Main navigation

About

Race and Equity

Race & Equity Instructional Design Team

DB R&E Instructional Design Committee

Corrina Richards (K teacher), Megan Hess-Homeier (Enrollment & Planning analyst), Megan Parker (AP), Stephanie Lai (Special education teacher), Carrie Syvertsen (parent), Kate Wise (Special education teacher), Peggy Padua (parent), Jane Lipsen (1-2-3 teacher) Carla Holmes (Principal), Monica Rasmussen (3rd grade teacher), Leetah Stackhouse (4-5 teacher), Liz Filep (2nd grade teacher), Laural Miller-Klein (music teacher), Dirk Vonderlage (4-5 teacher), Jacq Shin (parent), Rob Schultz (1-2-3 teacher), Tanya Ranchigoda (parent), Connie Messom (1-2-3 teacher) Not pictured – Ashley Davies (Director Enrollment/Planning Services), Alicia Ginsburgh (parent)


Committee Meetings

Race and Equity Instructional Design Committee updates –

On May 12th the Race and Equity Instructional Design Committee hosted a town hall to explain the committee’s work and Daniel Bagley’s plan for a unified instructional program next year.

This is what was covered at the town hall: 

Why? (Background) 

  • There is a demographic imbalance between the Montessori and Contemporary programs (race/ ethnicity and service/ program eligibility) 
  • Feeling of two separate communities in one school 

How? (Committee Process) 

  • Daniel Bagley Race & Equity Instructional Design Committee included teachers, parents and SPS district staff 
  • Gathering Voices team collected input from focus groups including ELL families, middle school Bagley alumni and 4/5 grade students 

Looking ahead (learning focus for next year/ logistics)

  • Teaching practices team identified core values from both Montessori and Contemporary teachers to guide instruction in the unified program:
    • Community/Collaboration/Flexibility 
    • Inclusion/differentiation 
    • Supportive learning environment 
    • Student choice/ inquiry 
    • Clear targets and feedback on progress
  • Logistics: students with choice assignments will still be assigned to Daniel Bagley and families can still opt into Bagley from other neighborhoods 
  • Class rosters will be created with a computer program that balances different student groups and with input on student needs from Bagley teachers 

Q&A 

  • Great questions from the parent community, FAQ page will be updated next week with key questions! 

Good morning Bagley Families.  Before we head into winter break, we wanted to give you an update on the important work of our Race and Equity Team.

The Daniel Bagley Staff and the Race and Equity Instructional Design Committee have identified and are working on the following:

  • Having two separate programs has created a racial barrier that Daniel Bagley is eliminating.
  • Pending board approval on Jan. 27th, starting next year (21-22) Daniel Bagley will be uniting into one program, and removing the separate enrollment choice. Students with choice assignments will still be assigned to Daniel Bagley.
  • Developing a model that will give all students access to the best practices found in both Montessori and contemporary classrooms.
  • Facilitating opportunities for two-way communication regarding the instructional model and the change process. This will include teachers, students, and community members.

Have a wonderful break and see you in the new year.

Carla Holmes, Principal


Teaching Practices

The Race and Equity Instructional Design Committee (REIDC) has been created to establish instructional practices to efficiently integrate the Contemporary and Montessori programs. This is a working document that will be refined over the next few months as we continue to gather faculty, parent, and student input and feedback. This document will outline the strategies and best practices that will ensure a successful integration of the two programs.

Community/Collaboration/Flexibility

Teachers…

  • Nurture relationships that ensure that each child is known as a positive, appreciated, and cared for contributor of their classroom community by their teacher andpeers.
  • Foster a strong classroom community through class meetings, collaboration among staff and students, partner/group/whole class discussions and work, celebrations, games and team building
  • Provide opportunities for students to engage in peer mentoring

Students…

  • Gain collaboration and leadership skills from learning & working together
  • Practice speaking and listening skills during collaborative conversations with diverse peers
Inclusion

Teachers…

  • Present and engage students in lessons and discussions about diverse learners and topics – neurodiversity, ethnic and racial diversity, gender diversity
  • Provide a learning environment that honors, respects, and nurtures diverse learners

Students…

  • Understand and respect each other’s learning differences
  • Feel their voice is heard and perspective is honored – they can see themselves in their classroom (representation matters)
  • Feel included and safe
Differentiation

Teachers…

  • Provide differentiated instruction that meets the needs of students performing at, above, and below grade level expectations
  • Practice culturally-responsive teaching with high expectations

Students…

  • Can access daily lessons/learning targets at their instructional level
  • Feel connected to their learning
Supportive Learning Environment

Teachers…

  • Use concrete materials and visuals to reinforce learning concepts
  • Provide constructive, timely feedback to students and opportunities for students to reflect on their learning

Students…

  • Engaged in active, hands-on learning
  • Use real world application (use real life example, problem-based learning, hands on experiments, student led projects)
Student Choice/Inquiry

Teachers…

  • Guide students to see mistakes and challenges as opportunities for growth
  • Increase student engagement by providing a variety of materials and activities, choice time, enrichment, inquiry-based learning

Students…

  • Take ownership of learning, and can reflect on how to use mistakes to learn and grow
  • Make choices about how they learn and are actively involved in directing pathways for learning content and skills in a variety of ways.
Clear Targets & Feedback on Progress

Teachers…

  • State clear standards-based learning objective(s) prior to a lesson: I can statements, focus question, or “today I’m going to teach you…”
  • Are goal oriented around academic and SEL learning objectives, and set long- and short-term goals
  • Provide frequent and timely feedback on student’s progress and give students self-reflection time/tools

Students…

  • Participate in daily informal ways to show what they know
  • Set goals for their learning
  • Self-assess progress

El Comité de Diseño Instructivo de Raza y Equidad (REIDC) ha sido creado para establecer prácticas instructivas para integrar eficientemente los programas Contemporáneo y Montessori. Este es un documento de trabajo que será refinado en los próximos meses a medida que continuamos reuniendo la opinión y comentarios de la facultad, los padres y los estudiantes. En este documento se esbozarán las estrategias y las mejores prácticas que garantizarán una integración satisfactoria de los dos programas.

Comunidad/Collaboration/Flexibilidad

Profesores…

  • fomentar relaciones que aseguren que cada niño sea conocido como un contribuyente positivo, apreciado y atendido por sus maestros y compañeros de clase.
  • fomentar una comunidad de aulas sólida a través de reuniones de clase, colaboración entre el personal y los estudiantes, discusiones y trabajo de compañeros/grupos/clases enteras, celebraciones, juegos y creación de equipos
  • ofrecer oportunidades para que los estudiantes participen en la tutoría entre compañeros

Estudiantes…

  • Adquirir habilidades de colaboración y liderazgo del aprendizaje y trabajar juntos
  • Practicar habilidades de hablar y escuchar durante conversaciones de colaboración con diversos compañeros
Inclusión

Profesores…

  • presentar e involucrar a los estudiantes en lecciones y discusiones sobre diversos estudiantes y temas – neurodiversidad, diversidad étnica y racial, diversidad de género
  • proporcionar un ambiente de aprendizaje que honre, respete y nutre a los estudiantes diversos

Estudiantes…

  • comprender y respetar las diferencias de aprendizaje de los demás
  • sentir que su voz se escucha y que se respeta la perspectiva – pueden verse en su aula (la representación importa)
  • sentirse incluidos y seguros
Diferenteación

Profesores…

  • proporcionar una instrucción diferenciada que satisfaga las necesidades de los estudiantes que se desempeñen en las expectativas de nivel de grado, por encima y por debajo de ellas
  • practicar una enseñanza culturalmente sensible con altas expectativas

Estudiantes…

  • Puede acceder a las lecciones/objetivos de aprendizaje diarios a nivel educativo
  • Feel conectado a su aprendizaje
Entorno de aprendizaje de apoyo

Profesores…

  • Utilice materiales y objetos visuales concretos para reforzar los conceptos de aprendizaje
  • Proporcionar retroalimentación constructiva y oportuna a los estudiantes y oportunidades para que los estudiantes reflexionen sobre su aprendizaje

Estudiantes…

  • Participar en el aprendizaje activo y práctico
  • Usar aplicaciones del mundo real (usar el ejemplo de la vida real, el aprendizaje basado en problemas, los experimentos prácticos, los proyectos dirigidos por estudiantes)
Elección e investigación de los estudiantes

Profesores…

  • guiar a los estudiantes para que vean los errores y los desafíos como oportunidades de crecimiento
  • aumentar el compromiso de los estudiantes proporcionando una variedad de materiales y actividades, tiempo de elección, enriquecimiento, aprendizaje basado en consultas.

estudiantes…

  • tomar posesión del aprendizaje y puede reflexionar sobre cómo utilizar los errores para aprender y crecer
  • tomar decisiones sobre cómo aprenden y participar activamente en la dirección de las vías de aprendizaje de contenido y habilidades de diversas maneras.
Objetivos claros & Comentarios sobre el progreso

Profesores…

  • indicar objetivos de aprendizaje claros basados en estándares antes de una lección: Puedo hacer declaraciones, preguntas de enfoque o “hoy voy a enseñarte…”
  • están orientados a objetivos académicos y de aprendizaje SEL, y establecen metas a largo y corto plazo
  • proporcionar información frecuente y oportuna sobre el progreso de los estudiantes y proporcionar a los estudiantes tiempo y herramientas de autorreflexión

Estudiantes…

  • participar en formas informales diarias para mostrar lo que saben
  • establecer metas para su aprendizaje
  • autoevaluación del progreso

Frequently Asked Questions

During the past three years our staff has engaged in race and equity work. In August 2019, we engaged in a process of identifying barriers that lead to inequitable practices for our students.

In this process, we identified that we have two programs (Montessori and Contemporary) and the only way to access one of our programs is by submitting a choice form during the open enrollment period.

Black students, Latinx students, English Learners and students receiving Special Education services are underrepresented in the Montessori program. This creates two segregated schools within the building, serving different student groups and providing inequitable resource allocation.

Bagley educators are working on this over the next few weeks and are identifying which instructional practices we will be prioritizing across classrooms. 

Details regarding this plan should be available as a draft to share with families in February. 

Teachers will draw from their experience within their program, incorporating best practices developed in remote learning and new research-backed equity-focused pedagogy recommendations.

At the moment, we do not yet have the detailed plan of how class configuration will look. Teachers are working on the conceptual piece of this now; final classroom configurations will also depend on our enrollment numbers.

Ideally, we will be able to offer both single grade and multiage classrooms and a thoughtful process for student placement that will be communicated to families in the spring (prior to heading to summer break).

There is no guarantee that your child will have the same teacher. In order to create unified classrooms in the Bagley hive, we need to bring together students in classrooms that will be a re-set from the prior year.

We are excited that this transition will hopefully coincide with a return to in-person learning in our new building. There will be a lot for our students to look forward to!

Class assignments will likely happen similar to our process in previous years. Parents will have the opportunity to provide input and teachers will follow a thoughtful process to create balanced classrooms across the grades.

Due to the changes with the unified program, and the uncertainties for when we will fully return to in-person, we are tentatively planning to share class placement with families prior to leaving for summer break so they have a known teacher and classroom community to connect with prior to starting in the fall.

Submit input and questions to UnifiedHive@gmail.com

We hope to schedule town halls in the coming months (February/March 2022).

Check this page. We will also include updates in the Bagley Buzz and the weekly Smore update from Ms. Holmes and Ms. Parker.

Yes, families with choice assignments will automatically continue at Daniel Bagley until the highest grade offered. 

Families from other neighborhoods who want to attend Daniel Bagley can still apply through open enrollment, February 1 – 28.

If you are a kindergarten family or new to Bagley this will not be a change for your child.

We would suggest language similar to the following, of course adjusting to what works for your family:

  • Having two different learning programs (Montessori and Contemporary) at Daniel Bagley meant that not all kids were able to learn and play together
  • The Bagley teachers are working together to build a new program that will build in great parts from all classrooms
  • When you go back to school in the new building, you might have a different teacher and meet new classmates to go along with your new building and classroom
  • You will still get to work with the Specialists, and Ms. Holmes and Ms. Parker will still be the school leaders
  • What other questions do you have right now? 

Also, you can remind your student of the RULER curriculum and encourage them to recognize, understand and label their emotions as they consider this transition.

In order to create equitable class lists, Daniel Bagley decided to use a program called Class Creator. We determined that we needed to limit as much bias as possible and decided to use information from our school database (PowerSchool), gender, race/ethnicity, current program, special education, intervention, English Language Learner to create balanced classes.

After using Class Creator to create the preliminary lists, we then had teachers look at the lists and focus on four guiding questions focusing on: Social Dynamics, Race and Ethnicity, Independence, Teacher Time.

Based on staff input we were able to make some adjustments to the lists. The next step is to assign teachers to the classes and communicate to the community. Parents will be receiving 21-22 welcome letters with tentative class placement on June 11.

Over the summer, Daniel Bagley PTA typically hosts get ­togethers for new families at Greenwood Playground (602 N 87th St) to meet other families and make connections. Dates are listed below. Join us to make some new friends! No drop-offs, please. Due to potential COVID-19 physical distancing measures, these get-togethers may convert to Zoom meetings instead.

  • Saturday, July 24, 2021 at 11 a.m. – 12:30 p.m.
  • Sunday, August 22, 2021 at 2-3:30 p.m.
  • Saturday, September 11, 2021 at 1-2:30 p.m.

Check the PTA website for updates to the summer playdate schedule

Check the Daniel Bagley website for updates about start of school.

Daniel Bagley staff are committed to collaboration and reflective practice. We have developed Teaching Practices and are using this as a foundation for further planning around whole staff professional development as well as our professional learning communities in grade level teams.

During this committee’s work we gathered focus groups with our English Learner (EL) families to get feedback on what was working and suggestions for improvement.

We are also partnering with the PTA DEI committee and are currently gathering more input with a survey of all our families. We will review responses to help guide priorities and ideas for next year.

Some of the benefits of multi-age include: leadership opportunities for older students, peer learning, diversity of ages, student groups based on developmental stages of learning, students/teachers may stay together for several years.

Part of the Montessori approach includes intentionally creating multi age classrooms. At Bagley it has most recently been K, 1-2-3 and 4-5. We are pausing this for one year during our initial launch of our unified program and will resume multi-age classrooms in the 22-23 school year.