MMSD Voices

In this episode, we are joined by two school principals, Sarah Larson of Elvehjem Elementary and Jaclyn Smith of Gompers Elementary as they discuss how they’re implementing LETRS (Language Essentials for Teachers of Reading and Spelling) instructional routines and activities in their schools. Tune in to learn about their journey as anti-racist, instructional school leaders who are positioning their staff and students to reach freedom through high levels of reading achievement.   ----------------------------------- Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious. To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

Join us as we discuss the significance of LETRS (Language Essentials for Teachers of Reading and Spelling) training for MMSD educators, a professional development opportunity we are providing our school leaders to meet the literacy needs of our diverse young scholars featuring a lively conversation with Central Office Curriculum and Instruction leaders Kaylee Jackson and Dr. Caroline Racine-Gilles. ---------- Intro/Outro music by MicroSchool students Cheviest and Montevious. To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious. To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

Have you heard about the New York Times Magazine’s 1619 Project? It’s a compilation of research, readings, podcasts, videos and visual storytelling that examine the many ways the legacy of slavery continues to shape and define life in America. This episode features Camara Stovall, a current MMSD educator who is bringing this history to the classroom and Saundra Brown, a retired MMSD educator who is educating members of the Madison community on America’s untold history. ------ Intro/Outro music by MicroSchool students Cheviest and Montevious.   To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

Our monthly podcast series for current literacy topics is underway! This episode features staff from the Department of Public Instruction and addresses why high-quality materials are an important piece in providing equitable access and instruction to all students across the district.  We'll cover the awarded grant funds from MMSD and how we are engaged in a process for the K-5 reading materials adoption. Join us as we discuss the current literacy conversation across the state and the importance of this work for the future of MMSD.    To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

This week on the MMSD Voices podcast we talked to an elementary school educator and a Madison Teachers, Inc. union leader inspired and enthusiastic about our district’s involvement in the national initiative, Black Lives Matter at School Week of Action, coming to our schools in February during Black History Month. This is a collective effort from many MMSD teachers and district support staff to purposefully teach lessons and spark classroom conversations centered around racial justice and ethnic studies. Listen in and learn what students, teachers and families can expect during this focused week of inspiration and student empowerment.  Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious. To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us 

Project SOAR (Student Opportunities, Access and Readiness) is a program where volunteer mentors from the 100 Black Men of Madison organization give their time to help middle and high school aged African American male students navigate through school and through life by helping them gain a positive self-perception, develop skills to influence others, build a support network and identify SMART career goals. This mentoring program has been ongoing in our school district for three years in four middle schools. In this episode, hear from mentors Manny Scarbrough and James Morgan about their work at Whitehorse Middle School.   *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious. *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

Madison West High School alum Evan Halpop sits down with three retiring teachers – his kindergarten teacher Shari Lunde, West Latin teacher Gale Stone, and special education teacher Nancy Banaszak Lambert – to hear their memories, insights, and reflections from their time teaching in Madison schools.  Of special significance to Evan is these teachers' regard for students like him – students with disabilities who, in his words, "need a little push to get out into the world."   #specialeducation #autism #specialneeds #sped  #spedteacher #slp #specialeducationteacher #teacher #autismawareness  #specialed  #asd #autismawarenessmonth #learningdisabilities #autismteacher #autismclassroom #autismspeaks  *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious. *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

Did you know that the Madison Metropolitan School District has a planetarium? Nestled inside James Madison Memorial High School on the far west side of Madison is a multimedia theater simulation of our day and night sky. Offering monthly public programs on various topics that are out of this world, it's truly an experience you'll remember and cherish. If you haven’t come to see us yet, make sure to "planet!" Check out madisonplanetarium.org for more details and for tickets to our next show!    *** Credits:  Intro/Outro music by MicroSchool students Cheviest and Montevious. *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

Project Soapbox, a public speaking competition facilitated by Mikva Challenge, calls young people to speak out on issues that affect them and their communities. In this episode, you'll hear the top ten finalists' speeches from the March 14 competition at the Overture Center. Congratulations to our winners: 2nd Place - Jonah Gulisano 1st Place - Claire Neblett Student Voice Award - Aria Bowman Aria will have the opportunity to participate in the national competition in Washington DC. The top 10 finalists also won two tickets each to a performance of their choice at the Overture Center. *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious. *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

Project Soapbox, a public speaking competition facilitated by Mikva Challenge, calls young people to speak out on issues that affect them and their communities. We went out to the Overture Center on March 14 to get a closer look at the competition and hear the students' speeches. Included in this episode are interviews with students LaNia Byrd, Cece Maravilla, and last year's winner Lilyana Sims; staff members Marty Moe and Creed Hanson; and judge Lynne Banks. We are proud of all of our amazing middle and high school students who participated!  *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious. *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

Welcome to the MMSD Voices podcast, where we go into our public school community in Madison, Wisconsin, and hear directly from the voices of our students, staff, and families.   In this episode Tony Rodriguez chats with MMSD LGBTQ+ Lead, Sherie Hohs, about the Foundations of Leadership Course.   We hope you enjoy the episode.   Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.   To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.  

Have you ever wondered what it's like being a high school counselor? Our communications team sat down with Madison West High School Counselor Jabalja Gussine in celebration of National School Counseling Week to discuss a day in the life of a high school counselor. Here we talk about the challenges and joys of the job as well as the impact of being a Black role model for our students. *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious. *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

Dad of three, electronics engineering guru, travel enthusiast, Memorial High School graduate and Cherokee Heights Middle School Counselor Nehemirah Barrett talks with us as we celebrate both Black History Month and National School Counseling Week.   Mr Barrett takes joy in building relationships with kids and helping them learn from their mistakes. "You can make as many mistakes as you want. You can always get up and move past them. I honestly think that how I was raised, losing a mother and a father at that age, I was able to push through that and live under these crazy circumstances... you can do anything you want to do." *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.    

Madison La Follette High School freshman Lilyana Sims has performed her original, award-winning spoken word speech, “Don’t Touch My Hair,” at the Overture Center and at UW-Madison, in Washington D.C. in front of the White House and at the Kennedy Center, at an NAACP Freedom Fund banquet, and in a La Follette High School staff workshop. Now in her second year of writing and performing, she’s working on a new speech that she's hoping will rival the success of her first. Here she talks with her dad Jamie Sims, Principal at Black Hawk Middle School, about her creative process, what it's like to perform and more.  *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

Do you have to "arrive" before you can leave behind a legacy? Or can you bring others along on your journey, while at the same time creating a legacy for young people? Anthony Cooper, Sr., Vice President of Strategic Partnerships and Reentry Services at the Nehemiah Center for Urban Leadership Development, says he is still on his journey and that his gift to others is "to pull as many people along as possible." He believes in the importance of helping young people realize they're connected to something bigger than themselves, and that this village mentality is what makes things excellent.  In this third installment of Facebook Live conversations on Black Excellence brought to you by Madison365 and MMSD, "Coop" talks with our Executive Director of Family, Youth & Community Engagement, Nichelle Nichols, about Black Excellence and ensuring we prepare our Black students for college, career and community.  You can catch the Facebook Live version of this conversation - and several others - on Madison365’s Facebook page if you’d rather watch and listen.   Here's a direct link to this video.  *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  ***   To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.

How can we ensure that everyone in the Madison community creates spaces for black youth to demonstrate and grow into their greatness? How can we create a trustworthy space for everyone – especially those who may be guarded or skeptical of the district's commitment to anti-racism and Black Excellence – to join and shape the conversation?  In this second installment of Facebook Live conversations on Black Excellence brought to you by Madison365 and MMSD, the district's Restorative Justice Coach, Rudy Bankston, talks with our Executive Director of Family, Youth & Community Engagement, Nichelle Nichols, about creating a community coalition to guide our work around Black Excellence.  They also touch on how we all have identity work to do that transcends racial lines. Being anti-racist involves all of us seeing and upholding the humanity of black people, says Bankston.  You can catch the Facebook Live version of this conversation - and several others - on Madison365’s Facebook page if you’d rather watch and listen.  Here's a direct link to this video.  *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  ***   To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.   

Five years ago, our district shifted from an approach to student behavior that relied heavily on punishment to one rooted in teaching and learning. The approach of our Behavior Education Plan aims to reduce exclusionary practices and establish a more progressive approach to discipline – one that helps students learn positive behaviors, repair harm when negative behavior occurs, and keep our students in classrooms where they can learn. Throughout this school year, we have been working with students, staff, families and community members to improve the Behavior Education Plan. In this episode, you'll get an update on that process.   To learn more, visit mmsd.org/BEP.  You can reach Quinn Craugh at qtcraugh@madison.k12.wi.us and Jay Affeldt at jaffeldt@madison.k12.wi.us.   *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.   

Today we have another episode for you focused on Black Excellence. It’s a community conversation led by Nichelle Nichols, our Executive Director of Family, Youth and Community Engagement and Henry Sanders, CEO and publisher of Madison365.  You can catch the Facebook Live version of this conversation - and several others - on Madison365’s Facebook page if you’d rather watch and listen.  Here's a direct link to this video.  *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  *** Thank you to Henry Sanders.    *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us. 

“I’ve never met a parent who doesn’t care about their children’s education. It’s the assumptions we make when families don’t show up to school in the way we might traditionally expect they would.” Last year, some volunteer tutors in Madison public schools were having trouble relating to some of the students they were tutoring. In response, we developed a three-part training series to help the tutors become more aware of who they are as they move throughout the world and become aware of their biases and assumptions so that they can limit the assumptions they act upon with kids.  *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  Other music by Ryan Aranda.  *** Thank you to Laura Whitmore, Eric Kestin, and Lachele Greenlee. *** Resources:  Zaretta Hammond's Culturally Responsive Teaching and the Brain *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us. 

In today’s episode, former MMSD Chief of Schools Dr. Mike Hertting, with the help of Hywania Thompson, answers some of the top questions from families about school start and dismissal times. *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  Thank you to Hywania Thompson and Dr. Michael Herting. *** Resources:  mmsd.org/changing-start-times *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us. 

Listening, caring, building trust, and knowing each student individually. These are among the pillars of “culturally responsive teaching.” In this piece, we take you inside a classroom at O’Keeffe Middle School in Madison, Wisconsin, to see how these strategies, and more, are helping students break through to become independent learners, prepared to succeed and defy the achievement gap.  *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  Other music by Ryan Aranda.  Thank you to 8th grade teacher Tracy Warnecke.  Resources:  Zaretta Hammond's Culturally Responsive Teaching and the Brain *** Transcript: (musical intro with mash-up of different voices) my main passion is robotics engineering. I kind of feel like we're on the radio. This has been my dream like forever. It makes you want to be a better student inside the classroom. I want to be a astronaut go outerspace. Try to understand where I fit in a society that doesn't always cherish my presence. (end of musical intro) 0:00:43.219,0:00:47.460 hello and welcome back to the MMSD voices 0:00:45.930,0:00:48.960 podcast where we will go into our 0:00:47.460,0:00:50.520 public school community in Madison 0:00:48.960,0:00:52.199 Wisconsin and hear directly from the 0:00:50.520,0:00:53.610 voices of our students staff and 0:00:52.199,0:00:56.100 families I'm Ryan 0:00:53.610,0:00:57.539 a Memorial High School 2009 graduate now 0:00:56.100,0:00:58.890 I work for the School District I 0:00:57.539,0:01:00.780 graduated from as a bilingual 0:00:58.890,0:01:02.609 communication specialist at our central 0:01:00.780,0:01:04.019 office I'm here to introduce today's 0:01:02.609,0:01:05.670 episode we're heading to Georgia 0:01:04.019,0:01:07.530 O'Keeffe middle school to hear from a 0:01:05.670,0:01:09.479 teacher known for being great at getting 0:01:07.530,0:01:11.310 kids to push themselves academically and 0:01:09.479,0:01:12.920 achieve a high levels by relating to 0:01:11.310,0:01:15.090 them connecting to their lives 0:01:12.920,0:01:15.540 understanding them and gaining their 0:01:15.090,0:01:17.460 trust 0:01:15.540,0:01:19.110 it's a story on culturally responsive 0:01:17.460,0:01:21.659 teaching we'll hear from eighth grade 0:01:19.110,0:01:23.610 teacher Tracey Warneke and we slice up a 0:01:21.659,0:01:26.820 few clips former students to sharing 0:01:23.610,0:01:29.549 their insights we hope you enjoy it is 0:01:26.820,0:01:33.030 my 21st year being a public head teacher 0:01:29.549,0:01:35.369 so it's the journey to get to this point 0:01:33.030,0:01:38.700 and it's a journey by making a thousand 0:01:35.369,0:01:40.770 mistakes first and just constantly 0:01:38.700,0:01:44.220 reflecting upon my practice and knowing 0:01:40.770,0:01:47.970 what I can do better the next day I have 0:01:44.220,0:01:51.420 no control over the kids reaction to me 0:01:47.970,0:01:53.850 I have control over me and my reaction 0:01:51.420,0:01:56.719 to them I have control over my 0:01:53.850,0:01:59.640 curriculum and how I present it to them 0:01:56.719,0:02:01.890 it's also through thousands of hours of 0:01:59.640,0:02:04.079 grad school and professional development 0:02:01.890,0:02:06.630 that I just take what I learn and I 0:02:04.079,0:02:09.780 apply it here in the classroom I play 0:02:06.630,0:02:11.560 some days it goes well some days it 0:02:09.780,0:02:15.160 completely bombs 0:02:11.560,0:02:16.750 I reflect on that I ask students for a 0:02:15.160,0:02:19.930 reflection what can we do to make it 0:02:16.750,0:02:22.030 better so with that what I've learned 0:02:19.930,0:02:24.510 over the years is behavior comes first 0:02:22.030,0:02:28.030 academics comes second and I think as 0:02:24.510,0:02:29.920 teachers we get that especially math 0:02:28.030,0:02:32.440 teachers where they have that crunch of 0:02:29.920,0:02:35.500 they have to cover certain chapters by 0:02:32.440,0:02:38.410 certain dates and you know you have to 0:02:35.500,0:02:40.930 reach certain goals in the curriculum by 0:02:38.410,0:02:45.519 a certain time we flip that in our head 0:02:40.930,0:02:48.010 and so I spend the first week of school 0:02:45.519,0:02:49.959 doing nothing but behavior teaching my 0:02:48.010,0:02:52.239 expectations teaching my classroom 0:02:49.959,0:02:54.670 routines teaching and building community 0:02:52.239,0:02:58.000 and I teach absolutely everything and 0:02:54.670,0:03:01.810 assume nothing so we agree every morning 0:02:58.000,0:03:02.310 and I teach them why and the purpose and 0:03:01.810,0:03:04.540 all of that 0:03:02.310,0:03:05.950 all right ladies during our greeting to 0:03:04.540,0:03:22.720 our mindfulness meditation get this day 0:03:05.950,0:03:25.450 started are you done 0:03:22.720,0:03:27.190 you are amazing human beings thank you 0:03:25.450,0:03:29.829 so very very much would you guys like a 0:03:27.190,0:03:33.150 piece of gum for helping me out or just 0:03:29.829,0:03:33.150 like a piece of candy for helping me out 0:03:39.720,0:03:45.700 one thing I live on was 20 live she's 0:03:42.579,0:03:49.150 very open about herself and like she's 0:03:45.700,0:03:52.030 like she is not afraid to tell people 0:03:49.150,0:03:53.020 who she is like she openly told us that 0:03:52.030,0:03:55.630 she was 0:03:53.020,0:03:58.180 okay and I actually really liked that 0:03:55.630,0:03:59.980 because when this morning he was telling 0:03:58.180,0:04:01.450 us all about her I got to know her 0:03:59.980,0:04:04.930 better and like know what kind to 0:04:01.450,0:04:07.810 specialize in she showed me that like I 0:04:04.930,0:04:10.660 shouldn't be afraid to like show who I 0:04:07.810,0:04:12.190 really am she's a really cool teacher 0:04:10.660,0:04:15.220 and I feel like I can just trust her 0:04:12.190,0:04:18.250 with anything like earlier today when I 0:04:15.220,0:04:19.959 was mad and I was I did not want to get 0:04:18.250,0:04:21.610 in trouble with my other teacher because 0:04:19.959,0:04:23.800 I did not want to do anything stupid I 0:04:21.610,0:04:25.810 just went to her classroom and she gave 0:04:23.800,0:04:29.100 me a piece of gum and let me draw in her 0:04:25.810,0:04:31.480 classroom calm down and it really helped 0:04:29.100,0:04:35.080 she's good in that way and she 0:04:31.480,0:04:37.240 understands us you know my name is Lily 0:04:35.080,0:04:40.030 I'm in this morning he's morning class 0:04:37.240,0:04:41.830 for homeroom class and I've just always 0:04:40.030,0:04:43.900 noticed since the beginning of the year 0:04:41.830,0:04:45.850 that she always tells her students that 0:04:43.900,0:04:48.280 they're smart and that they shouldn't 0:04:45.850,0:04:50.290 like cut corners and that they're better 0:04:48.280,0:04:52.300 than what they think that they are and 0:04:50.290,0:04:54.370 that they are smart and stuff like that 0:04:52.300,0:04:56.740 and I think it's really helped a lot of 0:04:54.370,0:04:58.510 the students in our class know that they 0:04:56.740,0:05:00.760 can trust her and I know that I can 0:04:58.510,0:05:04.360 trust her and I really enjoy being in 0:05:00.760,0:05:06.190 her classroom and I think I my ground 0:05:04.360,0:05:08.020 students in the purpose of why that we 0:05:06.190,0:05:09.280 do the things that we do and I really 0:05:08.020,0:05:09.970 establish by the fact that this is a 0:05:09.280,0:05:12.190 public school 0:05:09.970,0:05:14.740 we service the public that means 0:05:12.190,0:05:17.230 everybody from the public is here people 0:05:14.740,0:05:18.970 that we might not necessarily spend time 0:05:17.230,0:05:20.950 with in our normal everyday lives are 0:05:18.970,0:05:22.570 here in this classroom so I have the big 0:05:20.950,0:05:25.240 rule that we do not have to like each 0:05:22.570,0:05:26.310 other I have 26 kids in my morning 30 in 0:05:25.240,0:05:29.020 my afternoon block 0:05:26.310,0:05:31.210 we're not the expectation that we're all 0:05:29.020,0:05:33.100 going to be friends is ridiculous but we 0:05:31.210,0:05:35.020 will respect each other as colleagues 0:05:33.100,0:05:37.030 and then I spent a significant amount of 0:05:35.020,0:05:38.410 time talking about code-switching what's 0:05:37.030,0:05:40.450 the purpose of this class I was the 0:05:38.410,0:05:42.270 purpose of coming to school who are we 0:05:40.450,0:05:44.290 as a student who are we as a learner 0:05:42.270,0:05:46.600 were the difference between those two 0:05:44.290,0:05:48.280 things and why are we here who are we 0:05:46.600,0:05:50.410 going to be when we're in this room 0:05:48.280,0:05:51.160 because who we are in this room is not 0:05:50.410,0:05:55.410 who we are 0:05:51.160,0:05:57.760 hey buddy you tap out okay you all right 0:05:55.410,0:06:01.090 do you need to talk to me you just wanna 0:05:57.760,0:06:03.010 take a break okay who we are in this 0:06:01.090,0:06:04.300 room is not who we are would we're hold 0:06:03.010,0:06:06.110 their parents or hanging out or 0:06:04.300,0:06:08.480 grandparents or cousins or our 0:06:06.110,0:06:10.600 at the park so we do a lot of work on 0:06:08.480,0:06:15.470 identity in the beginning as 0:06:10.600,0:06:17.930 eighth-grade staff teaching American 0:06:15.470,0:06:19.790 history as our curriculum we kick it 0:06:17.930,0:06:20.480 also by diving into privilege and what 0:06:19.790,0:06:22.580 does that mean 0:06:20.480,0:06:25.040 and we put all the kids on a privilege 0:06:22.580,0:06:27.100 walk so the entire eighth grade in the 0:06:25.040,0:06:29.480 morning block and afternoon so it's half 0:06:27.100,0:06:30.890 hour standing on the blacktop and we do 0:06:29.480,0:06:32.450 a privilege walk we built to that we 0:06:30.890,0:06:34.970 don't just watch but by the third day of 0:06:32.450,0:06:38.030 school we did that activity you did a 0:06:34.970,0:06:39.380 privilege walk where we all lined up and 0:06:38.030,0:06:42.680 then took steps forwards or backwards 0:06:39.380,0:06:44.120 depending on if this applied to you to 0:06:42.680,0:06:47.750 show like the different versions of 0:06:44.120,0:06:50.900 privilege it was like have you ever 0:06:47.750,0:06:53.050 taken a family vacation and then people 0:06:50.900,0:06:56.090 who have done that took a step forward 0:06:53.050,0:06:59.810 do you feel like safe expressing 0:06:56.090,0:07:01.730 yourself in public like you do that and 0:06:59.810,0:07:05.420 then you could see where people say in 0:07:01.730,0:07:07.370 the line of the spectrum like with how 0:07:05.420,0:07:10.250 they feel and the privilege that they 0:07:07.370,0:07:12.230 have not because they earned it by just 0:07:10.250,0:07:15.620 like their race their gender their 0:07:12.230,0:07:18.440 sexual orientation stuff like that no 0:07:15.620,0:07:21.380 this was new to me and I think everybody 0:07:18.440,0:07:24.710 in there we weren't really used to like 0:07:21.380,0:07:28.460 talking about it like that it was but it 0:07:24.710,0:07:30.260 was good yeah we had like a whole unit 0:07:28.460,0:07:32.390 on privilege so for that we did a lot of 0:07:30.260,0:07:35.000 talking about privilege and the 0:07:32.390,0:07:39.200 different types of privilege so we made 0:07:35.000,0:07:44.270 posters there's gender there's racial 0:07:39.200,0:07:46.280 there's aesthetics social and it's 0:07:44.270,0:07:48.110 always such a great eye opener kind of 0:07:46.280,0:07:49.730 breaks down those barriers of assumption 0:07:48.110,0:07:53.750 that people make about one another based 0:07:49.730,0:07:54.980 off of skin tone or hair texture a lot 0:07:53.750,0:07:56.120 of times it's the kids who are in the 0:07:54.980,0:07:57.470 back that we don't expect 0:07:56.120,0:07:58.850 and it's the kids in the front who we 0:07:57.470,0:08:01.160 don't expect so it's a great way to 0:07:58.850,0:08:03.230 start that dialogue of diving into who 0:08:01.160,0:08:04.970 where we are as a community and really 0:08:03.230,0:08:08.170 working on that sense of identity of 0:08:04.970,0:08:10.340 ourselves in a classroom with that I 0:08:08.170,0:08:11.720 most of my anchor charts have had to 0:08:10.340,0:08:13.460 come down because we don't need them up 0:08:11.720,0:08:14.810 anymore but I really build a lot of 0:08:13.460,0:08:16.820 anchor charts that Bruce and our 0:08:14.810,0:08:19.919 behaviors ruin our routines reserve our 0:08:16.820,0:08:22.860 expectations through all of that work 0:08:19.919,0:08:24.900 and listening because I run my classroom 0:08:22.860,0:08:27.960 on a circle was it sort of like a 0:08:24.900,0:08:29.849 lopsided circle but in the first week we 0:08:27.960,0:08:31.830 actually had tables against walls and a 0:08:29.849,0:08:33.180 circle where everything was kind of it 0:08:31.830,0:08:35.820 you know like a restorative such a 0:08:33.180,0:08:38.399 circle the kids to start to share you 0:08:35.820,0:08:40.229 just start to pay attention and you just 0:08:38.399,0:08:41.430 start to just ask you know you just get 0:08:40.229,0:08:43.440 to know you know you just start to 0:08:41.430,0:08:45.750 listen to who are your kids and how do 0:08:43.440,0:08:47.220 they react I greet my kids every morning 0:08:45.750,0:08:49.380 I mean I might not always be at the door 0:08:47.220,0:08:50.670 but if I mean here we're like good 0:08:49.380,0:08:52.529 morning good morning good morning how we 0:08:50.670,0:08:54.029 doin you read their body language I mean 0:08:52.529,0:08:55.589 the great thing about middle schoolers 0:08:54.029,0:08:56.160 is they wear their emotions on their 0:08:55.589,0:08:58.320 sleeves 0:08:56.160,0:09:00.690 they're full of hyperbole and they're 0:08:58.320,0:09:02.670 they just want to be said but like all 0:09:00.690,0:09:05.220 kids they want the structure they want 0:09:02.670,0:09:06.690 to know what they're supposed to do and 0:09:05.220,0:09:08.250 how they're supposed to do I think 0:09:06.690,0:09:10.740 that's just people I think people like 0:09:08.250,0:09:13.490 structure and so I do that I'm very very 0:09:10.740,0:09:19.019 clear on my expectations and I I 0:09:13.490,0:09:20.550 remember two of my morning students came 0:09:19.019,0:09:21.810 to me the first week of school said this 0:09:20.550,0:09:23.820 Marty you're a really really good 0:09:21.810,0:09:26.339 teacher thanks guys I really appreciate 0:09:23.820,0:09:28.260 that and kind of blew it off like no you 0:09:26.339,0:09:30.390 get kids who are normally pushed out of 0:09:28.260,0:09:34.589 the classroom and you keep them in the 0:09:30.390,0:09:37.380 room and I think that's the key is kids 0:09:34.589,0:09:38.670 blip in a classroom for a reason they're 0:09:37.380,0:09:40.680 not you know there's no such thing as a 0:09:38.670,0:09:42.959 bad kid there are kids who make bad 0:09:40.680,0:09:45.300 choices there are kids in bad situations 0:09:42.959,0:09:48.839 but there's no such thing as a bad kid 0:09:45.300,0:09:51.420 so community and I stress with both of 0:09:48.839,0:09:52.800 my classes that we are a community and 0:09:51.420,0:09:54.420 when the community is not doing well 0:09:52.800,0:09:56.339 when certain individuals are not doing 0:09:54.420,0:09:59.100 well in the community we're all in it 0:09:56.339,0:10:00.930 together I also start the year off by 0:09:59.100,0:10:02.820 telling them that I'm the dictator I'm a 0:10:00.930,0:10:05.850 nice dictator I'm a compassionate 0:10:02.820,0:10:07.800 dictator I will listen to you dictator 0:10:05.850,0:10:09.149 but the end of the day I'm the teacher 0:10:07.800,0:10:10.769 you're the student you have to do what I 0:10:09.149,0:10:13.560 say because I'm the teacher a student 0:10:10.769,0:10:17.010 that's why power works which fits really 0:10:13.560,0:10:18.779 nicely into privilege um I go I hate my 0:10:17.010,0:10:20.910 dictators mr. Droog ah I have to tell it 0:10:18.779,0:10:22.980 you know I listen to what he tells me 0:10:20.910,0:10:24.930 right I can't say no and blow him off 0:10:22.980,0:10:27.300 he's my principal I have to do what he 0:10:24.930,0:10:29.490 tells me to do but he's a nice dictator 0:10:27.300,0:10:30.390 right I'm a nice tech Tator but the end 0:10:29.490,0:10:32.130 of the day and there's 0:10:30.390,0:10:35.490 times I look at they can be like 0:10:32.130,0:10:37.350 teacher-student all right you know but 0:10:35.490,0:10:38.940 again they just want to know like they 0:10:37.350,0:10:40.260 wouldn't know their limits you want to 0:10:38.940,0:10:42.780 know what they can and cannot do and 0:10:40.260,0:10:44.550 then once I get all that established 0:10:42.780,0:10:46.710 then when it comes to work 0:10:44.550,0:10:48.180 it's the gradual release lots of things 0:10:46.710,0:10:50.790 that districts are teaching us it's the 0:10:48.180,0:10:52.470 you know model first you know show them 0:10:50.790,0:10:55.020 what you're supposed to do do it whole 0:10:52.470,0:10:56.490 group do it together do it in small 0:10:55.020,0:10:58.640 group and then kind of look like that 0:10:56.490,0:11:03.030 all those PD's that we're getting from 0:10:58.640,0:11:04.590 our experts downtown it's just going to 0:11:03.030,0:11:06.900 be really really mindful in it just 0:11:04.590,0:11:09.570 takes a lot of time just one step at a 0:11:06.900,0:11:11.310 time and just slowly but surely by 0:11:09.570,0:11:12.780 fourth quarter I don't need a model how 0:11:11.310,0:11:14.370 to put your assignments in the area when 0:11:12.780,0:11:16.110 you know how to do that but everyday 0:11:14.370,0:11:17.930 right now it's everybody do is it 0:11:16.110,0:11:20.310 together cuz we're not quite ready I 0:11:17.930,0:11:21.930 also feel really sweet group of kids 0:11:20.310,0:11:24.420 this year and they help each other which 0:11:21.930,0:11:26.670 is awesome it is not easy to be a warm 0:11:24.420,0:11:29.790 demander it is not easy to put on that 0:11:26.670,0:11:31.200 academic press because that's constantly 0:11:29.790,0:11:33.540 something that you're juggling that line 0:11:31.200,0:11:35.490 in that line is not always clear and so 0:11:33.540,0:11:37.800 it's never good to make assumptions 0:11:35.490,0:11:41.160 about that line so it's really important 0:11:37.800,0:11:42.930 to get to know who your kids are and by 0:11:41.160,0:11:44.640 shutting up and listening I think that's 0:11:42.930,0:11:46.440 the key is finding the gifts that they 0:11:44.640,0:11:50.850 bring to the classroom finding the good 0:11:46.440,0:11:53.160 in all kids and recognizing that the 0:11:50.850,0:11:56.760 front that they give you is not who they 0:11:53.160,0:12:00.630 are middle schoolers do not like to be 0:11:56.760,0:12:02.490 uncomfortable and so if the learning pit 0:12:00.630,0:12:05.130 right the falling into that pit that's 0:12:02.490,0:12:06.840 savoring the struggle where they want to 0:12:05.130,0:12:08.280 mislead you they start talking we'll put 0:12:06.840,0:12:09.660 a boop boop boop and they were like get 0:12:08.280,0:12:12.480 the answers from their friends or they 0:12:09.660,0:12:13.890 want me so badly to define exactly what 0:12:12.480,0:12:15.960 they should be doing or they will 0:12:13.890,0:12:17.190 exactly want me to give them the answers 0:12:15.960,0:12:19.440 that they're supposed to write down on 0:12:17.190,0:12:21.180 their paper so the to be a slave ABC 0:12:19.440,0:12:23.100 book right every kid picks a random 0:12:21.180,0:12:24.690 letter they to take that letter and 0:12:23.100,0:12:28.740 connect it to a concept they learned in 0:12:24.690,0:12:31.710 slavery so like S is for slavery W is 0:12:28.740,0:12:34.710 for whippings J is for jumping the broom 0:12:31.710,0:12:36.930 you know whatever that concept that 0:12:34.710,0:12:38.820 resonated with them and then they have 0:12:36.930,0:12:41.040 to do a Melancon paragraph so they have 0:12:38.820,0:12:42.300 to you know find textual evidence they 0:12:41.040,0:12:45.330 have to 0:12:42.300,0:12:50.160 I do the content at least sexual others 0:12:45.330,0:12:51.930 provide the link that's hard that's some 0:12:50.160,0:12:54.450 seriously high level writing and 0:12:51.930,0:12:57.270 thinking about a really difficult topic 0:12:54.450,0:12:58.950 and so when we first wrote you know I we 0:12:57.270,0:13:01.140 of course we model we do things together 0:12:58.950,0:13:02.610 we do things in small group we talk 0:13:01.140,0:13:03.690 about it we have lots of discussions but 0:13:02.610,0:13:05.100 when it comes to the rubber hand the 0:13:03.690,0:13:08.820 room where they they're like I have my 0:13:05.100,0:13:10.230 my my graphic organizer and my notes and 0:13:08.820,0:13:14.550 this book and I gotta put it all 0:13:10.230,0:13:16.890 together now they all blow just like and 0:13:14.550,0:13:18.450 so it's just constantly just a lot of 0:13:16.890,0:13:22.350 reassurance for that it's like you've 0:13:18.450,0:13:24.750 got this you have this the expectation 0:13:22.350,0:13:26.370 still is no talking I want your brain 0:13:24.750,0:13:30.090 not your brain in your neighbors brain 0:13:26.370,0:13:33.390 what do you know and they just sir just 0:13:30.090,0:13:36.900 allowing them to be uncomfortable and 0:13:33.390,0:13:38.490 not to save them from their internal 0:13:36.900,0:13:40.470 insecurities or there and there is 0:13:38.490,0:13:42.090 especially this happens a lot with my 0:13:40.470,0:13:43.950 high-flyer learners right that a lot of 0:13:42.090,0:13:46.710 my perfectionist want to be put in the 0:13:43.950,0:13:50.070 box and well how many pages does it need 0:13:46.710,0:13:52.050 to be it doesn't and they're like what 0:13:50.070,0:13:54.720 I'm like you have to have all of the 0:13:52.050,0:13:57.750 skills or that I'm asking you to 0:13:54.720,0:13:59.580 demonstrate but you can demonstrate that 0:13:57.750,0:14:03.180 in a page maybe it takes you five pages 0:13:59.580,0:14:06.780 demonstrate that I don't know so I push 0:14:03.180,0:14:08.250 them out so my rubrics and my assignment 0:14:06.780,0:14:09.480 description if it's not on those two 0:14:08.250,0:14:12.030 things you have carte blanche to do 0:14:09.480,0:14:13.230 whatever you want so that's that's 0:14:12.030,0:14:15.330 always going to start to see them 0:14:13.230,0:14:20.270 grapple with that but I think the big 0:14:15.330,0:14:20.270 also heated ideas I do a lot of student 0:14:21.200,0:14:28.140 interesting curriculum like I connect 0:14:25.020,0:14:30.930 history to current events so when we 0:14:28.140,0:14:32.290 were studying a lot about slavery miss 0:14:30.930,0:14:36.129 Warneke showed us a video 0:14:32.290,0:14:38.649 of Beyonce I think it was her recent 0:14:36.129,0:14:40.509 like showing it the award show I don't 0:14:38.649,0:14:42.910 remember which one it was but it was 0:14:40.509,0:14:43.929 really awesome because it showed exactly 0:14:42.910,0:14:46.600 what we were learning about in class 0:14:43.929,0:14:47.739 like how we represented slavery and it 0:14:46.600,0:14:49.959 was really interesting to see how she 0:14:47.739,0:14:53.169 brought that into the classroom first 0:14:49.959,0:14:54.789 for ela they get to choose what they 0:14:53.169,0:14:57.129 read they get to choose what they write 0:14:54.789,0:15:03.279 about as long as it fits under my 0:14:57.129,0:15:06.519 umbrella of standards they get to do it 0:15:03.279,0:15:08.049 so I believe a big big thing about 0:15:06.519,0:15:09.519 student choice over the narrative 0:15:08.049,0:15:12.609 writing project they could choose to 0:15:09.519,0:15:14.079 write a traditional short story they 0:15:12.609,0:15:17.829 could have chosen to write a humans of 0:15:14.079,0:15:19.779 New York or peoples of Madison blog or 0:15:17.829,0:15:21.789 they could have chosen to write this I 0:15:19.779,0:15:22.929 believe and we laid it all out over the 0:15:21.789,0:15:24.609 different choices and what those three 0:15:22.929,0:15:26.049 different choices would mean and then I 0:15:24.609,0:15:27.910 got to see all the expectations 0:15:26.049,0:15:30.759 everybody has the same running target 0:15:27.910,0:15:31.869 areas the same rubric but just you know 0:15:30.759,0:15:33.999 what do you want to write an imaginary 0:15:31.869,0:15:37.689 story a memoir or something about a 0:15:33.999,0:15:39.009 lesson of values that you have most of 0:15:37.689,0:15:40.600 them choice is a short story which is 0:15:39.009,0:15:42.489 always interesting because my humans of 0:15:40.600,0:15:44.019 Madison kids are like this is so easy I 0:15:42.489,0:15:46.419 don't have to make anything up it's all 0:15:44.019,0:15:48.279 in my head I'm like that's what I think 0:15:46.419,0:15:50.919 but you know some kids want to take on 0:15:48.279,0:15:52.929 the challenge and so that having that 0:15:50.919,0:15:55.989 power of choice and knowing that I have 0:15:52.929,0:15:59.230 a voice and what I get to do it makes 0:15:55.989,0:16:01.600 the engagement so much higher make 0:15:59.230,0:16:03.910 sagacious and then if they are blipping 0:16:01.600,0:16:05.470 well why are they blipping and it's 0:16:03.910,0:16:07.329 flipping because either can't be it you 0:16:05.470,0:16:08.199 know competent or autonomous or have 0:16:07.329,0:16:09.579 really they don't have a relationship 0:16:08.199,0:16:11.679 with me where they're not having any fun 0:16:09.579,0:16:12.819 and as much as I try to make learning 0:16:11.679,0:16:14.079 fun in here there are certain days where 0:16:12.819,0:16:15.939 like guys this is one of those days 0:16:14.079,0:16:17.980 where we just have to learn it's not 0:16:15.939,0:16:19.389 gonna be great but there's gonna be lots 0:16:17.980,0:16:21.309 of things in your life that you have to 0:16:19.389,0:16:25.480 sit through that are not great and this 0:16:21.309,0:16:27.789 is not a rarity for us and I think it's 0:16:25.480,0:16:33.059 I've gotten the feedback from kids that 0:16:27.789,0:16:35.319 they enjoy the topics that we do and 0:16:33.059,0:16:36.850 bringing it like they enjoyed they found 0:16:35.319,0:16:38.289 the privilege work really interesting 0:16:36.850,0:16:41.259 they're ready to be done with slavery 0:16:38.289,0:16:43.480 and I don't blame them it's hard I mean 0:16:41.259,0:16:44.600 I it's raw we read the to be a slave for 0:16:43.480,0:16:47.000 the slave narratives we watched 0:16:44.600,0:16:49.850 Unchained memories it's hard stuff to 0:16:47.000,0:16:53.209 hear and that and we do the same thing 0:16:49.850,0:16:54.800 with Columbus and Zen they get there 0:16:53.209,0:16:57.649 like man america's got a lot of bad 0:16:54.800,0:16:59.990 stuff it's like yeah well how did we get 0:16:57.649,0:17:01.819 here like because they are they're 0:16:59.990,0:17:03.170 opening to the world they're going out 0:17:01.819,0:17:04.640 in the world they have these phones 0:17:03.170,0:17:07.760 where they're getting this sound bytes 0:17:04.640,0:17:08.689 and these little pictures and means that 0:17:07.760,0:17:10.010 you know if you don't have the 0:17:08.689,0:17:12.770 background knowledge you're not going to 0:17:10.010,0:17:15.500 understand let me teach you what that 0:17:12.770,0:17:18.709 means let me teach you why that's 0:17:15.500,0:17:20.270 important let me teach you about our 0:17:18.709,0:17:21.919 government and how it's supposed to 0:17:20.270,0:17:24.559 function so you can be an informed voter 0:17:21.919,0:17:26.270 when you're 18 or you can understand 0:17:24.559,0:17:28.490 then you can make choices that will 0:17:26.270,0:17:30.320 benefit our country because you I don't 0:17:28.490,0:17:32.030 want you to be an ignorant voter I want 0:17:30.320,0:17:33.919 you to understand how our government 0:17:32.030,0:17:36.490 works so that when you can have that 0:17:33.919,0:17:39.530 opportunity you can do that so a lot of 0:17:36.490,0:17:42.470 relating the purpose of why and bring in 0:17:39.530,0:17:44.360 making it personal for that but really 0:17:42.470,0:17:47.929 enhances the curriculum and then they're 0:17:44.360,0:17:49.429 more likely to do the work right that 0:17:47.929,0:17:51.890 one demand or sort of goes away because 0:17:49.429,0:17:55.490 like oh I get to research my status 0:17:51.890,0:17:57.770 student research um he was really into 0:17:55.490,0:18:00.289 gangs and we were doing our research but 0:17:57.770,0:18:02.750 okay so what is some gang prevention and 0:18:00.289,0:18:05.360 he was from Chicago and he like way into 0:18:02.750,0:18:07.100 understanding like and I got like 0:18:05.360,0:18:09.080 community community centers can really 0:18:07.100,0:18:10.490 help keep kids off the street in gangs 0:18:09.080,0:18:12.950 but then he's like but wait community 0:18:10.490,0:18:14.840 centers close at six thirty you know and 0:18:12.950,0:18:16.250 like so he got it so we got to really 0:18:14.840,0:18:19.190 understand like what was going on in his 0:18:16.250,0:18:21.770 neighborhood what was happening and like 0:18:19.190,0:18:23.539 he was way into that work in that 0:18:21.770,0:18:25.100 research because it was a topic he was 0:18:23.539,0:18:28.280 interested in so I didn't have to fight 0:18:25.100,0:18:30.500 him on learning and then I gave him the 0:18:28.280,0:18:32.150 scaffolds and the organizers and you 0:18:30.500,0:18:33.919 know the stuff that can get them you 0:18:32.150,0:18:35.870 know the cop give them to the autonomy 0:18:33.919,0:18:38.630 to do that work by themselves because 0:18:35.870,0:18:42.470 again I have high class numbers so I 0:18:38.630,0:18:44.059 can't sit one-on-one with each kid and 0:18:42.470,0:18:47.390 also then at the same time meet my high 0:18:44.059,0:18:50.179 fliers needs and keep them moving 0:18:47.390,0:18:52.340 forward and going deeper in their box 0:18:50.179,0:18:54.350 when you know ioki if we have some just 0:18:52.340,0:18:56.549 naturally really just smart intellectual 0:18:54.350,0:19:00.929 kids we have smart intellectual families 0:18:56.549,0:19:02.759 add fun you know you got a laugh you got 0:19:00.929,0:19:09.149 a laugh and have some fun play some 0:19:02.759,0:19:10.499 games enjoy each other thanks for 0:19:09.149,0:19:12.029 listening I hope you enjoyed this 0:19:10.499,0:19:13.529 episode if you want to hear more about 0:19:12.029,0:19:14.999 the topics we discussed today in today's 0:19:13.529,0:19:16.919 podcasts check out 0:19:14.999,0:19:18.690 zarayda Hammond's book culturally 0:19:16.919,0:19:20.549 responsive teaching in the brain you can 0:19:18.690,0:19:26.459 also dig into the story a bit more on 0:19:20.549,0:19:28.109 medium.com /at sign mm SD you can find 0:19:26.459,0:19:28.499 these and other resources in the show 0:19:28.109,0:19:40.799 notes 0:19:28.499,0:19:43.559 see you next time black excellence is 0:19:40.799,0:19:45.959 the district's unapologetic stand in 0:19:43.559,0:19:48.479 support of our african-american students 0:19:45.959,0:19:50.359 our first strategic framework helped us put our 0:19:48.479,0:19:53.099 school district on an upward trajectory 0:19:50.359,0:19:54.959 but more important laid the foundation so 0:19:53.099,0:19:57.299 that we can make even more progress in 0:19:54.959,0:20:02.570 the future it starts with believing in 0:19:57.299,0:20:02.570 the potential of each and every student 0:20:03.890,0:20:12.039 [Music] 0:20:16.130,0:20:19.339 [Music] 0:20:22.510,0:20:25.990 [Applause] 0:20:22.840,0:20:25.990 [Music] 0:20:28.810,0:20:32.060 [Music] 0:20:33.200,0:20:35.260 you 0:20:45.420,0:20:47.480 you  

On National Coming Out Day, we celebrate coming out as lesbian, gay, bisexual, transgender, queer, intersex, asexual, (LGBTQIA+) or as straight allies. And as a school district, we celebrate our out students, staff and families and provide support to all of our queer youth. To do that this year, some LGBTQIA+ MMSD staff and community members got together to send our students messages of love, encouragement, and PRIDE. COMING OUT MATTERS. When people know someone who is LGBTQIA+, they are far more likely to support LGBTQIA+ equality, inclusion, and justice. Beyond that, our stories can be powerful to each other.   *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  *** Resources:  mmsd.org/trans mmsd.org/welcoming-schools *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us. 

Advanced Placement courses. Our high schools offer lots of them, from computer science to calculus to micro and macroeconomics to French and Spanish. Yet students of color are often underrepresented in our AP classrooms, something counselors like Andrew Stendahl are trying to change by encouraging more students to enroll. We went to James Madison Memorial High School in Madison, Wisconsin, where the first Scholars of Color meeting of the school year was getting underway. The group exists to give students of color enrolled in honors and AP courses at Memorial a space to come together every Tuesday over lunch to study, get help with assignments, take part in group activities, and host speakers. Students talk about what it’s like to be the only student of color in an AP class. They discuss applying to college, and they support each other through high school. *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us.   

Why does it take so long to implement the new start/dismissal times? Why does the district need a whole year of planning? What’s the rationale behind all the decisions that were made? If you’ve wondered about the timeline for changing start/dismissal times, we offer this recording of Mike Hertting, our former Chief of Schools who is leading this work. Dr. Hertting recently met with many of our after-school providers to discuss how complex this change is and all the different players it impacts beyond our students and families, including Madison Metro, after school programs and our Food & Nutrition Department. Interested in learning more? Visit mmsd.org/changing-start-times for research, board of education presentations, frequently asked questions, the implementation calendar and more.   In part two of this episode, Hywania Thompson and Dr. Hertting will be answering questions we’ve received from our families and staff. Stay tuned!  *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  Thank you to Elyse, Laura and Graham Whitmore. *** Resources:  mmsd.org/changing-start-times *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us. 

We believe in the brilliance, creativity, capability of black youth in Madison. It is our responsibility to make sure that that excellence can shine. The Madison School District historically has always known that it has had pretty horrific outcomes for African-American students. We don't hide from the data, but we want to reframe the conversation so that our students and their families know they are more than this. We see their brilliance. We know how much they have to contribute and we're going to support that. *** Credits: Intro/Outro music by MicroSchool students Cheviest and Montevious.  *** Thank you to Henry Sanders Jr., CEO and Publisher of Madison365.com.  *** Resources:  https://madison365.com/ https://www.facebook.com/madison365.org/   Nichelle Nichols of MMSD talks to Vice President of Strategic Partnership & Reentry Services for Nehemiah and Executive Director of Focussed Interruption Coalition Anthony Cooper on how to best support and promote Black Excellence. WATCH VIDEO.  Nichelle Nichols of MMSD talks to MMSD Restorative Justice Coach Rudy Bankston about how to best support and promote Black Excellence. WATCH VIDEO.  Nichelle Nichols of MMSD talks to Madison365 CEO Henry Sanders about how best to support black excellence. WATCH VIDEO.      *** To request a written transcript of this episode, please email mmsdnews@madison.k12.wi.us. 

"Voices of MMSD" (aka "MMSD Voices") is a brand new podcast (only in English for now, but we plan to produce some episodes in Spanish) that brings you authentic voices, stories and conversations (plus original music) from around our school district directly to you.  We've got several episodes queued up, with lots more to come after break.  Happy listening!