All guiding questions are aligned to the element criteria located in the Portfolio Guide.

Guiding questions:

1. How are systems and processes accessible for marginalized communities and students (socioeconomic status, race, ELL, IEP, sexual orientation, physical ability, nationality, or other unique distinctions)? If not, please explain your next steps.

Another bright spot for Tubman is that we truly believe in equity for our students.  This mindset extends to our technology as well.

This VILS grant has allowed our 5th - 8th grade students to have a 1:1 VILS device and mobile data.  Having both the Chromebook device as well as consistence internet access allows our students to have the same educational opportunities as their peers across the city, state, and nation.  For example, our students are able to access and complete work in tier 1 curriculums such as Amplify Science, Wit & Wisdom, and Eureka 2.0 Math in the same capacity as their higher-income peers.  

Students also accessed digital platforms such as Duolingo and Google Arts & Culture where they could explore and connect with other communities.

2. How are students given voice and choice to demonstrate how they leverage technology to learn?

Other digital platforms included in our VILS grant also allowed our scholars and staff to access to supplemental educational materials within Discovery Education and ST Math which meant that students can access spiraled material based on their personal needs and their teachers' recommendations. 

As the VILS Coach I also had several coaching sessions with teachers throughout the year to develop opportunities to use and show technology in their lessons.  One of the things I focused on was ensuring that our ELL students were able to use products such as Google translate and the Chrome component to translate from their work from their native language to English.  Teachers were also heavily trained to use the Immersive Reader function in Kami, Discovery Ed, and Google so students who struggle with reading can still access the materials.

3. How do you promote diversity and inclusion amongst your staff, students, families, and community? 

A big part of summer pre-BOY PDs for staff center around culture, community, and inclusion. Our Leadership Teams plan and deliver several sessions where staff is trained on educational equity and how we show that value at Tubman.  We welcome and support all families and students and ensure we meet the needs of our ELL students and have a leading SPED / Tier IV program.  Our Tier IV lead teacher is often a leader in incorporating technology in her class as well. 

Guiding question:

How did you leverage community partnerships to provide equal opportunities for all your students and teachers?

Tubman offers Personalized Enrichment Programs which is a part of the day available to all 6th - 8th grade students where they can choose non-activity activities and clubs. These students are 100% inclusive and are open to any students who would like to join.

Tubman "Girls Make Beats"

Tubman Film Club

• Self Reflection on the Element: (Choose one: Emerging, Aligning, or Optimizing)

I believe Tubman is in the Optimizing category of this element.

• Strengths: How did your campus exemplify illustrating this element?

Tubman is rooted in educational equity and it guides our everyday decisions in many ways.  We believe that every student, no matter how the identify or their learning categorization is welcome and encouraged in every part of our school.

Our PEP program actively works with community partners to include all students in varying interests.  We embrace students' uniqueness and lean into the VILS tech opportunities to grow and celebrate every child.

• Next Steps: What could you have done differently to better align with this element?

I would love to see Tubman continue to expand work with existing and new community partners, especially those partners with a STEM focus.