After several years of courageous conversations on race, the stage has now been set to move toward figuring out how to narrow the achievement gap between our students of color and their white peers. At the core of the issue is the relationship between the student and the teacher, and how race/culture plays a role in connecting every student with their respective school community.

The most recent installment of staff development day dedicated to race and equity — "Yes, But How?" — proved to be timely and by all accounts, well received by administrators and staff alike across the district. Internationally recognized scholar and highly respected Madison community member Dr. Gloria Ladson-Billings along with Madison Police Chief Noble Wray were instrumental in setting the stage for a discussion on how to create culturally responsive school communities and the urgency with which we must pursue the "how".

Student voices were also a highlight of the program. Students shared insights of how schools can truly make strides in creating bonds that may not otherwise exist for many students.

Chief Wray spoke to the impact of building relationships with all students and in particular the magnitude that positive adult relationships play in the lives of African-American students — relationships that have far reaching community outcomes.

Dr. Ladson-Billings presented substantive content on the "how" with specific focus on the classroom culture. She provided examples of how building cultural bridges between a student's culture and the school community is critical to optimal learning. Additionally, through sharing of her experiences and research findings, staff were able to relate to her message; hence, many staff expressed feeling motivated to continue race and equity efforts with renewed vigor.

The message from Dr. Ladson-Billings and Chief Wray is that we "can" create an environment where all students feel welcome and valued in their school communities. Through continued courageous conversations and targeted staff development, we can continue to search for the "how to."

As difficult as the conversations previous to this year's in-service were, those conversations have been necessary to move toward a more culturally responsive district where race and income are no longer predictors of academic and social success.

The next step is that each school and district department work to build the capacity of the equity teams to continue having courageous conversation and to do the "how" that each of us has a collective responsibility to do.