like to call the May 1st like to call the May 1st Equity committee meeting to like to call the May 1st Equity committee meeting to order at 5.30. we will start Equity committee meeting to order at 5.30. we will start with public comment and says I order at 5.30. we will start with public comment and says I only one public comment person with public comment and says I only one public comment person and real was caught she's been only one public comment person and real was caught she's been with us enough to know the and real was caught she's been with us enough to know the rules. I don't need to read with us enough to know the rules. I don't need to read all this rules. I don't need to read all this >> So Andrea, we would like to all this >> So Andrea, we would like to hear from you first.
>> Not too long ago to close 2 hear from you first. >> Not too long ago to close 2 thoughts. >> Not too long ago to close 2 thoughts. >> Not too long someone I thoughts. >> Not too long someone I consider a friend called me >> Not too long someone I consider a friend called me out about something night said consider a friend called me out about something night said and as painful as it was to out about something night said and as painful as it was to reflect. There was a little and as painful as it was to reflect. There was a little bit me that was proud to been reflect. There was a little bit me that was proud to been called out instead of called bit me that was proud to been called out instead of called in. It meant that she trusted called out instead of called in. It meant that she trusted me enough as an ally. And it
was painful. So. Tonight I am me enough as an ally. And it was painful. So. Tonight I am calling you. It is possible. 2 was painful. So. Tonight I am calling you. It is possible. 2 want justice for Palestinians calling you. It is possible. 2 want justice for Palestinians without Anti-Semitic trips. want justice for Palestinians without Anti-Semitic trips. Last equity meeting, without Anti-Semitic trips. Last equity meeting, antisemitic comments were made Last equity meeting, antisemitic comments were made by the speakers and no spoke antisemitic comments were made by the speakers and no spoke up. Where I come from. If you
don't call out. Antisemitic up. Where I come from. If you don't call out. Antisemitic remarks. That makes you don't call out. Antisemitic remarks. That makes you something. Black Lives matter. Thank you. >> We will now go into the >> We will now go into the agenda. That all committee
members have received. That agenda. That all committee members have received. That agenda. minutes from. Per members have received. That agenda. minutes from. Per meeting. And from the March agenda. minutes from. Per meeting. And from the March meeting. committee members, meeting. And from the March meeting. committee members, you should have received them meeting. committee members, you should have received them by way of And so at this you should have received them by way of And so at this point, do I hear a motion to by way of And so at this point, do I hear a motion to accept the minutes? From the point, do I hear a motion to accept the minutes? From the March. And April meeting. get
a second. It has been moved March. And April meeting. get a second. It has been moved and properly seconded that we a second. It has been moved and properly seconded that we accept the minutes from both and properly seconded that we accept the minutes from both the March and April meetings accept the minutes from both the March and April meetings and you do have copies of them the March and April meetings and you do have copies of them for your for your. and you do have copies of them for your for your. Information. Full hour. for your for your. Information. Full hour. Business tonight. You also Information. Full hour. Business tonight. You also received. The subcommittee Business tonight. You also received. The subcommittee reports. And you receive those
fun the last meeting, but we reports. And you receive those fun the last meeting, but we didn't have a quorum so we fun the last meeting, but we didn't have a quorum so we didn't vote on them. So we didn't have a quorum so we didn't vote on them. So we like to look at the didn't vote on them. So we like to look at the subcommittee report on like to look at the subcommittee report on policies and that subcommittee subcommittee report on policies and that subcommittee report. States this policies and that subcommittee report. States this subcommittee met except that report. States this subcommittee met except that the added responsibility of subcommittee met except that the added responsibility of reviewing policies as they are the added responsibility of reviewing policies as they are rolled out for review. The reviewing policies as they are rolled out for review. The other school board committee rolled out for review. The other school board committee is through the process of the other school board committee is through the process of the 5 year review cycle, I have is through the process of the 5 year review cycle, I have noted their parents of the
Equity Committee Multiple Pala noted their parents of the Equity Committee Multiple Pala says that have been rolled Equity Committee Multiple Pala says that have been rolled out. If vote on this says that have been rolled out. If vote on this subcommittee is recommendation out. If vote on this subcommittee is recommendation are reviewing all policies subcommittee is recommendation are reviewing all policies from an equity perspective. I are reviewing all policies from an equity perspective. I would need a motion from the from an equity perspective. I would need a motion from the floor. Note that the new would need a motion from the floor. Note that the new charter has not been written floor. Note that the new charter has not been written yet. So conditions under which charter has not been written yet. So conditions under which those policies would be yet. So conditions under which those policies would be reviewed would be written into those policies would be reviewed would be written into the new policy. So do I hear a reviewed would be written into the new policy. So do I hear a motion to accept the report of
the policies subcommittee. Okay. Do I get a second? He's Okay. Do I get a second? He's been properly moved and Okay. Do I get a second? He's been properly moved and seconded that we received the been properly moved and seconded that we received the report of the policy seconded that we received the report of the policy subcommittee and I want to say report of the policy subcommittee and I want to say to this policy subcommittee, subcommittee and I want to say to this policy subcommittee, thank you so much. Because as to this policy subcommittee, thank you so much. Because as I see the policies from month thank you so much. Because as I see the policies from month to month to month, we see, of
course, see egg and we see to month to month, we see, of course, see egg and we see equity committee terms of course, see egg and we see equity committee terms of Heaven. Taking a look at those equity committee terms of Heaven. Taking a look at those policy is and given your Heaven. Taking a look at those policy is and given your feedback. Now, that was a policy is and given your feedback. Now, that was a second subcommittee report and feedback. Now, that was a second subcommittee report and that was the charter second subcommittee report and that was the charter committee. This subcommittee that was the charter committee. This subcommittee met and voted as a committee. This subcommittee met and voted as a subcommittee to dissolve the met and voted as a subcommittee to dissolve the Equity committee as it is subcommittee to dissolve the Equity committee as it is structured. Karen Lee, this Equity committee as it is structured. Karen Lee, this subcommittee asserted that structured. Karen Lee, this subcommittee asserted that since LCPS now has a full subcommittee asserted that since LCPS now has a full department D a to address the
prior to topics presented department D a to address the prior to topics presented during the 23. 24 24. 25 prior to topics presented during the 23. 24 24. 25 sessions. There is no. Future during the 23. 24 24. 25 sessions. There is no. Future need for the community to lead sessions. There is no. Future need for the community to lead as a body cisney our our need for the community to lead as a body cisney our our committee, it is authorized by as a body cisney our our committee, it is authorized by the full Loudoun County School committee, it is authorized by the full Loudoun County School board. To dissolve a the full Loudoun County School board. To dissolve a committee. We would have to board. To dissolve a committee. We would have to take this recommendation to committee. We would have to take this recommendation to the full school board before
there can be any change. And the full school board before there can be any change. And the subcommittee said there can be any change. And the subcommittee said dissolved, but we will take it the subcommittee said dissolved, but we will take it to the full school board to dissolved, but we will take it to the full school board to see if they can re. Imagine to the full school board to see if they can re. Imagine what the equity subcommittee see if they can re. Imagine what the equity subcommittee would do. So do I hear a what the equity subcommittee would do. So do I hear a motion to support it? I guess would do. So do I hear a motion to support it? I guess the stoppage of meetings for motion to support it? I guess the stoppage of meetings for the Equity committee until the stoppage of meetings for the Equity committee until such time that the full board the Equity committee until such time that the full board is available, too. Give us such time that the full board is available, too. Give us direction.
did not. did not. Present or give a charter. subcommittee results that are subcommittee results that are presented at the last meeting. subcommittee results that are presented at the last meeting. I don't know what it is that presented at the last meeting. I don't know what it is that you have. They are members of I don't know what it is that you have. They are members of that subcommittee here, too. I you have. They are members of that subcommittee here, too. I hear. Well, we'll have to vote
on your motion if we get a hear. Well, we'll have to vote on your motion if we get a second. Do we get a second? on your motion if we get a second. Do we get a second? The rejection of the second. Do we get a second? The rejection of the subcommittee is. The rejection of the subcommittee is. Recommendation. Has been properly moved and Has been properly moved and seconded that we reject it. Has been properly moved and seconded that we reject it. Recommendation of the chart. A seconded that we reject it. Recommendation of the chart. A subcommittee. All in favor Recommendation of the chart. A subcommittee. All in favor of reject that the sub chart a
subcommittee is reject that the sub chart a subcommittee is recommendation. Let it be subcommittee is recommendation. Let it be known by raising your hand. counted 10. All who object counted 10. All who object raise your hand. I only get counted 10. All who object raise your hand. I only get to. What we would do with raise your hand. I only get to. What we would do with these 7 committee on the
charter is that we will we these 7 committee on the charter is that we will we again, cannot does all this charter is that we will we again, cannot does all this committee. We would take it to again, cannot does all this committee. We would take it to the full board for a final committee. We would take it to the full board for a final decision as to what to do with the full board for a final decision as to what to do with the committee and I see some decision as to what to do with the committee and I see some people from the subcommittee the committee and I see some people from the subcommittee here. Maybe I need to explain people from the subcommittee here. Maybe I need to explain that they they want it to here. Maybe I need to explain that they they want it to dissolve the committee as it that they they want it to dissolve the committee as it is now. But rematch in the dissolve the committee as it is now. But rematch in the community to do something.
From a different perspective. community to do something. From a different perspective. And so we won't be able to From a different perspective. And so we won't be able to move forward with that And so we won't be able to move forward with that different perspective based on move forward with that different perspective based on vote that we just had. So I'll different perspective based on vote that we just had. So I'll take that Chairman Steele and vote that we just had. So I'll take that Chairman Steele and see what she wants to do with take that Chairman Steele and see what she wants to do with it. Missus, Mansfield to see where Missus, Mansfield to see where we go from here in terms of Missus, Mansfield to see where we go from here in terms of the committee. We do have we go from here in terms of the committee. We do have program and for tonight. But
tonight's meeting and for program and for tonight. But tonight's meeting and for tonight's meeting. We have a tonight's meeting and for tonight's meeting. We have a panel. I don't even have the tonight's meeting. We have a panel. I don't even have the names of all those panel. panel. I don't even have the names of all those panel. People. But what I'm gonna do names of all those panel. People. But what I'm gonna do is just turn it over to with Thank you for having us. I'm Thank you for having us. I'm Sarah Winkelmann. before I Thank you for having us. I'm Sarah Winkelmann. before I start, I want it. Thank the
committee for inviting us to start, I want it. Thank the committee for inviting us to come and speak. Thank Doctor committee for inviting us to come and speak. Thank Doctor Dean's think show he is. We come and speak. Thank Doctor Dean's think show he is. We really appreciate taking the Dean's think show he is. We really appreciate taking the opportunity of the heritage really appreciate taking the opportunity of the heritage month's to talk about the opportunity of the heritage month's to talk about the Jewish community. So month's to talk about the Jewish community. So >> thank you for inviting I Jewish community. So >> thank you for inviting I I'm sure when comment and I >> thank you for inviting I I'm sure when comment and I work for the Jewish Community I'm sure when comment and I work for the Jewish Community Relations Council and what we work for the Jewish Community Relations Council and what we are is an umbrella Relations Council and what we are is an umbrella organization of the Jewish are is an umbrella organization of the Jewish community that represents all organization of the Jewish community that represents all the synagogues and agencies community that represents all the synagogues and agencies around the whole DMV area and
my job as the director of around the whole DMV area and my job as the director of education is to work with this my job as the director of education is to work with this 10 schools 10 major school education is to work with this 10 schools 10 major school systems in our area to help 10 schools 10 major school systems in our area to help them understand who are Jewish systems in our area to help them understand who are Jewish students. What antisemitism. them understand who are Jewish students. What antisemitism. And we also have like Procter students. What antisemitism. And we also have like Procter phones, which we'll get to And we also have like Procter phones, which we'll get to later that we do. So that's phones, which we'll get to later that we do. So that's sort of what my role is. And I later that we do. So that's sort of what my role is. And I so I want to say that I'm just sort of what my role is. And I so I want to say that I'm just doing this introduction and so I want to say that I'm just doing this introduction and you're really going to get to doing this introduction and you're really going to get to hear from panelists because you're really going to get to hear from panelists because that's really what you're here hear from panelists because that's really what you're here for. But I wanted to just that's really what you're here for. But I wanted to just briefly. Say, I mean, I think for. But I wanted to just briefly. Say, I mean, I think I know I know that listen to briefly. Say, I mean, I think I know I know that listen to last month's that you did an I know I know that listen to last month's that you did an Arab-American one. So really, last month's that you did an Arab-American one. So really, you understand that heritage Arab-American one. So really, you understand that heritage month's have come around for a
lot of cultures. Jewish month's have come around for a lot of cultures. Jewish American Heritage Month was lot of cultures. Jewish American Heritage Month was started by former President American Heritage Month was started by former President Trump George W Bush in 2006 started by former President Trump George W Bush in 2006 and it was an opportunity Trump George W Bush in 2006 and it was an opportunity celebrate the American Jewish and it was an opportunity celebrate the American Jewish experience. And one of the celebrate the American Jewish experience. And one of the things I love about this is experience. And one of the things I love about this is that I spent a lot of time things I love about this is that I spent a lot of time talking about Anti-Semitism that I spent a lot of time talking about Anti-Semitism and I'm so excited that I have talking about Anti-Semitism and I'm so excited that I have a month to talk about the and I'm so excited that I have a month to talk about the beauty of Judaism and what we a month to talk about the beauty of Judaism and what we have to offer this community. beauty of Judaism and what we have to offer this community. So I'm really honored and have to offer this community. So I'm really honored and happy to have this So I'm really honored and happy to have this opportunity. And I think also happy to have this opportunity. And I think also one question that might be in
the back of your mind if one question that might be in the back of your mind if you're not so familiar with the back of your mind if you're not so familiar with Judaism, is that why is there you're not so familiar with Judaism, is that why is there a religious heritage month? to Judaism, is that why is there a religious heritage month? to be a heritage month. But we're a religious heritage month? to be a heritage month. But we're kind of complicated. So Jews, be a heritage month. But we're kind of complicated. So Jews, Arlen, after no religion is kind of complicated. So Jews, Arlen, after no religion is what we call ourselves. So we Arlen, after no religion is what we call ourselves. So we are religion, but it's also what we call ourselves. So we are religion, but it's also not in the city. So you need a are religion, but it's also not in the city. So you need a lot of Jewish people be like, not in the city. So you need a lot of Jewish people be like, oh, I'm not religious. I'm an lot of Jewish people be like, oh, I'm not religious. I'm an atheist, but I'm Jewish, OK? oh, I'm not religious. I'm an atheist, but I'm Jewish, OK? So that is a thing like Like atheist, but I'm Jewish, OK? So that is a thing like Like who we are. So you know that So that is a thing like Like who we are. So you know that we started in the middle in who we are. So you know that we started in the middle in what is now Israel, Palestine,
Jordan, like that area, the what is now Israel, Palestine, Jordan, like that area, the Middle East you know, was Jordan, like that area, the Middle East you know, was ancient Israel. And really we Middle East you know, was ancient Israel. And really we were dispersed from there ancient Israel. And really we were dispersed from there thousands of years ago. And we were dispersed from there thousands of years ago. And we really lived all over the thousands of years ago. And we really lived all over the world. So. What's also really lived all over the world. So. What's also interesting is most Jews in world. So. What's also interesting is most Jews in America are what's called interesting is most Jews in America are what's called Ashkenazi. We came from America are what's called Ashkenazi. We came from Eastern Europe. Russia, that Ashkenazi. We came from Eastern Europe. Russia, that area of the world to most of Eastern Europe. Russia, that area of the world to most of us like appear White Am but area of the world to most of us like appear White Am but Jews went all over. So there's us like appear White Am but Jews went all over. So there's a lot of Jews that came from Jews went all over. So there's a lot of Jews that came from Arab lands alarm. There's Jews
in India, others, Jews Arab lands alarm. There's Jews in India, others, Jews Ethiopia like you can find in India, others, Jews Ethiopia like you can find them everywhere around the Ethiopia like you can find them everywhere around the world that looks like the them everywhere around the world that looks like the population has where thousands world that looks like the population has where thousands of years So it's just an population has where thousands of years So it's just an interesting twist on why of years So it's just an interesting twist on why American Heritage Month is interesting twist on why American Heritage Month is more than a religion. I think American Heritage Month is more than a religion. I think many times live in a primarily more than a religion. I think many times live in a primarily Christian country. So many times live in a primarily Christian country. So therefore, there's Christian country. So therefore, there's Christianity Thurs Islam. therefore, there's Christianity Thurs Islam. There's Judaism like that. We Christianity Thurs Islam. There's Judaism like that. We think about religion not sort There's Judaism like that. We think about religion not sort of heritage. So I just want to think about religion not sort of heritage. So I just want to throw that out where 6 million of heritage. So I just want to throw that out where 6 million Jews in America. 2% in the throw that out where 6 million Jews in America. 2% in the state of Virginia. Just a
really simple history of state of Virginia. Just a really simple history of Jewish allowed. what's really simple history of Jewish allowed. what's interesting, I think probably Jewish allowed. what's interesting, I think probably similar. I didn't really do interesting, I think probably similar. I didn't really do the research on this, but I'm similar. I didn't really do the research on this, but I'm soon it's similar to most the research on this, but I'm soon it's similar to most ethnic groups loud loud looks soon it's similar to most ethnic groups loud loud looks very different than it looked ethnic groups loud loud looks very different than it looked 30 years ago. And so. In the very different than it looked 30 years ago. And so. In the mid 20th century, there was 30 years ago. And so. In the mid 20th century, there was really only a handful of mid 20th century, there was really only a handful of Jewish families here. But as really only a handful of Jewish families here. But as more jobs moochers, more Jewish families here. But as more jobs moochers, more development moved out here. more jobs moochers, more development moved out here. Also, the Jewish community development moved out here. Also, the Jewish community group. So the first in 19 at Also, the Jewish community group. So the first in 19 at the end of 1996 there was what group. So the first in 19 at the end of 1996 there was what was formed was the the end of 1996 there was what was formed was the unaffiliated Loudon, Jewish
congregation. So that's really unaffiliated Loudon, Jewish congregation. So that's really relatively well, maybe I'm congregation. So that's really relatively well, maybe I'm just going oh, but that seems relatively well, maybe I'm just going oh, but that seems very recent 1996. and that just going oh, but that seems very recent 1996. and that actually became there's really very recent 1996. and that actually became there's really 2 large synagogues in well, actually became there's really 2 large synagogues in well, relatively large in Loudon and 2 large synagogues in well, relatively large in Loudon and and the lot and Jewish relatively large in Loudon and and the lot and Jewish congregation became what is and the lot and Jewish congregation became what is now known as Sharia solo, much congregation became what is now known as Sharia solo, much as a conservative synagogue now known as Sharia solo, much as a conservative synagogue here. And a year after 1997 as a conservative synagogue here. And a year after 1997 hovering, which is a reform here. And a year after 1997 hovering, which is a reform congregation, started off with hovering, which is a reform congregation, started off with lot. And there's also I know a congregation, started off with lot. And there's also I know a very active Chabad, which is. lot. And there's also I know a very active Chabad, which is. They don't really identify, to
say Orthodox for the lack of They don't really identify, to say Orthodox for the lack of the easiest way to describe say Orthodox for the lack of the easiest way to describe them and so that sort gives the easiest way to describe them and so that sort gives you a little bit of the lay of them and so that sort gives you a little bit of the lay of the land. So I want to just you a little bit of the lay of the land. So I want to just thank our panelists for being the land. So I want to just thank our panelists for being here. We wanted to show you thank our panelists for being here. We wanted to show you get a little bit of diversity. here. We wanted to show you get a little bit of diversity. So I'm very happy that our get a little bit of diversity. So I'm very happy that our students joined us. Nathan Lee So I'm very happy that our students joined us. Nathan Lee in an Eva, thank you. And students joined us. Nathan Lee in an Eva, thank you. And Mickey Kor son is a at and in an Eva, thank you. And Mickey Kor son is a at and help them and they'll Mickey Kor son is a at and help them and they'll introduce themselves so. I'm help them and they'll introduce themselves so. I'm going to start with you, introduce themselves so. I'm going to start with you, Daniel, and I want you just to
top. want introduce everyone Daniel, and I want you just to top. want introduce everyone to this after Daniel, but top. want introduce everyone to this after Daniel, but we're going to introduce to this after Daniel, but we're going to introduce ourselves and your connection we're going to introduce ourselves and your connection both to loud Loudoun schools ourselves and your connection both to loud Loudoun schools and along with the sort of the both to loud Loudoun schools and along with the sort of the Jewish American history of and along with the sort of the Jewish American history of your family. I'm Daniel Jewish American history of your family. I'm Daniel Graham. I am the supervisor of your family. I'm Daniel Graham. I am the supervisor of social science and global Graham. I am the supervisor of social science and global studies for Loudoun County social science and global studies for Loudoun County Public Schools. But I'm also studies for Loudoun County Public Schools. But I'm also the parent of 2 Loudoun County Public Schools. But I'm also the parent of 2 Loudoun County Public School students. the parent of 2 Loudoun County Public School students. >> My Jewish American Heritage Public School students. >> My Jewish American Heritage Story. We don't have tons of
detail since it happened about Story. We don't have tons of detail since it happened about 250 now 151. detail since it happened about 250 now 151. >> Not them at supervisor 250 now 151. >> Not them at supervisor guys. So my family came over >> Not them at supervisor guys. So my family came over in the late 18, 100's. guys. So my family came over in the late 18, 100's. >> From Poland and settled in in the late 18, 100's. >> From Poland and settled in Maryland. And then the other >> From Poland and settled in Maryland. And then the other side is technically Ukrainian. Maryland. And then the other side is technically Ukrainian. But it's part of the Russian side is technically Ukrainian. But it's part of the Russian empire. But it's part of the Russian empire. >> And they came over as a empire. >> And they came over as a result. They were escaping the >> And they came over as a result. They were escaping the pogroms, which were violent result. They were escaping the pogroms, which were violent attacks on Jews that were pogroms, which were violent attacks on Jews that were happening across Europe. But attacks on Jews that were happening across Europe. But specifically in Russia at this happening across Europe. But specifically in Russia at this time actually came through specifically in Russia at this time actually came through Ellis Island, then eventually
settled in Sioux City, Iowa. Ellis Island, then eventually settled in Sioux City, Iowa. to those that is my heritage settled in Sioux City, Iowa. to those that is my heritage story. Amanda Pass it on to to those that is my heritage story. Amanda Pass it on to the students. Yeah. When comes story. Amanda Pass it on to the students. Yeah. When comes to 98. My name is Ava. the students. Yeah. When comes to 98. My name is Ava. >> My mom lived in Israel in to 98. My name is Ava. >> My mom lived in Israel in the 1990's and moved to the >> My mom lived in Israel in the 1990's and moved to the U.S. about 25 years ago. I the 1990's and moved to the U.S. about 25 years ago. I move to Virginia from New York U.S. about 25 years ago. I move to Virginia from New York when I was one year-old's move to Virginia from New York when I was one year-old's specifically Loudoun County. when I was one year-old's specifically Loudoun County. >> We specifically Loudoun County. >> We >> have lived here for. 12
years. I'm really thankful to >> have lived here for. 12 years. I'm really thankful to my mom, 4, it parenting and years. I'm really thankful to my mom, 4, it parenting and letting giving me my Jewish my mom, 4, it parenting and letting giving me my Jewish tradition and culture. I am in letting giving me my Jewish tradition and culture. I am in 7th grade and I go to Mercer tradition and culture. I am in 7th grade and I go to Mercer Middle School. 7th grade and I go to Mercer Middle School. >> Hi, I'm Nathan. I'm a Middle School. >> Hi, I'm Nathan. I'm a sophomore at Independence. >> Hi, I'm Nathan. I'm a sophomore at Independence. High School. I mom side. So my
grandfather on my mom's side High School. I mom side. So my grandfather on my mom's side his family was from Russia and grandfather on my mom's side his family was from Russia and Lebanon and they. Came here in his family was from Russia and Lebanon and they. Came here in the early 19, 100's. And Lebanon and they. Came here in the early 19, 100's. And that's about all I know. the early 19, 100's. And that's about all I know. >> What about great school? that's about all I know. >> What about great school? else are you said forget it. >> What about great school? else are you said forget it. >> Hi, my name is Lena Cas else are you said forget it. >> Hi, my name is Lena Cas Imus off my Potomac Falls High >> Hi, my name is Lena Cas Imus off my Potomac Falls High School. I believe it was the
mid like 1950's. So my grandpa School. I believe it was the mid like 1950's. So my grandpa Israeli. He was born in show. mid like 1950's. So my grandpa Israeli. He was born in show. And my dad's side, on mom and Israeli. He was born in show. And my dad's side, on mom and dad sites, Polish and Russian. And my dad's side, on mom and dad sites, Polish and Russian. And they came over here the dad sites, Polish and Russian. And they came over here the 1960's 1950's and they settled And they came over here the 1960's 1950's and they settled in America and they went back 1960's 1950's and they settled in America and they went back to Israel. So my dad lived in in America and they went back to Israel. So my dad lived in Asia up until he was 5 and to Israel. So my dad lived in Asia up until he was 5 and then they settled in McLean, Asia up until he was 5 and then they settled in McLean, Virginia. And then the family. then they settled in McLean, Virginia. And then the family. My mom's side. I don't exactly Virginia. And then the family. My mom's side. I don't exactly know. But I do know there to My mom's side. I don't exactly know. But I do know there to us. And then I was born in
Fair Oaks. The first hospital. us. And then I was born in Fair Oaks. The first hospital. And then I've been living in Fair Oaks. The first hospital. And then I've been living in Sterling my whole life. And then I've been living in Sterling my whole life. Wonderful. Thank you. You Sterling my whole life. Wonderful. Thank you. You ready? >> So mine is gonna be a >> So mine is gonna be a little bit longer than I kind >> So mine is gonna be a little bit longer than I kind of prepared a little little bit longer than I kind of prepared a little something. So so my name is of prepared a little something. So so my name is Mickey Courson and LCPS something. So so my name is Mickey Courson and LCPS English teacher at Heritage
High School. I am also the mom English teacher at Heritage High School. I am also the mom of 2 LCPS alum. I am the High School. I am also the mom of 2 LCPS alum. I am the sponsor of the Heritage Jewish of 2 LCPS alum. I am the sponsor of the Heritage Jewish student Union and Jim in in sponsor of the Heritage Jewish student Union and Jim in in high school. Before that student Union and Jim in in high school. Before that founder of the newly formed high school. Before that founder of the newly formed lge Loudon Jewish Educators founder of the newly formed lge Loudon Jewish Educators Group, which is a group of lge Loudon Jewish Educators Group, which is a group of teachers in lot which is the Group, which is a group of teachers in lot which is the first time we've had. That's teachers in lot which is the first time we've had. That's that's super exciting. I used first time we've had. That's that's super exciting. I used to be an equity lead and am a that's super exciting. I used to be an equity lead and am a member of equity committee. to be an equity lead and am a member of equity committee. But my proudest affiliation is member of equity committee. But my proudest affiliation is that of the Holocaust and But my proudest affiliation is that of the Holocaust and human rights educator every that of the Holocaust and human rights educator every summer. This will be the 6th.
I run a week-long intensive summer. This will be the 6th. I run a week-long intensive seminar for teachers right I run a week-long intensive seminar for teachers right here in Loudoun County. The seminar for teachers right here in Loudoun County. The seminars part of a network of here in Loudoun County. The seminars part of a network of educators across the country seminars part of a network of educators across the country that has led mostly by educators across the country that has led mostly by non-Jewish teachers and their that has led mostly by non-Jewish teachers and their goal is to tie the lessons of non-Jewish teachers and their goal is to tie the lessons of the Holocaust with local human goal is to tie the lessons of the Holocaust with local human rights issues. So with our we the Holocaust with local human rights issues. So with our we partner with Pastor Michelle rights issues. So with our we partner with Pastor Michelle Thomas of the Lot and Freedom partner with Pastor Michelle Thomas of the Lot and Freedom Center. As we delve into Thomas of the Lot and Freedom Center. As we delve into Virginia's history of racial Center. As we delve into Virginia's history of racial injustice. We also partner Virginia's history of racial injustice. We also partner with Sara and the jcrc and injustice. We also partner with Sara and the jcrc and local synagogues to give with Sara and the jcrc and local synagogues to give participants a glimpse into local synagogues to give participants a glimpse into Jewish life. We do this
because it's difficult to Jewish life. We do this because it's difficult to understand or empathize because it's difficult to understand or empathize empathize with a group of understand or empathize empathize with a group of people. If you don't know who empathize with a group of people. If you don't know who they are or in the case of the people. If you don't know who they are or in the case of the Holocaust, who they were. I they are or in the case of the Holocaust, who they were. I love this part of the week Holocaust, who they were. I love this part of the week when at my seminar that the love this part of the week when at my seminar that the the fella teacher show in the when at my seminar that the the fella teacher show in the Jewish religion, traditions the fella teacher show in the Jewish religion, traditions and culture. end the week with Jewish religion, traditions and culture. end the week with what we called Orla door, and culture. end the week with what we called Orla door, which means generation to what we called Orla door, which means generation to generation after they hear which means generation to generation after they hear from a Holocaust survivor, we generation after they hear from a Holocaust survivor, we bring can a group of local from a Holocaust survivor, we bring can a group of local Jewish teens plug for Sarah
that's called student to Jewish teens plug for Sarah that's called student to student, which is the jcrc that's called student to student, which is the jcrc program. And that program is student, which is the jcrc program. And that program is available to come to any program. And that program is available to come to any school at all. And they just available to come to any school at all. And they just have these local teenagers and school at all. And they just have these local teenagers and they come in and they talk have these local teenagers and they come in and they talk about what life is like as a they come in and they talk about what life is like as a Jewish teen in this area. It's about what life is like as a Jewish teen in this area. It's it's it's incredible. So. I'm Jewish teen in this area. It's it's it's incredible. So. I'm super excited that we're able it's it's incredible. So. I'm super excited that we're able to have 3 LCPS teens with us super excited that we're able to have 3 LCPS teens with us here tonight. And so with that to have 3 LCPS teens with us here tonight. And so with that in mind, I just wanted to take here tonight. And so with that in mind, I just wanted to take this opportunity to actually in mind, I just wanted to take this opportunity to actually answer the questions are just this opportunity to actually answer the questions are just asked about who I And I'm
doing this as a kind of sample asked about who I And I'm doing this as a kind of sample of the Jewish community in doing this as a kind of sample of the Jewish community in Loudoun County. So any of the Jewish community in Loudoun County. So any transplant. It came from Loudoun County. So any transplant. It came from across the growth in transplant. It came from across the growth in Montgomery County, Maryland. across the growth in Montgomery County, Maryland. And there's a pretty big Montgomery County, Maryland. And there's a pretty big Jewish population there. My And there's a pretty big Jewish population there. My mom worked in a synagogue. I Jewish population there. My mom worked in a synagogue. I want to hear a school 3 days a mom worked in a synagogue. I want to hear a school 3 days a week and I had about mitzvah. want to hear a school 3 days a week and I had about mitzvah. It was normal there to have week and I had about mitzvah. It was normal there to have major Jewish holidays off from It was normal there to have major Jewish holidays off from school. My dad was a salesman major Jewish holidays off from school. My dad was a salesman in appliance store and ended school. My dad was a salesman in appliance store and ended up with his own Mattress in appliance store and ended up with his own Mattress store. Not bad for someone who up with his own Mattress store. Not bad for someone who never graduated from high store. Not bad for someone who never graduated from high school. I discovered the
reason for that when I was school. I discovered the reason for that when I was when I found out that he was a reason for that when I was when I found out that he was a Holocaust survivor. I didn't when I found out that he was a Holocaust survivor. I didn't even know what it was at the Holocaust survivor. I didn't even know what it was at the time. But I quickly learned even know what it was at the time. But I quickly learned the basics of our story that time. But I quickly learned the basics of our story that my grandmother had survived the basics of our story that my grandmother had survived Auschwitz. My grandfather had my grandmother had survived Auschwitz. My grandfather had survived a work camp and Auschwitz. My grandfather had survived a work camp and hidden identity and that my survived a work camp and hidden identity and that my dad and uncle had survived 2 hidden identity and that my dad and uncle had survived 2 and a half years in a Belgian dad and uncle had survived 2 and a half years in a Belgian orphanage that was run by the and a half years in a Belgian orphanage that was run by the Gestapo. And then my dad was orphanage that was run by the Gestapo. And then my dad was just 4 years old when all of Gestapo. And then my dad was just 4 years old when all of this happened. But my family just 4 years old when all of this happened. But my family was lucky. There's a lot more this happened. But my family was lucky. There's a lot more to it than that. But they all
survived. I tell my story to it than that. But they all survived. I tell my story often because while it is survived. I tell my story often because while it is obviously steeped in tragedy often because while it is obviously steeped in tragedy is ultimately a story of obviously steeped in tragedy is ultimately a story of resilience and hope framed by is ultimately a story of resilience and hope framed by the selfless act of many up resilience and hope framed by the selfless act of many up standards, many of whom are the selfless act of many up standards, many of whom are not Jewish. In fact, as I told standards, many of whom are not Jewish. In fact, as I told it last week during Yom not Jewish. In fact, as I told it last week during Yom Hashoah Holocaust Remembrance it last week during Yom Hashoah Holocaust Remembrance Day, someone told me that they Hashoah Holocaust Remembrance Day, someone told me that they actually found it uplifting. Day, someone told me that they actually found it uplifting. My dad used to tell it to actually found it uplifting. My dad used to tell it to students in self, but like so My dad used to tell it to students in self, but like so many survivors, he's no longer students in self, but like so many survivors, he's no longer here to do that. For him. I many survivors, he's no longer here to do that. For him. I continue to tell our story and
Jcrc program called McGee, you continue to tell our story and Jcrc program called McGee, you got to start paying Jcrc program called McGee, you got to start paying >> shout out. I helped train got to start paying >> shout out. I helped train other on second and 3rd >> shout out. I helped train other on second and 3rd generation to tell their other on second and 3rd generation to tell their stories. generation to tell their stories. >> So what we all want is to stories. >> So what we all want is to simply pass on the lessons >> So what we all want is to simply pass on the lessons from this to future simply pass on the lessons from this to future generations. I can't even put from this to future generations. I can't even put into words how proud I was generations. I can't even put into words how proud I was with my college age son. Who into words how proud I was with my college age son. Who went he was about to graduate with my college age son. Who went he was about to graduate next week from. went he was about to graduate next week from. >> Hebrew. What does by Xinhua
bureau? >> Hebrew. What does by Xinhua bureau? >> From Butler University. bureau? >> From Butler University. >> And if he he told it on his >> From Butler University. >> And if he he told it on his own accord to his fraternity >> And if he he told it on his own accord to his fraternity brothers. And that was just own accord to his fraternity brothers. And that was just that was a really big step for brothers. And that was just that was a really big step for me in the right direction. that was a really big step for me in the right direction. >> So after the war of my me in the right direction. >> So after the war of my dad's family is able to to >> So after the war of my dad's family is able to to move to us, he was just 15 dad's family is able to to move to us, he was just 15 going to school was not in the move to us, he was just 15 going to school was not in the cards for newly arrived going to school was not in the cards for newly arrived immigrants who had to start cards for newly arrived immigrants who had to start their lives from scratch. He immigrants who had to start their lives from scratch. He worked hard with small jobs in
Detroit and then the Garment worked hard with small jobs in Detroit and then the Garment district in New York. And at Detroit and then the Garment district in New York. And at that time, many Jews worked in district in New York. And at that time, many Jews worked in that industry because the jobs that time, many Jews worked in that industry because the jobs they've been trained for in that industry because the jobs they've been trained for in Europe like Diamond cutting, they've been trained for in Europe like Diamond cutting, which was what my grandfather Europe like Diamond cutting, which was what my grandfather did were hard to come by and a which was what my grandfather did were hard to come by and a humble brag. My dad was so did were hard to come by and a humble brag. My dad was so stylish from working there humble brag. My dad was so stylish from working there that they nicknamed him the stylish from working there that they nicknamed him the scarf with because of the silk that they nicknamed him the scarf with because of the silk Ascot's that he fare. He met scarf with because of the silk Ascot's that he fare. He met my mom if years later and her Ascot's that he fare. He met my mom if years later and her family had been in the U.S. as my mom if years later and her family had been in the U.S. as well before the war. They family had been in the U.S. as well before the war. They immigrated from Russia. They well before the war. They immigrated from Russia. They lived a typical New York City immigrated from Russia. They lived a typical New York City existence in Brooklyn with
family occupying apartments existence in Brooklyn with family occupying apartments above and below them. My family occupying apartments above and below them. My grandfather operated a hot dog above and below them. My grandfather operated a hot dog cart. They called in Frankfurt grandfather operated a hot dog cart. They called in Frankfurt are selling them for $0.5 each cart. They called in Frankfurt are selling them for $0.5 each and my grandmother like most are selling them for $0.5 each and my grandmother like most tuition and did not work and my grandmother like most tuition and did not work outside of the home but spent tuition and did not work outside of the home but spent her time kind of tending to outside of the home but spent her time kind of tending to everybody else. So for obvious her time kind of tending to everybody else. So for obvious reasons, early-on in my life everybody else. So for obvious reasons, early-on in my life being Jewish became an reasons, early-on in my life being Jewish became an important part of my identity. being Jewish became an important part of my identity. Despite living in Montgomery important part of my identity. Despite living in Montgomery County, the Jewish community Despite living in Montgomery County, the Jewish community was still a minority. Not County, the Jewish community was still a minority. Not surprising given that only 2% was still a minority. Not surprising given that only 2% of Americans are Jewish. I surprising given that only 2% of Americans are Jewish. I always kind of felt like we of Americans are Jewish. I always kind of felt like we are on the outskirts. always kind of felt like we are on the outskirts. Christmas time was always
pretty difficult. But as I got Christmas time was always pretty difficult. But as I got older, Christmas got easier. pretty difficult. But as I got older, Christmas got easier. When I realize we got to go to older, Christmas got easier. When I realize we got to go to the movies and Chinese food When I realize we got to go to the movies and Chinese food then I you know, I did end up the movies and Chinese food then I you know, I did end up marrying a nice Jewish boy then I you know, I did end up marrying a nice Jewish boy after we cross the bridge to marrying a nice Jewish boy after we cross the bridge to Virginia. And we found a very after we cross the bridge to Virginia. And we found a very small but welcoming community Virginia. And we found a very small but welcoming community here in in Louden to raise our small but welcoming community here in in Louden to raise our $0.2. Highs and lows to living here in in Louden to raise our $0.2. Highs and lows to living in an area with so few other $0.2. Highs and lows to living in an area with so few other Jewish people. They're in an area with so few other Jewish people. They're elementary teachers routinely Jewish people. They're elementary teachers routinely invited me in to share their elementary teachers routinely invited me in to share their holiday traditions, which I invited me in to share their holiday traditions, which I very much appreciated. But
every year we had to decide very much appreciated. But every year we had to decide between taking the boys out of every year we had to decide between taking the boys out of school to observe Rosh between taking the boys out of school to observe Rosh Hashanah and Yom Kippur or school to observe Rosh Hashanah and Yom Kippur or ensuring that they stayed on Hashanah and Yom Kippur or ensuring that they stayed on track in school. I was kept ensuring that they stayed on track in school. I was kept them out. But many of my track in school. I was kept them out. But many of my friends feel differently and them out. But many of my friends feel differently and sent their kids to school. so friends feel differently and sent their kids to school. so glad that LCPS now observes sent their kids to school. so glad that LCPS now observes not only our holiest holiday, glad that LCPS now observes not only our holiest holiday, but those of other face for not only our holiest holiday, but those of other face for both boys. That decision but those of other face for both boys. That decision helped them see the importance both boys. That decision helped them see the importance of tradition and feel the helped them see the importance of tradition and feel the power of community. And then of tradition and feel the power of community. And then came their bar mitzvah. It's power of community. And then came their bar mitzvah. It's what a great way to bring came their bar mitzvah. It's what a great way to bring their classmates into their what a great way to bring their classmates into their world. Their parties for super their classmates into their world. Their parties for super fun. Of course. But so many
other friends gave up Saturday fun. Of course. But so many other friends gave up Saturday morning sports practices or other friends gave up Saturday morning sports practices or other commitments to come morning sports practices or other commitments to come here, then read from the Torah other commitments to come here, then read from the Torah and connect that week's tour here, then read from the Torah and connect that week's tour reading to everyday lives. and connect that week's tour reading to everyday lives. Those who are powerful reading to everyday lives. Those who are powerful moments. But there were also Those who are powerful moments. But there were also moments that lent themselves moments. But there were also moments that lent themselves to education. And I'm going to moments that lent themselves to education. And I'm going to stop there. And I think that to education. And I'm going to stop there. And I think that back up when we talk about stop there. And I think that back up when we talk about great. Thank you. Thank you. back up when we talk about great. Thank you. Thank you. you have a very powerful story great. Thank you. Thank you. you have a very powerful story and I appreciate. you have a very powerful story and I appreciate. >> Sharing Thank you for all and I appreciate. >> Sharing Thank you for all the But you see I had making a >> Sharing Thank you for all the But you see I had making a last second. So I think our
next question is really going last second. So I think our next question is really going to be how has your sis school next question is really going to be how has your sis school supported you and what to be how has your sis school supported you and what connections to be made that supported you and what connections to be made that help to navigate be in a connections to be made that help to navigate be in a Jewish student and loud it help to navigate be in a Jewish student and loud it just because so few other Jewish student and loud it just because so few other Justin's. And what do you see just because so few other Justin's. And what do you see as resources that are helpful Justin's. And what do you see as resources that are helpful to you and other? And said I'm as resources that are helpful to you and other? And said I'm gonna start but the students to you and other? And said I'm gonna start but the students and that and then you 2 are gonna start but the students and that and then you 2 are going answer as adults. Lives and that and then you 2 are going answer as adults. Lives that we to go. First this going answer as adults. Lives that we to go. First this time. that we to go. First this time. >> So being a teen in Loudoun time. >> So being a teen in Loudoun County. I've Saying the events
of October 7th in leading County. I've Saying the events of October 7th in leading forward thing. The 2 in of October 7th in leading forward thing. The 2 in downtown Easton, very forward thing. The 2 in downtown Easton, very negative. I've received very downtown Easton, very negative. I've received very Anti-Semitic threats to me, my negative. I've received very Anti-Semitic threats to me, my friends because of identity. Anti-Semitic threats to me, my friends because of identity. I've been scared to come to friends because of identity. I've been scared to come to school many days because I'm I've been scared to come to school many days because I'm scared of like what they're school many days because I'm scared of like what they're going to do. I have we have a scared of like what they're going to do. I have we have a at my school and we have 2 going to do. I have we have a at my school and we have 2 adults. I can go to my school at my school and we have 2 adults. I can go to my school where I can talk to them. It's
just very a very unsafe where I can talk to them. It's just very a very unsafe environment to beat a just very a very unsafe environment to beat a especially my school. But to environment to beat a especially my school. But to anywhere in my area, it's very especially my school. But to anywhere in my area, it's very like and states. So, Alina, anywhere in my area, it's very like and states. So, Alina, let me ask the question on like and states. So, Alina, let me ask the question on that because we were going to let me ask the question on that because we were going to get to the challenges later. that because we were going to get to the challenges later. But you chose share some of get to the challenges later. But you chose share some of challenges now. Even if it's But you chose share some of challenges now. Even if it's before October 7, have there challenges now. Even if it's before October 7, have there been certain things that the before October 7, have there been certain things that the teachers, Don? been certain things that the teachers, Don? >> Having that does that teachers, Don? >> Having that does that happen? A Jewish group? Does >> Having that does that happen? A Jewish group? Does that help like? Are there happen? A Jewish group? Does that help like? Are there certain things that help a that help like? Are there certain things that help a little even if they don't? Go certain things that help a little even if they don't? Go and you can say no, I'm not.
not a leading question. Yes, and you can say no, I'm not. not a leading question. Yes, >> like even those that Js, I not a leading question. Yes, >> like even those that Js, I also have a little friend are >> like even those that Js, I also have a little friend are posed to us so we can do each also have a little friend are posed to us so we can do each other about challenges we face posed to us so we can do each other about challenges we face like think people have told us other about challenges we face like think people have told us and what we should say to them like think people have told us and what we should say to them and what not to say to them. and what we should say to them and what not to say to them. And just like people, we like and what not to say to them. And just like people, we like where little group so we can And just like people, we like where little group so we can talk to each other. But like where little group so we can talk to each other. But like anything we see, in my talk to each other. But like anything we see, in my teachers are very supportive anything we see, in my teachers are very supportive they better to use part of my teachers are very supportive they better to use part of my religion, but they're very they better to use part of my religion, but they're very kind about it. they like over religion, but they're very kind about it. they like over here, if you need us or if you
need to like, take a break you here, if you need us or if you need to like, take a break you can like going walk or need to like, take a break you can like going walk or something. Thank you, Linda. can like going walk or something. Thank you, Linda. Okay, Nathan, you want to something. Thank you, Linda. Okay, Nathan, you want to share and I want to say if you Okay, Nathan, you want to share and I want to say if you can on the positive, we will share and I want to say if you can on the positive, we will get a chance to say the can on the positive, we will get a chance to say the challenges after. get a chance to say the challenges after. >> So at independence, it's a challenges after. >> So at independence, it's a very welcoming community RJ Su >> So at independence, it's a very welcoming community RJ Su is definitely a safe place very welcoming community RJ Su is definitely a safe place where we can talk about is definitely a safe place where we can talk about whatever all of my teachers where we can talk about whatever all of my teachers are very supportive. The days
off are helpful. So I don't are very supportive. The days off are helpful. So I don't miss any school when I have off are helpful. So I don't miss any school when I have holidays. I feel like. They miss any school when I have holidays. I feel like. They dislike. Are they try to learn holidays. I feel like. They dislike. Are they try to learn more about my culture for our dislike. Are they try to learn more about my culture for our library. Every time there's more about my culture for our library. Every time there's like a. Black history month. library. Every time there's like a. Black history month. Jewish American Heritage like a. Black history month. Jewish American Heritage Month. They have a display in
their library with can educate Month. They have a display in their library with can educate you on the different correct? their library with can educate you on the different correct? on the different cultures. Us. you on the different correct? on the different cultures. Us. Thank you. It's a on the different cultures. Us. Thank you. It's a >> I find it really nice that Thank you. It's a >> I find it really nice that they have holidays. talk about >> I find it really nice that they have holidays. talk about Jewish holidays in the they have holidays. talk about Jewish holidays in the morning. Sometimes during peak Jewish holidays in the morning. Sometimes during peak lessons that we have. And I morning. Sometimes during peak lessons that we have. And I feel like it really gives up lessons that we have. And I feel like it really gives up opportunity for other students feel like it really gives up opportunity for other students to understand our culture and
our traditions. The holidays to understand our culture and our traditions. The holidays that we celebrate. I also have our traditions. The holidays that we celebrate. I also have very supportive friends, not that we celebrate. I also have very supportive friends, not very many that are Jewish, but very supportive friends, not very many that are Jewish, but that still under stance and very many that are Jewish, but that still under stance and are there for me. I have a few that still under stance and are there for me. I have a few great teachers, too. I'd like are there for me. I have a few great teachers, too. I'd like to shout out to Mr. De Next great teachers, too. I'd like to shout out to Mr. De Next supporting Me. Offering any to shout out to Mr. De Next supporting Me. Offering any help if I ever need something supporting Me. Offering any help if I ever need something very funny to talk to him. help if I ever need something very funny to talk to him. >> Top rank you. I want to
just. I assume everybody >> Top rank you. I want to just. I assume everybody realize JSA O J S you are the just. I assume everybody realize JSA O J S you are the Jewish student groups. But I realize JSA O J S you are the Jewish student groups. But I do find what I talked to Jewish student groups. But I do find what I talked to students that having those do find what I talked to students that having those groups having trust adults, students that having those groups having trust adults, having friends, that our groups having trust adults, having friends, that our support of all, you know, having friends, that our support of all, you know, makes the experience better. support of all, you know, makes the experience better. And I just want to share that makes the experience better. And I just want to share that because I know we are going And I just want to share that because I know we are going somehow it's not hard to how because I know we are going somehow it's not hard to how it is hard to Fs. Did you know somehow it's not hard to how it is hard to Fs. Did you know you want now? it is hard to Fs. Did you know you want now? >> So professionally, I will you want now? >> So professionally, I will say both is teacher and now as
an administrator, I felt very say both is teacher and now as an administrator, I felt very supported over the years. an administrator, I felt very supported over the years. >> To give context, I moved supported over the years. >> To give context, I moved here from Louisiana. My >> To give context, I moved here from Louisiana. My husband and I moved after here from Louisiana. My husband and I moved after Hurricane Katrina. So very husband and I moved after Hurricane Katrina. So very different environment living Hurricane Katrina. So very different environment living in Loudoun. From a teacher. I different environment living in Loudoun. From a teacher. I had incredible amount of in Loudoun. From a teacher. I had incredible amount of support bringing 400 had incredible amount of support bringing 400 sophomores every year to the support bringing 400 sophomores every year to the U.S. Holocaust Memorial sophomores every year to the U.S. Holocaust Memorial Museum. We brought in U.S. Holocaust Memorial Museum. We brought in survivors. Speakers actually Museum. We brought in survivors. Speakers actually about 7 years ago, we had an survivors. Speakers actually about 7 years ago, we had an Auschwitz camp survivor in about 7 years ago, we had an Auschwitz camp survivor in this very room speaking to our Auschwitz camp survivor in this very room speaking to our students. They were always
incredibly supportive on students. They were always incredibly supportive on helping me orchestrate incredibly supportive on helping me orchestrate everything with that. helping me orchestrate everything with that. >> And in my current role, I everything with that. >> And in my current role, I have the opportunity to be a >> And in my current role, I have the opportunity to be a thought partner and a lot of have the opportunity to be a thought partner and a lot of different capacities and bring thought partner and a lot of different capacities and bring my experience but not. different capacities and bring my experience but not. >> Just that. Also, my history my experience but not. >> Just that. Also, my history expertise to things I but >> Just that. Also, my history expertise to things I but incredibly supported by LCPS expertise to things I but incredibly supported by LCPS professionally as a parent, as incredibly supported by LCPS professionally as a parent, as I mentioned in from Louisiana, professionally as a parent, as I mentioned in from Louisiana, it definitely didn't grow up I mentioned in from Louisiana, it definitely didn't grow up having the holidays off. So it definitely didn't grow up having the holidays off. So really love that my children having the holidays off. So really love that my children have those holidays often really love that my children have those holidays often prompts discussions about it have those holidays often prompts discussions about it and not only that, but that prompts discussions about it and not only that, but that they get to learn so much
about the kids and their they get to learn so much about the kids and their communities holidays as well. about the kids and their communities holidays as well. So I think that's been communities holidays as well. So I think that's been something really incredible. So I think that's been something really incredible. And I know with something my something really incredible. And I know with something my husband I thought about when And I know with something my husband I thought about when we moved to this area. Not husband I thought about when we moved to this area. Not only that there's parts in we moved to this area. Not only that there's parts in there and I'll talk more about only that there's parts in there and I'll talk more about that in just a moment. But in there and I'll talk more about that in just a moment. But in the curriculum where they get that in just a moment. But in the curriculum where they get to share more about their the curriculum where they get to share more about their culture, a big core memory for to share more about their culture, a big core memory for We made the right move was my culture, a big core memory for We made the right move was my oldest who is now in 8th We made the right move was my oldest who is now in 8th grade. was in 3rd grade and oldest who is now in 8th grade. was in 3rd grade and 3rd grade has a culture grade. was in 3rd grade and 3rd grade has a culture project. And I remember him 3rd grade has a culture project. And I remember him coming home really excited to project. And I remember him coming home really excited to tell me the story. I'm he was coming home really excited to tell me the story. I'm he was partnered with someone who
they didn't know at the time partnered with someone who they didn't know at the time but had similar family they didn't know at the time but had similar family structure or one parent was but had similar family structure or one parent was Jewish and one parent was structure or one parent was Jewish and one parent was Christian and they discovered Jewish and one parent was Christian and they discovered that they were comparing how Christian and they discovered that they were comparing how they celebrated the holidays that they were comparing how they celebrated the holidays differently. And that was just they celebrated the holidays differently. And that was just something that was reaffirming differently. And that was just something that was reaffirming that like we made the right something that was reaffirming that like we made the right decision to be here. So that that like we made the right decision to be here. So that they set up felt incredibly decision to be here. So that they set up felt incredibly supported both personally and they set up felt incredibly supported both personally and professionally. supported both personally and professionally. >> So one of the biggest professionally. >> So one of the biggest things that Lions den to >> So one of the biggest things that Lions den to support. I definitely agree things that Lions den to support. I definitely agree that they've been very support. I definitely agree that they've been very supportive when I was Dominion
High School to Mannion and supportive when I was Dominion High School to Mannion and spearheaded something called High School to Mannion and spearheaded something called the Lown International Youth spearheaded something called the Lown International Youth Leadership Summit and it was the Lown International Youth Leadership Summit and it was where they brought like 100 Leadership Summit and it was where they brought like 100 students from different like where they brought like 100 students from different like 20 different countries here students from different like 20 different countries here and they on I had this idea 20 different countries here and they on I had this idea that I wanted to have this and they on I had this idea that I wanted to have this program called adopt a that I wanted to have this program called adopt a survivor where we brought in program called adopt a survivor where we brought in multiple Holocaust survivors. survivor where we brought in multiple Holocaust survivors. And we haven't talked to small multiple Holocaust survivors. And we haven't talked to small groups of children, children, And we haven't talked to small groups of children, children, students at the At the end, groups of children, children, students at the At the end, the students adopt them. It students at the At the end, the students adopt them. It will go home to their home the students adopt them. It will go home to their home countries and they would tell will go home to their home countries and they would tell on Holocaust remembrance countries and they would tell on Holocaust remembrance states. Those stories and it
wasn't even a question like states. Those stories and it wasn't even a question like they just said, OK, let's make wasn't even a question like they just said, OK, let's make this a part of the program and they just said, OK, let's make this a part of the program and it became a big part of the this a part of the program and it became a big part of the program and it went on for I it became a big part of the program and it went on for I think, 5 years where we're program and it went on for I think, 5 years where we're able to bring in the survivors think, 5 years where we're able to bring in the survivors and have these conversations able to bring in the survivors and have these conversations and look at the LCPS website. and have these conversations and look at the LCPS website. They did a 10 minute video and look at the LCPS website. They did a 10 minute video that won a regional Emmy Award They did a 10 minute video that won a regional Emmy Award about that program. So I felt that won a regional Emmy Award about that program. So I felt supported in that way on. I about that program. So I felt supported in that way on. I think that I'm not here to supported in that way on. I think that I'm not here to chase. Cool. And, you know, I think that I'm not here to chase. Cool. And, you know, I got there and my principle, chase. Cool. And, you know, I got there and my principle, it's just like whatever I got there and my principle, it's just like whatever I wanted to do 2 because they
just never had a Jewish wanted to do 2 because they just never had a Jewish student union. They just don't just never had a Jewish student union. They just don't have a lot of Jewish students student union. They just don't have a lot of Jewish students there. I decided that my small have a lot of Jewish students there. I decided that my small little Lake, 3 person Jsu was there. I decided that my small little Lake, 3 person Jsu was going to do lack a palooza for little Lake, 3 person Jsu was going to do lack a palooza for Hanukkah and they just made it going to do lack a palooza for Hanukkah and they just made it happen. They help me set up Hanukkah and they just made it happen. They help me set up the tables. They didn't. serve happen. They help me set up the tables. They didn't. serve little Trader Joe's. It's a the tables. They didn't. serve little Trader Joe's. It's a lot cousin. You know, had a little Trader Joe's. It's a lot cousin. You know, had a sour cream verse applesauce lot cousin. You know, had a sour cream verse applesauce debate. And but it was just sour cream verse applesauce debate. And but it was just his willingness and all the debate. And but it was just his willingness and all the administration's willingness his willingness and all the administration's willingness to help us do that was really administration's willingness to help us do that was really on. just felt really, really to help us do that was really on. just felt really, really good at all. So it to Mannion.
One thing we did was connected good at all. So it to Mannion. One thing we did was connected with Muslim Student One thing we did was connected with Muslim Student Association and there's a lot with Muslim Student Association and there's a lot of support from both of those Association and there's a lot of support from both of those groups there. And that was of support from both of those groups there. And that was annual potluck and brought in groups there. And that was annual potluck and brought in speakers that was really good. annual potluck and brought in speakers that was really good. So I think I think, you know, speakers that was really good. So I think I think, you know, it comes from the top down. So I think I think, you know, it comes from the top down. And I think if your it comes from the top down. And I think if your administration is supporting And I think if your administration is supporting what you do that that can go a administration is supporting what you do that that can go a long way. Wonderful. Great. what you do that that can go a long way. Wonderful. Great. Thank you for sharing. All of long way. Wonderful. Great. Thank you for sharing. All of those positive things. It's Thank you for sharing. All of those positive things. It's great and I. those positive things. It's great and I. >> I. So before we start a great and I. >> I. So before we start a transition to talk about why >> I. So before we start a transition to talk about why complicate things I just want transition to talk about why complicate things I just want to say that since October 7th,
when Hamas attacked Israel, I to say that since October 7th, when Hamas attacked Israel, I think for the Jewish people, I when Hamas attacked Israel, I think for the Jewish people, I mean, I'm not gonna get into think for the Jewish people, I mean, I'm not gonna get into what just people. That is our mean, I'm not gonna get into what just people. That is our But in America, its been sort what just people. That is our But in America, its been sort of the hardest moment for the But in America, its been sort of the hardest moment for the Jewish community in my of the hardest moment for the Jewish community in my lifetime. And I think there's Jewish community in my lifetime. And I think there's still trauma related to that. lifetime. And I think there's still trauma related to that. And I know I mean, I think still trauma related to that. And I know I mean, I think Lena spoke to a little bit And I know I mean, I think Lena spoke to a little bit that I think and I imagine, Lena spoke to a little bit that I think and I imagine, although I don't want to speak that I think and I imagine, although I don't want to speak for you guys, you got a chance although I don't want to speak for you guys, you got a chance to speak again. That being for you guys, you got a chance to speak again. That being Israeli doesn't help. I want
this all to be about Israeli doesn't help. I want this all to be about celebration of the Jewish this all to be about celebration of the Jewish American heritage, but I don't celebration of the Jewish American heritage, but I don't want to have 5 people are not American heritage, but I don't want to have 5 people are not given the opportunity talk want to have 5 people are not given the opportunity talk about some of the challenges given the opportunity talk about some of the challenges that maybe we can work on make about some of the challenges that maybe we can work on make better. So I'm going to open that maybe we can work on make better. So I'm going to open it up to you is to say. To all better. So I'm going to open it up to you is to say. To all of you about. If you want to it up to you is to say. To all of you about. If you want to share, shown see a face and of you about. If you want to share, shown see a face and any thoughts about how your share, shown see a face and any thoughts about how your peers or your school. So that any thoughts about how your peers or your school. So that you weren't in the Heart peers or your school. So that you weren't in the Heart situations. And I think we you weren't in the Heart situations. And I think we will again start with the situations. And I think we will again start with the students and then move on to
the adults that he has not students and then move on to the adults that he has not started. Eva, have you start the adults that he has not started. Eva, have you start now? You started first, started. Eva, have you start now? You started first, Nathan. now? You started first, Nathan. >> So I haven't particularly Nathan. >> So I haven't particularly facing challenges at my >> So I haven't particularly facing challenges at my school. I love that. Sorry. I facing challenges at my school. I love that. Sorry. I can't speak for any other school. I love that. Sorry. I can't speak for any other schools. Obviously. But can't speak for any other schools. Obviously. But independence is definitely a schools. Obviously. But independence is definitely a welcoming community. I know independence is definitely a welcoming community. I know that my whole jsu hasn't faced welcoming community. I know that my whole jsu hasn't faced any Anti-Semitic comments and that my whole jsu hasn't faced any Anti-Semitic comments and I have friends who are any Anti-Semitic comments and I have friends who are definitely. Muslim
Palestinian, but we all. Still definitely. Muslim Palestinian, but we all. Still collaborate and we don't. Palestinian, but we all. Still collaborate and we don't. Focus on each other's views on collaborate and we don't. Focus on each other's views on that whole situation. Focus on each other's views on that whole situation. Beautiful. Thank Okay. If you that whole situation. Beautiful. Thank Okay. If you want Beautiful. Thank Okay. If you want >> I personally have not had want >> I personally have not had any Anti-Semitic remarks >> I personally have not had any Anti-Semitic remarks against me, but I've certainly any Anti-Semitic remarks against me, but I've certainly >> heard very few
>> it. >> heard very few >> it. >> know that there's not very >> it. >> know that there's not very many Jewish students in this >> know that there's not very many Jewish students in this community. I don't have very many Jewish students in this community. I don't have very many Jewish friends to turn community. I don't have very many Jewish friends to turn to. I do have a few friends many Jewish friends to turn to. I do have a few friends that. Muslim. And they do not to. I do have a few friends that. Muslim. And they do not say anything. mean, they I are that. Muslim. And they do not say anything. mean, they I are very sweet. say anything. mean, they I are very sweet. >> So this so before October,
7th kindergarten. I believe >> So this so before October, 7th kindergarten. I believe when I 6 a kid told me I was 7th kindergarten. I believe when I 6 a kid told me I was going to. A l because I didn't when I 6 a kid told me I was going to. A l because I didn't believe in the Lord and Savior going to. A l because I didn't believe in the Lord and Savior Jesus Christ and I went whoa believe in the Lord and Savior Jesus Christ and I went whoa much my mom about it. And I Jesus Christ and I went whoa much my mom about it. And I was like, what does this mean? much my mom about it. And I was like, what does this mean? And she was like, well, you're was like, what does this mean? And she was like, well, you're in Grand Lake. Don't like it. And she was like, well, you're in Grand Lake. Don't like it. You're talking about it. And in Grand Lake. Don't like it. You're talking about it. And then after October 7th, my You're talking about it. And then after October 7th, my school the Arab American Club then after October 7th, my school the Arab American Club in my school posted about school the Arab American Club in my school posted about Palestinian walkout. And I was in my school posted about Palestinian walkout. And I was kind of interesting, but maybe
I should just go and see what kind of interesting, but maybe I should just go and see what it's about. And I saw staff I should just go and see what it's about. And I saw staff members councilors every staff it's about. And I saw staff members councilors every staff member staff members at my members councilors every staff member staff members at my school team a school shouting member staff members at my school team a school shouting from the river to the Sea. school team a school shouting from the river to the Sea. Palestine will be free. And I from the river to the Sea. Palestine will be free. And I sat there and I looked like I Palestine will be free. And I sat there and I looked like I was about cry. I was about of sat there and I looked like I was about cry. I was about of run like. Home. But I didn't. was about cry. I was about of run like. Home. But I didn't. And I was like. What is going run like. Home. But I didn't. And I was like. What is going on? And from that moment, I And I was like. What is going on? And from that moment, I like look to staff members a on? And from that moment, I like look to staff members a little differently. I had a like look to staff members a little differently. I had a talk in my star, David,
because I was afraid of talk in my star, David, because I was afraid of people. I remember a week because I was afraid of people. I remember a week later I was in lunch line and people. I remember a week later I was in lunch line and a group of boys came over to later I was in lunch line and a group of boys came over to me and they were like Yo, can a group of boys came over to me and they were like Yo, can you buy us lunch? And I was me and they were like Yo, can you buy us lunch? And I was like why? And they're like, you buy us lunch? And I was like why? And they're like, well, user Jewish money for like why? And they're like, well, user Jewish money for it. And I was like, what is well, user Jewish money for it. And I was like, what is that? Me? And he was like, it. And I was like, what is that? Me? And he was like, well, you know, Jews are like that? Me? And he was like, well, you know, Jews are like the richest people still like well, you know, Jews are like the richest people still like it. You buy food. I was like the richest people still like it. You buy food. I was like because a lot of us can my it. You buy food. I was like because a lot of us can my money on you. And he was like, because a lot of us can my money on you. And he was like, whatever. And then so that money on you. And he was like, whatever. And then so that brought was at history. We whatever. And then so that brought was at history. We were learning about Judaism.
We're learning about this in were learning about Judaism. We're learning about this in straight day, but they need to We're learning about this in straight day, but they need to do something very, very short. straight day, but they need to do something very, very short. It was the shortest when they do something very, very short. It was the shortest when they talked about Christianity. It was the shortest when they talked about Christianity. What Christianity was the talked about Christianity. What Christianity was the longest one and Buddhism was What Christianity was the longest one and Buddhism was not as short as and I didn't longest one and Buddhism was not as short as and I didn't say anything out there and and not as short as and I didn't say anything out there and and then we took us a year to get say anything out there and and then we took us a year to get a J because a whole bunch of then we took us a year to get a J because a whole bunch of Palestinian kids and their a J because a whole bunch of Palestinian kids and their kids. So they would jump Palestinian kids and their kids. So they would jump people who joined the JSA, the kids. So they would jump people who joined the JSA, the Jsu. So in the hallways, I get
remarks about my star David Jsu. So in the hallways, I get remarks about my star David and people were like a you remarks about my star David and people were like a you should take it off because it and people were like a you should take it off because it doesn't exist to me. So I went should take it off because it doesn't exist to me. So I went home time. My mom and I was doesn't exist to me. So I went home time. My mom and I was like, I'm just going to for a home time. My mom and I was like, I'm just going to for a star, David for a couple like, I'm just going to for a star, David for a couple months. And she's like, OK, do star, David for a couple months. And she's like, OK, do it makes you comfortable? And months. And she's like, OK, do it makes you comfortable? And that's what started wearing it it makes you comfortable? And that's what started wearing it again. And something happened that's what started wearing it again. And something happened very recently. I was in bio again. And something happened very recently. I was in bio and I notice one of my friends very recently. I was in bio and I notice one of my friends had she turned on her phone and I notice one of my friends had she turned on her phone and her clock wasn't in had she turned on her phone and her clock wasn't in numbers is an Abbott and I and her clock wasn't in numbers is an Abbott and I asked her about it. I was like numbers is an Abbott and I asked her about it. I was like a languages that into Arabic.
And I was like, oh, I want the a languages that into Arabic. And I was like, oh, I want the Middle East in club and I was And I was like, oh, I want the Middle East in club and I was very excited about it because Middle East in club and I was very excited about it because I was like tying another front very excited about it because I was like tying another front about joining the Middle I was like tying another front about joining the Middle Eastern Club because I'm about joining the Middle Eastern Club because I'm Israeli and she was like, go Eastern Club because I'm Israeli and she was like, go for it. And I told her and I Israeli and she was like, go for it. And I told her and I was like, oh, I'm Israeli. And for it. And I told her and I was like, oh, I'm Israeli. And she looked me up and down and was like, oh, I'm Israeli. And she looked me up and down and said that does that country she looked me up and down and said that does that country just not to me, it is said that does that country just not to me, it is Palestine. And I remember I just not to me, it is Palestine. And I remember I walked away about a cry and Palestine. And I remember I walked away about a cry and bio and then from that moment walked away about a cry and bio and then from that moment on, I was like, tell my mom bio and then from that moment on, I was like, tell my mom every single time when this on, I was like, tell my mom every single time when this happened. I did feel happy to
to my school. no, I shouldn't happened. I did feel happy to to my school. no, I shouldn't be embarrassed to be a 2. But to my school. no, I shouldn't be embarrassed to be a 2. But since late October, some be embarrassed to be a 2. But since late October, some moving forward of been like since late October, some moving forward of been like sort of ashamed of being a 2. moving forward of been like sort of ashamed of being a 2. And then I joined a support sort of ashamed of being a 2. And then I joined a support group could which is very it, And then I joined a support group could which is very it, which is international. And group could which is very it, which is international. And ever since I joined that which is international. And ever since I joined that group, it's been like a ever since I joined that group, it's been like a support group for everybody group, it's been like a support group for everybody and that's been very support group for everybody and that's been very supportive. But yeah. Thank and that's been very supportive. But yeah. Thank you. That thank you for sure. supportive. But yeah. Thank you. That thank you for sure. And that's not Okay. And the you. That thank you for sure. And that's not Okay. And the key. know you're talking from
a different perspective. First key. know you're talking from a different perspective. First of just thank you for your a different perspective. First of just thank you for your honesty. I think that. of just thank you for your honesty. I think that. >> It's hard to hear those honesty. I think that. >> It's hard to hear those things and it hurts my heart >> It's hard to hear those things and it hurts my heart to hear those things. But I things and it hurts my heart to hear those things. But I think that when you're a to hear those things. But I think that when you're a really small minority in a big think that when you're a really small minority in a big school and there are a lot of really small minority in a big school and there are a lot of on just series typical tropes school and there are a lot of on just series typical tropes that go really far back in on just series typical tropes that go really far back in time. We have to we have to do that go really far back in time. We have to we have to do something to counteract that. time. We have to we have to do something to counteract that. As a as a parent. My my sons,
they had a couple of things As a as a parent. My my sons, they had a couple of things that happened and yeah, we'll they had a couple of things that happened and yeah, we'll go into the well. I'll tell that happened and yeah, we'll go into the well. I'll tell you 1, 1, of the stories, but go into the well. I'll tell you 1, 1, of the stories, but I think that a lot of times you 1, 1, of the stories, but I think that a lot of times what students tend to do and I think that a lot of times what students tend to do and see this a lot as a teacher what students tend to do and see this a lot as a teacher is, you it's just a joke. It's see this a lot as a teacher is, you it's just a joke. It's just a joke. And then they can is, you it's just a joke. It's just a joke. And then they can say whatever they want. If just a joke. And then they can say whatever they want. If they're saying it's just a say whatever they want. If they're saying it's just a joke. And so my my youngest they're saying it's just a joke. And so my my youngest son's name is Evan. you know, joke. And so my my youngest son's name is Evan. you know, mentioned before his bar son's name is Evan. you know, mentioned before his bar mitzvah, we had all these mentioned before his bar mitzvah, we had all these people come and then I looked mitzvah, we had all these people come and then I looked at like that. We have a little people come and then I looked at like that. We have a little caricature thing. Everyone
signed it. caricature thing. Everyone signed it. >> And people were like way to signed it. >> And people were like way to go oven. >> And people were like way to go oven. >> That was his nickname. Know go oven. >> That was his nickname. Know a lot of these kids knew that >> That was his nickname. Know a lot of these kids knew that Evan had a grandfather that a lot of these kids knew that Evan had a grandfather that was a Holocaust survivor. And Evan had a grandfather that was a Holocaust survivor. And they're like, oh, it's just a was a Holocaust survivor. And they're like, oh, it's just a joke. I'm not sure if they they're like, oh, it's just a joke. I'm not sure if they knew or they didn't. So I joke. I'm not sure if they knew or they didn't. So I think that in terms of what we knew or they didn't. So I think that in terms of what we can do about this, think it's think that in terms of what we can do about this, think it's that type of education. And, can do about this, think it's that type of education. And, you know, on. Like Leno was that type of education. And, you know, on. Like Leno was saying, like it's if we're not you know, on. Like Leno was saying, like it's if we're not going to get if the units that
small, it's not just about going to get if the units that small, it's not just about teaching about the Holocaust. small, it's not just about teaching about the Holocaust. We have to understand who the teaching about the Holocaust. We have to understand who the Jewish people are as a people We have to understand who the Jewish people are as a people and what has happened over the Jewish people are as a people and what has happened over the past 2000 years, not over the and what has happened over the past 2000 years, not over the past 100 years and it is, you past 2000 years, not over the past 100 years and it is, you know, exposing our our past 100 years and it is, you know, exposing our our students to that. And that's know, exposing our our students to that. And that's thing to going to talk more students to that. And that's thing to going to talk more about that with curriculum. I thing to going to talk more about that with curriculum. I also think there's power in about that with curriculum. I also think there's power in conversation and I think that also think there's power in conversation and I think that but it's hard for students to conversation and I think that but it's hard for students to just get into that but it's hard for students to just get into that conversation. I think that we just get into that conversation. I think that we as adults have to figure out conversation. I think that we as adults have to figure out ways to facilitate those types as adults have to figure out ways to facilitate those types of conversations so that they ways to facilitate those types of conversations so that they can talk honestly. The worst
thing of all of this is that I can talk honestly. The worst thing of all of this is that I can't I can't wrapped my hands thing of all of this is that I can't I can't wrapped my hands around the fact that Jewish can't I can't wrapped my hands around the fact that Jewish students are free to show around the fact that Jewish students are free to show their Judaism in public in students are free to show their Judaism in public in school. And I just think their Judaism in public in school. And I just think that's a travesty. And I think school. And I just think that's a travesty. And I think that is something that that's a travesty. And I think that is something that absolutely 100% has to change. that is something that absolutely 100% has to change. >> I want to thank you all absolutely 100% has to change. >> I want to thank you all again for sharing and also >> I want to thank you all again for sharing and also share up front like carrying again for sharing and also share up front like carrying my own trauma. I was a teacher share up front like carrying my own trauma. I was a teacher from what happened to me when my own trauma. I was a teacher from what happened to me when I was. from what happened to me when I was. >> A student in school and I was. >> A student in school and being made fun of in those >> A student in school and being made fun of in those types of things.
>> Actually led me to conceal types of things. >> Actually led me to conceal that about my identity for my >> Actually led me to conceal that about my identity for my first couple years as a that about my identity for my first couple years as a teacher. And then when I first couple years as a teacher. And then when I started, the sheriff did teacher. And then when I started, the sheriff did realize the power that it had started, the sheriff did realize the power that it had and it did encourage students realize the power that it had and it did encourage students to connect with me. I heard to and it did encourage students to connect with me. I heard to shout out to Mister De Matz to connect with me. I heard to shout out to Mister De Matz and I you know, I realize that shout out to Mister De Matz and I you know, I realize that did shift how I thought about and I you know, I realize that did shift how I thought about how I approach that with did shift how I thought about how I approach that with students. But I really want to how I approach that with students. But I really want to talk a little more about what students. But I really want to talk a little more about what I've done professionally kind talk a little more about what I've done professionally kind of challenge. We've navigated I've done professionally kind of challenge. We've navigated in my role. I don't just of challenge. We've navigated in my role. I don't just develop curriculum but also in my role. I don't just develop curriculum but also help teachers navigate that develop curriculum but also help teachers navigate that and with social studies, there
are lots of topics that might and with social studies, there are lots of topics that might be be tough. And in my are lots of topics that might be be tough. And in my finishing up my 4th year in be be tough. And in my finishing up my 4th year in this role and early on work to finishing up my 4th year in this role and early on work to create frameworks for how to this role and early on work to create frameworks for how to teach topics that were create frameworks for how to teach topics that were considered part of history or teach topics that were considered part of history or sensitive things like the considered part of history or sensitive things like the Holocaust. But also things sensitive things like the Holocaust. But also things that are controversial things Holocaust. But also things that are controversial things that people are widely that are controversial things that people are widely debating in public forum. one that people are widely debating in public forum. one of the things we realized debating in public forum. one of the things we realized there was a lot of power in of the things we realized there was a lot of power in leveraging different community there was a lot of power in leveraging different community groups and that process. In leveraging different community groups and that process. In fact, the Equity Committee a groups and that process. In fact, the Equity Committee a couple years ago had provided fact, the Equity Committee a couple years ago had provided feedback on that framework and couple years ago had provided feedback on that framework and the policy and the feedback on that framework and the policy and the professional development that the policy and the professional development that accompany that but really all
of this came to life in the accompany that but really all of this came to life in the wake of October, 7th and some of this came to life in the wake of October, 7th and some of the protests that did occur wake of October, 7th and some of the protests that did occur at our schools. We partnered of the protests that did occur at our schools. We partnered with the at Dei offices. Well, at our schools. We partnered with the at Dei offices. Well, that supported us in this and with the at Dei offices. Well, that supported us in this and we I knew coming up that are that supported us in this and we I knew coming up that are world history to teachers we I knew coming up that are world history to teachers would have to teach about the world history to teachers would have to teach about the Israeli Palestinian conflict. would have to teach about the Israeli Palestinian conflict. That is something that is Israeli Palestinian conflict. That is something that is actually in their history That is something that is actually in their history standards. And so one of the actually in their history standards. And so one of the things I know is that was standards. And so one of the things I know is that was going to be particularly things I know is that was going to be particularly challenging topic for our going to be particularly challenging topic for our teachers that year. And for
our students and our teachers that year. And for our students and our communities. And so one of the our students and our communities. And so one of the things we did early on is we communities. And so one of the things we did early on is we partnered with our Jewish things we did early on is we partnered with our Jewish community. So Sarah was one of partnered with our Jewish community. So Sarah was one of the members of that along with community. So Sarah was one of the members of that along with some of the rabbis from our the members of that along with some of the rabbis from our local synagogues. But we also some of the rabbis from our local synagogues. But we also partnered with the Palestinian local synagogues. But we also partnered with the Palestinian community and what it looked partnered with the Palestinian community and what it looked to do is develop a lesson that community and what it looked to do is develop a lesson that was more scripted, probably to do is develop a lesson that was more scripted, probably the most of our lessons that was more scripted, probably the most of our lessons that would be in a curriculum. And the most of our lessons that would be in a curriculum. And we set out with the idea of would be in a curriculum. And we set out with the idea of it's not saying everybody is we set out with the idea of it's not saying everybody is going to walk away, agreeing it's not saying everybody is going to walk away, agreeing with every last piece of this going to walk away, agreeing with every last piece of this lesson. But we need to get to with every last piece of this lesson. But we need to get to a point where we feel this is lesson. But we need to get to a point where we feel this is being presented in a way that a point where we feel this is being presented in a way that we feel comfortable for our being presented in a way that we feel comfortable for our students to be pretty. And so
we went through multiple feet students to be pretty. And so we went through multiple feet backgrounds from the initial we went through multiple feet backgrounds from the initial conception of what is the backgrounds from the initial conception of what is the driving question. We utilized conception of what is the driving question. We utilized our frameworks, which is driving question. We utilized our frameworks, which is really presenting students our frameworks, which is really presenting students with those sources and letting really presenting students with those sources and letting them draw their own with those sources and letting them draw their own conclusions in creating those them draw their own conclusions in creating those spaces where there's clear conclusions in creating those spaces where there's clear norms and expectations on how spaces where there's clear norms and expectations on how we're going to interact with norms and expectations on how we're going to interact with each other. And as I we're going to interact with each other. And as I mentioned, so feedback was each other. And as I mentioned, so feedback was provided multiple times, mentioned, so feedback was provided multiple times, including on the resources. provided multiple times, including on the resources. And then at the end of the including on the resources. And then at the end of the process, when we sent out the And then at the end of the process, when we sent out the less into our schools, we gave process, when we sent out the less into our schools, we gave both communities opportunities less into our schools, we gave both communities opportunities to address our principals and both communities opportunities to address our principals and teachers to talk about what to address our principals and teachers to talk about what are families might be going
through while this content is are families might be going through while this content is being presented. So that's through while this content is being presented. So that's been one of the challenges. being presented. So that's been one of the challenges. But it's something that I I been one of the challenges. But it's something that I I hope to continue to navigate But it's something that I I hope to continue to navigate with community. I think hope to continue to navigate with community. I think there's a lot of power in that with community. I think there's a lot of power in that and I hope in the future that there's a lot of power in that and I hope in the future that that support to all it does and I hope in the future that that support to all it does break my heart. When I hear that support to all it does break my heart. When I hear like, you know, certain break my heart. When I hear like, you know, certain religions are getting more like, you know, certain religions are getting more attention. We really work to religions are getting more attention. We really work to do a lot with that in our attention. We really work to do a lot with that in our curriculum. But I you will do a lot with that in our curriculum. But I you will give me nor the strive for. curriculum. But I you will give me nor the strive for. >> I literally 8 or it's give me nor the strive for. >> I literally 8 or it's something really quick. So in
4th grade in my elementary something really quick. So in 4th grade in my elementary school, I know we learn about 4th grade in my elementary school, I know we learn about the Holocaust, but they only school, I know we learn about the Holocaust, but they only touch so that for 10 minutes. the Holocaust, but they only touch so that for 10 minutes. And I like looked my teacher touch so that for 10 minutes. And I like looked my teacher and I told him straight up. And I like looked my teacher and I told him straight up. >> I want to more about the and I told him straight up. >> I want to more about the Holocaust. >> I want to more about the Holocaust. >> And I don't know what it Holocaust. >> And I don't know what it is. So can you tell me what it >> And I don't know what it is. So can you tell me what it is because they only went over is. So can you tell me what it is because they only went over like one side of it. And it is because they only went over like one side of it. And it was only 5 minutes. So my like one side of it. And it was only 5 minutes. So my history teacher will mate was only 5 minutes. So my history teacher will mate teacher when he was my duty to history teacher will mate teacher when he was my duty to I mean, he made like a whole teacher when he was my duty to I mean, he made like a whole side show about for me just I mean, he made like a whole side show about for me just about the Holocaust and like side show about for me just about the Holocaust and like because they don't really about the Holocaust and like because they don't really teach with the Holocaust in because they don't really teach with the Holocaust in schools in general, the only
thing that teach about and schools in general, the only thing that teach about and about in world history is thing that teach about and about in world history is Judaism, which is a day only about in world history is Judaism, which is a day only 90 minutes and they talk about Judaism, which is a day only 90 minutes and they talk about the Holocaust for a day and 90 minutes and they talk about the Holocaust for a day and world history, which is what the Holocaust for a day and world history, which is what my teacher told me because I world history, which is what my teacher told me because I asked I was like, I with the my teacher told me because I asked I was like, I with the Holocaust to use like, yeah, asked I was like, I with the Holocaust to use like, yeah, but it's not a lot like we're Holocaust to use like, yeah, but it's not a lot like we're learning more about Hitler. but it's not a lot like we're learning more about Hitler. And I want to be like I want learning more about Hitler. And I want to be like I want to know about the Holocaust. I And I want to be like I want to know about the Holocaust. I don't know about Hitler was. to know about the Holocaust. I don't know about Hitler was. But I was would like to look don't know about Hitler was. But I was would like to look for leaks in the curriculum
like moving forward that they for leaks in the curriculum like moving forward that they talk about the Holocaust like moving forward that they talk about the Holocaust because my brothers are in 7th talk about the Holocaust because my brothers are in 7th grade and they want to know because my brothers are in 7th grade and they want to know more about where they came grade and they want to know more about where they came from. Not who started the more about where they came from. Not who started the Holocaust. They want to know from. Not who started the Holocaust. They want to know more about what happened Holocaust. They want to know more about what happened during the Holocaust, who the more about what happened during the Holocaust, who the Nazis were and what they did. during the Holocaust, who the Nazis were and what they did. So I would like look forward Nazis were and what they did. So I would like look forward to like learning more about So I would like look forward to like learning more about that in schools collection. to like learning more about that in schools collection. Talk of the like I love that in schools collection. Talk of the like I love talking about it in school, Talk of the like I love talking about it in school, but I don't like talking about talking about it in school, but I don't like talking about it when that happens for a day but I don't like talking about it when that happens for a day and they won't forget about it when that happens for a day and they won't forget about it. So yeah.
>> I see you in the future and it. So yeah. >> I see you in the future and Daniel's job. I'm just saying >> I see you in the future and Daniel's job. I'm just saying you want to have some fun. Daniel's job. I'm just saying you want to have some fun. >> I also agree that my you want to have some fun. >> I also agree that my school, they do. You explain a >> I also agree that my school, they do. You explain a little bit about the Holocaust school, they do. You explain a little bit about the Holocaust and Anti-Semitism, but it little bit about the Holocaust and Anti-Semitism, but it would be nice if they could and Anti-Semitism, but it would be nice if they could say more about American Jews would be nice if they could say more about American Jews who contributed who are say more about American Jews who contributed who are famous? literature science and who contributed who are famous? literature science and math.
>> Which one it could plug for math. >> Which one it could plug for Jewish American Heritage >> Which one it could plug for Jewish American Heritage Month. so, yes, that is that Jewish American Heritage Month. so, yes, that is that that's a question that we're Month. so, yes, that is that that's a question that we're just going to be. One more that's a question that we're just going to be. One more questions. I want to open it just going to be. One more questions. I want to open it up. If people have questions I questions. I want to open it up. If people have questions I want to show you to share and up. If people have questions I want to show you to share and I would start with the want to show you to share and I would start with the students. Are you guys is how I would start with the students. Are you guys is how how do you feel you're students. Are you guys is how how do you feel you're contributing to educating how do you feel you're contributing to educating other people about Jewish contributing to educating other people about Jewish American heritage? Besides other people about Jewish American heritage? Besides coming to present novice now, American heritage? Besides coming to present novice now, which is huge. That's a big coming to present novice now, which is huge. That's a big way. But if there's other I which is huge. That's a big way. But if there's other I things you're doing, are you way. But if there's other I things you're doing, are you aspire to do if you could things you're doing, are you aspire to do if you could share? Well, I love talking
about it because that makes me share? Well, I love talking about it because that makes me will don't stand out? But I about it because that makes me will don't stand out? But I love talking about it. will don't stand out? But I love talking about it. >> when I was in elementary love talking about it. >> when I was in elementary school, I brought lock has >> when I was in elementary school, I brought lock has Iraq trails and guilt like school, I brought lock has Iraq trails and guilt like every Hanukkah. Because I love Iraq trails and guilt like every Hanukkah. Because I love celebrating about it. And every Hanukkah. Because I love celebrating about it. And middle school and celebrating about it. And middle school and presentations about Passover middle school and presentations about Passover and then points the Passover. presentations about Passover and then points the Passover. And I love talking to my and then points the Passover. And I love talking to my teachers about it because they And I love talking to my teachers about it because they would ask the questions to be teachers about it because they would ask the questions to be like, oh, what is this would ask the questions to be like, oh, what is this holiday? What does that mean? like, oh, what is this holiday? What does that mean? Because we would have also it holiday? What does that mean? Because we would have also it and I love talking about and
what I have my promise eye. and I love talking about and what I have my promise eye. >> will I love talking about what I have my promise eye. >> will I love talking about where I love to talk about. It >> will I love talking about where I love to talk about. It isn't because Judaism has been where I love to talk about. It isn't because Judaism has been a very part of my life. So isn't because Judaism has been a very part of my life. So when my confirmation a very part of my life. So when my confirmation confirmation at the end of when my confirmation confirmation at the end of May, and I'm just going to be confirmation at the end of May, and I'm just going to be talking about why Love City May, and I'm just going to be talking about why Love City isn't so much because like talking about why Love City isn't so much because like funding, Jewish bike, it's isn't so much because like funding, Jewish bike, it's different. But I love talking funding, Jewish bike, it's different. But I love talking about my religion and I like different. But I love talking about my religion and I like how it me apart from the rest. about my religion and I like how it me apart from the rest. Thank Ava.
>> I like to invite friends. Thank Ava. >> I like to invite friends. >> Over who are I non-Jewish >> I like to invite friends. >> Over who are I non-Jewish to celebrate holidays with me >> Over who are I non-Jewish to celebrate holidays with me like Passover and Hanukkah, to celebrate holidays with me like Passover and Hanukkah, especially the major holidays like Passover and Hanukkah, especially the major holidays and should not. I think And I especially the major holidays and should not. I think And I like teaching. Them like to and should not. I think And I like teaching. Them like to them about it and answering like teaching. Them like to them about it and answering the questions played. Rachel them about it and answering the questions played. Rachel lot cause. And sometimes I let the questions played. Rachel lot cause. And sometimes I let them borrow my Jewish history lot cause. And sometimes I let them borrow my Jewish history books.
>> So this recent Passover, we books. >> So this recent Passover, we invited our neighbors over. >> So this recent Passover, we invited our neighbors over. And we brought their invited our neighbors over. And we brought their understanding of Passover and And we brought their understanding of Passover and the whole story. They had a understanding of Passover and the whole story. They had a little kid who was really the whole story. They had a little kid who was really informed on the whole story. little kid who was really informed on the whole story. And then for you we allow informed on the whole story. And then for you we allow anybody, even if you're not And then for you we allow anybody, even if you're not Jewish to come so that you can anybody, even if you're not Jewish to come so that you can expand your knowledge on the Jewish to come so that you can expand your knowledge on the Jewish culture. And so we'll
have like a whole Dratel and Jewish culture. And so we'll have like a whole Dratel and lack event for Paso are. And have like a whole Dratel and lack event for Paso are. And then. We also talk about. The lack event for Paso are. And then. We also talk about. The upcoming holidays and we just then. We also talk about. The upcoming holidays and we just keep everybody informed on the upcoming holidays and we just keep everybody informed on the whole Those are all great. keep everybody informed on the whole Those are all great. >> I'm so glad to hear. Thank whole Those are all great. >> I'm so glad to hear. Thank you for sharing those ideas >> I'm so glad to hear. Thank you for sharing those ideas with us. But one of us So I
think that, you know, we're so with us. But one of us So I think that, you know, we're so much more than, you know. think that, you know, we're so much more than, you know. Victims of the Holocaust were much more than, you know. Victims of the Holocaust were so much more than victims, the Victims of the Holocaust were so much more than victims, the Anti-Semitism. And I think so much more than victims, the Anti-Semitism. And I think that's the greatest thing that Anti-Semitism. And I think that's the greatest thing that we have remember. as a that's the greatest thing that we have remember. as a teacher, I think that. The we have remember. as a teacher, I think that. The grade I mean, this is what teacher, I think that. The grade I mean, this is what matters like they matter, grade I mean, this is what matters like they matter, right? It's the next matters like they matter, right? It's the next generation. And every single right? It's the next generation. And every single thing that I do as a teacher generation. And every single thing that I do as a teacher is is to make that happen. And thing that I do as a teacher is is to make that happen. And so on. You know, I'm English is is to make that happen. And so on. You know, I'm English teacher. So Daniel represent so on. You know, I'm English teacher. So Daniel represent social studies and I represent
English and from the in the social studies and I represent English and from the in the English classroom. They're English and from the in the English classroom. They're just so many ways that you can English classroom. They're just so many ways that you can tie in culture. There's not just so many ways that you can tie in culture. There's not it. Unfortunately, most young tie in culture. There's not it. Unfortunately, most young adult novels are about the it. Unfortunately, most young adult novels are about the Holocaust. But there are some adult novels are about the Holocaust. But there are some that aren't. And so I think Holocaust. But there are some that aren't. And so I think figuring out again, who were that aren't. And so I think figuring out again, who were the Jewish people who are the figuring out again, who were the Jewish people who are the Jewish people. There's a lot the Jewish people who are the Jewish people. There's a lot of ways to work that into Jewish people. There's a lot of ways to work that into classrooms. But the teachers of ways to work that into classrooms. But the teachers have to want to do it. It has classrooms. But the teachers have to want to do it. It has to be something that they're have to want to do it. It has to be something that they're willing to do that they are to be something that they're willing to do that they are feel that they have the willing to do that they are feel that they have the resources to do and so and we feel that they have the resources to do and so and we do have a lot of diverse books resources to do and so and we do have a lot of diverse books that have been delivered to do have a lot of diverse books that have been delivered to our classrooms that represent,
you know, all kinds of our classrooms that represent, you know, all kinds of different cultures that don't you know, all kinds of different cultures that don't normally see themselves in in different cultures that don't normally see themselves in in books. And I think that's been normally see themselves in in books. And I think that's been a positive. But I think that, books. And I think that's been a positive. But I think that, you know, by teaching a positive. But I think that, you know, by teaching teachers, I think that's a way you know, by teaching teachers, I think that's a way to do it on. I got to speak at teachers, I think that's a way to do it on. I got to speak at the social studies PD this to do it on. I got to speak at the social studies PD this year and I got to tell, you the social studies PD this year and I got to tell, you know, my my family's Holocaust year and I got to tell, you know, my my family's Holocaust story and I thought that was know, my my family's Holocaust story and I thought that was great. And then that got a lot story and I thought that was great. And then that got a lot of feedback. And I think even great. And then that got a lot of feedback. And I think even just things like that make of feedback. And I think even just things like that make people wanted to have more. just things like that make people wanted to have more. What I do notice is whenever I people wanted to have more. What I do notice is whenever I talked to my colleagues, they What I do notice is whenever I talked to my colleagues, they just want their talked to my colleagues, they just want their >> What kind of a cool
religion recovery? Cool >> What kind of a cool religion recovery? Cool culture. People want to know religion recovery? Cool culture. People want to know more. And so, you know, likely culture. People want to know more. And so, you know, likely died. Questions questions. And more. And so, you know, likely died. Questions questions. And so people really are died. Questions questions. And so people really are interested. And so I think so people really are interested. And so I think that just by interested. And so I think that just by >> allowing people time to that just by >> allowing people time to share that. I think you guys >> allowing people time to share that. I think you guys both or all 3 of you alluded share that. I think you guys both or all 3 of you alluded to the fact that, you know, both or all 3 of you alluded to the fact that, you know, it's it's inviting those to the fact that, you know, it's it's inviting those people to the state or to it's it's inviting those people to the state or to biting people in at our jsu at people to the state or to biting people in at our jsu at Dominion, even the one at biting people in at our jsu at Dominion, even the one at heritage this year to just so Dominion, even the one at heritage this year to just so small. It said we literally heritage this year to just so small. It said we literally have on our fire. You don't small. It said we literally have on our fire. You don't have to be Jewish. The have on our fire. You don't have to be Jewish. The president EU was not Jewish. have to be Jewish. The president EU was not Jewish. And I think that's the way to
do it. I think it was really And I think that's the way to do it. I think it was really powerful at Heritage. I have do it. I think it was really powerful at Heritage. I have to say this year, one of our 5 powerful at Heritage. I have to say this year, one of our 5 members like it fluctuates to say this year, one of our 5 members like it fluctuates between 3 and 5 was members like it fluctuates between 3 and 5 was Palestinian. He went to the between 3 and 5 was Palestinian. He went to the NSA and he said, you know Palestinian. He went to the NSA and he said, you know what? I think I would like to NSA and he said, you know what? I think I would like to be a part of your what? I think I would like to be a part of your organization. I just feel be a part of your organization. I just feel comfortable. I like the fact organization. I just feel comfortable. I like the fact that you let anybody Cobb and comfortable. I like the fact that you let anybody Cobb and it was great we've got to have that you let anybody Cobb and it was great we've got to have so many conversations back and it was great we've got to have so many conversations back and forth. So I think Yeah, I so many conversations back and forth. So I think Yeah, I think. That's what I have forth. So I think Yeah, I think. That's what I have Thank Cards. So want to echo
what make you said it so much Thank Cards. So want to echo what make you said it so much more than Holocaust education. what make you said it so much more than Holocaust education. That being said, like I work more than Holocaust education. That being said, like I work with teachers. So we have That being said, like I work with teachers. So we have brought in a lot on Holocaust with teachers. So we have brought in a lot on Holocaust education in terms of brought in a lot on Holocaust education in terms of resources in the curriculum. education in terms of resources in the curriculum. Teachers have liked. resources in the curriculum. Teachers have liked. >> Multi-week lessons Teachers have liked. >> Multi-week lessons available to them. If they >> Multi-week lessons available to them. If they want to go that far on the available to them. If they want to go that far on the Holocaust. facing history, we want to go that far on the Holocaust. facing history, we work with groups like echoes Holocaust. facing history, we work with groups like echoes and reflections for work with groups like echoes and reflections for professional development. We and reflections for professional development. We bring in those groups as well professional development. We bring in those groups as well along with Jcrc and Nikki was bring in those groups as well along with Jcrc and Nikki was there to talk about the along with Jcrc and Nikki was there to talk about the Holocaust speakers bureau. But there to talk about the Holocaust speakers bureau. But it's so much more than Holocaust speakers bureau. But it's so much more than Holocaust education. And so it's so much more than Holocaust education. And so we've also brought in
professional development for we've also brought in professional development for teachers to teach them more professional development for teachers to teach them more about ancient Judaism, because teachers to teach them more about ancient Judaism, because while there might be 3 little about ancient Judaism, because while there might be 3 little bullets and the standards. while there might be 3 little bullets and the standards. There's so much more to it bullets and the standards. There's so much more to it than that. And we want our There's so much more to it than that. And we want our teachers are equipped to teach than that. And we want our teachers are equipped to teach that. We also had sessions on teachers are equipped to teach that. We also had sessions on Jewish emigration like so that that. We also had sessions on Jewish emigration like so that they can feel more cup to Jewish emigration like so that they can feel more cup to teach the standards that are they can feel more cup to teach the standards that are in the late 18. 100's. We teach the standards that are in the late 18. 100's. We support that holy seminar that in the late 18. 100's. We support that holy seminar that make he does. So we sponsor a support that holy seminar that make he does. So we sponsor a lot of that. And last year I make he does. So we sponsor a lot of that. And last year I came to prison on that as lot of that. And last year I came to prison on that as well. came to prison on that as well. >> And it's not just that well. >> And it's not just that secondary where that really >> And it's not just that secondary where that really that history kicks in the secondary where that really that history kicks in the little bit of Holocaust that history kicks in the little bit of Holocaust education at the elementary
level is actually connected education at the elementary level is actually connected from reading number. The level is actually connected from reading number. The stars. from reading number. The stars. >> In elementary, it's really stars. >> In elementary, it's really about an introduction to >> In elementary, it's really about an introduction to social studies, but that's about an introduction to social studies, but that's really done through. We've social studies, but that's really done through. We've taken a lot of effort to take really done through. We've taken a lot of effort to take standards on things like taken a lot of effort to take standards on things like holidays and use that as an standards on things like holidays and use that as an opportunity for students to holidays and use that as an opportunity for students to bring in more about the opportunity for students to bring in more about the holidays. They're celebrating. bring in more about the holidays. They're celebrating. How did they celebrate with holidays. They're celebrating. How did they celebrate with their family? What does that How did they celebrate with their family? What does that mean for standards culture? their family? What does that mean for standards culture? What does that mean? What does mean for standards culture? What does that mean? What does their culture look like? And What does that mean? What does their culture look like? And how can they share that? their culture look like? And how can they share that? Because it is about educating how can they share that? Because it is about educating them and it is about educating Because it is about educating them and it is about educating them young. But where they them and it is about educating them young. But where they start. Saying things that they them young. But where they start. Saying things that they don't fully understand the start. Saying things that they don't fully understand the implications of. And so that's
one of the big things that implications of. And so that's one of the big things that really we work to do in our one of the big things that really we work to do in our curriculum and to celebrate really we work to do in our curriculum and to celebrate that diversity in louden and curriculum and to celebrate that diversity in louden and really allow students to bring that diversity in louden and really allow students to bring that piece of them into the really allow students to bring that piece of them into the classroom. Starting is as that piece of them into the classroom. Starting is as little as kindergarten. So but classroom. Starting is as little as kindergarten. So but I love that you all were able little as kindergarten. So but I love that you all were able to share your experiences I love that you all were able to share your experiences because it shows we just to share your experiences because it shows we just continually of room to grow. because it shows we just continually of room to grow. And so thank you all so much. continually of room to grow. And so thank you all so much. >> Great. I love that. We're And so thank you all so much. >> Great. I love that. We're modeling here. I teach our >> Great. I love that. We're modeling here. I teach our culture just like they're modeling here. I teach our culture just like they're starting elementary schools. culture just like they're starting elementary schools. >> It's great. We're at we I starting elementary schools. >> It's great. We're at we I do want to open it up. We have >> It's great. We're at we I do want to open it up. We have I think just a few minutes for
questions. If anybody has I think just a few minutes for questions. If anybody has questions, you want help. >> Hi. So I'm asking I'm >> Hi. So I'm asking I'm Jewish staff member in Loudoun >> Hi. So I'm asking I'm Jewish staff member in Loudoun County and a counselor at Jewish staff member in Loudoun County and a counselor at Mercer Middle School shout out County and a counselor at Mercer Middle School shout out to all of you. Guys did Mercer Middle School shout out to all of you. Guys did fantastic, I guess is more of to all of you. Guys did fantastic, I guess is more of kind of a staff. question. So fantastic, I guess is more of kind of a staff. question. So all of you guys had fantastic kind of a staff. question. So all of you guys had fantastic things to say. I am also very all of you guys had fantastic things to say. I am also very lucky to have been feel very things to say. I am also very lucky to have been feel very supported in LCPS the school lucky to have been feel very supported in LCPS the school at work at. And I'm very glad
to hear that Eva Fields the at work at. And I'm very glad to hear that Eva Fields the same way at I'm not missing to hear that Eva Fields the same way at I'm not missing anything. I think especially same way at I'm not missing anything. I think especially when it comes to high school, anything. I think especially when it comes to high school, like with what you've and talk when it comes to high school, like with what you've and talk I'm your name. Lena has been like with what you've and talk I'm your name. Lena has been talking about. I think one of I'm your name. Lena has been talking about. I think one of interesting ways when it comes talking about. I think one of interesting ways when it comes to dealing with Anti-Semitism interesting ways when it comes to dealing with Anti-Semitism in schools, among students. to dealing with Anti-Semitism in schools, among students. And this is something you in schools, among students. And this is something you touched on at the beginning is And this is something you touched on at the beginning is that there's somewhat of a touched on at the beginning is that there's somewhat of a tendency, especially with the that there's somewhat of a tendency, especially with the large Ashkenazi population,
America to think it's sort of large Ashkenazi population, America to think it's sort of easier for like hide their America to think it's sort of easier for like hide their oppression. If that makes easier for like hide their oppression. If that makes sense, like it's very easy to oppression. If that makes sense, like it's very easy to look at, Jews is not being as sense, like it's very easy to look at, Jews is not being as much or privileged group. And look at, Jews is not being as much or privileged group. And I can't even admit that I much or privileged group. And I can't even admit that I maybe had some of them I can't even admit that I maybe had some of them internalize believes myself maybe had some of them internalize believes myself before October 7th and that I internalize believes myself before October 7th and that I grew up very sheltered from before October 7th and that I grew up very sheltered from some dozen was only after grew up very sheltered from some dozen was only after October, 7th that I was able some dozen was only after October, 7th that I was able to like, see all the nuances October, 7th that I was able to like, see all the nuances of how lake, just because I am to like, see all the nuances of how lake, just because I am white, blond hair, blue-eyed of how lake, just because I am white, blond hair, blue-eyed Blake, there's other things white, blond hair, blue-eyed Blake, there's other things happening. So I guess Daniel, Blake, there's other things happening. So I guess Daniel, like mostly just be a question
for you maybe you to Nikki, like mostly just be a question for you maybe you to Nikki, what ways. Now, maybe a for you maybe you to Nikki, what ways. Now, maybe a complicated question. Do we? what ways. Now, maybe a complicated question. Do we? Incorporate like this complicated question. Do we? Incorporate like this knowledge when teaching Incorporate like this knowledge when teaching students about oppression. knowledge when teaching students about oppression. That doesn't reduce it down to students about oppression. That doesn't reduce it down to wake who looks the most That doesn't reduce it down to wake who looks the most oppressed, like who? How we wake who looks the most oppressed, like who? How we learned about being the most oppressed, like who? How we learned about being the most depressed like who is it? learned about being the most depressed like who is it? Easiest to hide their depressed like who is it? Easiest to hide their identity. If you understand Easiest to hide their identity. If you understand I'm getting at.
>> So one of the things and I I'm getting at. >> So one of the things and I mention developing framework, >> So one of the things and I mention developing framework, I really encourage our mention developing framework, I really encourage our teachers to teach about not I really encourage our teachers to teach about not oversimplify things. That is teachers to teach about not oversimplify things. That is something we really it's. I oversimplify things. That is something we really it's. I frequently say that like something we really it's. I frequently say that like history is how we're trying to frequently say that like history is how we're trying to make sense of all of these history is how we're trying to make sense of all of these collective experiences knowing make sense of all of these collective experiences knowing that all of our experiences collective experiences knowing that all of our experiences are very different. And we try that all of our experiences are very different. And we try to to fit in there like we try are very different. And we try to to fit in there like we try to weave a narrative to that to to fit in there like we try to weave a narrative to that to make sense of our history. to weave a narrative to that to make sense of our history. And so really it is about to make sense of our history. And so really it is about treating people like people And so really it is about treating people like people talking about lived
experiences of people and not talking about lived experiences of people and not over simplifying it. And experiences of people and not over simplifying it. And sometimes they will say like over simplifying it. And sometimes they will say like teachers feel pressure to move sometimes they will say like teachers feel pressure to move through things. And sometimes teachers feel pressure to move through things. And sometimes things do get over. Simplify. through things. And sometimes things do get over. Simplify. That being said, really what things do get over. Simplify. That being said, really what we're trying to promote it is That being said, really what we're trying to promote it is teaching about. People and the we're trying to promote it is teaching about. People and the calm complexities of history. teaching about. People and the calm complexities of history. In fact, the Middle East calm complexities of history. In fact, the Middle East lesson referenced earlier In fact, the Middle East lesson referenced earlier really was the topic of is why lesson referenced earlier really was the topic of is why is this particular conflict so really was the topic of is why is this particular conflict so difficult to resolve? And that is this particular conflict so difficult to resolve? And that was the driving question that difficult to resolve? And that was the driving question that students were working with and was the driving question that students were working with and really we want to encourage students were working with and really we want to encourage and especially in history really we want to encourage and especially in history classes to have opportunities
to explore deeper and not just classes to have opportunities to explore deeper and not just have that like surface level to explore deeper and not just have that like surface level cause. That is when think get have that like surface level cause. That is when think get into that oversimplification, cause. That is when think get into that oversimplification, we're grouping things like into that oversimplification, we're grouping things like that because that's what we we're grouping things like that because that's what we actually want to do as humans that because that's what we actually want to do as humans to accept. Yeah, and I just actually want to do as humans to accept. Yeah, and I just really love the question. to accept. Yeah, and I just really love the question. That's a question that I've really love the question. That's a question that I've been asking for a long time. That's a question that I've been asking for a long time. >> So I don't know that I have been asking for a long time. >> So I don't know that I have an answer to that. But I >> So I don't know that I have an answer to that. But I really appreciate That view on an answer to that. But I really appreciate That view on it. I think that a lot of that really appreciate That view on it. I think that a lot of that comes back from the fact that it. I think that a lot of that comes back from the fact that because many Jews are white
that it's a perceived on. What because many Jews are white that it's a perceived on. What sort of looking for. Oh, my that it's a perceived on. What sort of looking for. Oh, my gosh, senior moment when you sort of looking for. Oh, my gosh, senior moment when you have more than others. gosh, senior moment when you have more than others. >> Here's on my gosh. It's a have more than others. >> Here's on my gosh. It's a perceived privilege. It's a >> Here's on my gosh. It's a perceived privilege. It's a perceived privilege and it's a perceived privilege. It's a perceived privilege and it's a perceived level of privilege. perceived privilege and it's a perceived level of privilege. And 2 people assume that. I perceived level of privilege. And 2 people assume that. I think that goes way back to, And 2 people assume that. I think that goes way back to, you know, all of of the think that goes way back to, you know, all of of the ancient troops. But actually you know, all of of the ancient troops. But actually the Jewish people are because ancient troops. But actually the Jewish people are because of the diaspora because we've the Jewish people are because of the diaspora because we've been so spread out over so of the diaspora because we've been so spread out over so long. Jewish people are every
skin color. They're from every long. Jewish people are every skin color. They're from every nationality like there's so skin color. They're from every nationality like there's so many different things and nationality like there's so many different things and people don't know that. And so many different things and people don't know that. And so I think that's one thing. people don't know that. And so I think that's one thing. That's a problem. One of the I think that's one thing. That's a problem. One of the issues that I've had that I That's a problem. One of the issues that I've had that I think you're kind of alluding issues that I've had that I think you're kind of alluding to is, you know, feel like think you're kind of alluding to is, you know, feel like I've always been an ally, to is, you know, feel like I've always been an ally, right? Jurors who we ally for I've always been an ally, right? Jurors who we ally for everyone for everyone else. right? Jurors who we ally for everyone for everyone else. But sometimes it it just feels everyone for everyone else. But sometimes it it just feels like because we are not But sometimes it it just feels like because we are not visibly oppressed, that people like because we are not visibly oppressed, that people tend to not ally with us visibly oppressed, that people tend to not ally with us because of that perceived tend to not ally with us because of that perceived privilege. So I totally because of that perceived privilege. So I totally totally get where you're
coming from. And I mean, the totally get where you're coming from. And I mean, the only answer I would have to coming from. And I mean, the only answer I would have to that is is again, more and only answer I would have to that is is again, more and more education and education that is is again, more and more education and education about Jewish people are. more education and education about Jewish people are. >> And that they are not what about Jewish people are. >> And that they are not what what people may perceive them >> And that they are not what what people may perceive them to be. >> Thank you, everyone being >> Thank you, everyone being here and I'm I'm Ava's mother. >> Thank you, everyone being here and I'm I'm Ava's mother. So I'm glad they can join. And here and I'm I'm Ava's mother. So I'm glad they can join. And so my question is, I'm hearing So I'm glad they can join. And so my question is, I'm hearing a lot about the de su. The TSA
and the student groups are a lot about the de su. The TSA and the student groups are teacher groups and so and the student groups are teacher groups and so wonderful to hear that. I teacher groups and so wonderful to hear that. I guess I'm just curious how wonderful to hear that. I guess I'm just curious how because was cool. We do have guess I'm just curious how because was cool. We do have some feeling this unfold doing because was cool. We do have some feeling this unfold doing it. not in starts high school. some feeling this unfold doing it. not in starts high school. I guess. But it's gotten every it. not in starts high school. I guess. But it's gotten every high school. I guess. But it's gotten every high school. >> Now it's it's it depends high school. >> Now it's it's it depends student decides to start a >> Now it's it's it depends student decides to start a group and a teacher agrees to student decides to start a group and a teacher agrees to be the adviser or a teacher group and a teacher agrees to be the adviser or a teacher says I want to help start the be the adviser or a teacher says I want to help start the group and find tickets that says I want to help start the group and find tickets that are interested. group and find tickets that are interested. >> Yeah, that sounds are interested. >> Yeah, that sounds wonderful. Cited know if that >> Yeah, that sounds wonderful. Cited know if that ties to the county general or wonderful. Cited know if that ties to the county general or how. So. Yeah, I was curious ties to the county general or how. So. Yeah, I was curious about that.
>> In it's interesting because about that. >> In it's interesting because in Fairfax County, what I've >> In it's interesting because in Fairfax County, what I've learned is that it is tied to in Fairfax County, what I've learned is that it is tied to the county. They're there. learned is that it is tied to the county. They're there. They are counties sponsor the county. They're there. They are counties sponsor groups. They are counties sponsor groups. >> in Loudon. groups. >> in Loudon. >> They're just affinity >> in Loudon. >> They're just affinity groups. And so their affinity >> They're just affinity groups. And so their affinity groups that are are kind of groups. And so their affinity groups that are are kind of grassroots like at my school. groups that are are kind of grassroots like at my school. We have club days. And so it's grassroots like at my school. We have club days. And so it's considered a club. And so the We have club days. And so it's considered a club. And so the way that I started the Jsu considered a club. And so the way that I started the Jsu Dominion 10 years ago is way that I started the Jsu Dominion 10 years ago is literally just shooting, came Dominion 10 years ago is literally just shooting, came out the hallways course. And literally just shooting, came out the hallways course. And would you be willing to out the hallways course. And would you be willing to sponsor this club don't have would you be willing to sponsor this club don't have to do anything yet? That did sponsor this club don't have to do anything yet? That did happen us. So it is very much
if you have the interests and happen us. So it is very much if you have the interests and you have a sponsor and I think if you have the interests and you have a sponsor and I think that's probably why Potomac you have a sponsor and I think that's probably why Potomac Falls. It took a while because that's probably why Potomac Falls. It took a while because they may not have had a Falls. It took a while because they may not have had a teacher that was willing to they may not have had a teacher that was willing to kind of do that. I will see to teacher that was willing to kind of do that. I will see to one thing that I very much kind of do that. I will see to one thing that I very much appreciate that at Heritage is one thing that I very much appreciate that at Heritage is that our affinity group appreciate that at Heritage is that our affinity group because we've just moved to that our affinity group because we've just moved to the schedule where we have because we've just moved to the schedule where we have clubs during the school day. the schedule where we have clubs during the school day. >> And they make it very on on clubs during the school day. >> And they make it very on on on the days where we have our >> And they make it very on on on the days where we have our jsu club, my room is empty. So on the days where we have our jsu club, my room is empty. So the group that I usually have jsu club, my room is empty. So the group that I usually have during that time, just the group that I usually have during that time, just specifically for the affinity during that time, just specifically for the affinity groups, they make sure that specifically for the affinity groups, they make sure that that that the students feel
comfortable. And so they go to that that the students feel comfortable. And so they go to great lengths to make sure comfortable. And so they go to great lengths to make sure that we have that safe space great lengths to make sure that we have that safe space to have to have our club that we have that safe space to have to have our club meetings. But there's nothing to have to have our club meetings. But there's nothing to see that you can't have it meetings. But there's nothing to see that you can't have it in middle school event. You to see that you can't have it in middle school event. You can start that Just a willing in middle school event. You can start that Just a willing teacher. And I I'm sure that can start that Just a willing teacher. And I I'm sure that your has been with with back teacher. And I I'm sure that your has been with with back to you. Yeah, I think I think your has been with with back to you. Yeah, I think I think you got There is that Jewish to you. Yeah, I think I think you got There is that Jewish group Eva is able yet to be
8th grade. group Eva is able yet to be 8th grade. >> But it's something I 8th grade. >> But it's something I touched on call We have 2 out >> But it's something I touched on call We have 2 out in groups basically the is touched on call We have 2 out in groups basically the is stent, girls. There's a guy in groups basically the is stent, girls. There's a guy who put a girl group and its stent, girls. There's a guy who put a girl group and its international 64 countries who put a girl group and its international 64 countries around the world. Israel being international 64 countries around the world. Israel being one of them and basically what around the world. Israel being one of them and basically what it is, it's just a whole bunch one of them and basically what it is, it's just a whole bunch Jewish teens coming together. it is, it's just a whole bunch Jewish teens coming together. Usually aren't. It's Friday, Jewish teens coming together. Usually aren't. It's Friday, Saturdays and Sundays because Usually aren't. It's Friday, Saturdays and Sundays because fighting social bots that lead Saturdays and Sundays because fighting social bots that lead to anything and it's basically fighting social bots that lead to anything and it's basically all hang out. We do have
dollar. We do. I remember we all hang out. We do have dollar. We do. I remember we did a part of it. We shun. We dollar. We do. I remember we did a part of it. We shun. We do a whole bunch of community did a part of it. We shun. We do a whole bunch of community service And like I said, you do a whole bunch of community service And like I said, you start, you can join in 8th service And like I said, you start, you can join in 8th grade. And it's so finally he start, you can join in 8th grade. And it's so finally he made so many Jewish teens in grade. And it's so finally he made so many Jewish teens in Loudoun County, like I'm my made so many Jewish teens in Loudoun County, like I'm my best friends during the Y O. Loudoun County, like I'm my best friends during the Y O. But it's really fun. And I best friends during the Y O. But it's really fun. And I wish a joint in 8th grade, but But it's really fun. And I wish a joint in 8th grade, but I didn't join freshman year. I wish a joint in 8th grade, but I didn't join freshman year. I think would really enjoy it.
Doctor Dean Fishman, thank you Doctor Dean Fishman, thank you again for inviting us and Doctor Dean Fishman, thank you again for inviting us and thank our panelists are round again for inviting us and thank our panelists are round of applause. They were great. thank our panelists are round of applause. They were great. >> And you know that I see of applause. They were great. >> And you know that I see future student to student >> And you know that I see future student to student leaders here. I just haven't future student to student leaders here. I just haven't at fires for some other event. leaders here. I just haven't at fires for some other event. But anybody wants info on the at fires for some other event. But anybody wants info on the Holocaust students to minutes But anybody wants info on the Holocaust students to minutes here, and I think we're all Holocaust students to minutes here, and I think we're all able to stick around. If here, and I think we're all able to stick around. If people have questions, they able to stick around. If people have questions, they want to ask us after it.
>> We're going to go to item 9 >> We're going to go to item 9 on the agenda. For those of >> We're going to go to item 9 on the agenda. For those of you who received the agenda on the agenda. For those of you who received the agenda and item 9 indicates that I you who received the agenda and item 9 indicates that I have some new business. I like and item 9 indicates that I have some new business. I like to raise its new business. A have some new business. I like to raise its new business. A conversation about the to raise its new business. A conversation about the sustainability and ongoing conversation about the sustainability and ongoing work of the Equity Committee sustainability and ongoing work of the Equity Committee in its current form as select work of the Equity Committee in its current form as select committee of the school board. in its current form as select committee of the school board. And when we go into looking at committee of the school board. And when we go into looking at the definition of a select And when we go into looking at the definition of a select committee. A select committee.
Chevy discharge with that committee. A select committee. Chevy discharge with that purpose is full field. A-list Chevy discharge with that purpose is full field. A-list school board action authorizes purpose is full field. A-list school board action authorizes the early it. This school board action authorizes the early it. This continuation other temporary, the early it. This continuation other temporary, a continuance soda. continuation other temporary, a continuance soda. >> I just directed the suspect a continuance soda. >> I just directed the suspect started just interrupted to >> I just directed the suspect started just interrupted to say This is quick. The Select started just interrupted to say This is quick. The Select Committee ship be discharged say This is quick. The Select Committee ship be discharged when that purposes book Field.
Alas, School board action when that purposes book Field. Alas, School board action authorizes the discontinuance, Alas, School board action authorizes the discontinuance, the temporary continuous of authorizes the discontinuance, the temporary continuous of select Committee is a quorum the temporary continuous of select Committee is a quorum up each committee. for each select Committee is a quorum up each committee. for each meeting of a select committee up each committee. for each meeting of a select committee ship be a majority of the meeting of a select committee ship be a majority of the school board members assigned ship be a majority of the school board members assigned to the committee. They had 3 school board members assigned to the committee. They had 3 school board members assigned to the committee. They had 3 school board members assigned to this committee. And tonight school board members assigned to this committee. And tonight we have 2 of year.
Specifically in its current we have 2 of year. Specifically in its current form as a select committee. Specifically in its current form as a select committee. We've had difficulty with form as a select committee. We've had difficulty with attendance of down meetings. We've had difficulty with attendance of down meetings. It's understanding that the attendance of down meetings. It's understanding that the charter subcommittees supports It's understanding that the charter subcommittees supports a re-imagining of the Equity charter subcommittees supports a re-imagining of the Equity committee in a different a re-imagining of the Equity committee in a different meaning not as a select committee in a different meaning not as a select committee to be sure that meaning not as a select committee to be sure that continues to be work to be but committee to be sure that continues to be work to be but it's in its care and flown continues to be work to be but it's in its care and flown collect committee. Its been it's in its care and flown collect committee. Its been difficult to reach to have.
quorum for a brought a level difficult to reach to have. quorum for a brought a level of protection. That quorum for a brought a level of protection. That interested. understanding is of protection. That interested. understanding is that the full school board interested. understanding is that the full school board will ultimately have to vote that the full school board will ultimately have to vote on this since it created the will ultimately have to vote on this since it created the Equity Committee as a select on this since it created the Equity Committee as a select committee as per policy. 23, Equity Committee as a select committee as per policy. 23, 10. So I'd supportive of committee as per policy. 23, 10. So I'd supportive of recommended that the Equity 10. So I'd supportive of recommended that the Equity committee, the rematch and in recommended that the Equity committee, the rematch and in another phone and would like committee, the rematch and in another phone and would like us to think about what flume another phone and would like us to think about what flume that would. Develop into. At
this time. I'd like to. that would. Develop into. At this time. I'd like to. Suspend the rules. To make this time. I'd like to. Suspend the rules. To make this new business item. An Suspend the rules. To make this new business item. An action item for today. So that this new business item. An action item for today. So that would need 2 of the 3 of us to action item for today. So that would need 2 of the 3 of us to vote in favor of doing so, OK? would need 2 of the 3 of us to vote in favor of doing so, OK? So do I have a motion? reason that we are going
follow with the motion and the reason that we are going follow with the motion and the second and I second that follow with the motion and the second and I second that motion it's because we've had second and I second that motion it's because we've had difficult to have enough motion it's because we've had difficult to have enough members present each month to difficult to have enough members present each month to carry out any business. So members present each month to carry out any business. So that's why we have resorted to carry out any business. So that's why we have resorted to having programming versus that's why we have resorted to having programming versus having committee meetings even having programming versus having committee meetings even the wrong. We have changed. At having committee meetings even the wrong. We have changed. At this time. I'd like to move
that the Equity committee this time. I'd like to move that the Equity committee recommend to the full school that the Equity committee recommend to the full school board that it be discharged as recommend to the full school board that it be discharged as a select committee of the board that it be discharged as a select committee of the school board and rematch. And a select committee of the school board and rematch. And in another phone, what fun school board and rematch. And in another phone, what fun that would be the school board in another phone, what fun that would be the school board with Dallas. Do I have a that would be the school board with Dallas. Do I have a second? It's properly moved with Dallas. Do I have a second? It's properly moved and seconded that we take it second? It's properly moved and seconded that we take it back to the school board for and seconded that we take it back to the school board for them to take this select back to the school board for them to take this select committee and make it into a them to take this select committee and make it into a committee that is functional committee and make it into a committee that is functional which may not have 33 members committee that is functional which may not have 33 members in it. I wouldn't say the of
taking it back to the school in it. I wouldn't say the of taking it back to the school board and changing it from a taking it back to the school board and changing it from a select committee. Okay. I have board and changing it from a select committee. Okay. I have a second. Any further select committee. Okay. I have a second. Any further discussion. means we may in June and then means we may in June and then against against start. And I means we may in June and then against against start. And I have repeat that, please. Oh, against against start. And I have repeat that, please. Oh, >> I would like to make a have repeat that, please. Oh, >> I would like to make a motion to amend. base motion.
Recommend that the critically motion to amend. base motion. Recommend that the critically start discharged until the Recommend that the critically start discharged until the school board forms some new start discharged until the school board forms some new equity committee either as a school board forms some new equity committee either as a standing committee or as an equity committee either as a standing committee or as an advisory. standing committee or as an advisory. >> To have a second. Okay. advisory. >> To have a second. Okay. properly moved and seconded >> To have a second. Okay. properly moved and seconded that oh, I'm sorry. properly moved and seconded that oh, I'm sorry. >> Cassidy Kavanaugh, I that oh, I'm sorry. >> Cassidy Kavanaugh, I second. It's been probably >> Cassidy Kavanaugh, I second. It's been probably moved seconded that we. second. It's been probably moved seconded that we. Continue out. Equity committee
meetings and to the school Continue out. Equity committee meetings and to the school board comes back and gives us meetings and to the school board comes back and gives us the direction for the type of board comes back and gives us the direction for the type of committee that we would have. the direction for the type of committee that we would have. Discussion. Yes. >> Charles and I are one of >> Charles and I are one of the original members of the >> Charles and I are one of the original members of the Equity committee. So we've the original members of the Equity committee. So we've been here and I think where Equity committee. So we've been here and I think where some of the few that have been been here and I think where some of the few that have been here from the very beginning. some of the few that have been here from the very beginning. I kind of question the that we here from the very beginning. I kind of question the that we have and that we have finish
business of the original have and that we have finish business of the original committees intent. When the business of the original committees intent. When the committee was first formed. We committees intent. When the committee was first formed. We had really, really good committee was first formed. We had really, really good attendance. We had a full had really, really good attendance. We had a full room. And I'm concerned. About attendance. We had a full room. And I'm concerned. About disbanding the committee room. And I'm concerned. About disbanding the committee because I think the community disbanding the committee because I think the community voice is extremely important because I think the community voice is extremely important in this work. We had long list voice is extremely important in this work. We had long list of priorities and the very in this work. We had long list of priorities and the very fact how many years it been of priorities and the very fact how many years it been like for 5 years without this fact how many years it been like for 5 years without this coming 6 years? We have this like for 5 years without this coming 6 years? We have this committee and I don't think I coming 6 years? We have this committee and I don't think I think. Happened in terms of
attendance was that people think. Happened in terms of attendance was that people started feeling frustrated attendance was that people started feeling frustrated that we weren't actually started feeling frustrated that we weren't actually making action. We would talk a that we weren't actually making action. We would talk a lot about what our priorities making action. We would talk a lot about what our priorities were, but their war. Ways for lot about what our priorities were, but their war. Ways for us to actually make that were, but their war. Ways for us to actually make that action. So I think that that us to actually make that action. So I think that that is part of what happened with action. So I think that that is part of what happened with the attendance. Is that a lot is part of what happened with the attendance. Is that a lot of the people who are strongly the attendance. Is that a lot of the people who are strongly involved in this work are also of the people who are strongly involved in this work are also strongly involved in. Other involved in this work are also strongly involved in. Other committees. And their time is
very valuable. And I think committees. And their time is very valuable. And I think when it felt like we would very valuable. And I think when it felt like we would meet and we would talk and when it felt like we would meet and we would talk and nothing was getting done. That meet and we would talk and nothing was getting done. That it slipped down the list of nothing was getting done. That it slipped down the list of priorities, even though I it slipped down the list of priorities, even though I think everybody. Believes in priorities, even though I think everybody. Believes in this in this mission. So what think everybody. Believes in this in this mission. So what I would love for us to do is this in this mission. So what I would love for us to do is think about not re-imagining. I would love for us to do is think about not re-imagining. Purpose of the committee and think about not re-imagining. Purpose of the committee and the structure of the committee Purpose of the committee and the structure of the committee is but maybe to look back at the structure of the committee is but maybe to look back at those early meetings to think is but maybe to look back at those early meetings to think about why we did have such those early meetings to think about why we did have such good participation that and
what we can do to get back to good participation that and what we can do to get back to that. Original intent. The what we can do to get back to that. Original intent. The committee, I think even as a that. Original intent. The committee, I think even as a staff member here, I think committee, I think even as a staff member here, I think that the department is such a staff member here, I think that the department is such a strong part of her. Our that the department is such a strong part of her. Our district and our division and strong part of her. Our district and our division and our work. But I think even as district and our division and our work. But I think even as staff members who are not part our work. But I think even as staff members who are not part of that, we don't always have. staff members who are not part of that, we don't always have. The opportunity to be really a of that, we don't always have. The opportunity to be really a part of this work. And I The opportunity to be really a part of this work. And I definitely think having part of this work. And I definitely think having parents, community members,
I've really enjoyed the parents, community members, I've really enjoyed the student members of the Equity I've really enjoyed the student members of the Equity Committee and their voice. So student members of the Equity Committee and their voice. So I would hope rather than Committee and their voice. So I would hope rather than re-imagining. We look back on I would hope rather than re-imagining. We look back on what was really successful in re-imagining. We look back on what was really successful in the past and getting back to what was really successful in the past and getting back to that. the past and getting back to that. >> May has shared that through that. >> May has shared that through Reese. Sorry through research. >> May has shared that through Reese. Sorry through research. The year before I came, there Reese. Sorry through research. The year before I came, there are 7. The year before I came, there are 7. >> Of the 11. Meetings where
it was dismissed because of >> Of the 11. Meetings where it was dismissed because of lack of attendance. And then I it was dismissed because of lack of attendance. And then I came and we've had the same lack of attendance. And then I came and we've had the same concern if we were to dismiss came and we've had the same concern if we were to dismiss all of the members who had concern if we were to dismiss all of the members who had missed 2 or more meetings, all of the members who had missed 2 or more meetings, which was what was in charter, missed 2 or more meetings, which was what was in charter, then we would not have. which was what was in charter, then we would not have. >> A fake a committee that is then we would not have. >> A fake a committee that is functional and that's what the >> A fake a committee that is functional and that's what the subcommittee you like to speak functional and that's what the subcommittee you like to speak to the subcommittee peace? subcommittee you like to speak to the subcommittee peace? >> Yes, so I was on the to the subcommittee peace? >> Yes, so I was on the members of the subcommittee >> Yes, so I was on the members of the subcommittee for the Charter Ann's. believe
3 meetings and come up with a for the Charter Ann's. believe 3 meetings and come up with a new charter and to. And what 3 meetings and come up with a new charter and to. And what it is that the Equity new charter and to. And what it is that the Equity Committee. When committee was it is that the Equity Committee. When committee was originally formed, there was Committee. When committee was originally formed, there was no dei department. So. We kind originally formed, there was no dei department. So. We kind of felt. That department now no dei department. So. We kind of felt. That department now handles basically what this of felt. That department now handles basically what this committee was designed to do handles basically what this committee was designed to do whenever it wants started. So
we're really think of anything whenever it wants started. So we're really think of anything that the committee could do we're really think of anything that the committee could do differently than what that that the committee could do differently than what that departments are already doing. differently than what that departments are already doing. I have been on this committee departments are already doing. I have been on this committee January of last year. Other I have been on this committee January of last year. Other than this subcommittee. On January of last year. Other than this subcommittee. On policy. Actually looking at than this subcommittee. On policy. Actually looking at some policy and stuff. I can't policy. Actually looking at some policy and stuff. I can't think of one output in those some policy and stuff. I can't think of one output in those 16 months that this committee think of one output in those 16 months that this committee has accomplished are done. And 16 months that this committee has accomplished are done. And thank you, Doctor Dean's for.
Finding interesting stuff to thank you, Doctor Dean's for. Finding interesting stuff to to fill the time. But that Finding interesting stuff to to fill the time. But that might be your attendance from to fill the time. But that might be your attendance from tune. As you know, you're just might be your attendance from tune. As you know, you're just going to come here and sit and tune. As you know, you're just going to come here and sit and listen to people talk coming going to come here and sit and listen to people talk coming and that will go to your kid's listen to people talk coming and that will go to your kid's baseball game or whatever. and that will go to your kid's baseball game or whatever. >> I I would just like to baseball game or whatever. >> I I would just like to pivot back to what? What's >> I I would just like to pivot back to what? What's your name? Jill was actually pivot back to what? What's your name? Jill was actually saying. I think you all are your name? Jill was actually saying. I think you all are reflecting back to a year and saying. I think you all are reflecting back to a year and I think Gilles comments were
reflecting back to the I think Gilles comments were reflecting back to the original equity committee. And reflecting back to the original equity committee. And so comments basically further original equity committee. And so comments basically further support what she was saying so comments basically further support what she was saying where when was it created? How support what she was saying where when was it created? How many years? So, yeah, that's where when was it created? How many years? So, yeah, that's not. That's not 20 for months. many years? So, yeah, that's not. That's not 20 for months. That's not last year. That's not. That's not 20 for months. That's not last year. That's not 6. That's not his last That's not last year. That's not 6. That's not his last January. So I think what Joe not 6. That's not his last January. So I think what Joe was proposing, which I fully January. So I think what Joe was proposing, which I fully support. Is to go back. Then was proposing, which I fully support. Is to go back. Then 2019 and take a look at what support. Is to go back. Then 2019 and take a look at what the committee was discussing
what? As people are making and the committee was discussing what? As people are making and what was causing a barrier. So what? As people are making and what was causing a barrier. So those conversations what was causing a barrier. So those conversations progressing forward into those conversations progressing forward into action. And then go back that progressing forward into action. And then go back that and kind of fix what that action. And then go back that and kind of fix what that barrier was. And once you and kind of fix what that barrier was. And once you start shift the foundational barrier was. And once you start shift the foundational issue, which looks like people start shift the foundational issue, which looks like people are not coming because it issue, which looks like people are not coming because it shifted more to programmatic
suffer programming versus shifted more to programmatic suffer programming versus having equity conversations, suffer programming versus having equity conversations, finding out what aspects of having equity conversations, finding out what aspects of policies we can impact. What finding out what aspects of policies we can impact. What actual LCPS because shift in policies we can impact. What actual LCPS because shift in impact regarding equity actual LCPS because shift in impact regarding equity decisions. I think people impact regarding equity decisions. I think people would be re-energized to decisions. I think people would be re-energized to attend. So I think just want would be re-energized to attend. So I think just want give it back to what Jill was attend. So I think just want give it back to what Jill was saying, which is 2019. give it back to what Jill was saying, which is 2019. >> I was on the charter saying, which is 2019. >> I was on the charter subcommittee. And what you're
saying was basically what our subcommittee. And what you're saying was basically what our last meeting was talking saying was basically what our last meeting was talking about. And you can correct me, last meeting was talking about. And you can correct me, Doctor Dean's if I'm wrong, about. And you can correct me, Doctor Dean's if I'm wrong, but believe that what idea was Doctor Dean's if I'm wrong, but believe that what idea was for the re-imagining was a but believe that what idea was for the re-imagining was a much more clarified vision for the re-imagining was a much more clarified vision with a like not an ad hoc like much more clarified vision with a like not an ad hoc like as needed basis, but having a with a like not an ad hoc like as needed basis, but having a committee that was, believe, as needed basis, but having a committee that was, believe, under the school board rather committee that was, believe, under the school board rather than court. it's in whatever under the school board rather than court. it's in whatever the case. It was not an ad hoc than court. it's in whatever the case. It was not an ad hoc committee that was then the case. It was not an ad hoc committee that was then basically partners of the
community coming together to basically partners of the community coming together to that address, like real issues community coming together to that address, like real issues happening in the community to that address, like real issues happening in the community to then bring it to that Tia happening in the community to then bring it to that Tia Department or whatever then bring it to that Tia Department or whatever departments it was needed. So Department or whatever departments it was needed. So I think that that goal was a departments it was needed. So I think that that goal was a lot more targeted. We also I think that that goal was a lot more targeted. We also brought up the idea of talking lot more targeted. We also brought up the idea of talking about policy specifically. brought up the idea of talking about policy specifically. That was lost a little bit about policy specifically. That was lost a little bit when we were talking about That was lost a little bit when we were talking about like just ending the that when we were talking about like just ending the that committee altogether. of like just ending the that committee altogether. of today, that freaked me out a committee altogether. of today, that freaked me out a little bit. I feel like that's
why abstained from the vote little bit. I feel like that's why abstained from the vote because I just felt like that why abstained from the vote because I just felt like that was that was part of the goal because I just felt like that was that was part of the goal eventually. But it was not. I was that was part of the goal eventually. But it was not. I feel like there's a little bit eventually. But it was not. I feel like there's a little bit of a disconnect happening. feel like there's a little bit of a disconnect happening. >> So of a disconnect happening. >> So >> I know some of the people >> So >> I know some of the people in this room obviously know >> I know some of the people in this room obviously know this history, but of course, in this room obviously know this history, but of course, this committee was formed as this history, but of course, this committee was formed as part of a resolution this committee was formed as part of a resolution agreement. part of a resolution agreement. >> Between Loudoun County agreement. >> Between Loudoun County Public Schools and the >> Between Loudoun County Public Schools and the Commonwealth as a result of a Public Schools and the Commonwealth as a result of a lawsuit that county was not Commonwealth as a result of a lawsuit that county was not doing right. Thanks. And if
you go back and look at that, doing right. Thanks. And if you go back and look at that, you also look at the report you go back and look at that, you also look at the report that was done by side you also look at the report that was done by side consulting firm that looked at that was done by side consulting firm that looked at issues of equity across consulting firm that looked at issues of equity across district. They made a number issues of equity across district. They made a number of different recommendations, district. They made a number of different recommendations, one of which led to of different recommendations, one of which led to >> one of which led to equity. one of which led to >> one of which led to equity. And there are some other >> one of which led to equity. And there are some other recommendations that went And there are some other recommendations that went along with that. I think that. recommendations that went along with that. I think that. The critical nature going back along with that. I think that. The critical nature going back to what Joe was saying Charles The critical nature going back to what Joe was saying Charles was discussing as well. look to what Joe was saying Charles was discussing as well. look back at the original history was discussing as well. look back at the original history of this and
>> role, I think for the of this and >> role, I think for the Equity Committee in terms of >> role, I think for the Equity Committee in terms of the community, a voice. Equity Committee in terms of the community, a voice. >> Is still a complementary the community, a voice. >> Is still a complementary role to Tia. I think >> Is still a complementary role to Tia. I think re-imagining this as either role to Tia. I think re-imagining this as either standing committee or a snow re-imagining this as either standing committee or a snow advisory which has different. standing committee or a snow advisory which has different. Standing under 23, 10, I think advisory which has different. Standing under 23, 10, I think that would be great because it Standing under 23, 10, I think that would be great because it does give us a sense of both that would be great because it does give us a sense of both more formality and purpose as does give us a sense of both more formality and purpose as an ongoing body. But I think more formality and purpose as an ongoing body. But I think so. We have the base motion.
We have the this motion. This so. We have the base motion. We have the this motion. This motion was really just to We have the this motion. This motion was really just to confirm that this body would motion was really just to confirm that this body would not be disbanded before this. confirm that this body would not be disbanded before this. The school board comes up with not be disbanded before this. The school board comes up with basically another plan. >> It is my understanding that >> It is my understanding that we are no longer and ad hoc >> It is my understanding that we are no longer and ad hoc committee and that has been we are no longer and ad hoc committee and that has been the case for. A couple years committee and that has been the case for. A couple years now. that not the case? we the case for. A couple years now. that not the case? we start at as at Hawk, but I
believe that that has evolved. start at as at Hawk, but I believe that that has evolved. >> language. The language believe that that has evolved. >> language. The language never changed. The charter >> language. The language never changed. The charter remains. As it originally was never changed. The charter remains. As it originally was present. It as a select remains. As it originally was present. It as a select committee, OK? So that's what present. It as a select committee, OK? So that's what we're asking the board to do. committee, OK? So that's what we're asking the board to do. That's what we need to ask the we're asking the board to do. That's what we need to ask the board to do is to either make That's what we need to ask the board to do is to either make us a standing committee some board to do is to either make us a standing committee some other type of committee so us a standing committee some other type of committee so that our function would other type of committee so that our function would Valuable.
>> Informative, I thought that Valuable. >> Informative, I thought that happened already. Okay. Thank >> Informative, I thought that happened already. Okay. Thank you for that. happened already. Okay. Thank you for that. >> And I also want to share you for that. >> And I also want to share that. Danielle left. may Comer >> And I also want to share that. Danielle left. may Comer was formed after the lawsuit that. Danielle left. may Comer was formed after the lawsuit was given to the attorney was formed after the lawsuit was given to the attorney general. was given to the attorney general. >> And that lawsuit has been general. >> And that lawsuit has been dismissed and completed. >> And that lawsuit has been dismissed and completed. Doctors spent showed me the dismissed and completed. Doctors spent showed me the response from. attorney
general that said that you response from. attorney general that said that you have satisfied conditions of general that said that you have satisfied conditions of which the lawsuit was made and have satisfied conditions of which the lawsuit was made and therefore Loudoun County which the lawsuit was made and therefore Loudoun County Public Schools is no longer therefore Loudoun County Public Schools is no longer under that. Under that lawsuit Public Schools is no longer under that. Under that lawsuit and its recommendations. It under that. Under that lawsuit and its recommendations. It has all of the recommendations and its recommendations. It has all of the recommendations of the lawsuit. has all of the recommendations of the lawsuit. >> I just was going to tell of the lawsuit. >> I just was going to tell you. Yes. So that June of last >> I just was going to tell you. Yes. So that June of last year. have all the paperwork you. Yes. So that June of last year. have all the paperwork with may not surprisingly. And year. have all the paperwork with may not surprisingly. And yet just to confirm to your with may not surprisingly. And yet just to confirm to your question, Charles. Original
charter was revised once in question, Charles. Original charter was revised once in January of 21 hasn't been charter was revised once in January of 21 hasn't been touched sense. So it still January of 21 hasn't been touched sense. So it still stands as an ad hoc committee touched sense. So it still stands as an ad hoc committee currently officially. stands as an ad hoc committee currently officially. >> Cases sense. It's still. currently officially. >> Cases sense. It's still. >> And how it hot committee. >> Cases sense. It's still. >> And how it hot committee. Let's vote on the last motion. >> And how it hot committee. Let's vote on the last motion. First demanded a motion. The Let's vote on the last motion. First demanded a motion. The amended motion that indicates First demanded a motion. The amended motion that indicates that we want to continue to amended motion that indicates that we want to continue to meet and to the full school that we want to continue to meet and to the full school board meets. All in favor of
that led to be known by board meets. All in favor of that led to be known by raising your hand. 14, 15. In something, Okay. 14, 15. In something, Okay. Although oppose. All who are 14, 15. In something, Okay. Although oppose. All who are opposed, raise your hand. one.
back to the base motion the opposed, raise your hand. one. back to the base motion the base motion the base motion back to the base motion the base motion the base motion Just a minute. The base motion base motion the base motion Just a minute. The base motion was to suspend the rules and Just a minute. The base motion was to suspend the rules and take action on the item that was to suspend the rules and take action on the item that we actually send it back to take action on the item that we actually send it back to the full school board. But we actually send it back to the full school board. But then to give us a new status. the full school board. But then to give us a new status. And that's not the way I read
it before. But it said. At And that's not the way I read it before. But it said. At this time I'd like to move it before. But it said. At this time I'd like to move that the Equity committee this time I'd like to move that the Equity committee recommend to the full school that the Equity committee recommend to the full school board that it be discharged as recommend to the full school board that it be discharged as a select committee. That's at board that it be discharged as a select committee. That's at Hawk. Of the school board. a select committee. That's at Hawk. Of the school board. Every legend in another Hawk. Of the school board. Every legend in another committee And I got a second Every legend in another committee And I got a second to that. So all in favor of committee And I got a second to that. So all in favor of ask in the full school board. to that. So all in favor of ask in the full school board. 2 switch us from me, Todd ask in the full school board. 2 switch us from me, Todd Committee different type of
committee. We don't know what Committee different type of committee. We don't know what type that would be. Let it be committee. We don't know what type that would be. Let it be known that raising your hand. type that would be. Let it be known that raising your hand. what an ad-hoc committee is. known that raising your hand. what an ad-hoc committee is. >> is temporary until such what an ad-hoc committee is. >> is temporary until such time that the school board. >> is temporary until such time that the school board. The scale that the ad hoc time that the school board. The scale that the ad hoc committee Chevy discharge with The scale that the ad hoc committee Chevy discharge with that purpose is full field. committee Chevy discharge with that purpose is full field. school board action authorizes that purpose is full field. school board action authorizes the discontinuance of the school board action authorizes the discontinuance of the temporary continues off the ad
hoc committee. So got it. temporary continues off the ad hoc committee. So got it. Thank you. So even though it's hoc committee. So got it. Thank you. So even though it's been in existence for 7 years, Thank you. So even though it's been in existence for 7 years, I think someone said 7 years. been in existence for 7 years, I think someone said 7 years. It has been under this. Type I think someone said 7 years. It has been under this. Type of committee for that time. >> Sorry. But with the school >> Sorry. But with the school board be decided that we like >> Sorry. But with the school board be decided that we like is there like 4 options and ad board be decided that we like is there like 4 options and ad hoc is one of them was the
other 3. hoc is one of them was the other 3. >> I don't know what direction other 3. >> I don't know what direction will but they really what >> I don't know what direction will but they really what reaction that they can vote will but they really what reaction that they can vote among that can make us a reaction that they can vote among that can make us a standing committee. Okay. among that can make us a standing committee. Okay. >> Which means we continue to standing committee. Okay. >> Which means we continue to meet and create a chart >> Which means we continue to meet and create a chart because we don't have a meet and create a chart because we don't have a charter. All they could make because we don't have a charter. All they could make leave us as a select charter. All they could make leave us as a select committee. They 3 different leave us as a select committee. They 3 different for different committee is I committee. They 3 different for different committee is I don't have those in front of for different committee is I don't have those in front of me. I'm sorry. different types don't have those in front of me. I'm sorry. different types of committees of the school me. I'm sorry. different types of committees of the school board.
>> Would we be as the could we board. >> Would we be as the could we as a committee be able to >> Would we be as the could we as a committee be able to provide recommendation to the as a committee be able to provide recommendation to the board? Are we just Legis hey, provide recommendation to the board? Are we just Legis hey, board. Go and just come back board? Are we just Legis hey, board. Go and just come back can be provide recommendation board. Go and just come back can be provide recommendation of the 4 types write-in vote can be provide recommendation of the 4 types write-in vote on that, right? I I will take of the 4 types write-in vote on that, right? I I will take it to the board and then get on that, right? I I will take it to the board and then get >> Description of those it to the board and then get >> Description of those different types and bring it >> Description of those different types and bring it Schedule. intro. different types and bring it Schedule. intro. >> just because so it's all Schedule. intro. >> just because so it's all the sudden policy. 23, 10,
they're still the 4 different the sudden policy. 23, 10, they're still the 4 different types. As I recall them off at they're still the 4 different types. As I recall them off at head, we would fall either types. As I recall them off at head, we would fall either understanding committee or an head, we would fall either understanding committee or an advisory, both of which have understanding committee or an advisory, both of which have kind of ongoing official advisory, both of which have kind of ongoing official status. The other 2, I think kind of ongoing official status. The other 2, I think our sort of more internal status. The other 2, I think our sort of more internal pipes to the school board. But our sort of more internal pipes to the school board. But it's all the sudden policy. pipes to the school board. But it's all the sudden policy. 23, 10. it's all the sudden policy. 23, 10. >> That could be missing 23, 10. >> That could be missing something. But from my >> That could be missing something. But from my perspective. Type of committee something. But from my perspective. Type of committee secondary to war. What we are
doing each month. So whether secondary to war. What we are doing each month. So whether we're standing committee, doing each month. So whether we're standing committee, Pfizer E at act or select, I we're standing committee, Pfizer E at act or select, I think that is still less Pfizer E at act or select, I think that is still less important than what is our think that is still less important than what is our purpose at this time. It will important than what is our purpose at this time. It will be accomplishing. I can purpose at this time. It will be accomplishing. I can envision becoming standing be accomplishing. I can envision becoming standing committee but still have the envision becoming standing committee but still have the same month to month committee but still have the same month to month difficulties with what are we same month to month difficulties with what are we meeting for? What's the difficulties with what are we meeting for? What's the purpose? What are we going to meeting for? What's the purpose? What are we going to accomplish? So again, I could purpose? What are we going to accomplish? So again, I could be missing that there is accomplish? So again, I could be missing that there is something significant about.
Labeling or type of structure something significant about. Labeling or type of structure as a sign to this committee. Labeling or type of structure as a sign to this committee. But echoing chills shared. as a sign to this committee. But echoing chills shared. It's really calling in on. But echoing chills shared. It's really calling in on. What are we working towards It's really calling in on. What are we working towards regardless of the type of What are we working towards regardless of the type of committee that we are? Does regardless of the type of committee that we are? Does that make sense? And they committee that we are? Does that make sense? And they want. that make sense? And they want. >> I I can say that all of want. >> I I can say that all of those topics that you came up >> I I can say that all of those topics that you came up with mission may that were those topics that you came up with mission may that were important to you. All of those with mission may that were important to you. All of those were given to the Dei
Department and there is were given to the Dei Department and there is evidence that they are dealing Department and there is evidence that they are dealing with all of those topics evidence that they are dealing with all of those topics within the schools. So it's with all of those topics within the schools. So it's not like you came up with within the schools. So it's not like you came up with that. Liz. And it was and it not like you came up with that. Liz. And it was and it went into a dark hole. They that. Liz. And it was and it went into a dark hole. They were given to the department went into a dark hole. They were given to the department to department handles the were given to the department to department handles the situations from day to day in to department handles the situations from day to day in the schools and they have and situations from day to day in the schools and they have and they have the manpower to do the schools and they have and they have the manpower to do that because every school has they have the manpower to do that because every school has equity lead. And then the
department has individuals who equity lead. And then the department has individuals who was sent out. Thank I in no department has individuals who was sent out. Thank I in no way. Like intended to make it was sent out. Thank I in no way. Like intended to make it sound like we did not think way. Like intended to make it sound like we did not think that the dei. sound like we did not think that the dei. >> A department is doing a that the dei. >> A department is doing a fantastic job. Has been like >> A department is doing a fantastic job. Has been like part of being equity lead at fantastic job. Has been like part of being equity lead at my former school before I came part of being equity lead at my former school before I came here to the admin building my former school before I came here to the admin building what I would love to see the here to the admin building what I would love to see the purpose of this committee is I what I would love to see the purpose of this committee is I think a lot of times there are purpose of this committee is I think a lot of times there are things that are going on in think a lot of times there are things that are going on in our division that are so. Our
fun so strong and the our division that are so. Our fun so strong and the community does not know that fun so strong and the community does not know that this work is taking place. And community does not know that this work is taking place. And I think that having and equity this work is taking place. And I think that having and equity committee where we have its we I think that having and equity committee where we have its we have community members committee where we have its we have community members involved. I think that that have community members involved. I think that that can help spread the word. I involved. I think that that can help spread the word. I think that a lot of times we can help spread the word. I think that a lot of times we hear negativity from people think that a lot of times we hear negativity from people and those voices are the hear negativity from people and those voices are the loudest. And they think that and those voices are the loudest. And they think that if we could do that great job loudest. And they think that if we could do that great job of educating the community, if if we could do that great job of educating the community, if that could be part of our of educating the community, if that could be part of our role. I do think that some of
those initiatives have been role. I do think that some of those initiatives have been addressed by DEC. And I those initiatives have been addressed by DEC. And I really, you know, proud of addressed by DEC. And I really, you know, proud of that work. I'm excited about really, you know, proud of that work. I'm excited about the work that we've done, but that work. I'm excited about the work that we've done, but I don't think that that means the work that we've done, but I don't think that that means that like we shouldn't I don't think that that means that like we shouldn't constantly be looking for that that like we shouldn't constantly be looking for that continuous of improvement. I constantly be looking for that continuous of improvement. I love the idea. The video that continuous of improvement. I love the idea. The video that won the Emmy like really love the idea. The video that won the Emmy like really spreading. The word about what won the Emmy like really spreading. The word about what good work. We're doing about spreading. The word about what good work. We're doing about equity. I'm really proud that good work. We're doing about equity. I'm really proud that we're taking a stance. You
know, amongst the community. we're taking a stance. You know, amongst the community. And I think that there's been know, amongst the community. And I think that there's been a lot of support for that. So And I think that there's been a lot of support for that. So I think that it would be a a lot of support for that. So I think that it would be a mistake. 2, not have this I think that it would be a mistake. 2, not have this committee. To do this work. I mistake. 2, not have this committee. To do this work. I think it could go. Side by committee. To do this work. I think it could go. Side by side. think it could go. Side by side. >> And what you reference side. >> And what you reference education to the community. I >> And what you reference education to the community. I want to share that. That could education to the community. I want to share that. That could come under the new charter. We want to share that. That could come under the new charter. We have to create a new charter come under the new charter. We have to create a new charter in order to do the things that have to create a new charter in order to do the things that you're is saying that we have in order to do the things that you're is saying that we have a new target.
>> I'm going to keep it very a new target. >> I'm going to keep it very brief because I everybody >> I'm going to keep it very brief because I everybody wants to go home. Feel is brief because I everybody wants to go home. Feel is necessary to just put it out wants to go home. Feel is necessary to just put it out there. I'm a very long-term necessary to just put it out there. I'm a very long-term thinker. And so right now there. I'm a very long-term thinker. And so right now we're being very short term thinker. And so right now we're being very short term focused, not everyone, but we we're being very short term focused, not everyone, but we do have the Dei, a dei. A focused, not everyone, but we do have the Dei, a dei. A board division is doing do have the Dei, a dei. A board division is doing fantastic job. We currently board division is doing fantastic job. We currently superintendent is very equity fantastic job. We currently superintendent is very equity focus. Superintendent coming superintendent is very equity focus. Superintendent coming go. School board members come
and go. So there could be go. School board members come and go. So there could be potentially a time where we and go. So there could be potentially a time where we don't have equity Gervin potentially a time where we don't have equity Gervin superintendent, we don't have don't have equity Gervin superintendent, we don't have more equity driven. People on superintendent, we don't have more equity driven. People on the school board and then they more equity driven. People on the school board and then they may choose to dissolve EIA. the school board and then they may choose to dissolve EIA. Should they do that? Is that a may choose to dissolve EIA. Should they do that? Is that a good decision? Absolutely not. Should they do that? Is that a good decision? Absolutely not. But those things could happen good decision? Absolutely not. But those things could happen in the future. And if that But those things could happen in the future. And if that does happen, what would be the in the future. And if that does happen, what would be the advisory committee at that does happen, what would be the advisory committee at that point to make sure that we advisory committee at that point to make sure that we maintain focus on equity.
>> I just want to say like to maintain focus on equity. >> I just want to say like to what Joe was saying, the >> I just want to say like to what Joe was saying, the reverse is also true. I think what Joe was saying, the reverse is also true. I think part of the benefit of this reverse is also true. I think part of the benefit of this committee is that not only do part of the benefit of this committee is that not only do we educate the people here committee is that not only do we educate the people here about what's happening, but we educate the people here about what's happening, but the people here can educate about what's happening, but the people here can educate dei about what's happening in the people here can educate dei about what's happening in their individual communities. dei about what's happening in their individual communities. And to me, that's one of the their individual communities. And to me, that's one of the most important parts of this And to me, that's one of the most important parts of this committee because if you have most important parts of this committee because if you have a dei that to office, which committee because if you have a dei that to office, which again, agree is a great a dei that to office, which again, agree is a great office, but it doesn't have again, agree is a great office, but it doesn't have the input of of the community. office, but it doesn't have the input of of the community. Then I think then that's kind the input of of the community. Then I think then that's kind of an oversight. And so I
think that all the groups need of an oversight. And so I think that all the groups need to be represented, which is. think that all the groups need to be represented, which is. But I understood this to be to be represented, which is. But I understood this to be about mice. What I would see But I understood this to be about mice. What I would see happening is is is it possible about mice. What I would see happening is is is it possible before we go to the school happening is is is it possible before we go to the school board to say this is what the before we go to the school board to say this is what the purpose that that we as a board to say this is what the purpose that that we as a group think that our purpose purpose that that we as a group think that our purpose should be going forward, which group think that our purpose should be going forward, which I guess would turn into the should be going forward, which I guess would turn into the charter and then recommend to I guess would turn into the charter and then recommend to them. This is what we think charter and then recommend to them. This is what we think this group should be. We think them. This is what we think this group should be. We think we should be this type of the this group should be. We think we should be this type of the committee and we think that we should be this type of the committee and we think that this should be our purpose committee and we think that this should be our purpose because I think it sounds like
everyone here is kind of on because I think it sounds like everyone here is kind of on the same page that we want to everyone here is kind of on the same page that we want to make sure that we're making a the same page that we want to make sure that we're making a difference. We want to make make sure that we're making a difference. We want to make sure that we're advising that difference. We want to make sure that we're advising that we're having some type of sure that we're advising that we're having some type of outputs that make us, you we're having some type of outputs that make us, you know, that make this this this outputs that make us, you know, that make this this this committee valuable. on this committee, I think on this committee, I think since 2020 and there's always on this committee, I think since 2020 and there's always been at least one person in since 2020 and there's always been at least one person in these rooms who isn't aligned been at least one person in these rooms who isn't aligned with our vision. Others feel
that way that that makes these with our vision. Others feel that way that that makes these the space unsafe. So if we are that way that that makes these the space unsafe. So if we are dedicated to the work that may the space unsafe. So if we are dedicated to the work that may be restructuring the committee dedicated to the work that may be restructuring the committee to keep it a safe space be restructuring the committee to keep it a safe space because I understand as it to keep it a safe space because I understand as it stands right now. because I understand as it stands right now. >> So people have to be placed stands right now. >> So people have to be placed there. Board members have to >> So people have to be placed there. Board members have to put a designee. You have to 3 there. Board members have to put a designee. You have to 3 board members. I get it but put a designee. You have to 3 board members. I get it but making be making the space board members. I get it but making be making the space safe again is a way we can re. making be making the space safe again is a way we can re. Imagine going forward as a safe again is a way we can re. Imagine going forward as a committee. Imagine going forward as a committee. >> We do do a lot of important committee. >> We do do a lot of important work. It just kind of hes got >> We do do a lot of important work. It just kind of hes got lost. I don't think right now work. It just kind of hes got lost. I don't think right now at this time in history,
especially the optics of at this time in history, especially the optics of getting rid of an equity especially the optics of getting rid of an equity committee is very good or getting rid of an equity committee is very good or strong. Okay. Thank you. committee is very good or strong. Okay. Thank you. >> Far far outside Adams strong. Okay. Thank you. >> Far far outside Adams Center. I echo everyone's >> Far far outside Adams Center. I echo everyone's standing here. I think. They Center. I echo everyone's standing here. I think. They click the Equity committee. is standing here. I think. They click the Equity committee. is necessity how it can be click the Equity committee. is necessity how it can be formulated. We can actually necessity how it can be formulated. We can actually discuss. agree that there was formulated. We can actually discuss. agree that there was this year that mentioned, discuss. agree that there was this year that mentioned, that, you know, people come
and go. And but the most part that, you know, people come and go. And but the most part thing is you want make sure and go. And but the most part thing is you want make sure that all the diverse views are thing is you want make sure that all the diverse views are heard and that there's that all the diverse views are heard and that there's advocacy that's taking place. heard and that there's advocacy that's taking place. We all do agree. I think advocacy that's taking place. We all do agree. I think that's what I've been hearing We all do agree. I think that's what I've been hearing that D I has been doing a that's what I've been hearing that D I has been doing a great job and support and that D I has been doing a great job and support and everything that's come out of great job and support and everything that's come out of the DUI committee. It seems everything that's come out of the DUI committee. It seems like it's been discharged to the DUI committee. It seems like it's been discharged to the to the just to their group like it's been discharged to the to the just to their group to the department and it's the to the just to their group to the department and it's being executed. I agree that to the department and it's being executed. I agree that we need to do is, you know. being executed. I agree that we need to do is, you know. Chains ever from it at all, we need to do is, you know. Chains ever from it at all, committed to standing Chains ever from it at all, committed to standing Committee or select committee
that way? It remains from it. Committee or select committee that way? It remains from it. That regardless of like who that way? It remains from it. That regardless of like who comes and goes. And I think That regardless of like who comes and goes. And I think that's that's what we want. comes and goes. And I think that's that's what we want. And were not looking for a that's that's what we want. And were not looking for a disbandment of this committee, And were not looking for a disbandment of this committee, have permanency to and how it disbandment of this committee, have permanency to and how it away we we decide we want have permanency to and how it away we we decide we want envision ourselves to be. I away we we decide we want envision ourselves to be. I think that's what we're envision ourselves to be. I think that's what we're looking for. think that's what we're looking for. >> put that into motion. looking for. >> put that into motion. >> I think that motion was >> put that into motion. >> I think that motion was echoed >> I think that motion was echoed >> in the amended motion that
you said just change it to you >> in the amended motion that you said just change it to you or space like to chew up. it's you said just change it to you or space like to chew up. it's not one of the 4. I call that or space like to chew up. it's not one of the 4. I call that it's right? It's a permanent not one of the 4. I call that it's right? It's a permanent committee, voted already on it's right? It's a permanent committee, voted already on his getting vote on your committee, voted already on his getting vote on your motion. right. So so Safe his getting vote on your motion. right. So so Safe weekend, reformulate, the motion. right. So so Safe weekend, reformulate, the equity committee. weekend, reformulate, the equity committee. >> To to to not be and ad hoc equity committee. >> To to to not be and ad hoc committee, but to be a a >> To to to not be and ad hoc committee, but to be a a permanent committee within the committee, but to be a a permanent committee within the 4 that are. permanent committee within the 4 that are. >> Then that's something I see 4 that are. >> Then that's something I see all of us supporting. Okay.
That's the motion that I if all of us supporting. Okay. That's the motion that I if you want me before, I could That's the motion that I if you want me before, I could put that forward. Okay. you want me before, I could put that forward. Okay. >> Will you would get put that forward. Okay. >> Will you would get communication from me? From >> Will you would get communication from me? From the Boyd. Based on us communication from me? From the Boyd. Based on us continuing to me. But but the the Boyd. Based on us continuing to me. But but the board and I'm gonna so that continuing to me. But but the board and I'm gonna so that was a motion get a second. board and I'm gonna so that was a motion get a second. Drug in a second from anyone. was a motion get a second. Drug in a second from anyone. >> so I motion that. Drug in a second from anyone. >> so I motion that. >> We change the status, the >> so I motion that. >> We change the status, the status, the Equity Committee
from an ad hoc committee to a status, the Equity Committee from an ad hoc committee to a permanent committee. That's a from an ad hoc committee to a permanent committee. That's a line with one of the 4 based permanent committee. That's a line with one of the 4 based on the policy. 23, I believe line with one of the 4 based on the policy. 23, I believe 28 at 10 align with alignment on the policy. 23, I believe 28 at 10 align with alignment with that. 28 at 10 align with alignment with that. >> Okay. To get a second. with that. >> Okay. To get a second. Discussion. question would be. >> Okay. To get a second. Discussion. question would be. Recommending to the full Discussion. question would be. Recommending to the full board. Yes, it's only a Recommending to the full board. Yes, it's only a recommendation. Got it. So
he's been properly moved. And recommendation. Got it. So he's been properly moved. And second, it that we take to the he's been properly moved. And second, it that we take to the board that we translate can second, it that we take to the board that we translate can get. cited. I'm sorry. board that we translate can get. cited. I'm sorry. >> Yeah. Just second. get. cited. I'm sorry. >> Yeah. Just second. >> So now can we vote on that >> Yeah. Just second. >> So now can we vote on that last motion? That we >> So now can we vote on that last motion? That we transition from. He's last motion? That we transition from. He's standing. Within the policy of
23. 10. All in favor. 17. So it would be. 17. So it would be. >> Solve will pose. And I want 17. So it would be. >> Solve will pose. And I want to. Support the one that
opposes because he came to all to. Support the one that opposes because he came to all 3 of those subcommittee opposes because he came to all 3 of those subcommittee meetings and others and many 3 of those subcommittee meetings and others and many others did not show And so he meetings and others and many others did not show And so he was left Create a chart of others did not show And so he was left Create a chart of them. So and that staff. But was left Create a chart of them. So and that staff. But with 2 of the people with the them. So and that staff. But with 2 of the people with the committee subcommittee to hit with 2 of the people with the committee subcommittee to hit 8 people on it. Okay. We have committee subcommittee to hit 8 people on it. Okay. We have one who opposed. And so I will 8 people on it. Okay. We have one who opposed. And so I will take it to the board. The full one who opposed. And so I will take it to the board. The full board. Your recommendation.
And so we'll meet back here. I board. Your recommendation. And so we'll meet back here. I don't know the date. The first And so we'll meet back here. I don't know the date. The first Thursday in June. motion wise that the equity motion wise that the equity committee be discharged as a motion wise that the equity committee be discharged as a select committee of the school committee be discharged as a select committee of the school board and religion in another select committee of the school board and religion in another form. That's what we just board and religion in another form. That's what we just voted on to change it from.
this time. I'd like to move this time. I'd like to move Can I read it so that you know this time. I'd like to move Can I read it so that you know what you're voting on? Can I read it so that you know what you're voting on? >> I'd like to move that the what you're voting on? >> I'd like to move that the Equity committee recommend to >> I'd like to move that the Equity committee recommend to the full school board that it Equity committee recommend to the full school board that it be discharged. And as a select the full school board that it be discharged. And as a select committee of the school board be discharged. And as a select committee of the school board and reimagined in another So committee of the school board and reimagined in another So as to be determined by the and reimagined in another So as to be determined by the full board. With that 2 other as to be determined by the full board. With that 2 other amendments that we've had full board. With that 2 other amendments that we've had tonight.
route. One. route. One. >> Would remove the word route. One. >> Would remove the word discharge. And so we would >> Would remove the word discharge. And so we would have to formulate that the discharge. And so we would have to formulate that the wording. That amends the base have to formulate that the wording. That amends the base motion. So the amendment would wording. That amends the base motion. So the amendment would take in the 2 amendments would motion. So the amendment would take in the 2 amendments would have to be kind of merge. But take in the 2 amendments would have to be kind of merge. But the word discharged would have to be kind of merge. But the word discharged would would have to be removed. the word discharged would would have to be removed. >> Discharge Reed charged as would have to be removed. >> Discharge Reed charged as an ad hoc committee. Isn't >> Discharge Reed charged as an ad hoc committee. Isn't that what we say? And we an ad hoc committee. Isn't that what we say? And we wanted to become. know. We'
that what we say? And we wanted to become. know. We're gonna take it to the point wanted to become. know. We're gonna take it to the point before June and you gave me gonna take it to the point before June and you gave me the date for the June meeting. before June and you gave me the date for the June meeting. Joe Fit the first Thursday in the date for the June meeting. Joe Fit the first Thursday in June as June 5th. And I bring Joe Fit the first Thursday in June as June 5th. And I bring that to you on June 5th. If June as June 5th. And I bring that to you on June 5th. If they've had an opportunity at that to you on June 5th. If they've had an opportunity at that point to discuss. in favor of of the base motion in favor of of the base motion with the 2 amendments on top in favor of of the base motion with the 2 amendments on top of it. Let it be known by
raising your hand. >> Did you get 17, 18, 18, 70. >> Did you get 17, 18, 18, 70. Okay. >> Did you get 17, 18, 18, 70. Okay. >> All those who oppose. based on the the conversation based on the the conversation and the decisions tonight.
>> We will get those written and the decisions tonight. >> We will get those written up for you and our share with >> We will get those written up for you and our share with you before I take your up for you and our share with you before I take your recommendations to the board. you before I take your recommendations to the board. That way of email. Yeah, Helen recommendations to the board. That way of email. Yeah, Helen will help me. Okay. Is that That way of email. Yeah, Helen will help me. Okay. Is that any of the new business to will help me. Okay. Is that any of the new business to come before us tonight? We and any of the new business to come before us tonight? We and 7.35. 7, 57, 15. 7.15. So we
made it before 7.30. >> A shift from the one one.