Professional Documents
Culture Documents
School issues
Family issues
Student issues
4 3
Quotes:
These quotes reflect the teachers willingness to work on equity, while acknowledging
that it might be a difficult self-discovery journey. One quote reflects the importance of engaging
parents. The last quote is quite radical, but it is difficult to interpret because no more details were
included (does the teacher mean stop referrals and use instead more productive solutions, or stop
referrals to avoid the appearance of disproportion altogether?)
We must have children like school and want to be here before we can expect
them to be completely successful academically.
More emphasis on equality overall, not worrying about the fragility that
results.
4
OCR- Exit Slip
Quotes:
Because the responses are so varied, there are not quotes that reflect the
sentiments of the majority of teachers. The following quotes are interesting, although
they are not representative of the bulk of responses. The first two reflect despair, while
the last one seems to suggest a radical instructional practice that is, not only unfair and
against the law, but also totally ineffective to solve the disproportion problem. In this
response, it seems that the teacher is blaming the students inability to do school for the
disproportionality of referrals, and the best practice is to separate them from those
students who allegedly know how to do school.
District resources? What are those? We are in this alone at Loring.
A systematic change in how we group, cluster, sort students. The students who
need to learn HOW to do school must be clustered for a large portion of their
day. To do it any other day is to disservice them.
Resources
Staf Instructional practices
Other
Other; 7%
Staff; 46%