Jekyll2022-12-09T18:32:07+00:00https://benwilson.org/sbdm/feed.xmlAdventures in Site-Based Decision-Making (SBDM)My experiences as an Site-Based Decision-Making Council Parent Representative for Lincoln Performing Arts Elementary School in Louisville, Kentucky.Ben WilsonLooking Back: My term is ending, but the future is bright for LPAS.2022-09-12T12:00:53+00:002022-09-12T12:00:53+00:00https://benwilson.org/sbdm/reflection/my-term-is-ending-but-the-future-is-bright-for-lpas<p>This month will be my final month as one of two parent representatives for LPAS’ SBDM council.</p>
<p>It has been an honor to serve a community that I owe much of my personal growth to. I hope I served you well.</p>
<p>Below is a look back on this “adventure”, what we did, the work I took on, and most importantly: where LPAS’ future looks like.</p>
<h2 id="what-we-achieved">What We Achieved</h2>
<p>We did good work, this council. In my term, we:</p>
<ul>
<li>successfully navigated a momentous change of administration</li>
<li>put considerable focus on Exceptional Child Education (ECE), and populations that needed help the most throughout the pandemic</li>
<li>hired a full-time mental health practitioner</li>
<li>approved funding for security upgrades the building</li>
<li>wrote and approved the <a href="https://benwilson.org/sbdm/policy/LGBTQIA-equity-diversity-policy-update/">first-ever LGBTQ+ equity policy in JCPS (and maybe the state)</a> with the help of our Mental Health Practitioner and a newly founded LGBTQ teacher committee</li>
<li>and a LOT of other stuff.</li>
</ul>
<p>I can’t take credit for any more of the above than my one seat (of six) should grant me. I am most proud of the work we did <em>together</em>.</p>
<h2 id="what-i-worked-on">What I Worked On</h2>
<p>Personally speaking, my tenure on the SBDM was engaging, enlightening and, at times, challenging.</p>
<p>My first few months on the council were consumed with the Principal Selection process. For long-time LPAS families, especially in our COVID year 2020, this was a contentious change. The principal selection process was fair, but also opaque (as designed to protect applicants). The change was not well-received by some.</p>
<p>I worked with my council members to draft a statement from the SBDM Council on the process and its result:
<a href="https://benwilson.org/sbdm/assets/SBDM%20Council%20Statement%20on%20Principal%20Selection%20(2020.12.15).pdf">SBDM Council Statement on Principal Selection, Dec 2020</a></p>
<p>As a community representative, I felt the need to give a voice to the families I represented, and to put a point on the needs of our community at that moment. <a href="https://benwilson.org/sbdm/assets/Reflections%20on%20LPAS%20Community%20Reaction%20to%20Principal%20Selection%202020.12.15.pdf">Reflections on LPAS Community Reaction to Principal Selection Process, Dec 2020</a></p>
<p>Having come through this, I made it my mission to represent the needs of the community - specifically around accessibility, equity and communication. You can read my intro, here: <a href="https://benwilson.org/sbdm/aboutme/why-i-joined-sbdm/">Why I Joined SBDM, Jan 2021</a></p>
<p>Beyond the typical budget, policy and achievement reviews, the SBDM for me became a place where I could represent families through listening, action and engagement with teachers and admin.</p>
<p>With so little other parent SBDM perspectives out there, I tried to be as transparent and public as possible, hence this site.</p>
<p>I posted up regular meeting notes, and shared them with the LPAS PTA Facebook Group, and my wider Facebook network.</p>
<p>I created a <a href="https://twitter.com/i/lists/1354430425242988549">JCPS and Kentucky Education Media Twitter list</a> and became engaged with those folks and the conversation on Twitter around COVID, reopening, the KY General Assembly bills, equity, LGBTQIA topics, and whatever else was germane to LPAS as a parent.</p>
<p>Beyond the monthly meetings, I went out of my way to represent families the best I could. Here is a list of a few things I felt were important:</p>
<ul>
<li><a href="https://benwilson.org/sbdm/statements/pta-meeting-diversity-access/">My remarks on diversity and access to school groups (From PTA Meeting 8/23/2021)</a></li>
<li><a href="https://benwilson.org/sbdm/thoughts/school-communications/">Thoughts on Making School Communications Better, Sept 2022</a></li>
<li>I hosted a <a href="https://benwilson.org/sbdm/thoughts/lpas-middle-school-choices-jam-2021/">Middle School Choices Jam, Dec 2021</a> for families choosing middle schools.</li>
<li>I spoke out about how <a href="https://benwilson.org/sbdm/policy/sb1-will-gut-sbdms/">Senate Bill 1 would gut SBDMs</a> (spoilers: it passed)</li>
<li>I drafted this policy, providing each version to our community - but specifically families and staff that would be impacted the most by it: <a href="https://benwilson.org/sbdm/policy/LGBTQIA-equity-diversity-policy-update/">LGBTQIA-inclusive Equity & Diversity Policy and a Deeper Dive</a></li>
</ul>
<h3 id="where-lpas-is-today">Where LPAS is Today</h3>
<p>Meanwhile, the school is here:</p>
<ul>
<li>There is a considerable focus from this administration on improving math and reading, especially among Black and Hispanic children. (Winter 2022 MAP data is <a href="https://drive.google.com/file/d/1Jv-0z4FOIbjVNEHF1ydG04-9tKlmN8Fu/view">here</a>) It’s a considerable part of the <a href="https://drive.google.com/drive/folders/1WuwH8s6S3EoX8_r793HpFwyx6n2GrgMB">LPAS’ current Improvement Plan</a>, which includes funding for inititiatives to meet these goals.</li>
<li>The school has never had more arts-trained staff (arts staff + grade-level teachers both).</li>
<li>We hired from within (Ms. Hunt) to replace our much-loved Counselor Ms. Jones and we now have a full-time Gifted & Talented position (Ms. Millier).</li>
<li>We have a full-time mental health practitioner, Ms. Sanchez</li>
<li>Teacher satisfaction, regarding leadership and climate - <a href="https://secure.panoramaed.com/impactky/understand/8121875/summary">according to the 2022 IMPACT survey</a> - is on the rise (and well above JCPS averages).</li>
<li>The <a href="https://assessment.jefferson.kyschools.us/Survey2011/cssCompare.aspx">Comprehensive School Survey</a> shows that LPAS community and student satisfaction - hit hard by COVID and a change in administation - is returning quickly to it’s previously VERY high levels.</li>
<li>The PTA is revitalized and engaging families in new ways.</li>
<li>LPAS is the model for performing arts magnets. In fact, it wants to build another elementary arts magnet, modelled after LPAS. (<a href="https://www.jefferson.kyschools.us/sites/default/files/JCPS%20School%20Choice%20Proposal.pdf">See Page 115 of the JCPS 2022 Assignment Plan</a>)</li>
</ul>
<p>In short, LPAS’ future is bright.</p>
<h3 id="what-i-learned">What I Learned</h3>
<p>Through this “adventure” I am better for it. I learned to be careful with words. I learned to reach out. I learned to listen (and take criticism). I learned to make my time count.</p>
<p>I learned to represent a community.</p>
<p>Being a “representative” forced me to consider issues through a holistic lens, and not a personal one. To think less about my current students, and the <em>thousands</em> that my actions and decisions will impact in the coming decades.</p>
<p>I want to leave you with this - an enduring thought I’ve had that I’ve constantly tested for truth:</p>
<p><strong>There is no legacy in a school, there is only constant change.</strong></p>
<p>It’s a flow, it’s a process. It is unceasing and unyielding. The best thing you can do is to learn from the past and focus instead on setting up the future - through budgets, hiring, policies and processes - for success.</p>
<p>I was humbled to be a small part of that change. You should be a part of that change.</p>Ben WilsonA reflection on my time as SBDM parent representative for LPAS (2020-2022). Where we were, where we are going, what we achieved.SBDM Meeting Notes: May 20222022-05-18T16:25:53+00:002022-05-18T16:25:53+00:00https://benwilson.org/sbdm/meetingnotes/may-2022<p>Hello LPAS Families and Friends! Below are my notes from May 18 2022 meeting.</p>
<p>My notes here are brief as we are back to being in-person. See the agendas and <a href="https://sppublic.jefferson.kyschools.us/sbdm/SitePages/Home.aspx">official minutes</a> for more details.</p>
<p><em>Note: I’m one of two parent reprensentatives, so my notes are slanted towards parent/family topics. As far as notes go, they are probably incomplete, and are definitely not “official”. Official agendas and approved minutes are posted on the</em> <a href="http://lincoln.jefferson.kyschools.us/groups/14915/site_based_decision_making_council_sbdm/sbdm"><em>LPAS SBDM page</em></a> and <a href="https://sppublic.jefferson.kyschools.us/sbdm/SitePages/Home.aspx"><em>JCPS SBDM Council and Standing Committee Minutes site</em></a>.</p>
<h2 id="may-18-2022">May 18, 2022</h2>
<p><a href="https://docs.google.com/document/d/1nr6G9WbHwQ4HdJ1cK9otyVrgRfFGh0qV/edit">May 18, 2022 Agenda & Docs</a></p>
<h3 id="good-news">Good News</h3>
<ul>
<li>Bunch of activities recently: Basketball, cheer groups</li>
<li>Field Day tomorrow</li>
<li>MAP report is promising</li>
</ul>
<h3 id="staffing">Staffing</h3>
<ul>
<li>Full time ECE position open in June</li>
<li>We received ESSER approval from JCPS for full-time Gifted and Talented teacher. We accepted an applicant, Ms. Miller (our current 4/5 teacher) to this position. However, the District pushed back (after the initial approval) that this should be an “interventionist” instead of a classroom teacher. This will require us to re-open the position and post it district-wide (and add $9,000 to the salary)</li>
<li>Long-time and much-beloved school security officer “Mr. Fred” Parker is taking a district-level security position and will be leaving LPAS.</li>
<li>Our long-time and equally-beloved counselor Ms. Nannette Jones will be retiring at the end of this year. We are happy for Ms. Jones but also very sad to see her amazing spirit leave our halls!</li>
</ul>
<h3 id="map-growth">MAP Growth</h3>
<p>We reviewed <a href="https://drive.google.com/file/d/1kQRI6idLr3KtFff_yZT-wrMOVvzHFYFm/view?usp=sharing">our MAP testing results overview</a>. Excellent growth in Math and average growth in Reading. Know we still have work to do here.</p>
<h3 id="budgets">Budgets</h3>
<p>We are “Front-loading” the budgets for drama - using ticket sales from prior year to fund next year. Currently $8,000 for next year after Matilda was a success!</p>
<p><a href="https://drive.google.com/file/d/16-hnyhsNWbhvyZcKHYV4Z918WjmTECwv/view?usp=sharing">Carryover funds</a>: We have a lot of money left here: $140,853. We only need to make broad allotments here for later spending, so we have. Ms. Case and team have earmarked $66,000 for instructional supplies, $35,000 for new equipment (desks, art), $10,000 for front lobby furniture, and $30,000 for finally getting video cameras and school safety stuff. We approved this!</p>
<h3 id="school-schedule">School Schedule</h3>
<p>See the May 18, 2022 SBDM Folder for the <a href="https://drive.google.com/drive/u/3/folders/1WkXZ_VrZKSBsJdDBssIT95QBs8BIH9bP">proposed lunch, wellness, library and master schedules</a>.</p>
<h3 id="school-space">School Space</h3>
<p><a href="https://drive.google.com/file/d/1Gyfnv0bjOI-IM5-QqHEypJ2xFFYRSKCA/view?usp=sharing">New school space plan</a> has been worked on and reviewed today. Notable updates: Gifted and talented would utilize the band room. Mental health practitioner is getting a space, as is the new ECE position. Reading interventionist who primarily works with lower grades is moving downstairs.</p>
<h3 id="policy-review-parent-and-family-engagement--involvement">Policy Review: Parent and Family Engagement / Involvement</h3>
<p>We reviewed the <a href="https://docs.google.com/document/d/1jWnbBWNNC4v4XJkLzUvJVlo70VjrxO1nXbzLqbv169E/edit?usp=sharing">Parent and Family Engagement/Involvement policy</a>. I have suggested that we add a requirement for a Community Survey and Report to make this goal-setting policy actionable. Ms. Case will work on adding the discrete language, but we suggested a yearly community survey in April and a public report to be available in May. Second reading at our next meeting!</p>
<h3 id="see-you-next-time">See you next time!</h3>
<p>See you in June(?). Ms. Case is checking to see if we are required to have one.</p>Ben WilsonSBDM Standing Meeting for May 2022. Considering adding a Survey and Report to Parent Involvement/Engagement Policy, more.SBDM Meeting Notes: April 20222022-04-19T16:15:53+00:002022-04-19T16:15:53+00:00https://benwilson.org/sbdm/meetingnotes/april-2022<p>Hello LPAS Families and Friends! Below are my notes from April 19 2022 meeting.</p>
<p>My notes here are brief as we are back to being in-person. See the agendas and <a href="https://sppublic.jefferson.kyschools.us/sbdm/SitePages/Home.aspx">official minutes</a> for more details.</p>
<p><em>Note: I’m one of two parent reprensentatives, so my notes are slanted towards parent/family topics. As far as notes go, they are probably incomplete, and are definitely not “official”. Official agendas and approved minutes are posted on the</em> <a href="http://lincoln.jefferson.kyschools.us/groups/14915/site_based_decision_making_council_sbdm/sbdm"><em>LPAS SBDM page</em></a> and <a href="https://sppublic.jefferson.kyschools.us/sbdm/SitePages/Home.aspx"><em>JCPS SBDM Council and Standing Committee Minutes site</em></a>.</p>
<h2 id="april-19-2022">April 19, 2022</h2>
<p><a href="https://drive.google.com/drive/u/3/folders/1PKkgeDpU0-NH88OCpQf6mTbCqNbREMn5">April 19, 2022 Agenda & Docs</a></p>
<h3 id="good-news">Good News</h3>
<ul>
<li>Matilda! Live performances!</li>
<li>Spring Fling this Friday</li>
<li>Leadership Louisville was at LPAS today</li>
<li>We’ll have our Spring MAP results in May meeting</li>
</ul>
<h3 id="comprehensive-school-survey-is-open">Comprehensive School Survey is Open</h3>
<p>The Comprehensive School Survey is open until May 6th for all JCPS Students, Parents and Staff. It’s your chance to share your thoughts on LPAS. We review this data in-depth when it’s returned to us in the Fall to guide nearly all of our SBDM discussions - including budget, policy and culture and climate.</p>
<p><a href="https://docs.google.com/document/d/1mtSdi54VcSASUvVu3c2u3Vv2IwBxeH7qXj1tR0i6b-Q/edit">Take the 2022 Comprehensive School Survey here</a></p>
<h3 id="making-it-easier-to-get-involved">Making it Easier to Get Involved</h3>
<p>Regarding culture and climate and budget: I made a request that we look into telepresence technology with the budget we have, to aid with culture and climate.</p>
<h3 id="lgbtq-inclusive-equity--diversity-policy-second-reading">LGBTQ-inclusive Equity & Diversity Policy: Second Reading</h3>
<p>We did a SECOND reading of the <a href="https://benwilson.org/sbdm/policy/LGBTQIA-equity-diversity-policy-update/">LGBTQ-inclusive Equity & Diversity Policy</a> that I helped put together. Two members of our LGBTQ Committee were in attendance - Mr. Collins (Kindergarten teacher) and Ms. Sanchez (Mental Health Coach). That committee had read through the policy and had no objections or edits. We briefly discussed the survey and “reflection” requirement. We must make sure our survey and “reflection” do not invade privacy or trust. We collectively felt that what is being propose does not invade that trust.</p>
<p>And with that, JCPS’ first LGBTQ-inclusive Equity & Diversity Policy was accepted!</p>
<p>You can read the final policy document <a href="/sbdm/assets/Equity and Diversity (BLW, 20220309).pdf">here</a>.</p>
<h3 id="see-you-next-time">See you next time!</h3>
<p>See you in May!</p>Ben WilsonSBDM Standing Meeting for April 2022. Second reading of our LGBTQIA-focused Equity and Diversity policy!SBDM Meeting Notes: March 20222022-03-15T16:15:53+00:002022-03-15T16:15:53+00:00https://benwilson.org/sbdm/meetingnotes/march-2022<p>Hello LPAS Families and Friends! Below are my notes from March 15 2022 meeting.</p>
<p>My notes here are brief as we are back to being in-person. See the agendas and <a href="https://sppublic.jefferson.kyschools.us/sbdm/SitePages/Home.aspx">official minutes</a> for more details.</p>
<p><em>Note: I’m one of two parent reprensentatives, so my notes are slanted towards parent/family topics. As far as notes go, they are probably incomplete, and are definitely not “official”. Official agendas and approved minutes are posted on the</em> <a href="http://lincoln.jefferson.kyschools.us/groups/14915/site_based_decision_making_council_sbdm/sbdm"><em>LPAS SBDM page</em></a> and <a href="https://sppublic.jefferson.kyschools.us/sbdm/SitePages/Home.aspx"><em>JCPS SBDM Council and Standing Committee Minutes site</em></a>.</p>
<h2 id="march-15-2022">March 15, 2022</h2>
<p><a href="https://drive.google.com/drive/u/3/folders/1PKkgeDpU0-NH88OCpQf6mTbCqNbREMn5">March 15, 2022 Agenda & Docs</a></p>
<p><em>We covered a lot today, but the main focus of conversation were the Equity & Diversity policy reading and the IMPACT Survey Results</em></p>
<h3 id="lgbtq-inclusive-equity--diversity-policy-first-reading">LGBTQ-inclusive Equity & Diversity Policy: First Reading</h3>
<p>We did a first reading of the <a href="https://benwilson.org/sbdm/policy/LGBTQIA-equity-diversity-policy-update/">LGBTQ-inclusive Equity & Diversity Policy</a> that I helped put together. Ms. Case kindly acknowledged my work here - and I am humbled by it! We did not have much discussion, but the SBDM and the LGBTQ committee at LPAS have been asked to provide feedback ahead of our second reading in April.</p>
<h3 id="impact-survey">IMPACT Survey</h3>
<p>We reviewed <a href="https://drive.google.com/file/d/1m2EjTnb5Lx-dhQE7AzjP8bZC6aSnNVTX/view?usp=sharing">LPAS’ 2022 IMPACT Survey results</a>. <a href="https://www.impactky.org/">IMPACT</a> is a Kentucky Department of Education survey focused on “working conditions” for teachers and administrators.</p>
<p>There’s a lot of data in there, and I encourage you to flip through the easy-to-read results. If you see what I see, you’ll see LPAS:</p>
<ul>
<li>has improved considerably when it comes to staff-leadership support, relationships, trust</li>
<li>has been considerably affected by social unrest and the pandemic</li>
<li>has benefitted from pandemic-driven technology upgrades</li>
<li>needs help, but is improving on “Feedback and Coaching” and “Resources”</li>
<li>but overall is well beyond state and JCPS averages for most metrics</li>
</ul>
<h4 id="how-to-handle-conversations-on-race-and-gender">How to Handle Conversations on Race and Gender</h4>
<p>Relevant to the survey-indicated effects of social issues:</p>
<p>We spent a bit of time discussing the question “In response to events that might be occurring in the world, how comfortable whould you be in having conversation about race with your students?”. The “favorable” rating here saw a -17% drop from the prior survey (Dec 2019, prior to Louisville’s civil unrest, 2020 election, Jan 6th, etc).</p>
<p>Conversations around race, gender are happening in class, and it’s impossible to ignore. The feeling is that if we are to be educating “global citizens” we should have instructive responses to situations, questions and conversations around race, gender and sexuality. Ms. Haverstick shared an instructive anecodate, as did Ms. St. John. Ms. St. John mentioned that she thinks that LPAS as a whole could do better here, to help teachers be prepared. “Teachers don’t know how to respond.” Ms. Dearinger felt the same way and shared specifics around her own “mixed” family.</p>
<p>The question I’m left with here is “How do we empower teachers to confidently respond to the questions and conversations happening in their classrooms?”. My hope is that the current drive within JCPS to train teachers, coupled with rising visiblity and policy around racial and gender equity will pave the way. We have a Racial Equity committee. We will shortly have an SBDM-mandated LGBTQ committee, if the policy passes reading.</p>
<h3 id="see-you-next-time">See you next time!</h3>
<p>We covered a bit more in this meeting, but nothing I managed to take notes on. Next meeting we’ll be doing a second reading of our inclusive Equity & Diversity policy.</p>
<p>See you in April!</p>Ben WilsonSBDM Standing Meeting for March 2022. First reading of LGBTQIA-focused Equity and Diversity policy,IMPACT Survey Results, more.Update on LGBTQIA-inclusive Equity & Diversity Policy and a Deeper Dive2022-03-14T12:20:53+00:002022-03-14T12:20:53+00:00https://benwilson.org/sbdm/policy/LGBTQIA-equity-diversity-policy-update<p><em>NOTE: This post is an update to <a href="https://benwilson.org/sbdm/policy/equity-diversity-policy-recommendations-lgbtqia-students/">Equity & Diversity Policy Recommendations for LGBTQIA+ Students</a></em></p>
<p>Over the past few weeks, through the help of our Council, our JCPS SBDM Liaison Dr. Shawna Stenton and Liz Erwin with the <a href="https://www.kasc.net/">Kentucky Association of School Councils</a>, we’ve received a lot of <em>enthusiastic</em> and <em>constructive</em> feedback from educators around the Commonwealth about our LGBTQIA-inclusive Equity and Diversity policy.</p>
<p>From that feedback I’ve made some updates to that policy, and you can read the current <a href="/sbdm/assets/LPAS Equity and Diversity Policy DRAFT (BLW, 20220309).pdf">LPAS Equity & Diversity Policy DRAFT (20220309) here</a>.</p>
<p>Our first reading of this revised policy will be tomorrow Tuesday March 15th at our standing SBDM Meeting. Based upon initial feedback, I expect it to pass.</p>
<p>I’ll admit that I’m both encouraged and suprised that this approach - adding LGBTQIA-inclusive language to Equity & Diversity - seems to be a novel concept within JCPS. There are a handful of schools with LGBTQIA inclusive policies, but no other schools that we are aware of have given the level of recognition or proactivity to LGBTQIA that our policy will (if adopted).</p>
<p>In fact, there is a good chance that this policy could become the foundation for other JCPS schools. That’s humbling.</p>
<h2 id="whats-new">What’s New</h2>
<p>Regarding the changes we heard from a half-dozen educators from JCPS and around the Commonwealth, and to a person they praised this approach.</p>
<p>There were two major points of feedback, which we’ve adopted:</p>
<h3 id="in-a-nutshell-they-may-want-to-include-language-that-ensure-that-all-policies-are-reviewed-through-the-lens-of-their-vulnerable-lbgtqia-population">“In a nutshell, they may want to include language that ensure that all policies are reviewed through the lens of their vulnerable LBGTQIA population.”</h3>
<p>We’ve done that, clarifying prior language regarding the perspectives through which we see our community and how we apply these in policy and action. And I’ve codified these perspectives in an open-ended list of what I’ve termed “inherent attributes”.</p>
<p>Here’s the new language:</p>
<blockquote>
<p>We understand that each student has a unique mix of inherent attributes, and that to fulfill our commitment, we will consider this diversity in all actions and policies created or reviewed, giving special consideration to demonstrably vulnerable populations. These inherent attributes include, but are not limited to: gender, ethnicity, socioeconomic status, disability, sexual orientation and gender identity.</p>
</blockquote>
<h3 id="ad-hoc-versus-standing-committee">Ad-Hoc versus Standing Committee</h3>
<p>Our initial draft indicated this would be a standing committee with trained personnel. There was some thoughtful feebdack regarding the need for a standing committee (vs a time-limited, ‘ad-hoc’ committee). I, too, shared this concern with the Council early on. In reviewing the SBDM Handbook and feedback from our families - I think that having a standing committee makes the most sense. Why? I believe this community needs a consistent, engaged presence - and not a time-limited (ad hoc) one.</p>
<p>Want to see the draft as it stands, with revisions marked? <a href="/sbdm/assets/LPAS Equity and Diversity Policy DRAFT (BLW, 20220309).pdf">Read the DRAFT policy here.</a></p>
<h2 id="a-deeper-dive-and-some-reflection">A Deeper Dive (and Some Reflection)</h2>
<p>If I had to summarize what we’re trying to do with this policy update, it’s this:</p>
<blockquote>
<p>It’s about proactive recognition. Everything else follows from that.</p>
</blockquote>
<p>In regards to Equity and Diversity, we already recognize many attributes of our student population: gender, ethnicity, socioeconomic status, disability. These are the lenses through which we are committed to seeing our students and families. In the case of student groups where we have considerable work to do, like race, we have specific commitees and tools.</p>
<p>Despite district-wide <a href="https://policy.ksba.org/Chapter.aspx?distid=56">Equal Education Opportunity policies</a> and an active <a href="https://www.jefferson.kyschools.us/department/diversity-equity-and-poverty-programs-division">Diversity, Equity and Poverty</a> group within JCPS that both identify sexual orientation and gender identity, SBDMs have never officially recognized these inherent attributes in Equity and Diversity policy. But these families and students are here - at every grade level, and we’re tasked with providing them equal opportunity.</p>
<p>In 2017, a handful of schools (Atherton High School, Meyzeek Middle, maybe others) adopted inclusive policies - but by using SBDM’s authority over “Use of School Space” and the District’s <em>Equal Education Opportunity</em> policy to do so. You can read <a href="/sbdm/assets/Atherton High School Policy Restroom.pdf">Atherton’s policy here.</a>) These policies were groundbreaking when adopted in 2017, but they feel like stopgaps now, considering JCPS’s commitment to Diversity, Equity and Poverty. It’s time that these “demonstably vulnerable” communities were recognized at a higher level, and given more careful, consistent consideration.</p>
<p>We’ve seen considerable progress in policy around race with the establishment of Racial Equity Committees and the use of the <a href="https://www.jefferson.kyschools.us/department/diversity-equity-poverty-division/school-based-decision-making/council-member-resources">Racial Equity Analysis Protocol (REAP) for policies</a>. I’ve seen how this consideration has affected nearly ever facet of a school. Staffing, policy, budget, communication and classroom instruction. Race is real, our struggles with the past and future of it are real, and we’re making real, thoughful progress there. While race is substantively different than LGBTQIA issues and therefore should be conceived of differently, they both share a need for <em>recognition</em>.</p>
<p>That’s what our policy seeks - recognition as a first step. Here’s how we are doing it:</p>
<h2 id="three-components">Three Components</h2>
<h3 id="1-look-ahead--be-prepared">1. Look Ahead & Be Prepared</h3>
<p>Creating an “affirming space” for LGBTQIA students and their families won’t fit into a single “bathroom use” policy. I’m being flippant there, but the fact of the matter is that the issues that face and will face LGBTQIA families and students are many. Sports, pronoun use, forms that require a binary gender assignment, name changes, teacher training, curriculum and texts.</p>
<p>By factoring sexual orientation and gender identity into Equity & Diversity, codifying review and setting up a standing committee, we recognize, we realize this community and we can listen to and act for this community.</p>
<h3 id="2-be-clear-about-what-diversity-means-and-what-well-do-with-that">2. Be Clear About What Diversity Means, And What We’ll Do With That</h3>
<p>“Inclusive” is a term that you’ll often hear when speaking about equity, diversity or LGBTQIA issues. The approach that I’ve taken is to include sexual orientation and gender identity in the list of attributes our SBDM Council should consider in all actions.</p>
<p>I’ve codified this into a commitment with and open-ended list of what I’ve termed “inherent attributes”:</p>
<blockquote>
<p>We understand that each student has a unique mix of inherent attributes, and that to fulfill our commitment, we will consider this diversity in all actions and policies created or reviewed, giving special consideration to demonstrably vulnerable populations. These inherent attributes include, but are not limited to: gender, ethnicity, socioeconomic status, disability, sexual orientation and gender identity.</p>
</blockquote>
<h3 id="3-have-a-ready-team">3. Have A Ready Team</h3>
<p>Consistency throughout the school experience is necessary for LGBTQIA families and students. Sexual orientation and gender identity, unlike race, are things that emerge and mature through a student’s school experience. These changes can be disorienting and ostracizing.</p>
<p>A standing committee would send a clear message to admin, staff and families that the school is committed to current and future issues in a substantial way. A standing committee would also be responsible for informing future policies, whatever those might be.</p>
<p>As I mentioned in my February 2022 meeting notes - JCPS and LPAS have both just recently made considerable steps in this direction, training “support coaches” like Ms. Sanchez and setting up LGBTQIA committees, respectively.</p>Ben WilsonUpdates from feedback from around the Commonwealth, plus a deeper dive into what this policy change hopes to achieve.SBDM Meeting Notes: February 20222022-02-23T16:15:53+00:002022-02-23T16:15:53+00:00https://benwilson.org/sbdm/meetingnotes/february-2022-standing-meeting<p>Hello LPAS Families and Friends! Below are my notes from February 23 2022 meeting.</p>
<p>My notes here are brief as we are back to being in-person. See the agendas and <a href="https://sppublic.jefferson.kyschools.us/sbdm/SitePages/Home.aspx">official minutes</a> for more details.</p>
<p><em>Note: I’m one of two parent reprensentatives, so my notes are slanted towards parent/family topics. As far as notes go, they are probably incomplete, and are definitely not “official”. Official agendas and approved minutes are posted on the</em> <a href="http://lincoln.jefferson.kyschools.us/groups/14915/site_based_decision_making_council_sbdm/sbdm"><em>LPAS SBDM page</em></a> and <a href="https://sppublic.jefferson.kyschools.us/sbdm/SitePages/Home.aspx"><em>JCPS SBDM Council and Standing Committee Minutes site</em></a>.</p>
<h2 id="february-23-2022">February 23, 2022</h2>
<p><a href="https://drive.google.com/drive/u/0/folders/1fqpmKzY6bUghhcgxoq8zPccF1qtyjDvm">February 23, 2022 Agenda & Docs</a></p>
<p><em>The bulk of today’s meeting centered around the Equity & Diversity policy, so I’m placing that first (and out of order of the agenda). The regular stuff comes after.</em></p>
<h3 id="equity--diversity-lgbtqia-perspectives">Equity & Diversity: LGBTQIA Perspectives</h3>
<p>We had a very constructive, collaborative discussion today focusing on <a href="https://benwilson.org/sbdm/policy/equity-diversity-policy-recommendations-lgbtqia-students/">LGBTQIA-focused recommendations for the Equity & Diversity policy</a>.</p>
<p>In short: the students want this, the teachers want this, the administration and the district welcomes this - and I learned today that LPAS is already making strides here. Our Mental Health Practioner Ms. Sanchez, is organizing an LGBTQIA committee to support students in that community.</p>
<p>My two main recommendations - inclusive language in the Equity policy and the formation of a standing LGBTQIA committee - were discussed and agreed to in principle. I’m happy to announce that we’ll be crafting language for the policy soon, and we should have a reading of the new policy at the next SBDM Meeting in March 2022.</p>
<p>We had a number of folks attend today’s meeting to address the council on the topic, and I’ve provided summaries below:</p>
<h4 id="parent-of-current-student"><em>Parent of Current Student</em></h4>
<p>Her child is in 5th grade, for whom she is speaking on behalf of today - in support of including LGBTQIA into Equity and Diversity. Experience at LPAS has been wonderful and supportive. “It’s a big time right now in their life”. Gender expression is important for these students. Every aspect of the typical, gendered school day presents challenges to these students, from bathrooms to how gender is addressed. Small things like saying “Hey students” instead of “boys & girls”. Or, perhaps “Hey party people”. Goal for them is “warm, welcoming, safe space”.</p>
<h4 id="current-lpas-parent--former-lpas-student"><em>Current LPAS Parent + Former LPAS Student</em></h4>
<p>This parent of a current student and a former student, who is trans, addressed the council. The former student called attention to a number of points that could make school more of an affirming space. Name changing on school records. Teachers asking what they preferred to be called. He says “That’s important for trans kids.” In their experience in middle school, they “have had problems in bathrooms with other students”. “[Teachers and staff should let] other students know that this is OK. They are both seeking “affirmation”.</p>
<h4 id="jamie-sanchez"><em>Jamie Sanchez</em></h4>
<p>Ms. Sanchez is our mental health practioner at LPAS, having joined at the beginning of the school year. She splits her time with LPAS and Bloom. Has been JCPS trained as a support coach for LGBTQIA. JCPS provides access to resources, book lists, and some unofficial material. At LPAS, there is a small committee forming around LGBTQIA, which she is heading. She hopes for hopes for 2-3 coaches eventually. She also mentioned that Bloom has a “rainbow club” for LGBTQIA students. (Note: The forming of an LGBTQIA committee at LPAS was news to me - and rightly so, because it has just been formed.)</p>
<p>Informally, a 5th teacher pulled me aside today while I was walking into school. She told me that LGBTQIA issues are definite topics of discussion among her students and in her classroom. She’d seen my posts, and is working on using gender-neutral language. She says that she used “students” today - and at lunch she was applauded by her class!</p>
<p>During the SBDM discussion - the tenor and tone of the conversation was extremely positive and constructive on all fronts.</p>
<p>We also received word that our SBDM Liaison Shawn Stenton was “very excited” that we were having this conversation. It is apparently a new one for JCPS at the elementary level.</p>
<p><em>Now back to our regularly scheduled programming…</em></p>
<h3 id="good-news">Good News!</h3>
<ul>
<li>Smart Panels are happening!</li>
<li>Basketball off to the races</li>
<li>COVID cases going down</li>
<li>Spring performances are gearing up.
(No updates on masking etc from JCPS yet, but team are prepping for end-of-year promotions, etc. Hopeful!)</li>
</ul>
<h4 id="committee-reports">Committee Reports</h4>
<ul>
<li>Backpack of Success: Schedule is set for Backpack defenses.</li>
<li>Culture and Climate: teachers said they don’t have as much input as they’d like on “major decisions”, so the school sent out a survey to all staff. Results are coming in.</li>
</ul>
<h4 id="staffing-updates">Staffing Updates</h4>
<ul>
<li>Still in need of 1/2 of an ECE position. “A little disheartening” says Ms. Case. There just aren’t the teachers out there to fill this role.</li>
</ul>
<h4 id="student-achievement">Student Achievement</h4>
<ul>
<li>FEV tutors: LPAS is using these JCPS-provideed free one-on-one student tutoring sessions to help students. They are Google Meet sessions with teachers outside of LPAS focused on specific student needs.</li>
</ul>
<h4 id="budget">Budget</h4>
<ul>
<li>Budget Committee has recommended that we fully fund a Mental Health Practitioner. (We currently split a role with Bloom Elementary)</li>
<li>Gifted & Talented (GT) teachers will no longer be visiting schools in next school year. JCPS will allow for teacher stipends to support those, and teachers can be endorsed as GT, but the support for standalone GT roles is going away.</li>
<li>The 1/2 ECE role we struggle to fill is also one we would love to fully fund, budgetarily. Ms. Case wants us to be able to get a full time position. The school needs it.</li>
</ul>
<h4 id="new-business">New Business</h4>
<ul>
<li>Outside food. Some families are ording DoorDash for their student’s lunches, and this is straining front office staff, and sometimes causing issues where a student’s lunch does not arrive on time. We briefly discussed policy options to prevent this. Is this a Wellness issue? Is this a practical issue (e.g. No Deliveries)? Something to consider at the next meeting.</li>
</ul>
<p>See you in March!</p>Ben WilsonSBDM Standing Meeting for February 2022. Including LGBTQIA-focused Equity and Diversity, staffing, budgets, more.Equity & Diversity Policy Recommendations for LGBTQIA+ Students2022-02-23T12:47:53+00:002022-02-23T12:47:53+00:00https://benwilson.org/sbdm/policy/equity-diversity-policy-recommendations-lgbtqia-students<p><em>NOTE: This post is an update to <a href="https://benwilson.org/sbdm/policy/affirming-spaces-for-LGBTQ-students/">How can we make our school an ‘affirming space’ for LGBTQ students?</a></em></p>
<h2 id="background">Background</h2>
<p>After hearing varied experiences of LGBTQIA+ families at LPAS and JCPS, I conducted an informal survey. This consisted of interviews of 8 self-selected current and former LPAS families with LGBTQIA+-identifying students. Below is a summary of their understanding, experiences, priorities and recommendations on how we can better support them.</p>
<h2 id="summary">Summary</h2>
<h3 id="we-understand-that">We understand that:</h3>
<ul>
<li>The LGBTQIA+ student community at LPAS exists, and <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5508189/">national trends indicate</a> it will continue to grow, and that this <a href="https://www.thetrevorproject.org/survey-2021/">community is vulnerable</a>.</li>
<li>The ability to safely express sexual orientation or gender identity is critical to the healthy growth of LGBTQIA+ indviduals</li>
<li>We do not currently have explicitly LGBTQIA+-inclusive language in our policies.</li>
<li>Awareness of sexual orientation and gender identity is a matter of growing and maturing and will vary greatly from student to student, year to year.</li>
</ul>
<h3 id="we-have-observed">We have observed:</h3>
<ul>
<li>Families report a mix of experiences in communication, enrollment, issue management, policy and process surrounding LGBTQIA+ needs at LPAS. Policy and process is “discovered” rather than “offered”.</li>
<li>While sexual orientation, gender roles and gender identity are not explicitly a part of daily curriculum, they are expressed daily in school by students, teachers, administration, curriculum and social structures.</li>
<li>Statistically, “affirming spaces” that recognize and support LGBTQ youth <a href="https://www.thetrevorproject.org/survey-2021/">considerably reduce the vulnerability of this community</a>, especially in regards to mental health issues.</li>
</ul>
<h3 id="priorities">Priorities:</h3>
<ul>
<li>We must acknowledge these families and students exist, are vulnerable and need support</li>
<li>We must provide and communicate resources and support for these families and students</li>
<li>We must actively listen and collaborate with these families and students.</li>
<li>We must provide policy, process and action to serve this community throughout the school experience.</li>
</ul>
<h2 id="recommendations">Recommendations</h2>
<h3 id="immediate">Immediate:</h3>
<p>The following recommendations are within the purview of the SBDM Council:</p>
<ol>
<li>Updating our Diversity & Equity policy to include “sexual orientation” and “gender identity” alongside the other demographics the policy currently addresses: race, gender, ethnicity, socioeconomic status, disability.</li>
<li>Establishment of an “LGBTQIA+ Equity Committee”, modeled after the “Racial Equity Committee” that would “Draft, train, and maintain” a school-based LGBTQ Equity policy that would cover.</li>
</ol>
<h3 id="to-be-considered">To Be Considered:</h3>
<p>The following are recommendations from families that could be drafted and enacted to comply or support established policy:</p>
<ol>
<li>Establish and broadly communicate a main point of contact within the school “for families to address LGBTQIA+ needs for their students. For example, establishing preferred pronouns, bathroom choice and communication of these preferences to teachers and students.</li>
<li>Staff training to understand LGBTQIA+ issues.</li>
<li>Use of non-gendered language and practices in classrooms. For example, saying “students” instead of “girls/boys”, or splitting students into groups not based on gender.</li>
<li>Founding of a family/student LGBTQIA+ alliance, group or club.</li>
</ol>
<h2 id="questions--notes">Questions & Notes</h2>
<p>What practical support does JCPS provide to families of LGBTQ students? Is there standard outreach, procedures, forms, etc?</p>
<p>What sort of guidance, training or procedures does JCPS provide for admin and staff in:
#LGBTQIA-sensitive training
#Individual student planning or issue resolution</p>
<p>Typically, how do LGBTQ families come to the attention of LPAS staff? Do we provide opportunities for them to self-identify, or is this informally communicated from families or students?</p>
<h3 id="resources">Resources</h3>
<p><a href="https://www.glsen.org/sites/default/files/2021-01/Kentucky-Snapshot-2019.pdf">GLSEN.org Kentucky 2019 Survey Results</a></p>
<p><a href="https://www.glsen.org/activity/lgbtq-visibility-and-integration-elementary-schools">LGBTQ-Visibility and Integration in Elementary Schools</a></p>
<p><a href="https://maec.org/webinar/thriving-not-just-surviving-how-administrators-can-support-trans-non-binary-students/">Thriving, Not Just Surviving: How Administrators Can Support Trans & Non-Binary Students</a></p>Ben WilsonAfter interviewing half a dozen current and former LPAS families with LGBTQ students, here's what I found, and what I'm recommending to our council.How can we make our school an ‘affirming space’ for LGBTQ students?2022-02-17T12:47:53+00:002022-02-17T12:47:53+00:00https://benwilson.org/sbdm/policy/affirming-spaces-for-LGBTQ-students<p><em>UPDATE 2/23/2021: read <a href="https://benwilson.org/sbdm/policy/equity-diversity-policy-recommendations-lgbtqia-students/">Equity & Diversity Policy Recommendations for LGBTQIA+ Students</a> for the results of family feedback.</em></p>
<p>Queer and <a href="https://www.hrc.org/resources/glossary-of-terms">gender non-conforming</a> issues have been on my mind a lot in the past few years. My daughter and her friends have moved into middle school, become very aware of sexual identity and gender issues and empirically speaking I’m hearing from and about more students who identify in this population at LPAS. In addition, the public conversation around LGBTQ kids - especially (and perhaps regrettably) around sports - has reached a historic and fevered peak.</p>
<p>This has made me consider what place schools have in this. Having known (and coached) a number of queer and gender non-conforming students in my 8(!) years at LPAS, I’ve seen that for many students this can be a struggle in a world that barely recognizes their “non-conformity” as real or valid. And school is the world for young people.</p>
<p>Are we doing what we can to provide an environment - an “affirming space” - that provides the validation and belonging that these kids need?</p>
<p>In my experience at LPAS - I would say <strong>yes</strong> - but I am not directly part of that community. It’s time to find out for sure. Luckily, we have processes and policies to help. During our <a href="https://benwilson.org/sbdm/meetingnotes/january-2022-standing-meeting/">January 2022 SBDM Meeting</a> we reviewed our <a href="https://docs.google.com/document/d/1QOi9ZZdolIvkOmJ4Cq0fqNIrVSP_h1KOFQAE0HbuCTc/edit?usp=sharing">Diversity & Equity policy</a>. This policy struck me as giving this council the charge of ensuring that we recognize and account for this struggle - so I requested a review of that policy through that lens.</p>
<p><em>(Note: I’m happy to announce that we’ll be discussing this during our standing meeting, Wednesday, February 23rd - with our JCPS SBDM Liaison Dr. Shawna Stenton in attendance.)</em></p>
<p>I’m in the process of reaching out and hearing from current and former LPAS families of LGBTQ students to hear about their experiences, and am gathering more info from the school and JCPS. If you are one of these families, don’t hesistate to contact me.</p>
<p>Below are my current understanding and thoughts:</p>
<h2 id="how-does-the-diversity--equity-policy-apply">How does the Diversity & Equity Policy apply?</h2>
<p>While our Diversity & Equity policy was likely originally written to specifically address racial diversity and equity - it’s core covers diversity and equity generally, as it requires us to “ensure that <strong>each and every student</strong>…”:</p>
<ul>
<li>Is able to achieve at high academic levels.</li>
<li><strong>Feels safe, welcome, and valued at our school.</strong></li>
<li><strong>Receives a full, fair share of the opportunities our school has to offer.</strong></li>
<li>Knows and honors the achievements of his or her ethnicity, cultural identity, perspectives, and tradition.</li>
<li>Knows and honors the achievements of other cultural traditions he or she may encounter in our community and later in life.</li>
<li><strong>Respects and understands that different life experiences lead to different perspectives.</strong></li>
<li><strong>Allows/Encourages equal access to all programs.</strong></li>
</ul>
<p>And with rising numbers of LGBTQ students and generally greater visibility of LGBTQ students in our schools, I feel this is a group that may need consideration.</p>
<h2 id="how-is-our-school-and-its-policies-handling-this-vulnerable-population">How is our school (and it’s policies) handling this vulnerable population?</h2>
<p>As a long-time parent I can’t say that I am aware of any official policies or guidelines regarding queer or gender non-conforming students. I’ve sparingly heard of some issues over the years - use of restrooms, gender affirming pronouns - and they seemed to have been resolved ad-hoc by administration. But it strikes me that this student population is growing, and if there aren’t school or JCPS guidelines or policies in place to help teachers, staff and admin to make consistent decisions to support - there probably should be.</p>
<p>I am glad that when I suggested an LGTBQ-focused review of this policy, our SBDM Council did not hesistate to entertain it. Here’s why, I think:</p>
<h2 id="why-because-belonging-is-important">Why? Because Belonging is Important</h2>
<p><a href="https://www.thetrevorproject.org/survey-2021/?section=SuicideMentalHealth">According to the largest survey of it’s kind</a>, queer and trans youth are far more vulnerable to mental health issues and suicidal thoughts and actions and “LGBTQ youth who had access to spaces that affirmed their sexual orientation and gender identity reported lower rates of attempting suicide than those who did not.”</p>
<p>Schools can be - and should be - affirming spaces.</p>
<p>We have moved so far in recent years to create racially, culturally and socio-economic affirming spaces. This happened through study, initiative and policy.</p>
<p>We should do the same for LGBTQ students as well.</p>
<h2 id="what-do-we-need-to-address-specifically">What do we need to address, specifically?</h2>
<p>As I mentioned, I’m not sure, and I think the first step is to listen.</p>
<p>That said. I do know the basis of <em>any</em> action we should take should be on fact and not supposition, so let’s start with two basics:</p>
<ol>
<li>
<p>The <a href="https://www.thetrevorproject.org/survey-2021/?section=SuicideMentalHealth">facts</a> state that queer and gender non-conforming students are a vulnerable population that should be represented in some way in under Diversty & Equity. <strong>We should include “sexual orientation” and “gender identity” as a consideration in this policy.</strong></p>
</li>
<li>
<p>How well do we understand the LGBTQ community in the school? The D&E policy itself calls for an <em>annual review of data “disaggregated by gender, ethnicity, socioeconomic status, and disability”</em> - but not by sexual orientation or gender identity. However, this is an incredibly sensitive space - as a friend of mine put it: <em>“Unlike more obvious/surface demographic information, the ability to come out OR NOT is a huge point of control for queer youth, perhaps their only one. How do you reliably know what your queer youth population is when many members of it are unable to come out because of legitimate fears? How do you ask? (You shouldn’t.)”</em>. <strong>So: do we currently offer a space where families (or students) can offer this about themselves, should they choose? And how do we use that information to promote that student’s achievement?</strong></p>
</li>
</ol>
<p><em>(UPDATE 2/18/2022: For #2, some wonderful feedback from a friend regarding privacy and control has informed my perspective)</em></p>
<p>Once we have those two things - <strong>recognition</strong> and <strong>understanding</strong>, then we can take action.</p>
<h2 id="what-have-other-schools-done">What have other schools done?</h2>
<p>From my research, I have not found elementary schools with LGBTQ-specific policies. They might be out there, but SBDM policies are set individually at each school (and finding the actual policies documents can be a nightmare).</p>
<p>That said, the SBDM councils for Brown School, Atherton High School and <a href="https://www.courier-journal.com/story/news/local/2017/08/02/meyzeek-middle-school-approves-transgender-student-bathroom-policy/525554001/">Meyzeek Middle have all instituted transgender student bathroom policies</a>.</p>
<p>From past experience, I would expect that <strong>if</strong> the council saw the need for a policy like this, we would likely follow from another school, so it’s a pertinent example.</p>
<p>You can read <a href="https://drive.google.com/file/d/1P-WhMoDVGucn4Iu7WGLJOyd-2vx5NWm8/view">Meyzeek’s policy here</a>, but here are the critical points:</p>
<ol>
<li>
<p>“AUTHORITY. Per JCPS Board Policy 09.13, Meyzeek will ensure protection, respectful treatment, and
equal access to educational program and activities for transgender students. The implementation of
this policy will reflect the reality that transgender and gender nonconforming students are enrolled in
schools.”</p>
</li>
<li>
<p>“RESTROOM ACCESSIBILITY. The use of a restroom should be determined by a student’s choice in accordance with their gender identity; no student shall be compelled to use an alternative restroom.”</p>
</li>
</ol>
<p>If our Diversity & Equity policy would be updated with inclusive language, we would likely have #1 set. #2 would be a separate policy - under the authority of the SBDM to set policy regarding to “use of space”.</p>
<p>Again, just an example.</p>
<h2 id="summary">Summary</h2>
<p>We still have a lot of ground to cover, but I believe that LGBTQ students are vulnerable and under-represented in the language and action of our policies. They are here, they are struggling, and it’s our charge to provide them equal access, protection and opportunity.</p>
<h2 id="finally-sports">Finally, sports.</h2>
<p>Sports are not my main concern at the moment - though as a coach I certainly have been paying attention to the current onslaught of anti-trans bills in State assemblies across the country. Earlier this week, both the Kentucky General Assembly discussed anti-trans bills in the House and Senate.</p>
<p>These bills are under the auspices of “saving women’s sports” - specifically access to wins and scholarships. The counter-argument is that these bills do not accept non-conforming gender identity, and limit access to vulnerable populations - and in fact threaten them with punitive damages and lawsuits.</p>
<p>While I can see the argument about wins and scholarships - I firmly believe that access to sport and its benefits, especially for vulnerable populations - will always outweigh top-level achievement.</p>
<p>And, as Jonathan Lowe, a father of two transgender students eloquently put it, equal access is the only thing that the Kentucky Constitution demands:</p>
<blockquote>
<p>“The Kentucky Consitution underlines that obligation for the General Assembly regarding public education. You are required to create and mantain a systeem of common school for all of Kentucky’s young people - even the queer > ones. HB23 by eexcluding a set of kids from a key benefit of Kentucky’s common schools is an abrogation of your obligation to Kentucky’s families. You must do better.”</p>
</blockquote>
<p>I highly recommend that you <a href="https://www.ket.org/legislature/archives/?nola=WGAOS+023123&stream=aHR0cHM6Ly81ODc4ZmQxZWQ1NDIyLnN0cmVhbWxvY2submV0L3dvcmRwcmVzcy9fZGVmaW5zdF8vbXA0OndnYW9zL3dnYW9zXzAyMzEyMy5tcDQvcGxheWxpc3QubTN1OA==&jwsource=cl">watch the Kentucky House Education Committee discussion on House Bill 23</a> - there is critical testimony from transgender students, families and allies here. (And little acknowledgement that they even exist from the supports of this heinous bill).</p>Ben WilsonWe have moved so far in recent years to create racially, culturally and socio-economic affirming spaces in our schools. This happened through study, initiative and policy. We should do the same for LGBTQ students as well.SBDM Meeting Notes: January 20222022-01-18T12:00:53+00:002022-01-18T12:00:53+00:00https://benwilson.org/sbdm/meetingnotes/january-2022-standing-meeting<p>Hello LPAS Families and Friends! Below are my notes from January 18 2022 meeting.</p>
<p>My notes here are brief as we are back to being in-person. See the agendas and <a href="https://sppublic.jefferson.kyschools.us/sbdm/SitePages/Home.aspx">official minutes</a> for more details.</p>
<p><em>Note: I’m one of two parent reprensentatives, so my notes are slanted towards parent/family topics. As far as notes go, they are probably incomplete, and are definitely not “official”. Official agendas and approved minutes are posted on the</em> <a href="http://lincoln.jefferson.kyschools.us/groups/14915/site_based_decision_making_council_sbdm/sbdm"><em>LPAS SBDM page</em></a> and <a href="https://sppublic.jefferson.kyschools.us/sbdm/SitePages/Home.aspx"><em>JCPS SBDM Council and Standing Committee Minutes site</em></a>.</p>
<h3 id="january-18-2022">January 18, 2022</h3>
<p><a href="https://drive.google.com/drive/u/0/folders/1BsMhTurrPY_SHKuqdiQ5ISaj-llxfjcm">January 18, 2022 Agenda & Docs</a></p>
<h4 id="good-news">Good News!</h4>
<ul>
<li>NTI going well - very high attendance. First week was higher than normal in-person.</li>
<li>
<p>Device handout went very well. Deliveries were made to those who couldn’t pick up. All families were reached.</p>
</li>
<li>
<p>Ms. Jones-Smalley our Family Resource Coordinator (FRYSC) addressed us regarding the grant she is working on with the state. It comes up every two years and helps FRSC provide any help to combat “non-academic barriers” like clothing, utilities, healtcare, etc. It’s due February 22. Honestly I had no frame of reference for this grant (our admins, do, obviously) - so I asked for details, which will be provided later. Also - she needs another parent for their advisory council, which helps with grant and purchase approvals.</p>
</li>
<li>
<p>Backpack Defenses, March 28-30 2022. Likely to be in-person at LPAS. <a href="https://docs.google.com/forms/d/e/1FAIpQLSf68YGF1y0z4Vohe1Ruz9hK2U_DmDnKP-RPa4Y5wpJWr16cbA/viewform">Sign up here!</a></p>
</li>
<li>
<p>Staffing update: Our ECE position is still out there, waiting to be filled. Very few teachers available.</p>
</li>
<li>Student achievement: Last meeting, we heard that initial MAP scores indicated that there has been considerable growth since last year, notably in reading. However… our <a href="https://drive.google.com/file/d/1Jv-0z4FOIbjVNEHF1ydG04-9tKlmN8Fu/view?usp=sharing">Fall 2021-Winter 2022 MAP report</a> indicated that it was not quite the growth we expected. Overall we saw growth in both areas - but we didn’t reach our reading goals 1st thru 4th grade, but did hit them for math goals K-5.</li>
</ul>
<p><img src="/sbdm/assets/images/LPAS Fall2021Winter2022 MAP - READING.png" alt="LPAS Fall2021Winter2022 MAP Summary - READING" /></p>
<p><img src="/sbdm/assets/images/LPAS Fall2021Winter2022 MAP - MATH.png" alt="LPAS Fall2021Winter2022 MAP Summary - MATH" /></p>
<p>For the above: if the purple bar is above the orange diamond, we outperformed our expected growth. If it’s below, we didn’t (though we still showed growth). See <a href="https://drive.google.com/file/d/1Jv-0z4FOIbjVNEHF1ydG04-9tKlmN8Fu/view?usp=sharing">Fall 2021-Winter 2022 MAP report</a> for more details.</p>
<p>Teachers use this sort of growth rate data to adjust their lesson plans - which are tailored to their class, but which should be aligned with <a href="https://benwilson.org/sbdm/meetingnotes/december-standing-meeting/#the-lpas-csip-has-arrived">LPAS’ Comprehensive School Improvement Plan (CSIP)</a> goals. Personally, I know teachers really appreciate and use MAP scores (versus, say, KPREP) so we’ll be seeing the impact soon, I’m sure. Also: Ms. Case indicated she is a “huge nerd about this sort of stuff”.</p>
<ul>
<li>Budget Stuff: We were previously using general fund money to up our Kindergarten team allocaton from 3 1/2 people to 4, but we were given 4 by JCPS, so we can effectively “sell” that extra .5. (Both a teacher and an instructional assistant)</li>
</ul>
<h4 id="policy-reviews">Policy Reviews</h4>
<p><em><a href="https://docs.google.com/document/d/1B7AqE-mOSJvbYi69-NQtT67hZHKT0N0xsJZ59Aa23lc/edit?usp=sharing">Student & Family Resources</a></em>. We determined that the FRSC committee established by this policy exists, but not necessarily under the SBDM. The admin team is working on clarifying this.</p>
<p><em><a href="https://docs.google.com/document/d/1CYB4ToVTk-edqcvMiMKCydEiNIyHc-LTjIWljPCxR9I/edit?usp=sharing">Diversity & Equity</a></em></p>
<p>An important policy for one of the most diverse elementary schools in the district. We discussed a lot, but the big win for me today was this:</p>
<p>Our current policy covers the basics that “we will ensure that each and every student”:</p>
<ul>
<li>Is able to achieve at high academic levels.</li>
<li>Feels safe, welcome, and valued at our school.</li>
<li>Receives a full, fair share of the opportunities our school has to offer.</li>
<li>Knows and honors the achievements of his or her ethnicity, cultural identity, perspectives, and tradition.</li>
<li>Knows and honors the achievements of other cultural traditions he or she may encounter in our community and later in life.</li>
<li>Respects and understands that different life experiences lead to different perspectives.</li>
<li>Allows/Encourages equal access to all programs.</li>
</ul>
<p>…and also requires a Racial Equity Committee to be established (it is, and has been since at least 2018).</p>
<p>My input here was that in my understanding <a href="https://www.jefferson.kyschools.us/department/diversity-equity-and-poverty-programs-division">JCPS’ definition of Equity and Diversity</a> applies well beyond race and culture. I asked the council what we might be missing. I was very happy to hear Ms. Case and Ms. Jones mention gender and LGBTQ equity and diversity - I was going to bring up if they had not. I know many former LPAS students who experienced (and sometimes struggled with) gender issues during their elementary school careers - and some families wished that the school had established ways to help their students with these. I’ve requested that we seek guidance from the district as to committees or policies that are established elsewhere. So, we’ll see where that goes. At the end of the day - I hope that we too make all students feel comfortable at LPAS, and recognizing these sorts of challenges before they become “problems” is key. Stay tuned!</p>
<p>See you in February!</p>Ben WilsonSBDM Standing Meeting for January 2022. Fall/Winter MAP scores. Starting to discuss gender equity/diversity issues, more.Kentucky Republicans want to gut SBDM councils with Senate Bill 12022-01-05T22:04:53+00:002022-01-05T22:04:53+00:00https://benwilson.org/sbdm/policy/sb1-will-gut-sbdms<p><em>If you made it here, I assume you know what an SBDM Council is in Kentucky. If not, I suggest you read my <a href="https://benwilson.org/sbdm/faqs">SBDM FAQs</a>.</em></p>
<p>Eight Republican state senators have just <a href="https://apps.legislature.ky.gov/record/22rs/sb1.html">introduced Senate Bill 1</a> to the Kentucky General Assembly. This bill will effectively gut the the abilities of school-based SBDM councils to make informed choices for their schools. These powers will move to the district level, thereby putting SBDM councils into a largely “advisory” role.</p>
<p>If SB1 passes, the voices of your school’s teachers and parents will be removed from the following critical areas:</p>
<h3 id="sbdm-councils-will-no-longer-choose-principals">SBDM Councils will no longer choose principals.</h3>
<p><img src="/sbdm/assets/images/SB1-2022-principalselection.png" alt="SB1 Proposed Principal Selection Statute" /></p>
<p>This was already the case in Jefferson County, thanks to a <a href="https://www.wave3.com/2019/03/12/sb-passes-house-heads-bevins-desk/">2019 bill signed by then Governor Bevin</a>, but now superindents <em>state-wide</em> will have the sole right to choose a principal for a school. With or without consulting or informing the council.</p>
<p>There is already a statute, adopted in 2016, for an <a href="https://www.wdrb.com/news/gov-bevin-signs-law-giving-jcps-superintendent-more-flexibility-in-hiring-principals/article_405f298f-e16a-59b0-abe9-1a3cae78716c.html">“alternative process” to allow superintendents to recommend principals</a>. This statute was bi-partisan, as was accepted by then-Superintendent Donna Hargens.</p>
<p>Under those two statutes, we selected a LPAS’ new principal in late 2020. The process worked very well. We were provided a number of candidates from Superintendent Pollio, we “interviewed” them, voted and provided our recommendation back to Dr. Pollio, and he approved.</p>
<p>SB1, a GOP-backed bill, will do away with any real school-level control over choosing principals, state-wide. If my reading is correct - this SB1 makes consultation with SBDM councils optional, or up to the district school board.</p>
<h3 id="curriculum-decisions-will-be-made-by-the-superintendent-at-the-district-level">Curriculum decisions will be made by the superintendent at the district level.</h3>
<p><img src="/sbdm/assets/images/SB1-2022-curriculum.png" alt="SB1 Proposed Curriculum Statute" /></p>
<p>This revision would take the power of setting local curriculum out of the hands of the local SBDM. While on its face, this may seem like a “good idea” - to allow for sweeping control from the superintendent - it in fact and in practice removes teachers and parents voices from the conversation. Here’s how:</p>
<p>In my limited SBDM experience with our school, our council often takes the lead from the district - but we have the <em>ability</em> to set our own policies and curriculum, if we so choose. It’s a conversation. This is critical for a broad, diverse school system like JCPS, and critical for each school. Schools vary widely in terms of student achievement needs - and demographically as well. The OPTION to choose our curriculum benefits the school.</p>
<p>So if in practice, this system appears to work well (there aren’t too many rogue SBDM councils out there) - what’s the need for legislation?</p>
<h3 id="where-is-this-coming-from-whats-the-end-goal">Where is this coming from? What’s the end goal?</h3>
<p>Opponents of these bills then and now argue that SBDMs work well and are one of the few places where the voices of those closest to the students - parents and teachers - actually have a voice and power. Bills like these remove local control, which the GOP that sponsors them, claim to love. So what gives?</p>
<p>It would be easy to draw a line from recent GOP-backed anti-“critical race theory” efforts to these changes - but is that the case?</p>
<p>In February 2020 there was a <a href="https://www.courier-journal.com/story/news/politics/ky-legislature/2020/02/05/kentucky-bill-would-change-school-based-decision-making-councils-clears-committee/4660343002/">very similar bill introduced, but not passed</a> that argues for many of the same changes. And similar reforms are in this <a href="https://static1.squarespace.com/static/5f986190ec1e7d424e58d7f2/5fc51b03a6de3c605ec15075/5fc524d8a6de3c605ec2268e/1606755544306/Bluegrass-Institute_School-Based-Decision-Making-Research-Report_Formatted_01.17.18_v3.pdf?format=original">2018 report from the conservative Bluegrass Institute</a>.</p>
<p>So, perhaps not - the core of these changes predate the CRT hysteria.</p>
<p><em>But</em> it’s hard not to note that the first bill (SB1) of the 2022 Kentucky General Assembly is not Mayfield tornado relief or pandemic funding - but a bill that removes a critical, <em>local</em> roadblock to districts having complete control over principals and curriculum in all schools.</p>
<p>Without these local-control “roadblocks”, the GOP has the runway to effect their anti-“critical race theory” agenda, assuming they have control of the superintendent (who is appointed by the school board). They are most certainly coming for the school boards next - and yes, there are <a href="https://twitter.com/oliviakrauth/status/1478564293780160513?s=20">two extremely dangerous anti-“CRT” bills</a> on the docket for this legislative session.</p>
<p>If SBDMs can’t set curriculum and the district is led by a fearmongering anti-“CRT” goon - then it’s game over. Complete, top-down control of curriculum and principals.</p>
<p>Before, now, and in the future - teachers and parents should have at least a voice in principals and curriculum at their schools. This bill will remove that.</p>
<h3 id="what-to-do">What to Do</h3>
<p>Contact your legislator. The Kentucky Association of School Councils is leading the charge here:</p>
<blockquote class="twitter-tweet"><p lang="en" dir="ltr">Parents, teachers, and principals have personal relationships with the students in their school. They know what is working and what can be improved. SBDM councils lead change in schools. Say not to SB1. Contact your legislator today: (800) 372-7181 <a href="https://twitter.com/hashtag/SBDM4kids?src=hash&ref_src=twsrc%5Etfw">#SBDM4kids</a></p>— KASC-KY (@KASCKY) <a href="https://twitter.com/KASCKY/status/1478867666643439617?ref_src=twsrc%5Etfw">January 5, 2022</a></blockquote>
<script async="" src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>
<h3 id="further-reading">Further Reading</h3>
<p><a href="https://www.courier-journal.com/story/news/2020/04/11/kera-30-how-did-kentucky-education-reform-act-hold-up/4870847002/">On shaky ground: How did Kentucky’s watershed education reform act hold up after 30 years?</a></p>Ben WilsonIf this passes, the voices that know the students the best will be removed from the conversation.