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Monday, 29 July 2019 15:59

Family and Community Resources

Weber School District’s Family Resource Center

Located at Burch Creek Elementary

(The center is located through the front doors to the left)

4300 S. Madison Ave. South Ogden, UT 84403     

801.476.5311    Public Welcome!

 

Visit our Blog here:  http://blog.wsd.net/familyresource/

 

The Family Resource Center follows Weber School District’s calendar. Center hours are 7:30 a.m. to 5:00 p.m. Monday – Thursday, when school is in session. The Center is closed during the summer.


 

Centro de Recursos Familiares del Distrito Escolar de Weber

Situado en la Primaria Burch Creek

(El centro se encuentra a la izquierda, pasando las puertas principales)

4300 S. Madison Avenue, South Ogden, UT 84403

801.476.5311 El public es Bienvenido

Visite nuestro blog en:  http://blog.wsd.net/familyresource/

 

El Centro de Recursos Familiares sigue Calendario del Distrito Escolar Weber. El horario del centro es de 7:30 a.m. a 5:00 p.m. Lunes a jueves, cuando la escuela está en sesión El Centro está cerrado durante el verano. 

 


Racial Equity Library pdf coming soon

These books are available in the Equity, Justice, and Inclusion Department and may be checked out for your use. 

 

 

Book of the Month Review

August/September

Culturally Responsive Teaching and the Brain
by Zaretta Hammond   Published in 2014

To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implemention - until now. 

In this book, Zaretta Hammond draws on cultting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes:

  • Information on how one's culture programs the brain to process data and affects learning relationships.
  • Ten "key moves" to build students' learners operating systems and prepare them to become independent learners
  • Prompts for action and value self-reflection

 

October/November

Blind Spot
by Banaji and Greenwald   Published 2013

"I know my own mind.
I am able to assess others in a fair and accurate way."

These self-perceptions are challenged by leading psychologists Mahzarin R. Banaji and Anthony G. Greenwald as they explore the hidden biases we all carry from a lifetime of exposure to cultural attitudes about age, gender, race, ethnicity, religion, social class, sexuality, disability status, and nationality.

“Blindspot” is the authors’ metaphor for the portion of the mind that houses hidden biases. Writing with simplicity and verve, Banaji and Greenwald question the extent to which our perceptions of social groups―without our awareness or conscious control―shape our likes and dislikes and our judgments about people’s character, abilities, and potential.

In Blindspot, the authors reveal hidden biases based on their experience with the Implicit Association Test, a method that has revolutionized the way scientists learn about the human mind and that gives us a glimpse into what lies within the metaphoric blindspot.

 

December/January

Excellence Through Equity - Five Principles of Courageous Leadership to Guide Achievement for Every Student
by Alan M. Blankstein and Pedro Noguera with Lorena Kelly   Published 2016

Excellence Through Equity is an inspiring look at how real-world educators are creating schools where all students are able to thrive. In these schools, educators understand that equity is not about treating all children the same. They are deeply committed to ensuring that each student receives what he or she individually needs to develop their full potential—and succeed.

To help educators with what can at times be a difficult and challenging journey, Blankstein and Noguera frame the book with five guiding principles of Courageous Leadership:

  • Getting to your core
  • Making organizational meaning
  • Ensuring constancy and consistency of purpose
  • Facing the facts and your fears
  • Building sustainable relationships

They further emphasize that the practices are grounded in three important areas of research that are too often disregarded: (1) child development, (2) neuroscience, and (3) environmental influences on child development and learning.

 

February/March

We Can't Teach What We Don't Know
by Gary Howard  Published 2016

Gary Howard outlines what good teachers know, what they do, and how they embrace culturally responsive teaching. Change Begins With Us: School transformation begins with the teachers' willingness to change their classroom structures, school structures, and themselves. It is crucial that teachers make the commitment to look deep inside themselves to see how they can better their attitudes, practices, and beliefs related to race and cultural differences. This book is a reminder to teaching is more than a job; it is a vocation in which we must dedicate our entire self.

 

April/May

June/July/August 

 

Monday, 29 July 2019 15:58

EJI Committees and Mission Statement

EJIC Mission Statement

Help create a safe and inclusive climate throughout the district
wherein diversity/differences are embraced and celebrated,
every student and employee is inspired to achieve, thrive and grow,
and where each is empowered to act against any form of intolerance, bigotry (and/or) injustice.
 

 

Advisory Committee Members

Kilo Zamora - Social Change Facilitation, CEO; Gender Studies Faculty, University of Utah

Jackie Thompson - Governor's Multicultural Commission and Retired Educator

Forrest Crawford - Professor, Weber State University

Kathleen Christy - Retired Educational Equity Director

 

WSD Committe Members

Dr. Jeff Stephens - Superintendent

Lori Rasmussen - Assistant Superintendent

Art Hansen - Assistant Superintendent

Gina Butters - Executive Director, Secondary

Cami Alexander - Executive Director, Elementary

Lillian Tsosie-Jensen - Director, Equity, Justice, and Inclusion

Karla Porter - Director, Student Services

Clyde Moore - Supervisor, Secondary Education

Karen Miller - Coordinator, Equity, Justice, and Inclusion

Ray Long - Retired Administator, WSD

Jamie Ellis - Assistant Principal

Brandon Baca - Teacher, Social Studies; President, WEA

Lorena Hernandez - Teacher, Spanish Immerison

Barb Whitman - Director, Ogden-Weber UniServ

Heidi Alder - Legal Counsel

Sandy Lambert - Assistant & Support Staff

 

WSD Team Leads

Roy Cone 

Melinda Stimpson - Roy High School/Social Studies Teacher

Amy Herrick - Roy High School/LIA and EL Teacher

Brandon Lott - Freedom Elementary/Admin Intern

 

Bonneville Cone 

Natasha Davis - Bonneville High School/Counselor

Quinn Talbot - TH Bell Junior High School/Asst Principal

Clay Dyer - Washington Terrace Elementary/6th Teacher

Craig Pitts  - H Guy Elementary/2nd grade Teacher

 

Weber Cone 

Melanie Malan - Weber High School/Spanish Teacher

Marian Doman - Orion Junior High/History Teacher

Julie Smith - Bates Elementary/Counselor

Melissa Leemaster - North Ogden Elementary/Reading Specialist

 

Fremont Cone 

Alicia Mitchell - Fremont High School/Asst Principal

Caysie Bowden - Rocky Mountain Junior High/Counselor

Sher Elliott - Plain City Elementary/Counselor

 

Flex Team 

Jennifer Warren – District/SpEd Supervisor

Anneke Petersen - Two Rivers High/Counselor

Nick Reyes - Bonneville High School/Asst Principal

Monday, 29 July 2019 15:58

Equity In Motion

Restorative Practices

LGBTQ

Latinos In Action (LIA)

Title VI

Immigrant/Migrant/Refugee Education

 

Highlighting schools in Weber School District working towards Equity, Justice, and Inclusion. 

Valley View Elementary School


Riverdale Elementary School

Schoolwide assembly for students on "See Something. Do Something." Assembly was led by Bonneville High School studentbody officers, with performance by the Bonneville High School Drumline. 

 Riverdale ELementary "See something, do something" assemblyRiverdale Elementary "See something, do something" assembly #2Riverdale Elementary "See something, do something" assembly #2

 

Orion Junior High School

Latinos In Action Parent Night

Monday, 29 July 2019 15:58

Culturally Responsive Teaching

Planting Seeds of Equity

Planting Seeds of Equity

Change is a continuous process. You cannot assess it with the static yardstick of a limited time frame. When a seed is sown into the ground, you cannot immediately see the plant. You have to be patient. With time, it grows into a large tree. And then the flowers bloom, and only then can the fruits be plucked. - Mamata Banerjee

Culturally Responsive Teaching 

Culturally Responsive Teaching is teaching and leading in such a way that more of your students, across more of their differencing, achieve at a high level and engage at a deeper level. It is knowing and understanding your students.

Cultural Competence 

Cultural Competence is the will and ability to form authentic and effective relationships across differences. 

 

Resources 

The 7 principles of Culturally Responsive Teaching - .pdf document  - Gary Howard 

  1. Students are affirmed in their cultural connections
  2. Teachers are personally inviting 
  3. The classroom is physically and culturally inviting 
  4. Students are reinforced for academic development
  5. Instructional changes are made to accommodate differences
  6. The classroom is managed with a firm, consistent, loving control
  7. Interactions stress collectivity as well as individuality

 

Culture Responsive Teaching & The Brain - website

Culturally responsive pedagogy can be a game-changer in a school’s pursuit of educational equity. There are misconceptions about what culturally responsive pedagogy is and how it works. CRT is more than just a set of multicultural activities, social justice lessons, or kinesthetic learning strategies. It is so much more. Check out the resources at this site.

 

Teaching Tolerance - website 

Teaching Tolerance provides free resources to educators—teachers, administrators, counselors and other practitioners—who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

 

Monday, 29 July 2019 15:57

Community Events

Calendar

Hispanic Heritage Month - September/October

Bullying Prevention Month - October

Unity Day - October 21, 2020

LGBT History Month - October

National American Indian Heritage Month - November

International Holocaust Remembrance Day - January 27

American History Month - February

Black History Month - Feburary

Greek-American Heritage Month - March

Gender Equality Month - March

National Women's History Month - March

World Autism Awareness Day - April 2

National Asian American and Pacific Islander Heritage Month - May

Jewish American Heritage Month - May

LGBT Pride Month - June

 

Community Connections

 

Monday, 29 July 2019 15:46

Equity, Justice, and Inclusion

Lillian Tsosie-Jensen

Equity Official

(801) 476-7869

Karen Miller

Restorative Practices and 504 Coordinator

(801) 476-7830

Sandy Lambert

Equity Secretary

(801) 476-7865

5320 ADAMS AVE PARKWAY
OGDEN, UT 84405

Equity

Every community, at some point, must confront issues of racial diversity. Oftentimes, the active response addresses only the immediate crisis, is done in isolation, and without strategies and tools. This may attend to the immediate need but often is not inclusive of the culture of the community or school as a whole.

Weber School District has taken a much more comprehensive and systemic approach to develop a shared vision of educational equity. School and district officials have carefully examined data from multiple stakeholders regarding equity concerns. This data was gathered from focus groups, teachers, parents, and student surveys, and has been formulated into a framework with meaningful indicators. This equity work began in 2018 with the formulation of the Equity, Justice, and Inclusion Committee (EJIC). The Equity Committee is comprised of key district level leadership, including Superintendent Jeff Stephens and Assistant Superintendents Lori Rasmussen and Art Hansen, as well as teachers and building level administrators. The EJIC has been guided by social change facilitator Kilo Zamora, with state leadership advisors included in the discussion on educational equity for Weber School District. Through this thoughtful process and the commitment of equity, the committee recommended the hiring of an Equity, Justice, and Inclusion Director in 2019.

During the 2019-2020 school year, an Equity, Justice, and Inclusion Team (EJIT) was formed. This team is led by EJI Director, Lillian Tsosie-Jensen, and includes educators and staff from Weber School District, with representation from all district geographic areas. This past school year, both the EJIC and EJIT reviewed the framework based on stakeholder input, and listed priorities to WSD equity work. One of the top priorities from stakeholders is providing a Safe Learning Environment. In the 2019-2020 school year, the EJI Director has focused training staff in this area including topics on unconscious bias, micro-aggressions, and building an inclusive school culture. Currently, the EJIC is working on an action plan, based on the data set listed above, to be released for fall of 2020. We will have resources and strategies in place to support our students and staff returning to school this fall. With our hearts full of humanity, we will walk through this together.

It is important in equity work to distribute leadership. The adoption of this framework was essential to the cultural transformation process. Understanding that this is a learning journey that necessitates staff to stretch and learn about race and racism, to managing discomfort with difficult conversations, and building capacity among all for this work to thrive and grow. When it comes to racial equity, such efforts often carry an extra level of pressure. This is because efforts seeking to enhance equity and inclusion can trigger both conscious and unconscious anxieties when individuals examine values, norms, behaviors, and perceptions. When a framework is implemented effectively, racial equity work can be the catalyst to exploring lived experience, as well as individual transformation. Interactions that make us want to shut down are moments where we are being challenged to think differently. Too often, we cloud this healthy stretch zone with our personal discomfort zone. As a result, we tend to shut down. Committing to staying engaged through the uncomfortable stretch is necessary to push through to real change.

Weber School District is committed to ongoing learning. The work of building and maintaining an inclusive, racially equitable culture is never done. This work is not easy. It will take the support of all to move this work forward. However, we have the framework to guide us and the heart to achieve a positive, safe culture in our schools.


Jeff Stephens; Superintendent

Lori Rasmussen; Assistant Superintendent

Art Hansen; Assistant Superintendent

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2020 Back-to-School Equity Resources for Staff and Students

In the process of creating a safe space for every student, it is time for us to have courageous conversations. Our hearts are heavy and aching for what is happening in our country. We need to be concerned about the marginalized students and educators in our schools who are either expected to take the brunt of the race and equity work or who are likely struggling in silence. It is time to do the work, listen, plan, and take action. This toolkit is only the beginning of your journey in racial equity.

Mission Statement

Help create a safe and inclusive climate throughout the district wherein diversity/differences are embraced and celebrated, every student and employee is inspired to achieve, thrive and grow, and where each is empowered to act against any form of intolerance, bigotry (and/or) injustice. 

Director's Corner

Support from the Equity, Justice, and Inclusion (EJI) department aims to empower educators as educational leaders and establish equity for all students. The Equity, Justice, and Inclusion department and teams are partners and collaborators in school improvement. The EJI department and team members use standards and data, supporting schools forward in a growth mindset by way of advocacy, social justice, and systemic change. As we work together towards eliminating barriers to student success, we assure that every student has the opportunity for access, attainment, and achievement.

WSD Demographics

Weber School District is home to 32,588 students, with 5999 students of racial diversity and 1198 students identified as English Language Learners.

Wordology

Multiracial

Biracial identity development includes self-identification. A multiracial or biracial person is someone whose parents or ancestors are from different ethnic backgrounds, while multiracial identity development refers to the process of identity development of individuals who self-identify with multiple racial goups.

Hispanic, Latino, Latinx

Hispanic - those who trace their ancestry to Spain, Mexico, the Caribbean, and the Spanish-speaking countries of Central and South America.

Hispanic or Latino? 

While the two terms are sometimes used interchangeably, "Hispanic" is a narrower term that only refers to persons of Spanish-speaking origin or ancestry, while "Latino" is more frequently used to refer generally to anyone of Latin American origin or ancestry, including Brazilians. Latinx – [Pronounced “La-teen-ex”] Latinx is a gender-neutral term for people of Latin American heritage. By dropping the traditional –o or –a ending at the end of the root word ‘Latin,’ Latinx encompasses those who identify outside of the gender binary, such as transgender people or those who are gender-fluid.

Race

Race - the socially constructed meaning attached to a variety of physical attributes including but not limited to skin and eye color, hair texture, and bone structure of people in the US and elsewhere.

LGBTQIA

LGBTQIA. Initialism of lesbian, gay, bisexual, transgender, queer/questioning, intersex, and allies. Initialism of lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual.

Thursday, 18 July 2019 09:07

Orchard Springs Elementary

Principal

This email address is being protected from spambots. You need JavaScript enabled to view it.

Address

3300 North 975 West
Pleasant View, UT 84414

Phone/Fax

P. 801.395.5650

F. 801.395.5679

OrchardSprings 

 

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