CURRICULUM To advocate for access to extracurricular activities

CURRICULUM To advocate for access to extracurricular activities, strategically incorporate different cultural perspectives in the curriculum, early childhood education and teacher professional growth.

Access to Extracurricular Activities Increase access to traditional and non-traditional after school activities at all levels, in partnership with the county and utilizing existing county resources, to broaden student interests and experiences. Non-traditional programs include, but are not limited to, environmental activities, water access or maritime programs, agriculture and equine programs, and the arts.

Perspectives in Formal Curriculum Intentionally incorporate relevant historical, social, and cultural perspectives in the AACPS formal curriculum (not just in a course). Partner with other county and community organizations to create a meaningful connection that honors similarities and differences of student cultures while thinking critically about history/culture and nurturing the joy of learning. This would be demonstrated in class, outside of class, and through traditional and non-traditional learning opportunities.

Evaluation and Assessments Implement more frequent evaluation of student learning using both formative and summative assessments within the Teaching and Learning Cycle. Summative assessments to include observations, interviews, surveys, and focus groups to enhance the student experience and value student perspectives in real time. The combined assessments will assist with early determine the points, duration, individual needs of intervention and monitoring of academic and social support.

Early Childhood Education Through concerted county effort in partnership with AACPS, improve Kindergarten readiness of all students through family life support systems, improved access to libraries and library programs, child development support including accelerating interest in science and keeping curiosity alive.

Teacher Professional Growth Increase professional growth for teachers and leaders to overcome implicit bias gained over decades so the personal and institutional bias is radically reduced by all staff with personal commitments to affect change in personal and instructional attitudes and behavior toward race, ethnicity, and diversity

- Each participant received two talking chips - Participants have 2 opportunities to respond to: ü Overall reactions and immediate questions ü New ideas ü Ideas that enhance the goal as written - If participants have more then 2 things to share, write any ideas or feedback using the sticky notes provided WE WANT TO HEAR FROM YOU!