WEBVTT 00:22:53.000 --> 00:23:08.000 those stereotypes that you have that you, you need to confirm it and do some self reflection and do your own work. And I think you know we've talked about trauma and I think it's important to remember that a lot of the times, the behaviors that we see 00:23:08.000 --> 00:23:23.000 are not the the root of the problem is the fruit that we see that there's a deeper issue that we have to address and so you can't, you can't ignore those things because all of that goes into how a student learns why they are behaving a certain way. 00:23:23.000 --> 00:23:34.000 And so, you just have to be cognizant and aware and willing to adjust as necessary based on the individual student. 00:23:34.000 --> 00:23:50.000 And just to add on to it. You know, we know overall, you know, black students tend to be subjected to harsher disciplinary consequences than white students, and even for some infractions there, you know as Amazonas was that, you know, that doesn't even 00:23:50.000 --> 00:24:01.000 really warm in or out of school suspension, but one thing that we haven't you know one thing that's concerning to me is really the blackboards, you know I was reading an article on Dr. 00:24:01.000 --> 00:24:16.000 Woods and at a San Diego University. He was just talking about black males in kindergarten, and he was saying, the statistics he was and I actually read a black students account for only 18% of the preschool population but they represent 42% of all preschoolers 00:24:16.000 --> 00:24:19.000 who are suspended at least once. 00:24:19.000 --> 00:24:28.000 So, and in 48% of those who are spending more than once. I mean, if you look at those and see that we need to simply we're talking about black males in kindergarten. 00:24:28.000 --> 00:24:36.000 When I think of that I think about when a black male is being suspended in or out of school, what does that do for his motivation. 00:24:36.000 --> 00:24:49.000 What does he think about schooling. What does it. What does this later academic success. You know, we definitely need, you know, and we do have restorative practices, I'm going to school that uses restorative practices. 00:24:49.000 --> 00:25:03.000 But again, as I stated before, we're unsure, I believe restorative practices work, in a way, but the results are mixed. And so, again, going back to policies going back to finding whether the root cause is going back to families enables us to figure out 00:25:03.000 --> 00:25:13.000 out what ways we can do policy wise in our schools and our systems, to be able to support and intervene and help our black students. 00:25:13.000 --> 00:25:28.000 And I love our black boys and I'm very concerned about that disparity but let's not forget Black Girls, and the adult education of what girls, you know, they're grown there, they have an attitude, the things that we're doing to exclude black girls as 00:25:28.000 --> 00:25:42.000 well I think black children need to be allowed to be children. They are not being fast they're not being grown they're not, you know, we have to be able to advocate and have people who will advocate for all of our black children and pay attention to those 00:25:42.000 --> 00:25:49.000 disparities and how we are thinking of children, and that, remember that their children. 00:25:49.000 --> 00:25:56.000 And that's hard to do sometimes but we have to kind of keep that in the forefront. 00:25:56.000 --> 00:26:14.000 That's an excellent point to and when I think about my own academic background and teaching and research agenda and backgrounds that does often get lost Miss Jones, you're absolutely correct and children get stressed out, just like we do children have 00:26:14.000 --> 00:26:25.000 issues challenges and problems with day to day and I've had people say to me What do children have to be, are you kidding me what is it that children how to be stressed out about all they have to do is be a kid and go to school. 00:26:25.000 --> 00:26:42.000 Well, that's not necessarily the case, especially when you start talking about black and brown children especially when you start thinking about adverse childhood experiences or aces that some of you might recognize that synonym but really thinking about 00:26:42.000 --> 00:27:01.000 the many many experiences, often traumatic often potentially life threatening even and can you imagine as a young person during childhood that you're experiencing and witnessing you know violence and abuse and neglect and murders and in your home or in 00:27:01.000 --> 00:27:18.000 the community, or in your school and so on and so forth. So all of those adverse childhood experiences in that immediate environment but again in the holistic community, all of that speaks to ability willingness motivation desire, when you think about 00:27:18.000 --> 00:27:33.000 formal and informal education it all speaks to substance misuse I heard you mention that Miss Jones, mental health, we haven't even really gone down the path of mental health problems and and instability and some of those types of things. 00:27:33.000 --> 00:27:52.000 Many of those factors are been linked to chronic health problems even later in life so thinking about all the ways that young people can, and often are negatively affected, and again, they're still being the expectation that they can rise to the occasion, 00:27:52.000 --> 00:28:06.000 and be a student and attentive and engaged and ready to learn. After witnessing all this trauma and so on and so forth. So thank you all so much for, for those responses. 00:28:06.000 --> 00:28:18.000 They are our going to give us one more kind of structured question and then we will open it up to the audience to to post questions in the in the chat feature. 00:28:18.000 --> 00:28:40.000 And so as we think about this last year, and how absolutely insanely disrupted. It has been due to what I would even dub multiple pandemics not just covert 19 in the health disparities there but economic disparities and social unrest and racial issues 00:28:40.000 --> 00:28:42.000 intentions and so on and so forth. 00:28:42.000 --> 00:29:03.000 How do you think these multiple pandemics related to covert and other issues, how do you think they will. Or in what ways might they have long term effects on black students in education I do know not to put that scary on the spot but it's my understanding, 00:29:03.000 --> 00:29:23.000 for example, even that last year we were not able to pivot because not every young person had a Chromebook or laptop and or access I think we made some assumptions that because we are one of the big four cities in the state that of course everybody has 00:29:23.000 --> 00:29:39.000 internet Well, now they don't that is not a basic utility right so thinking about all the ways that these multiple pandemics have created in exacerbate it quite frankly, and a lot of ways, some of the gaps that we know already existed. 00:29:39.000 --> 00:29:52.000 So what do you think are some of the long term, long term of fixed now so I get right all been magnified what we've known for a long time. There is a widening chasms between the haves and the have nots. 00:29:52.000 --> 00:30:06.000 And both poverty and limited resources impact equity and opportunity, including, who has access to kindergarten readiness and middle school readiness and high school readiness and readiness for post high school training or college in preparation for the 00:30:06.000 --> 00:30:18.000 hot hand jobs of the future that are coming, who has access to high speed high speed technology within this day and age, it should be as readily available to everybody as you told us all. 00:30:18.000 --> 00:30:27.000 We need to answer questions like how can we accelerate opportunities for black children as the new education laws in the state read 360 plans rolled out. 00:30:27.000 --> 00:30:42.000 Can we make a cultural culturally representative curriculum and motivational methods that are used like by the Children's Defense Fund freedom school, more widely available at the neighborhood level, can we provide Hooked on Phonics to families and young 00:30:42.000 --> 00:30:55.000 people, and you started, partners, can we provide trauma recovery centers at the neighborhood level, but call them some positive, maybe let us come up with a name. 00:30:55.000 --> 00:31:12.000 Who are the students into classrooms with educators from programs that do not teach classroom management and student motivation skills or learning styles, or the students need for cultural relevance, who are the baby who have less developed social interaction 00:31:12.000 --> 00:31:31.000 and cognition and language skills and why is that, who start life with safe and as an adult caregiver relationships, from neonatal to preschool and don't save caregiver relationships, they matter, early in life, because they provide emotional support 00:31:31.000 --> 00:31:49.000 and security consistent loving and healthy touching and system, basic resources like housing, food, clothing health care nutrition protection from home brain stimulation learning opportunity, social graded and managing your own body and your own attitude. 00:31:49.000 --> 00:32:08.000 Many caregivers with less advantage or unable to provide these things in the world, they want too many don't have the same opportunity to protect a buffer their children from the harsh and hostile environments and prejudices, even when they want to defeat 00:32:08.000 --> 00:32:23.000 it feeling, because we think of this long term we have to think of those, those caregivers have concentrated poverty is stressful. And it's a burden on families and there are systemic reasons that people are poor, and that black poverty is disproportionately 00:32:23.000 --> 00:32:29.000 higher Why is that a culture of survival produces different fields. 00:32:29.000 --> 00:32:48.000 Heels that make you resilient and able to quickly adapt. Despite the party toxic stress teaches you to find not negotiate in a warm and caring way so how do we how do we embrace other voices we're as we're thinking about all that we know a covert has 00:32:48.000 --> 00:32:54.000 magnified, there's some things that we have to do and they can all be done in the school building. 00:32:54.000 --> 00:33:04.000 They've got to involve the community, wrapping around the family and the children. 00:33:04.000 --> 00:33:12.000 When I think about the effects of coven 19 on black students education, if you really think about it. 00:33:12.000 --> 00:33:20.000 It's going to compound the racial disparities learning and achievement. It's going to come compounded, as you said something about kindergarten really readiness. 00:33:20.000 --> 00:33:30.000 As I think about kindergarten readiness I'm thinking about those pre, pre k arm and hair starts you know where students are attending. 00:33:30.000 --> 00:33:38.000 You know, one of the things that is been in that and this is really answers your first question. 00:33:38.000 --> 00:33:50.000 Probably the biggest barrier to greatest in equity to blacks students education is really racial and economic segregation. 00:33:50.000 --> 00:33:55.000 And this is want to make my point with kindergarten readiness. 00:33:55.000 --> 00:34:01.000 A lot of black students, just like to Michelle is there are living in poverty. 00:34:01.000 --> 00:34:12.000 And we know that when you were living in poverty, communities, they have a lack of access to high quality pre K schools like access to quality schools. 00:34:12.000 --> 00:34:15.000 And so as I think about coven 19. 00:34:15.000 --> 00:34:16.000 Think about coven 19. 00:34:16.000 --> 00:34:31.000 Um, it's going to continue. These students are not going to have access to the internet, they're not going to have access to devices, they're not going to have really good access to live, teachers, you know, teachers, who didn't get in contact with to 00:34:31.000 --> 00:34:47.000 help them with their academic skills, and what's going to do is it's going to compound the racial disparities and learning and achievement, you know, when students come into kindergarten. 00:34:47.000 --> 00:35:05.000 Most students who are low income black some, some of them are already coming to kindergarten, not having the basic skills in math and reading, and a lot of deals with because they didn't have the access to a quality pre k program. 00:35:05.000 --> 00:35:10.000 So we're coven 19 going on and you have his stars daycares that are closed. 00:35:10.000 --> 00:35:20.000 What are the students going to do, they're going to come into our into the school system already behind and how are we going to meet those needs. What are we going to do. 00:35:20.000 --> 00:35:37.000 So those are the things you know when I think about Colburn 19, I think, unfortunately it's going to compound the racial disparities. and we have to find ways to address it left unaddressed these opportunity gasps will translate into even wider and she 00:35:37.000 --> 00:35:47.000 would get between our black students and white students, and so that is what I think will, what I know will be an issue. 00:35:47.000 --> 00:35:55.000 Well, we've seen that just giving a student a device doesn't necessarily mean that they're prepared to be a virtual learner. 00:35:55.000 --> 00:36:07.000 It does have a lot to do with poverty and race, and segregation and privilege, you know, in terms of being able to do school. 00:36:07.000 --> 00:36:13.000 I've always been bossy I've always played it's because I've always wanted to be the boss the teacher, or whatever. 00:36:13.000 --> 00:36:22.000 And that was the culture in my household, and we have students who want to be teachers, you know I have students who say they want to be math teachers and I say they have a job already. 00:36:22.000 --> 00:36:35.000 because I want our kids to do that in combat but poverty, you know, Maslow's before bloom is It is him saying that we have in mind when you're trying to get your basic needs met. 00:36:35.000 --> 00:36:50.000 You cannot think about, you know, the academic needs about being a good student or or concentrating on Matt when you are worried about if you're going to have food or if you have to watch your siblings because your parent has to work. 00:36:50.000 --> 00:36:58.000 You know frequently we've come across that virtual learning has has brought us in to our students homes. 00:36:58.000 --> 00:37:17.000 More than, you know, than ever before. And we are experiencing that you know across, you know, for our county, for example, it's not just the students in poverty, that you know, we realized that what we thought was happening at home, may not be happening. 00:37:17.000 --> 00:37:20.000 And I like to say school. 00:37:20.000 --> 00:37:31.000 My new saying school is not a magic box, we are finding out that school is doing so much more than we even conceptualize it is very important for our students to be in the building, because they get a lot here. 00:37:31.000 --> 00:37:41.000 They get a lot here, they not only get food and education that they get a caring adult or three or five. 00:37:41.000 --> 00:37:56.000 They get, you know, a chance to talk to a counselor, they get access to social services, school has done a lot and I think as a society we have put a lot on school, but it is not a magic box you cannot put a child in and expect them oh they're in school 00:37:56.000 --> 00:38:00.000 so they should be proficient, that that does not equal. 00:38:00.000 --> 00:38:14.000 If a student is in trauma and in poverty. We have to like, Ronnie said we have to have those wraparound services. The community has to partner with us, And we have to understand that our community schools are important. 00:38:14.000 --> 00:38:23.000 Our children who may not have the access to leave the community school and go to whatever better school may be out there. 00:38:23.000 --> 00:38:33.000 We still have children in our school. And we still have to serve all of our kids, and all of our kids deserve a quality education quality teachers quality curriculum. 00:38:33.000 --> 00:38:38.000 And I think that's what needs to change in terms of virtual learning. 00:38:38.000 --> 00:38:42.000 We need to make sure that students are ready to be virtual. 00:38:42.000 --> 00:38:55.000 And that does not just involve a Chromebook, and whatever that takes the community. Please community has to realize that it's not just our jobs in school house. 00:38:55.000 --> 00:39:04.000 I can get on my soapbox but I'll stop right there. Here here here yes yes yes yes and yes Superintendent Johnson you want to. Yeah. 00:39:04.000 --> 00:39:10.000 No, I think it's an opportunity I look at what Koba disposes of opportunity to really accelerate. 00:39:10.000 --> 00:39:25.000 You know around this this really critical work so you know for us, it did make the disparities more pronounced I'll give an example of digital divide it made it more pronounced right and you know one of the things we were able to do, getting to desert 00:39:25.000 --> 00:39:42.000 point about community engagement is to really. Now with the pandemic moment we were to go back to our community and say hey, we've got to have internet for every single our economic disadvantage students like it's not a. It's not a, an F, or maybe, and we needed more than just a 00:39:42.000 --> 00:39:55.000 we needed more than just a year. So we're fortunate to have great part of the people crawl several others, a city government county government that said hey, we're going to make internet free for every economic disadvantage kid in your district 20,500 00:39:55.000 --> 00:40:11.000 kids for the next decade. And so, you know, I think it's those types of opportunities that we have to really hit the accelerator, in this moment, you know, one of the big things that I think or somebody mentioned earlier was around, you know great teachers 00:40:11.000 --> 00:40:26.000 being in our most challenged schools, but you also got to be leaders in our most challenged schools, and the recruiting and retaining of those great, you know, those federal models very talented folks in those buildings is, is, is important so you know 00:40:26.000 --> 00:40:37.000 we've been able to elevate the conversation about hey the salary scale just has to look different, you know we we we can't do it in a one off bonus structure, we've got to set it to the base pay, and we got to make sure that we commit to so I think it's 00:40:37.000 --> 00:40:52.000 a real opportunity with leverage because everything has become so much more pronounced everything it's really clear now, where the disparities are, and it's like you know this this covers been pulled off so to speak, around these, these conversations 00:40:52.000 --> 00:41:01.000 that have been happening in bubbling for some time. And it's and it's made it a moment where we can really hit the accelerator we're trying to take advantage of them that way. 00:41:01.000 --> 00:41:06.000 And I think, to kind of summarize everything that has been said. 00:41:06.000 --> 00:41:19.000 It's important that we not ignore the effect that all of this has on our students and their mental health. And so that's something that I am concerned about and you know the lasting impact when we talk about that. 00:41:19.000 --> 00:41:33.000 I think there is significant impact in the mental health arena. Miss Ronnie mentioned the term of defeated feeling that our students had and I think that is so true that's something that I have seen firsthand, and some of the students that I work with 00:41:33.000 --> 00:41:43.000 just seeing the way the the verbiage they use and how they talk about their future has changed over this past year, and they are not as excited as they were. 00:41:43.000 --> 00:41:57.000 And so that's something that I think we need to discuss particularly in the black community because mental health has this stigma that you know we don't ask for help and you know it's not okay to reach out when you're struggling. 00:41:57.000 --> 00:42:22.000 But I'm hopeful that we're able to change that. Because all of this, the parents ma racism here and Notts County the murders that have been happening that's alive for even the most skilled adult to be aware, and so you can imagine the impact that it's 00:42:22.000 --> 00:42:33.000 sure our students are as prepared as they can be figure out how they can be healthy, mentally, as well. 00:42:33.000 --> 00:42:50.000 Agreed. Agreed. Agreed with, with all of the responses, thus far and thank you again for your candor for your honesty for your commitment and passion to young people and families and communities because again it really does take a village right it is 00:42:50.000 --> 00:43:14.000 not. It is not just parents are the household responsibility is the school it is the community, it is policy, it is all of those things at this juncture, we will transition to q amp a portion, and we do have questions in the chat box as we speak, and 00:43:14.000 --> 00:43:29.000 I will start with. How can parents and communities advocate for their students education, especially when it is so cumbersome to navigate these systems and structures. 00:43:29.000 --> 00:43:33.000 So the advocacy from parents. 00:43:33.000 --> 00:43:46.000 How do they navigate the intricacies and bureaucracies of of systems and structures as it relates to the school system. 00:43:46.000 --> 00:44:02.000 I think it starts with educating yourself, and that's an important factor I think about you know you look at how schools are funded. In general, the formulas there us, it's a lot to understand and so being able to kind of do your research you know going 00:44:02.000 --> 00:44:18.000 going on websites to understand how the systems actually work, and then it will better equip you to be able to know who exactly you need to talk to about making changes and so education is one of the things that I immediately think about you have to know 00:44:18.000 --> 00:44:24.000 how the system works. First, in order to know what changes you want to see. 00:44:24.000 --> 00:44:29.000 I would add to that that parents and caregivers. 00:44:29.000 --> 00:44:41.000 Everybody's raising our children now, it's just not a parent's it's grand mama is older sibling is aunties, it's a relative. 00:44:41.000 --> 00:44:45.000 And so, caregivers need advocates, too. 00:44:45.000 --> 00:44:54.000 And they need opportunities to be poked into how to navigate systems and. 00:44:54.000 --> 00:45:07.000 And so sometimes we have to, we did have to make a decision on how we're going to help equip families, because then it begs the question, do we want what we said we want. 00:45:07.000 --> 00:45:17.000 Do we want caregivers who are equipped to answer request. 00:45:17.000 --> 00:45:30.000 Okay, well in terms of that parents need to communicate to ask questions. I think sometimes, especially black parents in certain communities don't realize how powerful their voices. 00:45:30.000 --> 00:45:35.000 So if they just start advocating start asking those questions. 00:45:35.000 --> 00:45:52.000 They will find that they get a good response, you know too often. They may not feel comfortable communicating and advocating, and there's never a question that's not, you know, good enough to be asked about your child. 00:45:52.000 --> 00:46:11.000 And one thing I wanted to add here is of course the caregivers is also students I think we need to be able to figure out ways to equip our students to be able to advocate for themselves, because I think a lot of times, Their voices can be even more impactful 00:46:11.000 --> 00:46:24.000 than ours cans, because they are the ones that are directly affected by the decisions that are being made and so, along with caregivers and parents student advocacy is important as well. 00:46:24.000 --> 00:46:40.000 So those were great the big portion is how about what if you, you know, might not be your parent, or, or might, in my case my kid is our time is almost 30 So what are some ways that even if you don't have a young person. 00:46:40.000 --> 00:46:58.000 In Knox County schools or Hamilton County schools or Metro Nashville Public Schools. How might communities actually advocate for for students overall educational experience helping to again address some of the inequities and disparities that we have discussed 00:46:58.000 --> 00:47:05.000 today. 00:47:05.000 --> 00:47:07.000 Okay. 00:47:07.000 --> 00:47:18.000 I was just going to add that there are lots of opportunities to plug into, you know, neighborhood schools, there's one in every community. 00:47:18.000 --> 00:47:34.000 Also, there's a lot of youth serving organizations who can connect you those who have the interest in supporting our young people in public school, and would love to have those people involved and engaged. 00:47:34.000 --> 00:47:46.000 So, first at the neighborhood school could could would love to hear from both individuals and then you serving partners and organizations have a place. 00:47:46.000 --> 00:48:00.000 No, only thing I'd add is just to say that I completely agree with plugins the neighborhood schools and and taking advantage of the opportunity to use service organizations and from a systemic standpoint, you know, whether it's budget conversations that 00:48:00.000 --> 00:48:14.000 we have across the community, or just general community meetings that we have, finding those opportunities are to directly plugging in to the district and become aware of what's going on, log into the local school board meeting, you know, log into the 00:48:14.000 --> 00:48:29.000 meeting work session and and understand what the conversations are and what it is we're dealing with on a, on a month over month basis. I will say also, you know, as far as the community definitely a communities are needed in the schools, and get to know 00:48:29.000 --> 00:48:44.000 Get to know your teachers get to know the principles and just get to know your local area schools but I think more, more importantly, if you really want to just advocate and tackle those, those of those big issues and and it was really going to your federal 00:48:44.000 --> 00:48:59.000 or your state, you know going to those and lay your representatives know hey, you know, we need to make sure that whatever we're passing whatever we are, whatever bills are coming out that it meets the needs of the students in our community. 00:48:59.000 --> 00:49:12.000 And I think that is even more important going to your school boards going to your to your state represents letting them know because a lot of times, a lot of policies are passed, and a lot of times they don't even hear from their constituents and, let 00:49:12.000 --> 00:49:22.000 alone, they don't even listen to the teachers, and it affects the teachers, the school, the school district, and the students, as a home. 00:49:22.000 --> 00:49:24.000 Thank you so much. 00:49:24.000 --> 00:49:38.000 So, we, we have unpacked a lot let me, let's be real clear we have we have gone there we have unpacked a lot and so that there is a question related to the myriad of issues challenges. 00:49:38.000 --> 00:49:56.000 Concerns problems that we have discussed and this question says Do you think it's possible. Is it even possible to address these issues from within the current educational system, or are we at a point where we need to start from scratch. 00:49:56.000 --> 00:50:02.000 Anybody jump in. I really want to address this because 00:50:02.000 --> 00:50:06.000 if that means just scrap what we have and try to do something new. 00:50:06.000 --> 00:50:16.000 It's not going to work. If we do not recognize the issues we have right now in terms of. 00:50:16.000 --> 00:50:21.000 Yes, racism, bias inequities. 00:50:21.000 --> 00:50:29.000 And the whole equity discussion if we cannot face that in the current system, any system we create, and we don't face it is not going to succeed. 00:50:29.000 --> 00:50:35.000 We have to be able to name and claim. What is going on. 00:50:35.000 --> 00:50:44.000 Nothing's going to work if we can't do that. So if that means oh let's just put it to the side and let's start with something new and not even address. 00:50:44.000 --> 00:50:49.000 What is going on, it's not going to work. So 00:50:49.000 --> 00:50:56.000 I think we need to address what's going on before we do anything. Before we fix this system or move on to another one. 00:50:56.000 --> 00:50:59.000 So agree with you Deseret. 00:50:59.000 --> 00:51:14.000 We're going to have to have four conversations because changes have to have to happen and conversations about who doesn't have access that we've been talking about who doesn't have private tutors and high speed internet and their own laptop, not just 00:51:14.000 --> 00:51:33.000 a device and what's the long term impact of crisis and whether whether it's a new system or the current system, the issues have to be addressed. And so we've got kids in our systems now who don't have time for us to do some great experiment, we have the, 00:51:33.000 --> 00:51:45.000 we have, we have the wheel. If we have the wheel, we can address these issues within the public school systems that we have do changes have to happen. 00:51:45.000 --> 00:51:46.000 Absolutely. 00:51:46.000 --> 00:51:49.000 Is it possible to do it. 00:51:49.000 --> 00:51:59.000 Then without creating something completely brand new and throwing out the baby with the bathwater. We can do this. 00:51:59.000 --> 00:52:07.000 I believe it is possible for the education system to address these inequities. They have the power to do it. 00:52:07.000 --> 00:52:19.000 Um, you know, part of the educational system is to mitigate some of these barriers that some of the students face. And so the education system has the power to do with what we need is we need to know what works and what doesn't work. 00:52:19.000 --> 00:52:35.000 What we need is we need to know what works and what doesn't work. We need more, we need more interventions we need more support we need to know what works for certain students what doesn't work for certain students, we need to know, are we providing equity, 00:52:35.000 --> 00:52:38.000 we know what is the standard what is the rubric. 00:52:38.000 --> 00:52:42.000 How we know we are and we can't just look at the test score you know again. 00:52:42.000 --> 00:52:57.000 I don't want you all to think that, you know, I'm against Testing, testing is important because it informs our instruction, and it lets us know if our kids have the skill set in math and reading, and also in other content areas, but we also need to look 00:52:57.000 --> 00:53:11.000 we need to figure out, we need other data that looks at the student holistically, your factors and families and neighborhoods behaviors, all of that and schools need those resources they need to, they need something so we can be able to help these students 00:53:11.000 --> 00:53:28.000 and mitigate these barriers and obstacles and when we're talking, and I will say, also, you know, a lot of these racial and economic economic segregation are rooted are saved by federal, state and local school and housing policies. 00:53:28.000 --> 00:53:39.000 You know that dates back history. And so again, when you're talking about Nick was we got to the week again, advocating going to represent and saying hey we got to change these policies. 00:53:39.000 --> 00:53:48.000 We got to change these policy or segregating our schools. This income inequality, because again, those are the root causes. 00:53:48.000 --> 00:54:01.000 And until we address that we're going to still have some of these disparities and so I think you have a par with the school has to do something where they need to support an intervention and the resources, but you also have this other part where the state 00:54:01.000 --> 00:54:12.000 federal and local system needs to look at the families, communities in the neighborhood and bring it all together so that we can all help our black students with their achievement. 00:54:12.000 --> 00:54:27.000 Thank you. And speaking of achievement here here's a question that that kind of gives us an I call always say this summer is a season for learner right it's not a time off but this question is, as we know it's not enough to do the bare minimum anymore 00:54:27.000 --> 00:54:41.000 to truly set our students of color up for success they need supplemental instruction during the summer months to ensure they stay on track and don't fall behind, and some black families this, the summer seen as a break from school. 00:54:41.000 --> 00:54:57.000 So what advice do you have for those who want to help highlight the importance of summer being a season for learning and kind of supplementing the K 12 instruction over the summer any tips that you might be able to offer, particularly if it's communities 00:54:57.000 --> 00:55:02.000 and families, that can't afford private tutors. 00:55:02.000 --> 00:55:05.000 So a couple things. 00:55:05.000 --> 00:55:18.000 Okay. Well, I'll share one thing that I think is really important that I shouldn't say while we're in the missus conversation is we got to determine how we get more black educators in schools. 00:55:18.000 --> 00:55:29.000 That's a real chance on what's kind of separate apart from this conversation of question but we're trying to. Oftentimes, teach, you know, teachers that don't have the context. 00:55:29.000 --> 00:55:37.000 And that's more difficult in and of itself so we got to dramatically more black educators within the classrooms within the schools and leadership throughout the ranks. 00:55:37.000 --> 00:55:51.000 And then I think to your point, a lot, a lot of things have been legislated. And so, you know, from a learning loss construct to the conversations going on there there there are going to be significant opportunities much more than they've ever been and 00:55:51.000 --> 00:56:05.000 my hope would be a superintendent, that are, that our families take full advantage of seeing that as an opportunity to extend the learning for for their for their particular students, I do want to point out I think somebody mentioned about a health component. 00:56:05.000 --> 00:56:13.000 You know, earlier I think it's also important to be mindful that you know kids have gone through this pandemic as well. And so how do we balance. 00:56:13.000 --> 00:56:24.000 You know this school year that's been different than any other within the construct of with some I've got a third grader in our system, and I want them to have balance I want them to, you know, close whatever gaps are there. 00:56:24.000 --> 00:56:33.000 But I won't be able to have some fun as well so we got to balance it, but then really use those moments intentionally to support our students as much as we can. 00:56:33.000 --> 00:56:45.000 And I think balance is especially important, but you mentioned, you know, you might not be able to pay for a tutor. The reality is that a lot of community organizations are free. 00:56:45.000 --> 00:57:02.000 And so I think that it's important to again do research and find the youth serving organizations that provide free opportunities during the summer. And I think there are several day you know it might not look like an academic structure which good is good, 00:57:02.000 --> 00:57:17.000 it speaks to the idea of balance but it's still productive for the student and so I think that is one thing that we can't ignore yes there are things that cause but then you also have the same thing sometimes they are free of cost for students, especially 00:57:17.000 --> 00:57:22.000 in low income areas. 00:57:22.000 --> 00:57:29.000 Thank you. Thank you all so much. So here here's a perception question, a. 00:57:29.000 --> 00:57:45.000 And it says there's often a public perception that black parents are less involved than whites in their schools education, and so on and so forth. But you dig a little bit deeper in the research as to what quote unquote involvement, means. 00:57:45.000 --> 00:58:04.000 The research shows is that's really just a myth. Can you talk about the ways in which you've seen black parents as involved in schools as white parents are and help to kind of demystify this notion or idea that somehow black parents on the periphery. 00:58:04.000 --> 00:58:28.000 And in are not as involved and engaged as others, and this notion that the general public. Really uses a white supremacy Lynn's when it comes to involvement and engagement and kids educational process. 00:58:28.000 --> 00:58:45.000 Black parents are just as involved with not more so but just in different ways that is not the traditional, being able to show up at a five o'clock PTA meeting or, you know, some things like that because of, you know, they may be working at a different 00:58:45.000 --> 00:58:55.000 or not able to be there for another reason. I have found that our parents are very much involved, they're very responsive. When we call them. 00:58:55.000 --> 00:59:09.000 And I think it has to do with being that cultural competency and building that relationship with their parents, my counselors, for example, they all have Google voices, and they text with our parents, all day long. 00:59:09.000 --> 00:59:23.000 I mean, I think our parents are more involved than some other parents just because we have that relationship with them. Being involved, involves a relationship, so it's not going to be. 00:59:23.000 --> 00:59:26.000 Because school is seen as a structure. 00:59:26.000 --> 00:59:41.000 I think you call me principal Jones in our community principal is a, you know, kind of like a monolith school is an official government building, and it's not something that some people just feel like they can you know just come at any time, for whatever 00:59:41.000 --> 00:59:51.000 reason, and that's a cultural thing. But if you do establish that relationship, they may not feel comfortable coming to the building but they do feel comfortable being involved in their child's education. 00:59:51.000 --> 00:59:55.000 So I think it comes down to relationships. 00:59:55.000 --> 01:00:14.000 Agreed. And that also goes back to this notion and idea of inclusive and culturally relevant pedagogy and understanding just the values of social mores the ways in which different cultures, demonstrate right involvement and engagement and so on and so 01:00:14.000 --> 01:00:27.000 forth, might look different, but that is a strength in and of its own right, and black and brown communities that some people might not necessarily realize. 01:00:27.000 --> 01:00:42.000 Now here's a here's a really interesting question here, and and it is, it's as follows discuss that educational and equities and disparities that might exist for black students that are in suburban schools. 01:00:42.000 --> 01:00:52.000 I know Miss Jones for example you're right in the center of the city at by Charles flowers, I'm not as familiar with. 01:00:52.000 --> 01:01:11.000 Schwab elementary but for anybody that wants to kind of give that a stab superintendent. Johnson that might be more for you in terms of what are the issues challenges and and equitable practices that perhaps black students might see in a, in a suburban 01:01:11.000 --> 01:01:23.000 school that has presumably the resources that they need. 01:01:23.000 --> 01:01:29.000 Yeah, I'm happy to jump in, I think one of the things we've seen in particular with discipline. 01:01:29.000 --> 01:01:42.000 You know, we've seen a real opportunity to make sure that we're we're, we're supporting that going back to that cultural competency component so as our communities have diversified. 01:01:42.000 --> 01:01:49.000 And then we had to really shine a light on it you know you know when we look at our assessment. 01:01:49.000 --> 01:02:03.000 What we found and we talked to our board about this. What we found is that 70% of our test takers are in a suburb, whether that be black, Hispanic Native American economic disadvantage or advantage disadvantage English learner students with disabilities 01:02:03.000 --> 01:02:11.000 like 70% of our test takers are so we've got these bold goals that we want to hit and achieve. You can't hit them without moving that 70%. 01:02:11.000 --> 01:02:21.000 And so, so we've just had to really double back as in particular with discipline, also with the curriculum resources that you know are available. 01:02:21.000 --> 01:02:29.000 You know, we talked a lot about equity but then also there's excellence component that goes hand in hand and that expectation of excellence. 01:02:29.000 --> 01:02:46.000 But then also the expectation to deliver content curriculum that's that's relevant for students and that they can connect with and so it absolutely is a real challenge that in suburban or suburban urban and rural, we see it across the board, and sometimes 01:02:46.000 --> 01:03:01.000 even more difficult in suburban schools because of what they're used to, and not used to and what they see and don't see each and every day is the kind of piggyback off of that with the program that I work with, specifically with high school students 01:03:01.000 --> 01:03:14.000 here in Notts County, but their students from across the county we have representation from all the guys who was here and so one of the things that I have heard directly from students speaks to some of the things that Dr. 01:03:14.000 --> 01:03:28.000 Johnson just mentioned about how they don't have access to certain classes they wish they knew more about that they would like to see a change in their curriculum, where they are learning more about African American history or about just communities of 01:03:28.000 --> 01:03:45.000 color in general, but then also just recently a student talks about how she feels that a lot of times in her classroom her voice is not heard her voice is marginalized and she's judged when she shares her opinion because she might be one out of a class 01:03:45.000 --> 01:04:01.000 of 20 plus white students and so I think those are some of the things that that our students are facing. And so it speaks to the point that there are issues across the board, you know, not just in the inner city but across the board. 01:04:01.000 --> 01:04:17.000 Thank you so much, I'd like to make an observation that I have shared in public spaces, and I feel led to share it today and it's not so much about an equities as much as it is about inclusion. 01:04:17.000 --> 01:04:35.000 I am going through leadership Knoxville right now and we had a session on education and had a principal from Farragut high school to come and lead a session and when he distributed the demographic profile sheet from Farragut now he just showed a video 01:04:35.000 --> 01:04:47.000 that indicated that there are black students at fair good I know black families in fair get so I know there are students there but on their demographic profile sheet. 01:04:47.000 --> 01:04:58.000 Not one percentage of black children were on the sheet, every other racial group was there. 01:04:58.000 --> 01:05:10.000 And I had a problem with it. I called him on it, and you know his his response was, yeah you know I didn't really look at that and say well you should have, right. 01:05:10.000 --> 01:05:30.000 can you imagine how, as a young person, you would feel if the, the group that you identify with is not even on, on the demographic profile sheet so needless to say, by the end of our session that had been updated and changed and, but it should not have 01:05:30.000 --> 01:05:41.000 come to being in a public space where you distribute it your fact sheet and having an outsider to call you out on and to which I said I don't care if it's point 0001. 01:05:41.000 --> 01:05:59.000 You've got black kids in that school and they need to be represented on your website and on this demographic report and so on and so forth. So, so sometimes again the resources might be in place but students can absolutely continue to feel marginalized 01:05:59.000 --> 01:06:03.000 and so on and so forth as Jay mentioned, and. 01:06:03.000 --> 01:06:12.000 And so it is up to us to to call those things out when we, when we see them. 01:06:12.000 --> 01:06:29.000 Okay, so here's a question around, around special education, and it reads as follows. I have a question regarding students of color that receive special education services has any data research of impact or quality of virtual instruction been conducted 01:06:29.000 --> 01:06:33.000 at this time. 01:06:33.000 --> 01:06:46.000 So related to special education services. 01:06:46.000 --> 01:07:01.000 I can't really speak to the quality of the research but I think this whole year has been data gathering, time for all aspects of education, and not just in Knoxville, or America but worldwide. 01:07:01.000 --> 01:07:20.000 I mean, I have seen data about the, the amount, and types of education and virtual learning across the world. And now that is being conducted on. I'm sure they're, they're looking into students with IPS as well, you know. 01:07:20.000 --> 01:07:39.000 You know, in Notts County we have individual education plans and then we have individual education plans for virtual students. And so, we are striving to work with parents and communicate with them about how best to serve students with special needs, 01:07:39.000 --> 01:07:45.000 and in accordance with their IP, but that does take some communication. 01:07:45.000 --> 01:07:57.000 That takes, along with everything else as experiencing what works best for, for all students during this time. 01:07:57.000 --> 01:08:03.000 Thank you principal John's any other thoughts there around special education. 01:08:03.000 --> 01:08:20.000 I don't really anything outside of what's been added. You know that we, we know that know for students with disabilities population. You know, a lot of times they need the face to face services that you know can be offered and so, you know, just as was 01:08:20.000 --> 01:08:21.000 mentioned. 01:08:21.000 --> 01:08:35.000 Justice will also be a lot of work to do. We know going forward and I think most districts are poised in position to work close together as possible. 01:08:35.000 --> 01:08:53.000 So we are nearing our time this has been an amazing conversation but but all good things must come to an end. So rather than trying to squeeze a last minute question in there, I would 01:08:53.000 --> 01:09:11.000 propose that if you have any final thoughts, any additional comments or anything that you'd like to share at this juncture that we use the final few minutes to do that before we close out. 01:09:11.000 --> 01:09:21.000 Thank you, thank you for the opportunity to be part of this conversation. I just want to say that, you know, we have a gun violence issue that is affecting our babies in public school. 01:09:21.000 --> 01:09:36.000 The principal at Austin has requested that our city bring a proven peace initiative to Knoxville and I encourage us to support that request and this recommendation comes from a principal who lost 12 kids and community violence, before the last three that 01:09:36.000 --> 01:09:52.000 made the news so Austin at the great school produces great leaders cast of this panel, or are often nice alumni, including myself, our city council is discussing violence prevention at six o'clock today, and that's going to be streamed on community TV 01:09:52.000 --> 01:10:03.000 and so why do I mention this because if we don't create a safe community for all of our babies, it won't matter. But if them if reforms and education policy changes that we make. 01:10:03.000 --> 01:10:15.000 As a leader I'm raising this concern at the tables where I sit and I encourage others to do the same because our kids need us to serve them not to save them. 01:10:15.000 --> 01:10:28.000 And I conclude with this because I listen to the UT conversation with Abby Philips earlier this month her response to a question about speaking from a different perspective gave me new energy. 01:10:28.000 --> 01:10:42.000 She said, Be confident in your difference. Your lived experience is different. Stand Your Ground, speak up with confidence and persistence and trust your voice, knowing that you want. 01:10:42.000 --> 01:10:48.000 Please, everybody. 01:10:48.000 --> 01:10:50.000 Yes, yes, yes. 01:10:50.000 --> 01:10:56.000 I would love to say to visit and support your community school. 01:10:56.000 --> 01:11:14.000 Ronnie is absolutely correct. I'm a 1990 graduate of Austin East High School BB, and they produce wonderful people like Ryan said half of this panel, most of my students all of my students there in middle school so you know, you know, that's their biggest 01:11:14.000 --> 01:11:25.000 issue right now, but hopefully 80% of my kids will go on to Austin nice, and you know if you think something about your community school that is, you know, less than. 01:11:25.000 --> 01:11:28.000 You'll never solve a problem that you avoid. 01:11:28.000 --> 01:11:45.000 So I would challenge you to visit your community schools, and see the truth of what needs to happen we need you. Community Schools means community, please come and be a part of it. 01:11:45.000 --> 01:11:55.000 I will just leave you leave you all with my favorite quote by Reverend Dr. Martin Luther King says injustice anywhere is a threat to justice everywhere. 01:11:55.000 --> 01:12:08.000 And if we, you know, the greatest challenge our students face is racial and economic segregation, and then influences their readiness. Attendance engagement and performance in school. 01:12:08.000 --> 01:12:15.000 And so I will just say, we got to get serious, as a society, as a school system. 01:12:15.000 --> 01:12:24.000 And we need to make sure that we bring awareness and attention so that we can improve the education of equity for all our students. 01:12:24.000 --> 01:12:30.000 At this time, so that's what I will leave you all with 01:12:30.000 --> 01:12:44.000 everything that has been said and my, my standpoint my final thought would be to just simply get involved. There's something that you can do we talked about it earlier you know what if you don't have a student, I don't have any kids yet and I'm not from 01:12:44.000 --> 01:13:00.000 Tennessee I'm from South Carolina, but I'm here in Knoxville and so while I am here, there's something that I can be doing and so I would just encourage everyone to find ways to get involved with this conversation about education for black students because 01:13:00.000 --> 01:13:06.000 it's important, simply it is extremely important. 01:13:06.000 --> 01:13:18.000 And I think it's all been said I don't think I would add is that, you know, we have to continue to elevate this conversation. Run educational equity and no Peter Drucker said that our culture eats strategy for for breakfast. 01:13:18.000 --> 01:13:30.000 And the truth is there are a lot of strategies that are implemented but if we haven't developed a culture that is conducive for equitable outcomes for our students. 01:13:30.000 --> 01:13:41.000 That's going to be problematic and a part of that involves inviting those that don't look like us to be a part of the conversation. We've got to be really thoughtful about how we go about this conversation that's just not to threaten. 01:13:41.000 --> 01:13:51.000 This the conversation about getting it right and it's too important to do wrong. And so, you know, it's really about the culture that we develop across our systems across the state. 01:13:51.000 --> 01:13:55.000 and I was across the country so appreciate the opportunity. 01:13:55.000 --> 01:14:00.000 Thank you so much Superintendent Johnson, and as we close. 01:14:00.000 --> 01:14:13.000 Again, our goal was to create a brain space, quite frankly, to think about the ways in which we explore educational disparities, and other issues. Absolutely. 01:14:13.000 --> 01:14:31.000 Is other issues such as violence and trauma and poverty and lack of access, all those things that we know effect black children and families you've heard a variety of perspectives from educators and administrators from across the state you've heard of 01:14:31.000 --> 01:14:47.000 their thoughts related to policies, practices procedures and all the ways that in equities are ever present both in the classroom but also outside of the classroom, and the ways of which those issues have been exacerbated by by Kobe, you've heard us discuss 01:14:47.000 --> 01:14:53.000 those things as practice and culturally relevant pedagogy and inclusive 01:14:53.000 --> 01:15:09.000 pedagogy that having teachers to really kind of think about what it means to come from a place of privilege to unpack their own biases as they come to the classroom and work with, with black and brown communities as we think about classroom materials 01:15:09.000 --> 01:15:28.000 and access the digital divide and so on and so forth and so I as a proud us a nice graduate class of 9130 years this year I am always super excited to think about the ways that I continue to engage and connect with not only Austin, a split young people 01:15:28.000 --> 01:15:39.000 throughout the greater Nashville community throughout the region the state the country. And quite frankly, the world so again thank you so much for joining us as we continue to have conversations. 01:15:39.000 --> 01:15:55.000 We do hope that you will join us again in the future. Thanks and have a great day.