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Equity and understanding Bias

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  • Asset/ Inquiry based supportive of the cultural shift
  • Engage a model of conversation that allows participants to share stories and challenges about biasAllows policy makers and community members to discuss together the impacts of bias in our communityTalk about any actions that we should take as a community and how to continue this level of community engagement.Create a productive model of engagement that allows for all to participate and be a part of the solution.
  • Pen Parent Powerpoint

    1. 1. PEN 101 Equity/Inclusion, School Culture Conversation<br />Outcomes - A parent’s role at sustaining the culture and climate in school<br />Purpose: Awareness of the impacts of Individual and Systemic bias on relationships.<br />Understanding and owning the impacts of our behavior. <br />Agenda <br />Common Language – Parents role in creating school culture<br />Purposeful Conversation – Restimulation Theory<br />Conversations on Bias – Understanding the root and impacts of bias in relationships<br />Next steps<br />
    2. 2. Inclusive, Equity Training:Parents Role in Sustaining a Positive Culture and Climate <br />Inclusion is an active word – Action has to be purposeful<br />Going to a workshop is not the work <br />Collaboration and conversations are foundational<br />
    3. 3. Definitions of Influence<br />1. A power affecting a person, thing, or course of events, especially one that operates without any direct or apparent effort: relaxed under the influence of the music; the influence of television on modern life.<br />2. A person who exerts influence: My parents considered my friend to be a bad influence on me.<br /> b. An effect or change produced by influence.<br />3. A determining factor believed by some to affect individual tendencies and characteristics understood to be caused by the positions of the stars and planets at the time of one's birth.<br />·flu·enced, in·flu·enc·ing, in·flu·enc·es1. To produce an effect on by imperceptible or intangible means; sway.<br />4. To affect the nature, development, or condition of; modify. See Synonyms at affect1.<br />How do you use your influence?<br /><br />
    4. 4. What are we looking for today?<br />
    5. 5. Equity Definition Pg. 20<br />Equity<br />True educational equity is not the same as equality. In decisions regarding educational equity, the<br /> following must be considered:<br />1. Access: An equal opportunity to gain entry.<br />2. Process: A state beyond nondiscrimination that is characterized by fair and just, but not<br /> identical treatment.<br />3. Outcome: All students are provided educational experiences that ensure the<br /> achievement of certain uniform goals and objectives.<br /> In order to ensure successful learning for all students, students must “see themselves” in their<br /> curriculum and instructional materials. Further, they must have access, support, and resources to achieve success in school and become productive citizens. There can be no educational excellence without educational equity. Excellence is indicated by conditions and practices, resulting in schools that are associated with high levels of learning for all students in all valued goal areas of the common curriculum. Equity exists when there are no systematic differences in the distribution of these conditions, practices, and results based upon race, ethnicity, gender, economic status, or any other relevant characteristics.<br />The College Board. (2000). Educational equity school level<br />services PACESETTER July, 19, 2001, from<br />
    6. 6. OUTCOMES<br />
    7. 7. Purposeful Conversation Pg. 16 <br />Leading a Purposeful Conversation<br />Purposeful conversation is the action of sharing information within a purposeful protocol. This<br />means thinking about what you want to say and how you want to express yourself before you<br />speak, and staying conscious of your purpose throughout the conversation.(Consulting, 2008)<br />Combined with positive body language and tone of voice, purposeful conversation will allow you to<br />get your message across in a way that honors you and the other person you are interacting with. A<br />purposeful conversation builds efficacy and confidence in all parties involved by creating successful<br />experiences of interaction.<br />Considerations before Initiating a Purposeful Conversation:<br />Establish the purpose: What do you hope to share or learn through the conversation?<br />What evidence during the conversation will lead you to know you have been successful?<br />What do you want to be sure you do well during the purposeful conversation?<br />Steps in Purposeful Conversation<br />Invite the conversation:<br />“<br />
    8. 8. Purposeful Conversations<br />I’m wondering if we could talk about ________?”<br />“Do you have a few minutes to clear up ________?”<br />State your purpose:<br />“I’m hoping that we can figure out _________.”<br />“Would you support me in making a decision/getting clarity around…”<br />Ask the other person to share their purpose in the conversation.<br />Listen without interruption to each other, allowing each person to talk and changing speakers<br />conversationally throughout.<br />Paraphrase occasionally to invite reflection:<br />“You’re feeling….” “So you’re concerned about…”<br />“So you’re hoping to…” “So you’re belief is…”<br />Maintain your awareness on your purpose, if you find the conversation moving in an unproductive<br />direction, gently re‐direct it by restating the purpose for the conversation.<br />As you reach a conclusion, reflect on how the purposeful conversation cleared up the subject of the<br />conversation.<br />“I feel that this conversation supported us in….”,<br />“I feel that this conversation was successful because<br />
    10. 10. Steps in Purposeful Conversation<br />
    11. 11. During a Purposeful Conversation, the following are helpful:<br />
    12. 12. Clear Deep Listening <br />
    13. 13. Conversations on Bias Pg. 32<br />Each of us has unique preferences, perspectives and ideas. The blend of our individual patterns in<br />the world creates an essential diversity. Our unique perspectives can also interfere with our ability<br />to be impartial and unprejudiced. This is bias.<br />Our biases can be the root of our thoughts and actions, yet we rarely talk about the impact they<br />have in our decision‐making and community work. Biases aren’t always bad. Every culture has<br />biases related to norms, values and community. When we view others through our preconceived<br />notions and stereotypes, biases become problematic. (Consulting, 2008)<br />Guiding Questions:<br />Did the self assessment reveal any biases?<br />Do my biases inhibit or enhance my ability to be objective in relationship?<br />Where do biases show up in our school community?<br />Action Steps:<br />Invite a mixed group of policy makers and community members for a conversation on bias.<br />Ask the participants to break into small groups of 3 to 5 and have these conversations together.<br />Share out to the larger group and decide what action steps to take in order to be change makers<br />within your community.<br />Personal Bias Reflection (this can be a journal or discussion activity):<br />What is your earliest memory of seeing another person (someone from a different background than<br />your own) being treated unfairly or without respect? The mistreatment might have been prejudiced<br />attitudes or actions toward someone because of ethnicity, gender, class, religion, disability, etc. It might have been societal, institutional or personal. How did you feel?<br />
    14. 14. What is bias?<br />
    15. 15.
    16. 16.
    17. 17. Bias, Influence and Building Relationships<br />
    18. 18. Action Steps<br />1. Decades of research show when families are involved students demonstrate higher grades, test<br /> scores, and graduation rates, better school attendance, increased motivation, better self‐esteem, lower rates of suspension, decreased use of drugs and alcohol, fewer instances of violent behavior.<br />(National Parent Teacher Association).<br />What steps can we take to involve more community and parent stakeholders in our school improvement work?<br />
    19. 19. Visioning Our Ideal World<br />
    20. 20. Equity /Community Action Toolkit Pg. 41<br />Setting Goals for Educational Equity and Next Steps<br />An important goal of equity work is to translate awareness into action. By building cultural<br />competence, we facilitate personal reflection, insight and awareness that give us the ability to<br />interact effectively with people of other cultures. When our schools achieve cultural proficiency,<br />school personnel successfully teach and interact with students and colleagues from a variety of<br />cultures integrating educational equity throughout the entire curriculum and school climate<br />where there are no systemic differences in access, support, resources, conditions and practices<br />based upon race, ethnicity, gender, economic status or any other relevant characteristics.<br />Basic Checklist<br />
    21. 21. Reflect Remember<br />
    22. 22. “The real voyage of discovery consists not in seeking new landscapes but in having new eyes.”<br />-Marcel Proust<br />
    23. 23. “What’s new in your eyes?”<br />
    24. 24. Turn & Talk<br />What are 2 – 3 things you will bring back to your life from our work today?<br />What do you see as next steps in this process for you? <br />
    25. 25. Whole Group Share<br />What is something you are thinking about?<br />What will you take back to your community in your current role from our work today?<br />What are your next steps?<br />
    26. 26. De La Cruz Consulting, Inc.<br /><br /><br />Phone: 303-875-0070<br />Vision, Action, Engagement<br />Boulder, Colorado<br />Bill De La Cruz<br />Consultant<br />