This resource document was put together by SEE, YRJ and Youth Summit Youth Leaders. This resource is designed to support youth and communities across our city to unpack the trauma, anxiety, and confusion that we are all sitting with in regards to current events. It is a compilation of websites, articles, books, podcasts, and more to support youth with finding ways to have their voices heard and be leaders in taking action against the racial injustices occurring across our country.
This video shows different dimensions of the first year of a 5 year participatory research project which will follow the middle school's first cohort of graduates through their NYC high school experiences.
We have created circle norms to use for our virtual circles. Students were involved in helping draft the norms and since they're a working document, students have helped revise and edit them. We have created a virtual planning form to use when planning circles. There is an example of a planning form for a circle we did with staff and students on resiliency. There is an example planning form of a circle we did with parents. There are some hyperlinked documents in this form as well. We have created a Google Classroom for updates and resources. There's a screen shot of our page. Some of our RJ students had the opportunity to lead a mindfulness practice at a UA principal's meeting. Here is the document we used for planning.
R!se believes in healing through self expression and writing. This resource is a writing prompt activity sheet that can be shared with students in order to teach methods of self expression and healing through writing. This resource was created by a team of students that look towards writing as an avenue of healing. We have used these activities in the classroom with elementary and intermediate school students and have seen how they all help youth to open up even if they had seemed resistant or uncomfortable with the activity in the beginning.
The New Bridges Alumni Orchestra performed "Stereotypes" and "Dreamer" in response to stereotypes they have faced in their own lives, to empower us all to speak and stand against inequities, and to share their hopes and dreams for a more equitable and just world. The resulting video is a compilation of this work with their playing.
The resource is a description of the Student Council at P.S. 18, explaining how students are leading equity efforts in their school. It can be used to inform youth-driven equity work. Youth ideas, quotes, and work are captured in the document.
A Youth-Led School Assessment is a hands-on way to unpack a topic (chosen by students), involve students in participatory research, and use multi-media to show student experience with the topic through their own eyes. This document explains step-by-step how to conduct a youth-led assessment.
The resource is a final report of equity work led by P.S. 18 students. It can be used to inspire other schools!
Virtual Panel: Social-Emotional Support Circles
There are few healthy models for how to respond to a crisis. At BASE, we believe that we are strongest and most authentic when we respond to changes or crises as a community. The coronavirus outbreak presents a global crisis that we recognize is disproportionately impacting the Bronx, and compounds the preceding experiences of adversity that many of the children and families in our borough are so familiar with.
Student members of BASE’s Young Transformative Justice Crew and Student Council are collaborating with school staff in an ideation process.
Students and staff teamed up to map out the crisis of the pandemic that our school community (and world) is facing, and identified human-centered ways to support each other through virtual circles. This practice of mutual aid circles is in line with BASE’s overarching culture of transformative/restorative practices.
This team defined their vision as “showing up for each other as a family in times of celebration and crisis”. The mission is to “provide socioemotional support to BASE students and staff, as many may:
- Move deeper into collective/individual trauma (ex: unwanted transitions, loss, etc.)
- Experience an increased need for communal ways to engage in socioemotional supports
They are bridging BASE’s preexisting ritual of intergenerational community circles with the heightened need to engage in socioemotional support and community care. Circle agendas are co-created with students and staff each week, co-facilitated in virtual circles with each grade level, and then debriefed to pivot in response to the community’s momentum and needs. So far, circles include themes on crisis response, trauma/loss, healing, and coping skills. Check out one of the agendas. Students and staff co-practice vulnerability, emphasizing the human experiences in this crisis and our responses. This crisis is not defining our community. Our response of support circles is an expression of our community, and what it means to be #BronxStrong.
These tools are are used by youth and adults at the City As School in a partnership to help build community and respond to harm in a restorative way.
Resource #1: RJ Flow Chart- a graphic that demonstrates the kinds of Tier 2 interventions that exist at City-As school in response to harm
Resource #2: Student Facilitation Planning Form- this document is a planning form used for drafting group facilitations led by students
This resource is a presentation to our essential workers who are on the front line keeping us safe due to the COVID-19 outbreak. This video includes our staff and students through our new virtual learning model.
Facebook: Victory Music & Dance
This Community Building Circles unit plan and accompanying lessons can be used by youth and adults to help build a restorative space in your school!
Recently, the NYC DOE's Division of School Climate and Wellness (DSCW) developed and began disseminating its Supportive Environment Framework (SEF). Anchored in evidence-based research about effective best practices for school climate, social-emotional learning, and culturally responsive education (CRE), this Framework is designed to support schools and district stakeholders in understanding all aspects that contribute to a Supportive Environment.
In the 2019-2020 school year, Students and Educators for Equity worked closely with DSCW to inject student voice into the SEF. SEE member schools then used this student-edited version as a tool for conducting walkthroughs with their equity teams. We hope school equity teams will use our revised SEF to conduct walkthroughs of their own in order to better understand inequities and address them.
The NYC DOE’s Office of School Quality evaluates schools through a 2-day site visit, called a Quality Review (QR), which involves an experienced educator observing classrooms and conducting meetings with principal, teachers, students, and parents, while assessing the school using a rubric.
For the last 10 years, through a partnership with the DOE's Office of School Quality, students have participated in official reviews as Student Shadows to Lead Reviewers. Currently, members of Students and Educators for Equity have the unique opportunity to serve as Student Shadows -- learning how schools are evaluated behind the scenes and contributing meaningful feedback to schools and the DOE on the process.
In our "Probing Student Voice and Equity in the QR Rubric" resource, this year’s Student Shadows highlighted all the language where student voice and equity already exist, though not explicitly, in the Quality Review rubric. We also developed a 3-question formula for exploring inequities (1. Identify disparities, 2. Explore root causes, 3. Identify interventions) and additional targeted questions to probe student voice more deeply.
In our “Considerations for Conducting a Student Meeting” resource, Student Shadows provide Quality Review Reviewers with suggestions on how to conduct student meetings, based on our experiences.
We hope that reviewers and non-reviewers alike find these tools useful for collecting valuable information from students and better understanding student voice and equity.
As part of the NYC DOE's push toward Equity & Excellence, every school is now expected to have an Equity Team. An Equity Team is a group that is committed to understanding and remedying key factors that contribute to disproportionate outcomes for students. Whatever form it takes, an Equity Team should advance policies, practices, and initiatives that address disparities. Unfortunately, too many Equity Teams do not include students in significant roles.
So, during the 2019-2020 school year, all SEE member schools committed to meaningfully integrating young people on their Equity Teams. At the end of the school year, an action team of SEE members conducted a survey and interviews with all 12 of our schools in order to learn as much as possible from the range of experiences.
This resource is a summary of our most important findings: 7 recommendations for meaningfully integrating students on Equity Teams + a handful of ideas for initiatives that Equity Teams could take on. We plan to conduct professional development for Equity Teams next year who are interested in having youth participation using this tool as our foundation. We encourage all youth-adult Equity Teams to use it as well.
This year, a subgroup of Students and Educators for Equity was invited by the DOE's Office of Policy and Evaluation to provide feedback on their newly proposed equity metrics, which are intended to be included in the next round of School Quality Reports. In addition, we presented own set of ideas for equity metrics. We will continue to advocate for their adoption, but in the meanwhile, we hope districts and schools will consider collecting this data for their own use in order to better understand and address idisproportionalities.
These two youth developed Tier 1 Cirles can be used to help commuities explore the purpose of dicipline and importance of being relfective in creating a safe space.
A flyer with a link and show description to a recording of a live show performed by our Youth Justice Cast. We empower teenagers to transform the negative forces in their lives and communities into positive action. Using the performing arts and community action as vehicles, our teenagers learn to build relationships across differences, resolve conflicts without violence, take on their responsibility to others, and lead.
I submitted two resources. One submission was a recruitment flyer for our Foster Care Program and our Youth Justice Program. Starting this summer, we will host our programs virtual for young people. This flyer is information for adults and students.
The second resource was a live recording of our Youth Justice performance. It is an entertainment resource for those above the ages of 13, but it also can be used as a recruitment tool.
It can be hard to collaborate or keep engagement so these games and ideas can be implemented in the beginning of any virtual meeting to build energy. The smaller group activities can help groups get to know one another.
This resource is a google slide deck about how to create a student-staff collaborative working group. Along with highlighting the benefits of working in partnership with students, the resource also highlights resources and guides that students designed and influenced as members of the New Visions Student Advisory Network. Youth were involved in the creation and implementation of all of the resources shared with their names, schools and adult/staff collaborator highlighted for each resource.
CivXNow is a project of iCivics, the largest digital civic education resource in the country serving over 7 million students annually. CivXNow is based on the active participation of a coalition of leading civic learning providers, philanthropic organizations, academic and research institutions, and other supporters representing perspectives from across the political spectrum, pledging support for high-quality K12 civic education standards in all 50 states.
The CivXNow Policy Menu is designed to assist concerned citizens and organizations as they advocate for high-quality civic education standards with state and district leaders. To restore the vital civic mission of schools, the CivXNow Coalition urges state and local education policymakers to build upon these bipartisan, research-based, and results-driven policy goals, designed to provide a menu of policy options that may be adapted to each state’s context.
Flex Dance Program (FDP, Est. 2014) encourages positive growth within individuals through artistic expression and freestyle performance. FDP provides dance and creative mentoring sessions for at-risk youth throughout New York City to empower youth to express themselves through movement and transform physical energy into positive, non-verbal self-expression that offers an alternative to conflict and to foster self-esteem. FDP engages youth through dance mentorship sessions and internship opportunities.
People who are interested in online sessions can sign up via email@example.com or through social media @flexin_flexout