• A summary of our work and a look ahead to 2021-2022:

    January 2021-June 2021

    1.0 BCSD JEDI Task Force

    • The Jedi Task force met (will meet) 3 times a month from February-June. Our members have gone through the Define, Discover and Dream stages of our Appreciative Inquiry model and are currently entering our Design stage. During the Discovery and Dream stages, the task force shared what is already going well in the district and shared what their visions for the future of BCSD looks like. Together, we isolated 3 Design Criteria Elements to guide our goal writing. Goals must…
    1. Be intentional, compelling, practical, sustainable
    2. Engage all stakeholder groups (the goal itself and/or the research and writing of the goal)
    3. Be impactful across all age levels 


    See our our Vision Statements DRAFT linked below. In the fall of 2021, we will continue finalizing these statements and begin writing our action plan for moving the district towards our Jedi Vision. 

    Stakeholder groups are in the process of identifying where their areas of influence and agency are and prioritizing the focus for this next stage of work.

    2.0 Professional Development

    • Conducted a one-hour professional development on Identity and Bias to all BCSD staff

    Learning Objectives: 

    1. Discuss diversity and inclusion as they relate to the impact of identity on personal and professional experiences ​
    2. Consider the impact of single stories on our experiences and their influence on bias at interpersonal and systemic levels ​

    3.0 Culture and Climate Survey: grades 8-12 were invited to participate in a survey around overall feelings of inclusion, experiences with bullying, comfort with diversity and experiences with specific words. 

    • Report to District Administration to be presented in June 2021

    4.0 Establish presence and build relationships

    • Jedi Leader regularly attends DLT meetings and Executive Leadership team to understand policies and procedures within BCSD.
    • Conducted initial listening sessions with all building administrators and counselors
    • Collectively Conscious Newsletters to district certified staff
    • Available for 1x1 or small group consultations on classroom/school incidents


    2021-2022: Jedi Leader role will involve the following: 

    1.0 Continue the Task Force Design and Destiny Phase

    • Integrate our work alongside the district strategic planning process 
    • Jedi Leader is available to consult on how the task force work can be incorporated into the DLT inquiry process including the Learning Walks, Universal Design for Learning, etc., 
    • Begin the research outlined within the task force action plan and begin implementing short and mid-term goals articulated within the plan

    2.0 Physical presence on campus

    • Jedi Leader will be on campus 3 days a week to attend staff meetings, club meetings, and visit classrooms. The Jedi Leader will be available to conduct small group listening sessions or consultations, curate and provide resources for educators, and model lessons as requested.
    • Jedi Leader will work collaboratively with our ESC Equity Network representative in coordinating county wide diversity, equity and inclusion efforts with our Task Force

    3.0 Professional Development

    • Conduct 2 district wide Professional Development programs
    • Offer optional 1-hour PD opportunities for staff, once a quarter

    4.0 Data Collection

    • Conduct optional listening sessions (one in the fall, one in the spring) among various groups in the district. Report out on data collected to district administration.

    5.0 Guide and Support Elementary Cohorts: We have begun to combine efforts across elementary school buildings based on strengths and interests. We will take the Task Force action plan and scaffold the work to the elementary level. The Jedi Leader will facilitate this process. 


    1. Community outreach and activism: Examples include Say it Summit and Big Creek’s Multicultural Night. We will take successful community events of the recent past and team up efforts to continue the traditions.
    2. Research and Data: What are the experiences of our young students, families and those who teach them around Diversity, Equity, Inclusion and Justice? Cohort will meet to analyze archival data and consider additional research needed. 
    3. Student and Educator Programming and Curriculum: Examples include: Building up classroom libraries to include diverse text, using our current district wide PD initiatives to incorporate recommendations on how culturally responsive teaching can be amplified in the elementary classroom, offer optional educator PD’s to specifically address what JEDI looks like in younger grades.