Exploring topics related to equity in graduation success The webinar will begin soon.

While you wait, please share in the chat panel:

Use 6 words to describe your experiences with cultural inclusion in a

school environment

September GATE Equity Webinar 201

How Can You Improve School Climate Through Cultural Inclusion?

Tips for Participating

• Share comments and ideas in the Chat panel (send to “All”)

• Ask presenters questions in the Chat

• Slides are available on the GATE Equity Webinar page in the Archive now.

• Recording will be available at the end of the month.

9/3/2020 | 39/3/2020

We’re Planning to Group You: Let us Know Your Grade Band

1. Click on Participants in the

Zoom menu.

2. Find your name in the participants list.

Choose More.Click Rename.

3. First & last name. Grade Band you prefer to join: Elem., MS/HS, None.

Role.

Chris Reykdal – MS/HS -Teacher

9/3/2020 | 49/3/2020

Land Acknowledgement

*Gayle Pauley 9/3/2020 | 5

Washington Tribes Map

School District & Nearest Federally Recognized Tribes

9/3/2020

We would like to acknowledge the pain and trauma resulting from horrific recent events and 400 years of racism in the United States.

We stand with our communities of color, especially those who identify as and/or are categorized as African American. We will continue to center our work in leading with racial equity.

We want to offer a moment of silence and encourage people to use the chat box if they would like to share a comment or resource. We’d invite people from communities of color to comment

first if they would like.

9/3/2020An abridged version of a statement adopted by PSESD 121

Please also check in with your friends, colleagues and families from communities of color, especially those who identify as and/or are categorized as Black/African American.

Do not offer your shock, or surprise, and do not assume to know how they feel, but be there for them and offer a virtual shoulder, a listening ear, or to do things for them.

Check in on yourself as well. Seek a balance between staying informed and sitting in the pain of right now (which is okay and important to do). Make sure you can function and take care of yourself.

Be a learner and educate yourself.Above all be safe, be kind, and be good to yourselves and others.

(Adopted by Aaron Jorgensen, Northeastern University)

9/3/2020

Do You Need Clock Hours? We are offering free Clock Hours for attending both of today’s webinars.

1. Register for clock hours.2. Complete the pre-reading assignment.3. Attend both the morning and afternoon live GATE

Equity Webinars. 4. Complete the PDEnroller Evaluation.5. Clock Hours will be released when attendance is

verified, usually within a week. 6. Questions? Contact Ronnie.Larson@k12.wa.us

Clock Hour Instructions and Registration Here!

9/3/2020 | 89/3/2020

Vision All students prepared for post-secondary pathways, careers, and civic engagement.

Mission Transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities.

Values • Ensuring Equity• Collaboration and Service• Achieving Excellence through Continuous Improvement• Focus on the Whole Child

Equity Statement Each student, family, and community possesses strengths and cultural knowledge that benefits their peers, educators, and schools.Ensuring educational equity:• Goes beyond equality; it requires education leaders to

examine the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ+, and highly mobile student populations.

• Requires education leaders to develop an understanding of historical contexts; engage students, families, and community representatives as partners in decision-making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools.

OSPI YouTube Channel

If you haven’t subscribed to the OSPI YouTube Channel – you should!

Watch our past webinars!

Youtube.com/waOSPI

9/3/2020 | 119/3/2020

Objectives• To increase educator understandings

around identifying cultural inclusion efforts and how they tie into school climate work.

• To familiarize educators with current work initiatives (real world examples) that seek to create a school climate of cultural inclusion.

• To provide resources to Washington state schools and educational practitioners concerning the creation of culturally inclusive environments in the schoolhouses they work.

9/3/2020 | 129/3/2020

Who Are We?

Akiva ErezimContinuous Improvement

System and School ImprovementOSPI

Scotland Nash, EdDExecutive Director of Education

Anti-Defamation LeaguePacific Northwest

9/3/2020 | 13

Bonnie Zimmerman

Tiered Supports Program

Specialist

System and School Improvement

OSPI

9/3/2020

Questions & Polling 1Who’s here?❑ Administrator ❑ Counselor/ Counselor/Psych/Community Liaison/Attendance Liaison / Grad Specialist❑ Teacher❑ Para-educator❑ Parent/Community Member/Community Based Organization❑ District Office/ESD Staff❑ Continuous Improvement Partner or Teaching Coach❑ School Social Worker❑ Other

What grade band do you work with the most?Elementary Secondary Both 9/3/2020 | 14

9/3/2020

Exploring how cultural inclusion can improve school climate

9/3/2020

First… Why?

9/3/2020

Cultural inclusion is needed to

address issues

Positive school climate is built on inclusion

Student data shows need

Impacts of crises in year 2020

Exclusion results in negative outcomes

Population Demographics ofWashington State

•Washington state population by race•2019, Office of Financial Management

9/3/2020

Race Population % of pop.Total 7,546,400 100%White 5,969,202 79.09%Black 313,176 4.15%American Indian/Alaska Native 136,590 1.81%

Asian 676,157 8.95%Native Hawaiian or other Pacific Islander 59,617 0.79%

Two or more races 392,413 5.20%

HYS Data Snapshot – 2018 – Grade 8Race/Ethnicity and Harassment due to Race/Ethnicity

*OSPI Report Card & Healthy Youth Survey data9/3/2020 | 18

92.20%

82.00%

86.80%84.00%

81.40%83.80% 83.60%

86.80%

7.80%

18.00%

13.20%16.00%

18.60%16.20% 16.40%

13.20%

60.00%

80.00%

100.00%

White (non-Hispanic)

Hispanic American Indianor AlaskanNative non-

Hispanic

Asian or AsianAmerican non-

Hispanic

Black or AfricanAmerican non-

Hispanic

Native Hawaiianor other PacificIslander non-

Hispanic

Other non-Hispanic

Multiracial non-Hispanic

No Times Any Times

9/3/2020

HYS Data Snapshot – 2018 – Grade 10Race/Ethnicity and Harassment due to Race/Ethnicity

*OSPI Report Card & Healthy Youth Survey data9/3/2020 | 19

91.80% 86.10% 84.60% 88.30% 86.30% 83.10% 85.30% 86.50%

8.20%

13.90%15.40%

11.70%13.70%

16.90%14.70%

13.50%

60.00%

80.00%

100.00%

White (non-Hispanic)

Hispanic American Indianor AlaskanNative non-

Hispanic

Asian or AsianAmerican non-

Hispanic

Black or AfricanAmerican non-

Hispanic

Native Hawaiianor other PacificIslander non-

Hispanic

Other non-Hispanic

Multiracial non-Hispanic

No Times Any Times

9/3/2020

HYS Data Snapshot – 2018 – Grade 12Race/Ethnicity and Harassment due to Race/Ethnicity

*OSPI Report Card & Healthy Youth Survey data9/3/2020 | 20

93.70% 88.60% 84.10% 93.50% 82.70% 87.20% 91.70% 89.90%

6.30%

11.40%

15.90%

6.50%

17.30%

12.80%

8.30%10.10%

60.00%

80.00%

100.00%

White (non-Hispanic)

Hispanic American Indianor AlaskanNative non-

Hispanic

Asian or AsianAmerican non-

Hispanic

Black or AfricanAmerican non-

Hispanic

Native Hawaiianor other PacificIslander non-

Hispanic

Other non-Hispanic

Multiracial non-Hispanic

No Times Any Times

9/3/2020

HYS Data Snapshot – 2018 – Grade 8Race/Ethnicity and Missed School Due to Feeling Unsafe

*OSPI Report Card & Healthy Youth Survey data9/3/2020 | 21

92.80% 88.60% 86.30% 90.90% 84.80% 85.90% 87.10% 88.30%

7.20%

11.40%13.70%

9.10%

15.20%14.10%

12.90%11.70%

60.00%

80.00%

100.00%

White (non-Hispanic)

Hispanic American Indianor AlaskanNative non-

Hispanic

Asian or AsianAmerican non-

Hispanic

Black or AfricanAmerican non-

Hispanic

Native Hawaiianor other PacificIslander non-

Hispanic

Other non-Hispanic

Multiracial non-Hispanic

No Days Any Days

9/3/2020

HYS Data Snapshot – 2018 – Grade 10Race/Ethnicity and Missed School Due to Feeling Unsafe

*OSPI Report Card & Healthy Youth Survey data9/3/2020 | 22

90.80% 86.40% 84.90% 90.30% 83.10% 80.60% 89.10% 89.00%

9.20%

13.60%15.10%

9.70%

16.90%19.40%

10.90% 11.00%

60.00%

80.00%

100.00%

White (non-Hispanic)

Hispanic American Indianor AlaskanNative non-

Hispanic

Asian or AsianAmerican non-

Hispanic

Black or AfricanAmerican non-

Hispanic

Native Hawaiianor other PacificIslander non-

Hispanic

Other non-Hispanic

Multiracial non-Hispanic

No Days Any Days

9/3/2020

HYS Data Snapshot – 2018 – Grade 12Race/Ethnicity and Missed School Due to Feeling Unsafe

*OSPI Report Card & Healthy Youth Survey data9/3/2020 | 23

92.10% 84.10% 79.50% 91.70% 86.40% 81.80% 82.60% 85.00%

7.90%

15.90%

20.50%

8.30%

13.60%

18.20% 17.40%15.00%

60.00%

80.00%

100.00%

White (non-Hispanic)

Hispanic American Indianor AlaskanNative non-

Hispanic

Asian or AsianAmerican non-

Hispanic

Black or AfricanAmerican non-

Hispanic

Native Hawaiianor other PacificIslander non-

Hispanic

Other non-Hispanic

Multiracial non-Hispanic

No Days Any Days

9/3/2020

Next, let’s touch base on a few concepts…

9/3/2020

Culture?

9/8/2020

LANGUAGES CUSTOMS BELIEFS RULES ARTS

KNOWLEDGECOLLECTIVE

IDENTITIES/MEMORIES

Culture of Inclusion?

Inclusion (NSCC Brief)

Inclusion is a set of best practices and shared values that meaningfully support the diversity that each person brings to school.

Inclusion is more than equitable access, but the mutual expectation that all students are encouraged and engaged in school activities to [their] fullest potential.

9/3/2020

A Positive School Climate…

9/3/2020

Safety

Engagement

Co-Construction

Effective Modeling

Importance of Every Person

“Culture of Inclusion”

9/3/2020

Differences are resources

Support of “teaming” among staffCollaborative interactional style

Leadership shared

Struggle to sustainStrong understanding of inclusion

Communication of ideals Uncompromising commitment

Alignment of Successful Inclusion Efforts and Positive School Climate

Successful Inclusion Efforts (i.e., organizational “culture of inclusion”)• Differences seen as resources.• Collaborative interactions between staff/students• Leadership shared between administration and

staff• an understanding of the social/political nature of

inclusion• the use of language and symbols to communicate

ideals and spread commitments across the school and into the community

• an uncompromising commitment and belief in inclusive education

A Positive School Climate• People are engaged and respected.• Students, families and educators work

together to develop, live and contribute to a shared school vision

• Educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning.

• Each person contributes to the operations of the school and the care of the physical/virtual environment.

9/3/2020

Inclusion(Efforts toward a culture of cultural inclusion)

9/3/2020

Positive SchoolClimate

School Climate in a Virtual World?

9/3/2020

Safety Teaching and Learning

Interpersonal Relationships

Institutional Environment

“Staff Only”• Leadership• Professional Relationships

Let’s Brainstorm!

9/3/2020

Prompt: What challenges and opportunities can you see for creating a culture of inclusion online?

SMALL BREAKOUTS (6-7 PEOPLE)

10 MINUTES WE’LL RETURN AND SHARE

9/8/2020

We’re Live Streaming on YouTube!Right this minute, we are Live Streaming on OSPI’s YouTube Channel. Live Streaming provides an opportunity for more people to view our webinars.

Unfortunately, watching on YouTube doesn’t allow viewers the option of joining a breakout room, so please be patient. We will bring everyone back together in a few minutes. You will hear short report outs from a few of the breakout rooms.

You might want to take this time to checkout additional resources on OSPI YouTube Channel.

9/3/2020

Welcome Back – Let’s Share

We’ll Call On Groups • Raise Hand to Volunteer

Share Out • Unmute• 1 minute share out

Reflect on Your DiscussionWhat does everyone in this

meeting need to know to take us to the next level?

9/3/2020

What can be done?

9/3/2020 | 36

Encourage understanding

Be sensitive to disparities

Acknowledge capacities

Avoid biases and stigma

Provide multiple formats

Encourage unique skills

Create a space

9/3/2020

What Advice Would You Give To Schools Starting This Work?

9/3/2020 | 37

Discover

• HYS Data• Student

Voice• Staff

experiences• Communities

Commit

• Create your own inclusive community commitments

Act

• Engage with others in courageous conversations

• Do your part

9/3/2020

Polling 2

What are you and your school/agency doing to improve School Climate through cultural inclusion?

Share in the chat….

9/3/2020 | 389/3/2020

Thank you for your patience as we transition to another slide deck.

Who Are We? Where Are We From?

Me My Work

9/3/2020 | 40

My Identity/Culture

9/3/2020

WASHINGTON STATE ISNO PLACE FOR HATE®

September 3rd, 2019

ADL

• Established in 1913

• A force for change, a champion of our nation’s values, and a shield against hate and extremism

• Mission: “To stop the defamation of the Jewish people and to secure justice and fair treatment to all.”

• 25 offices in the U.S. and abroad

No

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Why?

• 22% of students ages 12 to 18 report being bullied at school2.

• 28% of students ages 10 to 18 report being cyberbullied during their lifetime1.

• Students were harassed because of their appearance/body size (72%), race or ethnicity (26%), religion (26%) and perceived sexual orientation (22%)3.

• Students who report being bullied and cyberbullied are more likely to skip class, skip school altogether, avoid school activities and engage in a physical fight2.

2 Zhang, A., L. Musu-Gillette, and B.A. Oudekerk. 2016. Indicators of School Crime and Safety: 2015. DC: National Center for Education Statistics, U.S. Department of Education.3 McAfee. 2014. Teens and the Screen study: Exploring Online Privacy, Social Networking and Cyberbullying. Santa Clara: McAfee, www.mcafee.com/us/about/news/2014/q2/20140603- 01.aspx.

Why commit to a No Place for Hate School?

● By age 3-5, children may develop negative attitudes toward difference

● More than one out of every five (20.8%) students report being bullied

● More than half of bullying situations (57%) stop when a peer intervenes on behalf of the student being bullied

● School-based bullying prevention programs decrease bullying by up to 25%

ADL Education Goals

Inspire students and adults to:

• Reflect on and understand identity and culture.

• Understand the impact of culture on communication and conflict.

• Examine bias in themselves, others and society.

• Take action to challenge bias and bullying.

What We Believe

• Bias is universal.

• Change is a process.

• Diversity is a strength.

• Prejudice is learned, therefore can be challenged and overcome.

What We Believe: Pyramid of Hate

The act or intent to deliberately and systematically annihilate an entire peopleGenocide

Murder, Rape, Assault, Arson, Terrorism, Vandalism, Desecration, Threats

Bias Motivated Violence

Economic discrimination, Political discrimination, Educational discrimination, Employment discrimination,

Housing discrimination + segregation, Criminal justice disparities

Discrimination

Bullying, Ridicule, Name-calling, Slurs/Epithets, Social Avoidance, Microaggressions

Dehumanization, Biased/Belittling jokesActs of Bias

Stereotyping, Insensitive Remarks, Fear of Differences, Non-inclusive Language,, Justifying biases by seeking

out like-minded people, Accepting negative or misinformation/screening out positive information

Biased Attitudes

47

Anti-Bias Education Is….

a way of teaching that supports children and their families

1.Explore Identity (e.g. multiple aspects of identity, identity as a lens, social identities, privilege vs. marginalization, etc.)

2.Interpret Differences (e.g. mirrors and windows, holding multiple perspectives, language matters, impact of systems on lived experiences, etc.)

3.Examine Bias (e.g. bias is universal, cycle of socialization, escalation of bias, impact vs. intent, etc.)

4.Champion Change (e.g. change is a process, attention to policy & culture, acting a change agent, etc.)

Allyship/ Anti-Bias / Anti-Hate Education

What is No Place for Hate®?

• Designed to rally a school community to create a welcoming community committed to stopping all forms of bias and bullying

• Supported and self-directed SCHOOL CLIMATE INITIATIVE to incorporate new and existing programs with one consistent message of inclusion and anti-bias

• Assists in fostering a school culture of respect and create a safe, inclusive, equitable learning environment for students in all grades

No

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The Initiative Includes:Five Program Requirements

In 2018, over 17 thousand PreK-12 educators were trained to support over 500 thousand students in becoming allies against bias and bullying

Discover- Commit - Act

Discover: implement one of our staff and/or student surveys to determine your needs

Commit: form a committee and sign a pledge

Act: 3 activities that move from kindness to social action that are grounded in discussion

1. Commit: Form a No Place for Hate Coalition

• Create a No Place for Hate committee

• Newly formed or existing group

• Student-centric, all stakeholders

• Lead efforts throughout the year to promote respect, understanding, and inclusion for all

No

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2. Commit: Sign the Pledge

• Engage school community to adopt the No Place for Hate Pledge

• School chooses best way for their their community to adopt/sign the Pledge

• We have samples and suggestions for how to get it signed (in person and virtually)

No

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3. Act: Consider A WORLD OF DIFFERENCE® Institute Training

• Committee Training

• Customized options for Committees and Coordinators: – Becoming an Ally– General Anti-Bias for Students and Adults– Peer Training– Peer Leadership

• Adults• 3rd – 12th Grade students

No

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4. Act: Implement Activities with Impact!

• Three or more school-wide activities

• Enhance students’ understanding of diversity, bias, social justice and inclusion

• Involve all students in discussion/action/reflection

• Challenge students to think critically and evoke a sense of community

No

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5. Document, Evaluate & Share Your Success!

No

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Here is what others have to say

No

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https://www.youtube.com/watch?v=MgzZmG4Na-

The Vision: Sustainable Impact on ALL Washington State Schools

Yearly Training for Sustainable Adult Support

• No Place for Hate Coordinator training:

– 30 adults per cluster/geographic area

– Grouped by primary or secondary

– Full-day:

• General anti-bias training

• No Place for Hate framework training

• Optional: Anti-Bias Curriculum Training

No

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Inter-School Training for Student Leadership

• No Place for Hate Committee Training:

– 10 students per school from same cluster/geographic area

– Bi-annual training for each school

– Skills and motivation for tackling issues of bullying, diversity and bias on their campus

No

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The Impact: A systematic and sustainable initiative where students are the center of improving and maintaining a school climate where students of all identities can thrive.

Additional Support

Anti-Bias Tools & Strategies

ADL’s Anti-Bias Tools & Strategies is a collection of resources that provide a wide range of tips, tools, strategies and lessons for K-12 educators, administrators, students and family members to promote safe, equitable and respectful learning environments. Resources include:• Talking to Young Children About Bias and Prejudice

• Myths and Facts About Muslim People and Islam

• Empowering Young People in the Aftermath of Hate

Books Matter

ADL has created Books Matter, a curated list of over 700 children’s and young adult literature focused on bias, diversity and social justice because:• Books have the potential to create lasting impressions.

• Books have the power to instill empathy, affirm children’s sense of self, teach about others, transport to new places.

• Books inspire actions on behalf of social justice.

Bullying & Cyberbullying Prevention Strategies and Resources

ADL’s Bullying & Cyberbullying Prevention Strategies and Resources provides expert advice about preventing bullying and cyberbullying for K-12 educators, administrators, students and family members. Resources include:• Be An Ally: Six Simple Ways

• 10 Things Students Wish Teachers Knew About Name-calling and Bullying

• The “Grown Folks” Guide to Popular Apps

Lesson Plans

ADL’s collection of K-12 Lesson Plans include timely lessons that promote critical thinking and assist educators in teaching current events topics through the lens of diversity, bias and social justice. Recent topics include:• Moving Beyond Gender Barriers in Our Lives

• Believe in Something: Nike, Kaepernick and Social Change

• Diverse Books Matter

Table Talk: Family Conversations About Current Events

Table Talk: Family Conversations About Current Events provides parents and family members with the tools they need to engage their families in conversations about important news stories and other timely discussions about societal and world events, including:• Family Separations at the Border

• What is Net Neutrality

• Sexual Harassment in the News

Common Core Standards Aligned Anti-Bias Curriculum

• Anti-Bias Building Blocks: An Elementary School Curriculum

• Empowering Students, Challenging Bias: A Middle School Curriculum

• Confronting Bias, Working Towards Equity: A High School Curriculum

Thank you

“ADL” and “Fighting Hate for Good” are trademarks of the Anti-Defamation League.

Scotland Nash, Education Directorsnash@adl.org

https://seattle.adl.org/npfh/

Reflecting on our learning…

9/3/2020

Prompt: What 1- 2 takeaways/strategies from today’s webinar that can you bring into your specific role to actively improve your school’s climate?

SMALL BREAKOUTS(6-7 PEOPLE)

SCRIBE & REPORTER

10 MINUTES WE’LL RETURN AND SHARE

9/8/2020

We’re Live Streaming on YouTube!Right this minute, we are Live Streaming on OSPI’s YouTube Channel. Live Streaming provides an opportunity for more people to view our webinars.

Unfortunately, watching on YouTube doesn’t allow viewers the option of joining a breakout room, so please be patient. We will bring everyone back together in a few minutes. You will hear short report outs from a few of the breakout rooms.

You might want to take this time to checkout additional resources on OSPI YouTube Channel.

9/3/2020

Welcome Back! – Let’s Share

We’ll Call On Groups.• Raise virtual hand.

Share Out • Unmute• 1-minute share out

Reflect on Your DiscussionWhat does everyone in this

meeting need to know to take us to the next level?

9/3/2020

Thank you!

9/3/2020

Pick Your Challenge

Discuss your ideas with leadership

Share ideas with your PLC

Lead a discussion with students

What are you willing to commit to doing? Tell us in the chat!

9/3/2020

This presentation will change my practice in the

future.

This presentation was relevant to my work and

topics I want to know about right

now.

The presenters were content

experts

The presentation met the stated

learning objectives.

I would recommend

participating to a colleague.

I had an opportunity to reflect on my next steps.

GATE Evaluation

GATE Feedback Survey | 9/3/2020 | 759/8/2020

Q&AWhat’s on your mind?

9/3/2020

Next Month

October 14, 2020

Informed Action 101: How Can Change Management Help Meet the

Demands of an Educational Organization?

Informed Action 201: What is the Role of an Early Warning System and Tiered System of Support in Ensuring Equity?

9/3/2020 | 799/3/2020

Resources

Resources

Featured Book

Connections Tool

Attendance Playbook

OSPI Guidance

9/3/2020 | 819/3/2020

Contact us……

Akiva ErezimContinuous Improvement

System and School ImprovementOSPI

Akiva.Erezim@k12.wa.us

Scotland Nash, EdDExecutive Director of Education

Anti-Defamation LeaguePacific Northwest

9/3/2020 | 82

Bonnie Zimmerman

Tiered Supports Program

Specialist

System and School Improvement

OSPIBonnie.Zimmerman@k12.wa.us

9/3/2020