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HomeMy WebLinkAbout2024-12-12-DIAMOND-min Diamond Site Council Notes 12/12/24 Note taker: Katina Lawdis Attendees: Yu Wu Joyce Dvorak Beth Bristol Amelia Brower Whitney Didie Marlon Davis Steven Babbitt Remy Coombs Mary Barry-Ng Topics: Data, star data, sharing data so it's a larger discussion not seen in isolation. We have a data warehouse now (link it). We are examining how we use data, and how not to overburden parents. What is the best way to share the data? Be transparent? Have a discussion so we are all on the same page. Renaissance is new, Star data - we need a tool for social emotional/unified arts. Right now it's only literacy and math. Open Discussion: Marlon: How do we share the data? What are thoughts on how to share the data? Beth: would the profile show their child in relationship to the whole (like MCAS?) Marlon: no, its just the child's personal data and growth information. This is only for your child in particular areas Joyce: I think parents will want to have information, and parents will compare the numbers. If we have a "range" of expected that will help the parents, otherwise what does the data mean? Would a lower end of average set parents off? Be careful about how the results are interpreted. Whitney: We use data all the time. This data could be used as a point to open a discussion with parents. She wondered if everyone needs this data? Marlon: We want home and school to be a partnership. We need parents on board, we need to be transparent. Joyce's point about simplifying the data is good. Marlon will meet with Jen Gaudet to expand this conversation. Some parents are asking, and so far parents have appreciated the data. Marlon does not want to overburden parents. Amelia: She thinks it's better to lead with full data and a good explanation as to what is necessary if people have questions. Yu Wu: Why can some data not be shared? Transparency is important, and parents should know if there is an issue. Parents should be the best person to work with the teachers to address issues. Data cannot speak for itself, so we need guidance for how to understand the data. Marlon: We just need to figure out how to disseminate it. We use data all the time, so we need to be clear about what it means. Stephen: It could be helpful to send out the explanation for the data before it comes out. Explaining what to be looking for, what the data communicates. Front loading could be less overwhelming. Marlon: How long do we wait till we send the data? It's a good point, and that makes sense. Stephen: Send rationale first, then again with the data Marlon: Social and emotional component - we are doing race and culture lessons with students (sexual harassment, protective personal space). These help clarify micro aggressions, major aggressions, how to identify being a bystander, being proactive, being an upstander, etc. It gives teachers and students a language to use. Mary brought over some lessons from Clarke, so Diamond will be adopting this. These lessons are delivered by numerous staff. Kids have been engaged. Marlon shared the PP to show people what is being used during the lessons. He explained how the lessons work, how kids work in small groups. Break: viewing the slide show with the group - Marlon explained slides Amelia: She loves this, and is very excited about the initiative. She thanks Marlon. Katina: Complimented the slideshow Stephen: The program is put together brilliantly, Stephen recommends that we find a way to involve more staff. He recommends all staff use the language. Marlon: We will expand. He hopes to discuss this at PTO Amelia: Is this offered for all 3 grades? Marlon: Yes, with expansion to teachers and parents Joyce: I appreciate that the slides are age appropriate. Make sure we are not beating up on kids, as they are developmentally impulsive, and they may not actually mean to be hurting someone, and do it out of just developmental impulse, so ensure it's not punitive. Remy: I appreciate the lesson, he thanked Mary, and said staff have been doing this at Diamond, but the mandate from above helps. He wants to see kids be taught about social class and disabilities, as he sees this as missing. Mary: Mary thanked Marlon. She explained that it was a proactive approach. Clarke had numerous sexual harassment lessons and this prompted Mary to act. She also heard people mimic and mock accents. So Mary did this as a professional goal. Mary also agrees we need more lessons on invisible disabilities, and social class. She thinks we need to keep building. Mary also thinks that Stephen's idea of all staff using the language is key. Stephen: Added to Remy's point. He said he feels comfortable with how Mary addresses identities. She spent a lot of time on identities, and making the connection to how these are aggressed upon. He felt like the classes that Mary was a part of got the message. Marlon: We need to teach our students to be better people. We have to make sure they have a safe environment. We will be discussing discipline at the next meeting. We have students with challenging behaviors/situations, and need support outside of school. We are going to look at how we change the narrative for kids who have consistent issues. We need to help kids make better behavioral choices. We want to tighten the home/school connection to help behavioral issues shift. We will talk about the numbers. Joyce: She is getting messages from parents about standards based grading. People want to bring back grades. Is there data to get from the HS about how kids transition with grades? To help manage the buzz? Marlon: There is a symbiotic relationship between how students do between levels. The learning process standards is the biggest indicator so far. Marlon will put something together on this for the next meeting. Race and culture lessons • Provides a proactive lesson to combat the issues • Provides all a common language to use with students • All administration, teachers, support staff are teaching these lessons • Teachers are able to hear/observe lessons Principal shared the screen and the lesson with site council • Walked students through the lesson • Reviewed the slides and the meaning of each slide • Language that intentionally teach - identity, stereotype, microaggression • Scenarios - students work together to do the work • Provide the opportunity to think about being in a situation, what would you do? How would you react? Give opportunities to discuss with peers. • Summarize significance Site Council Comments about presentation • Parent- very positive to see this being a proactive approach • Teacher- would like all staff to see and participate, if a way • Parent- happy to see this is offered to all grades and this is a school-wide effort • Parent- with psychologist background, hoping we are not being too negative if kids were • Admin - purpose to be proactive, teach the language and change the culture and community to make a difference in the world • Teacher- personal identity piece is extremely important, appreciate the focus on this part • Admin - Overall this is a great school and most students do the right thing. So lessons like this and sharing this with our families help build the partnership so that our students make better decisions. Next Meeting • Data on discipline and overview of this discipline • Parent- getting messages from SBG, wanting to go to the school committee and bring back grades. Is there any data about how kids are transitioning? • Admin - Dane Despres and Marlon Davis have done some data review and have seen that the biggest indicator is on the Learning Process Standard.