In this video, youth from Kindergarten to 12th Grade ask the Kalamazoo Public School Board Candidates questions discussing access to appropriate education for all students, literacy as a civil right, student mental health, and school discipline policies that lead to the school-prison pipeline.
Questionnaire in partnership with Michigan Education Justice Coalition and Michigan Transformation Collective
Some questions were submitted during the forum for the candidates to answer after. Please note that those questions are Questions from Forum.
My name is Dr. Todd Ellis, and I feel that my skills and experience make me ideally suited to serve on the KPS School Board. I grew up in a family of teachers, so I have seen all the weekend and evening hours and the personal sacrifices asked of our teachers. I myself have taught for 26 years, mainly at the collegiate level. My degrees are in physics and atmospheric science. As a professor, I modeled my introductory classes in ways that would help future teachers be able to effectively model inquiry in their own classrooms. I also used to be a teacher professional developer with NASA over my career. I came to Kalamazoo to focus specifically on earth science education. When a disability made it impossible for me to continue to work even part-time, I studied to become a Registered Parliamentarian to learn how to run meetings effectively using Robert’s Rules of Order. I became interested in running for the school board as a way to use all of these skills to help stem the tide of losing good teachers, provide better support for our classroom, and bring more transparency to the board’s actions.
Based on my observations of the past curricular cycle and after informal discussions with teachers and parents, I would strive to make sure that when teachers are piloting new curricula in their classrooms, their observations are given much greater weight than they are currently. Several teachers felt that their input was outright ignored, and that can’t happen if we are to show our educators proper respect for their expertise and the feedback students offer to them. When it comes to budgeting and district policy, too much of the work is being done with no official record of the discussions. Committee reports are not published prior to board meetings, so there is no way to know what discussions are in the works. Committee of the Whole meetings over dinner, while listed as open to the public, are difficult to join in the meeting space, and no minutes are ever kept and published. The process has to be more transparent to the community stakeholders for them to have an opportunity to provide input.
School discipline is indeed a severe and ongoing problem that mirrors an upsurge in violence in our city. I believe that Dr. Slade has brought new energy to begin to deal with in-classroom behavior, and his regular visits to the schools are undoubtedly welcomed by many stakeholders. I believe we need more support staff and better training for our building administrators on how to handle students who have been referred to the office. Anecdotally, some schools will keep a referred student for a few minutes, give them a snack, and return them to the classroom within five minutes. That is not restorative to the student or supportive to the teacher. And metal detectors are a topic of discussion for the upcoming year. There are pros and cons, supported by research, that must be considered before a final decision is made, and community input will be vital.
Young black men and women certainly face a lot more challenges than many of their counterparts in our schools. I think we’re on the right track on some issues in this district. Dr. Slade’s attendance policy, along with better funding for fully staffed bussing, has reduced chronic absenteeism from the 50% rate we held two years ago. As he has said, you can’t learn if you’re not in school. But there are other challenges that we have to address as a district and as a community. These young people may be faced with additional family burdens at home, leaving them less time for the independent learning homework helps to provide. Students who are unhoused may not even have the power to do their at-home work. Community organizations have been and must continue to step in to help some of the chronic problems that prevent these young men and women. As a district, I believe we should be more proactive and creative about finding solutions that allow our Black students a chance to learn on an even footing with other students in their classes.
Ideally, we would have mental health resource personnel on staff in every building, though I don’t see this happening. Continued inclusion of Social-Emotional Learning (SEL) throughout the curriculum is vital. While current board policy explicitly mentions a prohibition on discrimination against LGBTQ+ students, I also think we need to make sure that we explicitly include LGBTQ+ students in our anti-bullying statements and provide teachers with any support they might need to protect and promote those students’ identities. The same goes for any differently-abled child in our district.
Our district actually pays reasonably well and offers decent benefits, although they could be improved, as they could across our country. In my daughter’s six years in KPS, three of her former teachers resigned to move to other districts. I reached out to some of them and others whom I had heard were similarly departing, and there was a single common theme: lack of respect. They felt their expertise was ignored in selecting curricula or testing methods, they felt completely unrewarded for putting in extra effort to secure grants for special projects, and their class sizes were far too large for them to be effective and differentiating instruction among students. They were leaving for jobs with longer commutes and lower pay because those positions were rewarding them as master teachers mentoring young, new teachers as they learn vital lessons during their first years.
So, we need to lower class sizes. The target maximum must be thirty at the higher grade levels, and it should be smaller as the children get younger. We should not tolerate a class size of 42, which has been reported for the sixth-grade advanced math class at one of our middle schools. We also need to provide more paraprofessional support to our teachers, especially when there are exceptional learners in those classes. Working with our communities to strengthen parent involvement in the classrooms makes a world of difference, and as a district, we should be looking for best practices in increasing that involvement. Meaningful professional development that allows teachers to get their “hands dirty” by learning new techniques or labs can help keep their skills fresh and sharp. Making sure facilities are being maintained properly is vital. Reports of classrooms with leaky ceilings and technology that are out of date come up frequently in discussions with teachers. And finally, as I’ve learned from many of my former students who went into teaching, there must be better mentorship. There are things that come up in a classroom that no course in classroom management can prepare you for. Having a mentor available to offer advice and encouragement can go a long way to helping retain young teachers to become successful veterans.
Christopher Bovid, Todd Ellis, Linda Ellis
Received: 314Action (promoting scientists in office), Alonzo Wilson II (city councilperson), Kalamazoo County Democratic Party. Seeking: Kalamazoo Education Association, Kalamazoo Support Professionals, UAW Local 2150 (Principals and Administrators), SEIU Local 517M Region 2 (custodial and maintenance workers), Michigan Education Association
Last year, the Board took a significant step by explicitly adding language to their policies to include LGBTQIA students, as mandated by laws passed in Lansing. The next crucial step is to ensure that all students understand that any form of attack, verbal or otherwise, against LGBTQIA students is bullying. Students must know which teachers and counselors are safe to talk to, especially if they are not out in public. In these cases, we must consider addressing bullying without outing students unprepared to share that part of their identity. Suppose the administration doesn’t have a policy in place. In that case, they must develop one immediately to foster a more inclusive and supportive environment for all students.
The biggest hurdle will be to convince the Board and the superintendent that there is, in fact, a great deal of science that suggests the change is worth making. At his Attendance and Expectations Meeting at Maple Street, I can tell you that he brushed off a direct question by saying that when previous districts he had worked for presented the public with the option, they overwhelmingly voted to keep things the same and then took the next question. So, convincing the Board and the superintendent that it should be a priority has to happen before we can even begin researching models and working with unions and, yes, convincing the public. I wish I had a more positive answer because I agree that the start times are inappropriate for teenage development. However, when asked directly, current leadership has not shown interest in pursuing this issue. However, I firmly believe that changing the start times could significantly impact our students’ learning and well-being.
After my 90 seconds were up, I kept returning to this in my head, including other nuances, such as having an older student be a caregiver for younger siblings before they could start their work. I missed the implicit bias in my answers since I’m always home and available to help. The idea of tutoring again struck me. What if that student needs to be home to welcome younger students home? Perhaps there is a way to use Chromebooks to access a helper remotely. It seems like an expensive proposition, but it seems plausible. More research is needed before we can make an informed decision here.
Student councils can be influential. I was on one in college and helped refine new class ideas. The student council must be distinct from other groups, such as the National Honor Society. If students can make that case to their principal, they should go for it and be a source of ideas for their schools.
Youth advisory groups can effectively share student concerns with administrators. Under the current administration, students would bring their concerns or ideas to the building principal, an assistant superintendent, and the superintendent himself. If the issue, however, concerns Board policy, I encourage students to speak with a member of the Board or the entire Board so that we can examine the issue. Your voices are crucial in shaping the future of our schools.
As someone with a disability, I have been particularly attentive to ways that accommodations for the differently-abled, physical or otherwise. I can tell you that the Loy Norrix pool is not ADA-accessible. I have to sit on the pool deck as far out of the way as possible to watch my daughter swim. Some multistory buildings would be very challenging to navigate between classes when you have to include an elevator trip. I had witnessed occasions when a Type-1 diabetic student went into hyperglycemia shock, and none of the teachers knew how to administer her insulin. Lastly, I’ll point out that one of the dangers of overcrowded classrooms is that there is little space to maneuver if you are mobility-challenged. Two issues are at play regarding unhoused students, which is a growing problem considering the cost of housing in the district. One is legislative. The program needs more resources, and more people need to know about the funding issue so they can advocate. The other is the undercounting of our unhoused students. HUD won’t count a student as homeless if they are “couch-surfing.” If HUD doesn’t report those students, they miss out on resources to help them, leading to students slipping through the cracks. I want to know who is brave enough to tackle that bureaucratic issue.
Boards are elected to make difficult decisions, and the solution to increasing funding for teachers or classes will likely include changing our funding priorities. Without access to a detailed budget, I can’t give specifics. I promise it will not cut the arts out of our K-12 programs. We do need to raise money, regardless of these choices. It will require focused and persistent lobbying at the state level and helping voters understand how federal elections impact the availability of Title I and other special programs. It may also take all of us as a community to consider how to put pressure on the state legislature to increase the foundational allowance.
I’m hoping this becomes less of an issue now that there is a program where folks can have their convictions expunged by the state. https://www.michigan.gov/ag/initiatives/expungement-assistance/marijuana-misdemeanor-crimes But I want to be clear about this: if an employee shows up under the influence of alcohol, marijuana, or illegal drugs, there should be no tolerance from their supervisors. We have too many impressionable children around to have any tolerance for such behavior.
School funding is complicated and varies widely from state to state. The foundational allowance ensures that land values aren’t the primary funding mechanism for our state’s schools. But there are many other line items in the form of grants, allotments for protected classes of students, and more, as you point out in your question. These funds must be used solely for the group or purpose named in the law. One poignant example of this came up at Thursday’s board meeting. After considerable lobbying from parents, teachers, and board members, Representative Rogers announced that this year’s Section 31(aa) passed again. Representative Rogers said the allotment will be over $100 million for KPS. The law requires that the money be used for student and staff mental health and security and gives examples. Last year, the Board saw fit to classify staff morale under this line item and spent $34,000 on polo shirts and windbreakers for staff. I never did hear a reply to my questions.
The administration should examine the current accountability system for student offenses for any signs of racial bias or bias against differently-abled students. I recently attended a School Discipline workshop hosted by many local and state organizations. An important lesson from that workshop is that black and brown students could be disproportionally given out-of-school suspensions or alternative placements and not have the support or learning environment to succeed. I have no proof that it is happening, but it is a systemic problem across the country and bears examination. The district should also provide parents with training on how to use their student’s Chromebooks. Help them know where to look for assignments, check PowerSchool, and even plug in the charger. If no one is at home to help our students, they could lose important study time.
I have yet to see the special education services at other buildings, but what I have seen at Maple Street and Winchell has me feeling optimistic. Students with developmental and physical disabilities are always treated with respect and genuine affection by other students. I have been so impressed. Special Education teachers and support staff are among the most highly trained educators in the country. I will prioritize hiring and retaining enough faculty and support staff to empower students with disabilities. I also want to study what Winchell and Maple Street appear to be doing well in the hope that it is transferable throughout our district.
I am passionate about the importance of education and the pursuit of lifelong learning. I was on the Kalamazoo Public School Board from May 2008 through December 2018, and was reappointed to the Board this year. I am currently the Vice President of the Board, and have served as the Vice President and President of the Board in the past. I have 25 years of experience with SLD Read, which is a non-profit that works with people with dyslexia or other reading challenges through one-to-one tutoring. The importance of literacy, especially for struggling students, has been a focus in my professional career. My two children attended KPS and were able to take advantage of the Kalamazoo Promise. During the time they were in school, I was active in PTO, Girl Scouts, Girls on the Run and many other school activities. This year, my granddaughter starts Kindergarten in KPS. I am invested in the Kalamazoo community and currently the Vice Chair of Shared Prosperity, which is a City advisory board. I have a proven record of leadership, experience and collaboration that is critical to the success of our students and the school board.
I have been very supportive of efforts by our superintendent and school board to get input from the community about our strategic plan. This year, we had over 40 sessions where staff, parents, community members and students could give input on the district’s strengths, weaknesses, opportunity and threats. We are committed to continuing these sessions throughout the year. I also believe strongly that we consider our stakeholders opinions whether they come from emails, board meetings or other communications.
Restorative justice practices should be used as often as possible. I also believe there are situations that occur where the district must have a no tolerance policy. This is especially true with weapons and when students are doing bodily harm to others. It is important to have clear policies and procedures so that all students are treated in the same manner. Training staff in de-escalation strategies and getting students the help and resources they need are also very important.
I believe we can do much better for our black students by having a specific focus on literacy, creating high expectations for all students, strengthening mentor and internship programs and boosting attention to career development.
It is important that our schools create safe, inclusive environments and promote mindfulness for all students. We should also make sure teachers and staff are getting professional development to help identify and support students who may be struggling. Building partnerships with mental health professionals and having access to resources should also be a priority.
Safety in our buildings is a priority for not only our district, but for every district in the country. Making sure our buildings are secure and staff are trained to take action in case of an emergency are a top priority. The board should actively monitor that all buildings have a support system in place and that we are working with local law enforcement so that they can share best practices for keeping our buildings safe.
The board has a strong anti-bullying and anti-cyber bullying policy as well as a weapons policy. Each has specific procedures that need to be followed at the building level. These are critical in keeping our buildings safe for all students. Continuing to have safe spaces and welcoming environments and protecting those who feel threatened or disengaged needs to be a priority.
Currently in Kalamazoo, we have a “Grow your Own” program that has been very successful. This program works with high school students who may be interested in the teaching profession and also staff members who do not have a teaching degree but have an interest in teaching, to develop some of our future teachers. We have also partnered with colleges to strengthen urban education curriculum and programming. I also believe we need to do as much as possible to increase pay and benefits while still staying fiscally responsible to the district.
Carol and Daniel McGlinn
Seeking the endorsement of Kalamazoo County Democrats
I am Takisha Johnson. a mother. wife, nonprofit founder, business owner, community member and lifelong learner.
As the chair of the community engagement committee for the upcoming school year, I will add to the community meetings that were held last fall and support the continuation of community input sessions much like the SWOT meetings that took place this Spring. Being more intentional about attending community events to be a bridge between community and the board.
School discipline is always evolving and should always focus on the best interest of the youth. As a former conflict resolution specialist that worked in KPS schools, I know that restorative practices work. I am also aware that severe cases exist, therefore measure will be taken to enure all youth have a safe school environment.
It has taken me a while to gather this question as it seems Black is being used to represent underserved/marginalized and they are not synonymous. Black student achievement is much like all other student achievement, they excel in environments that nurture their growth. Youth within our community ay lack resources and support and that is where our community partners step in to support. As a district adding additional learning opportunities like Saturday School and Summer school will help to improve student achievement overall and close academic gaps.
Add more mental health professionals within the schools and potentially work with community to direct youth and families to mental health resources outside of school.
By maintaining a safe school environment that listens to, and is responsive to parents and youth concerns. By allowing more opportunities for parent engagement so that all are seen and heard.
Continuing to highlight the benefits of working for KPS in recruitment, and approving items like the recent continuing education funding for KPS teachers to increase the incentives to work in the district
Myself
None at this time.
None.
I am a former teacher, principal and central office administrator. I attended University of Arizona for BA and MA degrees. I began my teaching career in Tucson, Arizona. I have worked in several urban, diverse districts in the Mid- west. I taught both elementary and middle school in Evanston, ILL. I worked as an Instructional Assistant in Kansas City, MO. I served my first principalship at Covert Elementary in Covert, MI. I was also principal of Northglade Elementary in Kalamazoo, MI. I was promoted to Assistant Superintendent of Elementary Instruction in KPS. From Kalamazoo i went to Detroit, MI and worked as an Executive Assistant of Student Achievement and Accountability. Lastly in Peoria, ILL. I served as the Academic Officer for Elementary Schools. I proud to say that as a principal my school had highest achievement in district. Also as supervisor of elementary schools in three districts, all schools increased student achievement.
I would encourage collaborative task forces or committees composed of all stakeholders to
be engaged in the decision making process.
Our district uses restorative discipline practices. When used correctly restorative practices are effective.
I believe all students can achieve at grade level. A strong reading/literacy program is essential. For those students needing extra support, teachers must provide interventions. Some examples could be: flexible groupings, before and after school programs, Saturday school and one on one tutoring.
I would like to see more access to support and mental health services for students and staff.
All students and their families, regardless of race, gender, identity, sexuality, disability, religion, income status, etc. are afforded the same equal opportunities.
Hiring incentives could be offered. Such as: tuition reimbursement, help with housing, set or merit pay, paraprofessional help in classrooms, etc.
Family
Not Yet
None.
KPS policy for non discrimination states: KPS welcomes all students and staff of any religion, race, color, national origin, age, sex, pregnancy, gender identification, height, weight,familial status, sexual orientation and disability. District will not tolerate any act of bias or discrimination toward any person. Policy must be enforced in all building. All building staff must be educated on policy.
This question continues to come up, as it is developmentally inappropriate to start high school at such an early time. This is proven by research. It is in discussion phase.
Concept of parents/families have changed. Many times students are living with guardians or grandparents, aunts, uncles, etc. Our communications with our families should reflect that.
District should work with schools to develop a school student compact where students are recognized as customers. Thereby addressing concerns of students and involving students in the decision making around student concerns.
Years ago the district used to have a panel of advisors. Made up of representatives from each school. The representatives were parents and students. They met to discuss concerns for staff to address. I hope we can establish this in some form. An earlier question asked about a student council to address student concerns. These concerns will be given to building or district administrators to implement those that are feasible. If concerns involve a policy board members would write the policy. Staff implements.
10 KPS has excellent special education teachers and resources. KPS receives requests from sped students outside the district who wish to enroll in our programs.McKinney-Vento specifically states that KPS will provide children who reside in the district or whose last school was a KPS school and who meet the definition of homeless with a free and appropriate public education in the same manner as all other students of the district.
Grants are an excellent source for increasing funding. In the past KPS has received funds for: reduced class size, magnet schools, comprehensive reform grants. I would work to meet with state, county, city and federal representatives to partner and leverage more funding. Teacher pay definitely needs to increase.
I believe that policy should be reviewed. State and federal laws have changed.
State aid funding are district’s operational monies. Categorical funds are for specific purposes: Title I/ based on number of free and reduced lunch students- these monies are used to support these students academically. State funding for some mental health and safety programs was cut this year. McKinney-Vento provides educational programs for homeless. There are also special funding for special education programs, limited English proficiency and school nutrition programs. I do not know budget amounts or number of students served by these programs.
Board members create policies. Policies are in place to increase student achievement for all students. Board Members direct the Superintendent and staff to increase student achievement. Staff decides on how this is done. Board members should do more frequent monitoring, by requesting reports on status of achievement of black and brown students, we should also spend time analyzing the data. Superintendent and staff enforce the policies. As a board member I will focus on making achievement for all a priority.
10 KPS has excellent sped teachers and paraprofessionals. Our resources for special education are outstanding. KPS receives student request to transfer into KPS for services.
My name is Jay’Don Kelley, I graduated from KPS in 2023. As a candidate, I don’t only believe it’s important to advocate for student voices but also to support those instructing the classroom. Working as a member of the Equity Task Force, I gained great insight into the learning gap that exists amongst KPS’s diverse student demographics. Working hand-in-hand with the School Improvement Committee, it was, and still is, my sole mission to advocate for those reading the textbooks, as well as for those who assign them.
Having a presence in the community is pivotal. If elected as a trustee, I plan on improving the lack of transparency through the KPS community engagement committee. Having school walkthroughs to ensure we can hold ourselves accountable. Being present in the events in our community rather it be cultural or civic engagement. Being inclusive means more than just leaving out your email. Networking and collaborating with other resources and professionals is crucial in the decision making process. Having additional insight is considerable when planning for a positive and well-thought solution.
School safety and restorative justice are integrated and coincide with each other. When concerning ourselves with the lives of our students, it’s crucial to establish trust and communication between staff and students to be able to facilitate restorative practices. It’s a positive that we have organizations like Gryphon Place to help orchestrate the process. I believe we can do more as a school district through our partnership to increase the influence and awareness when it comes to utilizing the practice. Restorative justice is a great rehabilitative procedure compared to punitive measures such as suspension or detention. Many students can work better with an open hand than that of a closed fist.
Social Emotional Learning, it’s important we highlight helping student development in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. One of the key issues we have as a district isn’t that we don’t have resources, it’s that we aren’t delegating enough resources and support to those who need it most. To improve mental health we need to work towards improving student morale and providing a clean, safe, and functioning school environment. As well as go settle and resolve any issues stimulating from their household.
We need to improve equity in our school district, speaking as a black student myself; I know what it’s like to achieve through my education and experience within the system of KPS and I’ve also seen what it’s like for those students who slip through the cracks.. I’ve collaborated with students and officials with the National Equity Project to evaluate and improvise how we work as a community to provide resources. I believe that our school district can improve by taking more proactive measures that will fix this disconnect. Helping our students enter, stay, and achieve the honor roll. We need to show commitment in supporting and motivating students to desire and want something better for themselves, providing solutions and around-the-clock resources with the counselors department and using community partnerships to delegate and invest in more opportunities to reassure student progress. Most importantly providing transportation so they’ll be able to show-up and perform.
As a Fmr. Class President, Student Senator, KPS Graduate, Promise Scholar, and Youth & Social Justice Awardee; I’ve collaborated with students and officials with the National Equity Project to evaluate and improvise how we work as a community to provide resources. Advocating for students is my priority. To advocate and to be an ally is to be present and knowing when there are times we need to listen and times we need to take action. It’s important that as adults we see our own bias and not make assumptions behind the table and take part in active listening, SWOT analysis, and bring those mostly impacted to the table to establish a connection. With that being said, I’m committed into ensuring during my tenure that as a district we are following our non-discrimination policy and in compliance of the state laws and regulations
After all, if we want to address our teacher shortage, we must take steps to retain and support our current staff! I look forward to informative input sessions and working with the Kalamazoo Educators Association and Michigan Educators Association, etc. on what we can do to support our educators. I believe offering incentives, bonuses, benefits, debt and tuition assistance will allow us to be more competitive. Partnering with organizations that will boost professional development such as teacher preparation programs, will help KPS meet the demand and grow as a school district talents while further offering a diverse and welcoming environment.
Grace Getachew, Tiffany Hudok, Friends & Family, Etc.
Seeking the Endorsement of the Kalamazoo Democratic Party.
As a father of 5, sibling of two, native of Kansas City, I’ve always had a passion to be connected to people. I completed my bachelor’s degree at a Historically Black College and University (HBCU) and had experiences that transformed my perspective on education and community. After completing my undergraduate degree, I continued my education focusing on Community and Economic Development and found myself supporting community based organizations in communities similar to my upbringing. Moving to Kalamazoo in 2016 with our two sons at the time, I looked to get involved in initiatives that expanded our family’s network and professional opportunities. During that time, I met individuals working within the community and began to wonder about the possibilities of developing a system to support their efforts. These thoughts, along with multiple conversations and experiences with colleagues from the community, led to the creation of the Kalamazoo Black Male Alliance. A community of Black Males passionate about being connected with each other to address any challenge that does, will, or can, affect our homes.
I would engage school, district partners by consistently communicating information directly for them to feel included. I would offer opportunities for involvement and assist while providing complete transparency of actions. Then establishing district champions to move conversations beyond talking and listening sessions to action engagement through direct work with the community. These champions would also be charged with participating at their local schools and PTO boards to expand to direct involvement with other community partners and district employees to improve.
I would like to see improved practices to represent school discipline in the district including something as simple as acknowledging good behavior. Regardless of where you stand, there are examples of school discipline that can be excessive on both sides based on who exercises it and their relationship they have with that child. I believe establishing, implementing and teaching restorative practices within each school can be = beneficial to the student’s long-term development. Implementing restorative practices in the school district enable students to gain tools and abilities to use that can improve their day-to-day experiences and life moving forward. Instead of focusing on stricter school discipline practices, we should create an environment that provides the standard of interaction and behavior that everyone in the district can uphold.
We should begin by leveraging the work that has already begun with social emotional learning and wellness. In addition to that, we need to more thoughtfully engage the youth on what their needs are and ways they’d like to be supported. Engaging students directly around their mental health and wellness and practices for improving, monitoring, and communicating their needs can include consistent discussions within the classrooms and community to support these practices.
Research shows that Black teachers significantly impact all Black students, transforming academic outcomes, inspiring a love for learning, and creating a platform for discovery. So, creating the conditions that will be challenging, affirming, and innovative learning environments for every black student staffed by high-quality Black educators equipped to maximize their potential over the course of their elementary and secondary education. This starts with the administration and its community partners being intentional and strategic with building a collaborative plan for students. Once done, it will not only recreate what it means for the achievement of Black students, it also will support all students’ achievement in the district.
At a major level there could be the establishment of operating procedures across the district that includes inclusive practices for all families. Then work directly with the community and existing organizations to consistently evolve those standards to accompany community change. First, you should start with directly asking families what they would like to see to feel safe and included in this district. After listening to their thoughts, work collaboratively to implement these practices. Next, more intentionality could be placed around partnering with PTOs and school leaders on how they are developing cultures of care and concern and support in their buildings. Establishing a committee specifically focused on family engagement across the district that is representative of all families would only aid this process.
There is existing research and data that shows educators of color across the country and district have shared what they want and need. Co-create spaces for current BIPOC staff to elevate their voices, experiences, leadership, to encourage retention. Develop in partnership with historically black colleges and universities (HBCUs), minority Serving institutions (MSIs) and tribal colleges and universities (TCUs), grow your own programs and apprenticeships to create innovative pathways for educators to enter the profession. This investment should also include internal discussion, committees, and system development to improve their overall experiences and working conditions. Then collectively identifying the best practices for employee benefits to replicate while working to exceed national standards of pay within that environment.
None
None.