Equity 100 - Part 2
Wednesday, May 19th, 2021
PD Course ID# 4348
Edmonds School District ● Diversity, Equity, and Outreach
Black Lives Matter Statement
The Edmonds School District believes that Black Lives Matter and that we need to work on
becoming an anti racist institution.
More about our commitment
Black Lives Matter Month of Action resolution # 20-03
Link to Article about the Mural and Artists
Land Acknowledgement
We are on the traditional
homelands to the Coast Salish
Tribes.
Tribes granted the use of the
land to the US via the Point
Elliott Treaty of 1855, while
retaining their rights to the land.
Link How and why to do Land Acknowledgement
Link to map
Link to article about Edmonds new initiative
Link to article more than land acknowledgement
Equity 100 - Part 2
Wednesday, May 19th, 2021
Edmonds School District ● Diversity, Equity, and Outreach
Guest Presenters
Introductions ● Alex Alexander, Edmonds Ele. Principal
Equity and Student Success Team ● Kathleen Hodges, Madrona K-8 Principal
● Holly Zenz, Madrona K-8 Assistant Principal
● Dr. Victor Vergara, Executive Director of ● Stephanie Kay-Fredrickson, Martha Lake
Principal
Equity and Student Success
● Allison Larsen, EWHS Principal
● Sally Guzman, MNPL
● Mike Piper, Lynnwood HS Principal
● Marina Espinoza, M. Ed.
● Greg Schellenberg, MTHS Principal
● Maria Garcia, MSW ● JR Mitchell, Brier Ele. Teacher
● Karla Sanchez-Bravo, MSW ● Latisha Williams, MTHS Student Support
● Joseph Valenti Advocate
● Jeff Stone, Social Studies & Ethnic Studies Lead
● Deborah Fournier, Hilltop Ele. Library Info.
Specialist
● Joe Webster, Meadowdale Middle School
Principal
● Emily Forman, MMS School Psychologist
● Danielle Sanders, Beverly Ele. Principal
Outcomes- Day 2
● Understand and acknowledge our own biases and how they impact
practice and actions
● Understanding microaggressions and their perpetuation of White
Supremacy
● Learning to interrupt microaggressions and understanding the
harm
● Engage in more equitable decision-making practices and behaviors
Dr. Vergara Welcome Video
Using the chat:
Type one word to describe
how this video made you
feel?
Norms
Norms
….from courageous conversations
● Stay engaged
● Experience discomfort
● Speak your truth
● Expect and accept non-closure
Zoom Norms
● Turn on your camera (professional judgment)
● Mute your microphone
● Use the chat if you have “nuts and bolts”
questions
● Resist the use of side technology
● This is a new environment for all
12
Amygdala Hijack
Our amygdala is the part of the Trembling Hands
brain that controls emotions and
(emotional) memory storage Nervousness Butterflies
● FIGHT, FLIGHT, FREEZE, or Weak Knees Sweating
APPEASE Heart Racing Self Doubt
● Respond quickly to threats to self.
○ Physical
○ Culture norms
Hyperventilation Fear
● Override our logical reaction to
events.
● Long lasting 13
Hijack Preparedness:
S.O.D.A.
S: STOP
O: OBSERVE
D: DETACH
A: AWAKEN
14
Breakout room protocols & guidelines
People of Color - optional space Questions:
● Creating a safe place for all ● Prompts:
○ Optional ○ I’m thinking, circle back to me
○ Stay in main room to be later please.
reassigned ○ I need a minute to process
Structure in breakout room: what I heard, please move on
● Select roles to the next person.
○ Facilitator: ● Facilitation Strategies:
○ Time Keeper: ○ Don’t expect people of color to
○ Who will go first speak first
● Need help?: ○ Ask people to honor the norms
○ Ask host to join the room ○ Provide opportunities for clarity
○ Move back into main room ■ “Tell me more…”
Policy 3211 & 0600
Link: [Link]
Section 4: Bias
Classroom Scenario
● Please read the following scenario
○ Stop and Jot: Reflect on how you
would respond
Stephanie is in your third period class.
When she fully participates in lessons
and activities, the class runs smoothly
and all students remain engaged for
the entire class period. Today,
however, she is defiant, refusing to do
her work and disrupting class with
inappropriate language. She doesn’t
respond to verbal direction.
Types of Biases
Bias: Prejudice in favor of or against one thing, person, or group compared with
another, usually in a way considered to be unfair.
Explicit Bias: Refers to the attitudes and beliefs we have about a person or group
on a conscious level.
Implicit Bias: Refers to the unconscious attitudes and
stereotypes that shape our responses to certain groups
especially around race, class, and language.
Group/Affinity Biases: The way we sort people into groups that are either “like me”
or “not like me,” creating an “us” vs. “them” dichotomy.
NPR:
Teachers' Expectations Can
Influence How Students
Perform
Link
Example of Explicit vs. Implicit Bias
Activity: Diversity Profile
Breakout Room Debrief
● Discuss these questions: (15 min
discussion)
○ What are your takeaways from
this video?
○ How does implicit racial bias
contribute to institutional racism?
Classroom ideas:
● Video
She
/her
Bienvenidos, I am Mrs. Sally, My pronouns are she/her
Black History
● Every day not just February
● Contemporary figures (Inventors, music, etc.)
● Prior to slavery - African history
● Prior to colonized “Americas” “Europe”
Mirrors and Windows
Rainbow Book
List contained
237 books in
2016 - only
12% were
elementary
titles
Citation:[Link]
997/9b416001faf0e15461894d04c20ebebf
[Link]
Classroom ideas:
● Look at books you are
reading and using in the
classroom:
■ Diverse main
characters
■ Asset based
Authored by people of color &
diverse individuals
Classroom ideas:
● Connect new content to culturally
relevant examples and heroes from
students’ community and everyday
lives
○ Look at your classroom space.
Who is on the walls:
○ Diverse
○ Non Stereotypical
○ Asset based
○ Consider contemporary images,
not just part of the past
Classroom ideas:
● Building positive self
identity
● Opportunity
through imagining
possible selves
(Who can I imagine
being)
Allow opportunity to share
culture and identity
Recognize Important events - link
Holocaust Remembrance Day: January - Link MMIW2G Day: May - Link
Lunar New year: January/February - Link 2SLGBTQIA + Pride month: June - Link
Japanese Incarceration Day of Juneteenth: June - Link
Remembrance: February - Link Eid Milad un-Nabi: October - Link
National Freedom Day: February - Link National Coming Out Day: October - Link
International Women’s Day - March - Link Diwali/Deepvali: October/November - Link
Billy Frank Jr. Day: March - Link Transgender Day of Remembrance:
Holi: March - Link November - Link
Cesar Chavez Day: March - Link Transgender Awareness week: Novemeber
Equal Pay Day: March - Link - Link
Deaf History Month: March/April - Link Native American Heritage Day: November -
Autism Awareness Month: April - Link Link
Day of Silence: April - Link
El dia del Niño: April - Link
Ramadan: Spring - Link
Family Engagement:
● Families are our students’
first teachers
● Find time to connect with them
● They can be a valuable resource
in both knowing your student and in this work!
Remember to:
● Developmental vs. Services oriented
● Leverage district translation/interpretation resources
Padlet activity
LINK to activity
Break
(15 min)
Edmonds School District Data
Out of School Suspensions and Expulsions by Demographics
As of May 1, 2018
75%
60% 53%
27%
21%
10%
7%
Male Black Hispanic
Population Percentage of Out of School suspensions or expulsions
Classroom Scenario
Stephanie is in your third period
class. When she fully participates
in lessons and activities, the class
runs smoothly and all students
remain engaged for the entire
class period. Today, however, she
is defiant, refusing to do her work
and disrupting class with
inappropriate language. She
doesn’t respond to verbal
direction.
Breakout Room - Classroom Scenario Revisited
● In your small group re-read the scenario (1 min)
● Reflect on how you would shift your practice (4
min)
● Discuss these questions: (10 min discussion)
○ What are some biases that staff may have
about this student?
○ Share how your practice may have shifted
from the first time you read the scenario?
Section 5: Microaggressions
Statement, action, or incident regarded as an
instance of indirect, subtle, or unintentional
discrimination against members of a marginalized
group such as a racial or ethnic minority.
Three Types of Microaggressions
- microassaults - microinsults - microinvalidations -
Microaggressions
Poll
Reflecting on History from part one
● Race as a social construct
● Institutionalized racism
● Creation of terms to dehumanize and marginalize
● Creation of borders, citizenship and other forms to classify
and othering
● Creation of “white” race and its superiority to others
● The systemization of all of these process without ever
addressing the dehumanization that was embedded into our
society we still have today
Reflecting on vocabulary
● White Supremacy = the belief that white people and white
ways of being are the norm/superior, thus anything different
is of lesser value, broke, and inferior.
● Discrimination = The unequal treatment of members of
various groups based on race, gender, social class, sexual
orientation, physical ability, religion and other categories.
● Institutional Racism = The systemic distribution of resources,
power, and opportunity in our society to the benefit of people
who are white and the exclusion of people of color.
Chat and large group
Microaggressions
and
white Supremacy
Section 6:
Hate Speech teach in-lesson
What is hate speech?
Any kind of communication in speech, writing or behaviour, that attacks or uses
pejorative or discriminatory language with reference to a person or a group on the
basis of who they are, in other words, based on their religion, ethnicity, nationality,
race, colour, descent, gender or other identity factor. - Reference United Nations
When is it okay to use pejorative or discriminatory speech?
Never. If a resource contains hate speech, like the n-word, do not say it aloud. And,
you need to teach students why you are not saying that word.
See here for an example of how a teacher addresses the n-word in their ELA
classroom.
Video - Interrupting Hate speech
Breakout Room Debrief
● Discuss these questions: (15 min discussion)
○ What are some takeaways about the impact
on students?
○ How comfortable are you now with
interrupting hate speech?
Closing
Engage in Equity
#1. Talk about issues of diversity, microaggressions,
bias, racism, and social justice at home, at work, & in
your community.
#2. Model equity versus equality behaviors.
#3. Clarify misconceptions about race, bias, & equity.
#4. Create safe and affirming environments.
Thank you!
Quick survey
PD Course ID# 4348
More resources here:
[Link]
Resources and next steps
● Anti-Bias Teaching for Change: Resource for families and staff that provides professional
development opportunities and online resources for the purpose of establishing an equitable and
multicultural society.
● Project Implicit: Non-Profit that highlights hidden biases and allows users to take a Implicit
Association Test that helps to measure attitudes and beliefs that people may be unwilling or unable
to report (approx. 10-15 minutes to complete)
● Learning for Justice: Resource center providing free lesson plans, teaching strategies and
classroom activities, with an emphasis on using a social justice and anti-bias approach.
● TeacherVision: Teaching resource with access to numerous strategies on how to communicate with
a diverse classroom, and new ways of empowering those historically underserved and represented
populations.
● Diversity Resource: Iceberg Activity (Identity) for use in the classroom, it highlights hidden biases
and allows users to take an Implicit Association Test that helps to measure attitudes and beliefs that
people may be unwilling or unable to report.
