Hey, this is what's important to us. This is what we're working on, and they, they establish their goals off of of it. So it's a very important document that we use, but we had a really sort of enlightening moment when we were doing the equity audit. We looked at all the data we identified all these areas and then we pulled out the district improvement plan that we were working on. And what we discovered was that we had some great ideas about how we might move the district forward, but none of those ideas that were in the old improvement plan, really had been looked at through the lens of racism, or through the lens of differences and how we would address that. And so, we took this opportunity to kind of go back to our district improvement plan and say, Let's look at each and every individual goal that we have. And now let's layer over that lens of How are we meeting the needs of all learners and if all means all, what do we need to do what do we need to do to shape our all learners, and if all means all, of How are we meeting the needs of And now, let's layer over that lens goals so that we're working differently and working towards a more welcoming and belonging school community. So, while the goals didn't change significantly, the lens that we looked through them did. And so, an example would be we Are all focused on social. Emotional learning Social, emotional learning is going to be a focus in our schools for a long time. And yet we were looking at social-emotional learning in not, not as in a way of are we being culturally responsive to our respectful of the different cultures? The learning differences, the gender identities. The, you know, ethnic differences that students bring into the school community and are we making sure that we're factoring that into the work that we're doing? So our first goal really is about embedding culturally responsive teaching and social emotional learning strategies into the classrooms, our curriculum review and selection. We've always been focused on identifying the best classrooms. Our curriculum review and selection. We've always been focused on identifying the best curriculum culturally responsive to our community and are we making sure that that students bring into the school The learning differences, the gender we're factoring that into the work respectful of the different cultures? teaching and social emotional embedding culturally responsive The, you know, ethnic differences So our first goal really is about learning strategies into the that we're doing? identities. as in a way of Are we being resources that we can and making sure that we have really strong curriculum Emotional learning Social, emotional social-emotional learning in not, not And yet we were looking at our schools for a long time. learning is going to be a focus in maps that align with each other. But are we also making sure that their culturally relevant and are we making sure they're representative of all of the students that we have all of the the differences that Into our schools across the board, advanced coursework, that was a direct result of the findings of the audit. We very much identified that we had that you could be a student in Beverly and a predominantly white students. Take predominantly honors and advanced coursework. I would say our percentages were really disparate we have 70. 1 think in the 70 70 two or seventy, three percent of our students. If they take one honors course, they take three or four owners courses but and if they take if they likewise, there's an entire group of kids who don't take any advanced coursework. And then when we looked at the subgroups of kids that were in that, we had a high predominance subgroups of kids that were in that, we had a high predominance of percent of our students. really disparate we have 70. 1 think But and if they take if they And then when we looked at the kids who don't take any advanced coursework. take three or four owners courses. in the 70 70 two or seventy, three If they take one honors course, they likewise, there's an entire group of students of color of English, learners of students, with learning differences and so of economically disadvantaged students. And so we set a goal that to make sure that we increased our representation and access to and it's closer because we know the research shows that advanced coursework Is. Strongly correlated with outcomes for kids, after high school hiring practices. That's a. Another finding I'm not a surprising finding from our audit that we really need to do some work on how we develop. Not only attractive diverse war, a diverse war workforce but also how do we make sure that they stay right? How are we doing with retention of our staff?And so we have some very specific goals around developing and implementing conventions to not only attract the workforce, but one of the things we identified was that That their, their is likely bias that's embedded in our hiring process, right? The language that we're using in our job, descriptions The questions that we ask in our interviews. The way that our leadership who are involved in the hiring process conduct interviews, where we advertise how we. So so we knew that there were some changes that we could make there and then the same thing in recruiting and secession. You know, those of you who have been in barely for a long time, know that we build our workforce from within. We are very much proponents of creating a really strong pipeline for our teachers in particular, and they come either from the ranks of Paris or from our strong or from our strong relationships that we have with higher Ed for student, You know, those of you who have been then the same thing in recruiting and So so we knew that there were some job, descriptions the questions that we ask in our interviews. involved in the hiring process changes that we could make there and The way that our leadership who are conduct interviews, where we creating a really strong pipeline for our teachers in particular, and they we build our workforce from within. We are very much proponents of advertise how we. secession. come either from the ranks of Paris in barely for a long time, know that teachers and fellows. But we predom we our student teachers and our fellows come largely from our wonderful partner Endicott. But if you look at the the makeup of Endicott, it's largely. Um, predominantly white women in their programs for higher ED. So how do we diversify some of those partnerships and look to create different kinds of pathways for for access to our teaching to our teachers? so, So, there's that. Andre, do you want to chime in? I I was going on. 7:24:10 PM Andre Morgan:All right, I will I'm going to give you a break. Many many thanks. So good evening to each of you. 7:24:14 PM Suzanne Charochak:All right. 7:24:17 PM Andre Morgan:As we continue, I want to focus on our third area, which is culturally responsive teaching. As you'll note from King, everybody hear me okay? Thumbs up. All right, Closely Sponsive teaching is a research-based approach to teaching and what it really does is connect student, cultures languages and life experiences with what they learn in school. These connections really help students to accept rigorous academic curriculum and develop higher standards for learning academic skills. And so, you know, here it is. Our brains are wired to make connections and it's easy for our brains to learn and store information when we have a hope to hang it on if you will. And that hook is background knowledge. So students bring this knowledge to the classroom every day. And for students of color English language, learners. And other underserved student populations. These assets are often overlooked and so, when that happens educators miss the chance to use them to support learning CRT values and I'm not talking about critical race theory because we don't teach critical race theory and we've said this repeatedly for the last few months. I want to put this bar in there and many of you may have heard me say this but critical race theory is a concept that's taught in higher ED institutions. In fact I will tell you personally that I was first exposed to CRT in my doctoral program And so, you know, it's not a concept that is easily accessible to pre-K through 12 students. The curriculum materials are not easily accessible. The pre-K through 12 educators And it's a topic that focuses largely on the dynamics. Of more advanced learning and research and so there's no district across the contiguous US that teaches critical race theory. So back to the other CRT definition, Culturally responsive teaching, it reflects the assets of all students. And by doing that, it raises the academic expectation, expectations for all learners. It also sends the message that multiculturalism is an asset and not a detriment. And so we support culturally responsive teaching to best teach diverse student populations. And what we're finding is that it's a real powerful way to reach students. Now here's why number one it raises expectations for all students. Culturally responsive teaching teachers move away from the deficit mindset. They focuses on what a student can't do, but instead, they identify students assets and use them to create rigorous students-centered instruction. Now, this is particularly important for students from underserved groups, whose skills are often underestimated. Here's the second benefit of culturally responsive teaching, it helps schools to better meet students needs. Underserved students may face implicit bias because of their race culture or language. And implicit bias refers to the unconscious attitudes of stereotypes that we all hold. And as a result, these students are often overrepresented in special education. Other times their needs go undetected. They're also underrepresented and gifted education. And so by using an assets mindset, Schools are more likely to better identify and serve all students. Here's the third benefit of culturally responsive teaching. It builds cultural competence. And inclusive. Curriculum, which is what we strive for helps teachers and students to understand different perspectives, appreciate other, strengths, and build empathy. Culturally responsive teaching, can also help teachers reflect on how their own identity and experiences impact their attitudes and teaching practices. The fourth benefit is that it helps students feel valued and empowered. When students see themselves represented in the curriculum, they feel like they belong. And they're more likely to develop the trust. It takes to build a relationship with a teacher and administrator. And a sense of belonging makes learning easier and builds students self-confidence. So those are four outright benefits of culturally, responsive teaching, but there are many more. But we what we wanted to do was take an opportunity to do a deeper dive with this group around culturally responsive teaching as opposed to just saying the district supports culturally responsive teaching in our schools and classrooms. 7:28:47 PM Suzanne Charochak: I think it's important to note. I think that one of the kickbacks we get often, is that, you know, teeth that in the world of education, we throw around, you know, terms that other people aren't as familiar with. And so, really, we're trying very hard wherever we have groups of people that are interested in hearing the work, we're doing to kind of be really explicit and explain what we mean when we say things because it's it is really tricky if you're not doing it every day and we forget sometimes. So we're thrown around acronyms or we're throwing around words, but that was a great description of of what we mean. When we say that we're really looking at culturally relevant, culturally, responsive, curriculum, and pedagogy in our classroom. mean. responsive, curriculum, and pedagogy So we're throwing around acronyms or we're throwing around words, but that was a great description of of what we So, When we say that we're really looking in our classroom. at culturally relevant, culturally, 7:29:31 PM Andre Morgan:All right. And so I'm going to jump into our next area, which are the strategies that we're using, Before. I really talk about those specific strategies, I want to make, I want to make a notation so that it becomes a little more clear. And the messages that we're conveying. How people are different?Are important topics to bring into the classroom. and I'm starting with that because it's no surprise that their members of our community that don't appreciate us, talking about difference and raising differences as a part of our narrative, in schools and classrooms, But how students understand categories of equity, including gender, socioeconomic class, race and ethnicity sexual orientation age, and generation, and religious, traditions affect how they experience the world. And here's a bit of truth that 7:30 pm in the evening. If the school district is going to be transformational, we need to build a community atmosphere to do this, kind of intensive learning. And we have to get our stakeholders to accept this truth than in order to really interrupt and equities. We have to, we have to know what they are and we have to know how our students see things. And so it's our goal to really be to really create that kind of learning environment where students become change agents. And we do that by talking about the issues of difference. And because difference is a part of our public conversation and it's integrated and there's so many different aspects of the world. Our students want to, and really should be a part of that conversation, no matter what, their their experience are difference. Our students are all members of a multicultural society and world And we understand. That our staff are in different places in their understanding of difference. And sometimes our staff may feel reluctant to talk about differences. Especially if They're still in their learning mode where they may be concerned that students who bring their own assumptions and stereotypes to the school and to the classroom. You know, Will will penalize them for fear of not knowing and their staff. That may also be hesitant to say the wrong thing as they're on their learning journey or there might be a case where bias emerges and it's hard to facilitate and contain a conversation. And so teachers also may fear pushback from from parents who feel that. No, you shouldn't be talking about difference. And why are you changing it at this particular juncture and my child's learning career? So we want to talk about a few strategies that we're employing to help our teaching and support staff and also our leaders handle issues of difference in schools and classrooms and let us mention that our curriculums are being examined to ensure that the diversity matches our student demographics. so, on the slide, you will see that we have Four areas that are strategies for how we teach how we employ our staff to take advantage in terms of dealing with difference. With all of our students, one is to set up group guidelines. now, students and in particular, Students in the majority, sometimes may not participate in discussions about difference. For various reasons, perhaps they feel inadequate worried that they'll be mocked or embarrassed by the lack of knowledge are really concerned that strong feelings will arise. and many might think that topics of difference aren't really relevant, but when engaging in any conversation about tough topics, we believe that it's critical to set up group of guidelines and all of our schools elementary middle and high school and agreements to promote a classroom environment that is safe and respectful. We do this collaboratively with all of our students and we encourage our staff to do the same. And this is making sure that the following areas are discussed. Listening and interrupting. How to deal with strong emotions, establishing trust confidentiality sharing air time and dealing with differences or disagreements?And because we are products of a bias society. Where cognizant that everyone has biases and holds stereotypes. And so we're very upfront and we talk about this with our students and we encourage our staff to do this and we we help to embed these strategies and we give these offerings to our staff, through an array of different PD programs that were running. Consistently both from a district level and from an individual school level. We assume goodwill and we can we implore our staff to do the same and convey to students that they should do the same. And we find ways to inspire students and to challenge themselves and their assumptions. But while we're encouraging our staff to do that, we're doing that with our with our teachers and leaders as well. The second thing that we do, as a strategy is that we implore teachers and staff to help students accept discomfort in certain uncertainty. A safe learning environment, doesn't mean that everybody is going to be comfortable with every discussion. And so, we help our staff to be prepared for these conversations to be potentially messy and complicated. They may not in as the expectation is late. And we remind ourselves and all everybody in our and everybody, in our stakeholder community of this and share that understanding with our students, so that we manage everybody's expectations. And it's helpful to remember and share with students that often deep learning and I used. And I use that very strategically, the kind that is lasting in long term because that's our goal for every student to become change agents. And part of their learning comes, when things are uncomfortable, are sticky?And we're able to work through those things that's the Aha or the Epiphany moments. And it's also helpful to explain a student that often when things are complicated, are when there's a conflict of things or handle, well, that there can be a higher understanding or improve relationship on the other side. The third strategy that we employ is to acknowledge that learning about differences is a process. So up in the case, That people who don't experience any difference in any way, shape, or form. Don't really think about their own identities in the way that other people do. And so, one of the things that we encourage is to recognize that learning about difference is a process because many students have not had the opportunity to reflect when students who are different from them or even discuss it. And that's going to come up with bias and misinformation. And social media. And we know that it takes time for students to develop understanding and insight. So we work to make it clear that this is a lifelong process. And that one is always learning including self and they were all learning together. And so as part of a strategy, we introduced less complex topics at first. And then, we elevate. We make sure that we're using accurate terminology. and at the same time, we don't sugarcoat or simplify language or concepts We define the words and the language of difference. And it's one of the first things that we do to create the type of environment that is safe for us to be able to discuss that the other thing that we do, Is we include differentiating prejudice bias discrimination, and implicit bias. And we establish the fact that we all have some difference. And we ensure that we're having those conversations, very openly. And honestly with students In the last thing and last strategy that we implore is to provide opportunities to learn about others. and Falster empathy and so regardless of whether or not Difference is reply You know regardless of the difference that our students are experiencing. It's important for us to bring diverse voices and perspectives into the classroom and in other ways besides personal sharing. And so, you know, we have come, we have conversations about difference on a regular basis. We use books videos movies, literature, and other means to allow students, to begin to understand the differences that are pervasive in our learning environment. We want to make sure that we're lifting all voices on difference, collectively, in our elementary, and our middle and our high school. And even in our pre-K program, And the goal is to dispel stereotypes, not perpetuate them to be sure that we review all of our resources and advance. And that's one of the things that we're imploring our staff to do on a regular basis. But what we really want to do is expose our students to differences so that they can become the change agents that we just talked about. So, we wanted to take a little bit of time to talk about this because we know that you might have heard in different contexts that we're that we're working on. We're working to create a more inclusive and belonging environment across the district. But Dr. Trouchek and I thought it'd be important that you really understand what that means. That we're not just giving lip service about it, but these are the specific strategies that we are imploring across the district. To make sure that we're building a diverse student learning community that's going to make make a difference for every student. And so when we talk about all means, all that's really what it's about. And so I want to bring Gabriella into the conversation as well, because as one of our building leaders, you know, our responsibility is to ensure that this stands up in her school and to be an advocate in the communities on these strategies that we're employing when a day-to- day basis. And so, we're not just talking about this kind of, as a way to say. All right. This sounds good as a narrative, but we're we're talking about this work as a means of saying this is what we're employing when a day-to-day basis. know, our responsibility is to ensure one of our building leaders, you on these strategies that we're to be an advocate in the communities this kind of, as a way to say. And so, we're not just talking about This sounds good as a narrative but that this stands up in her school and the conversation as well because as All right. really doing because we're really about this business of all being all 7:39:47 PM Suzanne Charochak:And so I think the the last thing that that I we wanted to share. I think one of the things that it always resonates with me when Andre talks about it too. So this notion of accepting the discomfort and uncertainty. Right. That's so important for our students but it's important for our teachers, it's important for our leaders, it's important for all of us. And so we're all on a journey as we try to, you know work through all of the the process that Andre just sort of outline in terms of, as we all grow in all of these areas but we have put together a number of Opportunities for our leadership, and for our community. And so we just wanted to highlight a few of the areas that we're trying to support both districts and leadership and community growth. So one of the things we've been doing and I know some of you that what we were part of our forum, the last time that we had it, but we're continuing to offer community forums for discussion. One of the best ways to help our students learn how to engage in discourse is to model that and engage in discourse ourselves and to be, you know, out in the community and talking and hearing and learning from each other, we had one our first community forum a little while back. We have a community conversation. Coming up at Apple Village, we were going to going to try to have some of these Coming up at Apple Village, we were conversations right out in neighborhoods so that where going into the communities? Where people live taking away? Some of the challenges of either transportation or some of those things. So, that we had it, but we're continuing So, one of the things we've been One of the best ways to help our were part of our forum the last time discussion. discourse is to model that and engage know, out in the community and students learn how to engage in community forum a little while back. We have a community conversation. in discourse ourselves and to be, you talking and hearing and learning from to offer community forums for each other, we had one our first doing and I know some of you that we Are in Apple Village, I think. Next week right next week on tonight, 7:41:30 PM Andre Morgan:Yes, on Tuesday to set on Tuesday to 7:41:32 PM Suzanne Charochak: yet. 7:41:33 PM Andre Morgan: seven. 7:41:33 PM Suzanne Charochak: Tuesday, the 7th, more importantly, we have student forums, right?And those student forums, we hold on a regular basis. In all, particularly grade 7 through 12 are engaging. You know, really heavily with our students in discussion. And, again, modeling with Andre Modeling for teachers, for teachers, Modeling for students, Students modeling for other students, in terms of how these conversations can go. And then, we have some more formal sorts of opportunities that we have. We have a team of five. That is part of a teacher diversification, professional learning community, that's sponsored by the Department of Ed. And there's the Inspire Fellows Andres. A part of the Inspire Fellow program as well as he holds a regular group for educators of color, affinity group for educators of color. There are and I was shocked. How many people were on the, in the taking part in the Seed project. The Seed is seeking Energy, Educational Equity, and Diversity, to National Project. And we had an opportunity through our partnership with our Essex County Learning community to for teachers principals My, I'm in it myself to join a group, where we are really digging in, and having conversations around equity and diversity. And then, finally, there's a leading and learning about race racism and equity. That Beverly is a part of Andrea's representative in that group, sponsored by the Massachusetts, Association of School Superintendent. So, these are sort of the more formal opportunities that we have, because, we know And then, finally, there's a leading principals My, I'm in it myself to join a group, where we are really representative in that group, opportunities that we have, because taking part in the Seed project. partnership with our Essex County How many people were on the, In the Learning community to for teachers The Seed is seeking Energy, Educational Equity, and Diversity, to National Project. And we had an opportunity through our as many opportunities so you can find You're you know, depending on what you're looking to do. So that's those are just sort of some of the more formal groups that we have. And that is it, I'm done. Slideshowting, you slide showing you here. So I guess, you know, I think we'd love to open up to questions. Comments discussions. Anything that surprised you or you know, you you wonder if we're doing So do I I do want me, I'm Mindy you works for everybody. want to I can call on people if that 7:44:11 PM Mindy D'Ippolito: Sure, thank you. Can you hear me? 7:44:13 PM Suzanne Charochak:Yep. 7:44:14 PM Mindy D'Ippolito: Okay, great. Thank you for this presentation. It's very interesting. I was curious how you measure success for some of the more like nuanced goals specifically these um like conversations about differences. I mean I imagine you can look at the data to see if you know the numbers are changing in terms of more diversity and You know, like the Advanced Placement stuff, but how do you measure success for these? I would say, like more transformative types of experiences that you're offering to the students. 7:44:53 PM Suzanne Charochak: So each one of our goals has built underneath it, an action plan, and the action plans include sort of small steps and early indicators of success. And so we've identified what a couple of early indicators of success. If we're successful in staging some of these things, you know, will have an impact on discipline, will it have an impact on attendance?Will it have an impact on some of those things? But I also at the end of each, one of our conversations, whether they're forums or community conversations, we always come back together. I call it kind of an autopsy of the work, right? And we reflect upon how did it go? What went well, what didn't go?Well what would we change?What would Well, what would we change?What would we make stronger?Well, what didn't go? And we reflect upon How did it go?What went? I think we can also and I don't know if Andrew appreciate we can also anecdotally say we can also count how many Outrageous disruptions we have following them right? Like so we are doing work that is uncomfortable. And it brings about some really frank discussions and conversations and students seeking out. You know, wanting more information on this or You know, I really can't believe you said that and that was horrible or you know, and we can also measure it in feedback that we get from parents when their kids go home and say, Guess what we engaged in this conversation about race and we get a lot of feedback from parents about, you know, How did that go?And you know I want to know more Sometimes it's just I want to know more about the conversation so I can help with my child. Sometimes it's please take my child out of the class this or, You know, I really can't believe you said that and that was get a lot of feedback from parents And you know, I want to know more from parents when their kids go home measure it in feedback that we get help with my child. about, you know, How did that go? horrible or you know, and we can also this conversation about race and we and say, Guess what we engaged in I see Leah and Paul and Al over wants 7:46:34 PM Mindy D'Ippolito: Thank you. 7:46:35 PM Suzanne Charochak: to go next. Go ahead, Leah. 7:46:38 PM Leah Jones: Thank you so much. I This the discussion around strategies for teaching about difference, is I feel like I just said in on a micro seminar and it's so amazing. I wanted to applaud. You both or all of you three educators on this call. My question was about, if all of the strategies, if if you presume willingness on the part of caregivers and students, And it seems. And I expect that most students are really willing to, you know, wherever they're starting from wherever they're starting they're willing to be part of this culture of Of. Of equity. And but I'm just wondering how do you if you run into a situation where there is trauma? Around something that is maybe a student says to another student or something that's experienced in the classroom in some way and there's maybe not as much of a willingness or how I guess. I'm just thinking in general not to get into specifics. But how does healing happen when there's anonymity and is there ever? Is there ever is that? Is there like a system? If there's an emergency in a classroom where, where A kid or a group experiences, some kind of trauma. Is there sort of like a healing process that can take place? Or How do you heal with all of these like Dr. Morgan, you're talking about the bias and the misinformation out there and I imagine that you're you're This work is like more uphill than ever in some ways in the past few years. Just kind of wonder if you could touch on that. I know it's a big topic maybe without getting too specific. I'm just wondering what are some approaches. Maybe to healing and um, refining that footing, if something, if there's an incident 7:48:31 PM Andre Morgan:And so I'll jump in and start, you know, one of the Practices. That has become a little more. Visible in our schools that have been restored of justice practices. And the reason why it's it's kind of going in that direction is because we know that students or returning the school with some major trauma issues, you know, as a result of the pandemic and not just students but their families as well. And so, you know, we've taken that particular approach as a compliment to our student forms and other activities to the idea that there are more serious incidents around trauma and there are, you know, we work with our staff to make sure that they're prepared to deal with them. And so that includes an increase in our counseling, team, focusing on focusing on the mental health and wellness of our students. And so, you know, it's not And so, you know, it's not a particular measure that we use to wellness of our students. our counseling, team focusing on focusing on the mental health and deal with trauma, if you will, there there's multiple measures that we use in order to address the situation. One of the things that we work to be a part of one of the things that we work to do quite honestly. Is to be preventative in nature. One off of the philosophy than an alpha prevention is worth a pound of cure. And so we're doing all of these things even when we're not having major trauma issues. And so one of the ways, one of the outcomes that we hope to achieve is to mitigate them, but we recognize that that's not going to be a perfect convention every time. And so, the restorative justice practices is one group. The one one avenue the constant form The the continual forms is another avenue showing up different activities and classes. Another one, and even when we have students, who bring dissenting views into the classroom, which is a form of trauma as well, we have measures and and strategies to work with those the the continual forms is another of trauma as well, we have measures activities and classes. avenue showing up different Another one, and even when we have into the classroom, which is a form students, who bring dissenting views practices is one group. The one one avenue the constant form And so, the restorative justice too. So that we made sure that we're always creating an environment of belonging and inclusiveness. 7:50:30 PM Suzanne Charochak: I think it's 7:50:30 PM Andre Morgan:And the last thing I will say not to extend the answer, but we recognize that a trauma that's brought into the school. Doesn't start and stop with the Sometimes the root is as a family student. situation. And so we work very ardently to support families and a number of circumstances and situations and providing services that will help mitigate some of that trauma. That's being experienced. 7:51:01 PM Suzanne Charochak: So I think I saw Paul, and then Allison, and then Paul Goodwin, then Allison and Paul and Zikos in that order, maybe. 7:51:08 PM Paul Goodwin: Okay, thank you. Thank you both for being here with us tonight, Dr. Trocheck, you're making me a school committee, a little bit, and our times together on a weekly 7:51:16 PM Suzanne Charochak: He? 7:51:18 PM Paul Goodwin: basis for those four years. So thank you for the in-depth conversations. We've had today. And Dr. Morgan, you're a wonderful asset to the community in the school. So thank you for what you're doing. I wish we had the opportunity to work together, but I'm thankful that we have that opportunity now in this forum. So my main thing is sometimes we'll get questions from the community or concerns or problems or issues that people are having and they might be related to the schools and just so we are pushing the people giving the best resources. Where would you Where would you both prefer us to go or where should the main point of contact be so we get them in the appropriate place. 7:52:04 PM Suzanne Charochak: I always say, You know, the chain of command, I have a, I will even refer people back to their principal. If they come to me before they've gone to their principal, I truly believe in the strong building leadership that we have in every building, but that said Not, every situation is able to be completely handled at the building level. And so then that's when typically I will hear about it. Sometimes I hear about something and I'll just go to Andre and I'll say, Hey Andre do you think you want to take this on and go talk to someone Sometimes? He'll come to me and say I have a situation, I think you should probably get involved in in some of that but I I strongly encourage there's there's an order, start with your that but I I strongly encourage, child's teacher. He'll come to me and say I have a situation, I think you should Sometimes? Hey Andre do you think you want to probably get involved in in some of take this on and go talk to someone If that doesn't work, maybe a counselor or an assistant principal in the building and then if that doesn't work there's a principle in I always say, You know, the chain of will hear about it. building, but that said Not, every If they come to me before they've gone to their principal, I truly And so then that's when typically I command, I have a, I will even refer situation is able to be completely believe in the strong building handled at the building level. I'll just go to Andre and I'll say, leadership that we have in every Sometimes I hear about something and people back to their principal. the building and then if that doesn't work feel you know I mean I'm always willing and able to talk to and hear from people but I I think there's a there's a couple things, some of our building leaders. Like Gabrielle, are I call her when I have questions and so she's she is my go-to person when I'm struggling with a concept or an idea. And she has great strength others of our building leaders are on the journey. Just like I am and they're still learning. And so the if we bypass them, we don't build their capacity and their ability to address what's going on in their buildings as well. And so, if it all, if you always go directly to the superintendent and skip the high school, principal or the middle school, principal, they're not building their strength and they're not able to respond in the way they need to. And then it feels. It's sort of I'm coming in and it has a different a different feel than if it's coming into them. Every one of our administrators works very collaboratively with us in central office. There's not one of them that won't not building their strength and the middle school, principal, they're skip the high school, principal or And then it feels. they're not able to respond in the It's sort of I'm coming in and it has way they need to. directly to the superintendent and pick up the phone and call Andre and say, Yikes. I need your help or me say me, I don't know how to handle this one, can you help me out? And so I think it's so funny because I'm thinking back to the Question about measurement, I think Mindy asked, How do we measure, right?And I was just thinking the other day, we had sort of something that had come up around, gender identity, a sort of incident that had to be addressed and 1, it was at the high school level and yet, I had this opportunity and I was working with the administration there and I thought, Oh my goodness, they are a miles ahead of where we were if we were trying to deal with this six months ago, right?And so the growth in journey that they're on is really important and so I think that that's why I so strongly advocate that you start with the child's teacher then to the counselor because I think we all need to build our our our abilities in our strength. child's teacher then to the counselor because I think we all need to build advocate that you start with the I think that that's why I so strongly they're on is really important and so So but that I mean that's the answer. I always give, right? So nothing new there. 7:54:55 PM Paul Goodwin: Okay, thank you very much. 7:54:55 PM Andre Morgan:And I want to say, Paul, I look forward to working with you too. 7:54:58 PM Paul Goodwin:Wonderful, thank you. 7:55:02 PM Suzanne Charochak:Allison, I think you are next. 7:55:06 PM Alison Adler:And you answered my question. So beautifully, and I just I this is so refreshing and exciting and inspiring and thank you so much. I've been sitting in on the stuff going on in Danvers and I it's just I know how some questions being asked. There would be answered by you because you've answered them and and so that's what I mean by refreshing and so thank you. I know I have you know kids who are in the schools in Danvers who and parents who feel like nothing's being done, right? But that's it. So to feel like I'm part, we're part of this community where there's so much happening so much, that's proactive and everything. so, thank 7:55:47 PM Suzanne Charochak: Thank you. And I think Paul Lindsay still has his hand up. Paul, you're muted. 7:56:00 PM Paul Lanzikos: There you go. Thank you. It's the sign of the The Times these 7:56:02 PM Suzanne Charochak:Yeah. 7:56:04 PM Paul Lanzikos: days you're muted, that's gonna be the phrase of the year. 7:56:07 PM Suzanne Charochak:Which I think. 7:56:08 PM Paul Lanzikos: First of all, thank you both for the leadership that you're displaying not only in the educational community, but throughout the general community, as well as Gabriel, I think it's it really It's it's serving us. Collectively very well. I have two distinct questions. I'll ask someone at a time the first one. Relates to. Students who have learning differences, of students who may be exhibiting behavioral manifestations or students who have sensory and communication. Differences and Limitations, How are their needs and concerns or corporated into the plan. 7:56:50 PM Suzanne Charochak:Yeah, that's a great question. And I will say it's, it's funny When I referred back to that first District improvement plan where we hadn't you, you know, sort of layered that lens of of race, or of gender identity or