NAME OF ARTIFACT: Fine & Performing Arts Email
ARTIFACT DESCRIPTION: This artifact is an email starting a working group to look at why some students aren’t participating in Arts programs at Ithaca High School, sparked by my own observation and concern about the virtually monochromatic population of high school student musicians. It focuses on using data to better understand gaps in access and representation. The email reflects early collaboration between school and district staff to review participation trends and identify what may be preventing more diverse student involvement. This work connects to PSEL Standard 3, 4, and 10 because it centers on equitable access to programs and using data to improve them. My role was partnering with the Fine & Performing Arts Director to help initiate this effort, raise questions around equity and representation, and contribute to a team focused on expanding opportunities for all students.
Program Standards (PSEL): Standards 1,3,4,7, 10
ARTIFACT REFLECTION:
This artifact reflects my work with different instructional teams to address gaps in student access, participation, and representation across academic programs, sparked by my observation of the virtually monochromatic group of high school student musicians. In response, I worked with departments like Technology, Fine Arts, Music, and Science to look at enrollment trends, talk through possible barriers, and start thinking about how to open up these opportunities to more students. This connects to PSEL Standard 1, 3, 4, and 7 because the work focuses on equity, access to programs, and collaboration among staff. My role was to help get the conversation started, ask the right questions, look at the data, and support teams in thinking through how to make their programs more inclusive.
ARTIFACT CONNECTIONS TO CAS COURSEWORK:
This artifact connects to several of my CAS courses that focus on equity, instruction, and school operations. EDA 712 helped me better understand how to support diverse learners and recognize where inequities exist, which guided my focus on participation gaps among BIPOC and marginalized students. EDA 722 shaped how I think about courses and programs—who gets access and who doesn’t. My work with staff and my leading of conversations connect to EDA 732, as I helped create space for reflection and growth. EDA 752 pushed me to think about how systems like course pathways and supports can either open doors or create barriers, and EDA 762 reinforced the importance of making sure all students have real access to meaningful opportunities.
ARTIFACT CONNECTION TO YOUR VISION:
This artifact directly connects to my vision of creating a school where every student is known, supported, and given equitable access to meaningful learning opportunities. In my vision, I emphasize the importance of inclusion, representation, and systems that intentionally support diverse learners, and this work reflects that commitment in action. By addressing the lack of diversity in Arts participation and working with teams to examine barriers, I am actively pushing toward a school environment where opportunities are not limited by background, exposure, or access. This effort aligns with my belief that schools must be both academically rigorous and deeply connected to students' lived experiences, ensuring that all students—especially those historically marginalized—see themselves reflected in programs and feel a sense of belonging. Ultimately, this artifact represents how I move my vision from words to practice by challenging inequities, building more inclusive pathways, and working toward a school culture where every student has the opportunity to thrive.
ARTIFACT IMPACT: Describe the impact that this artifact had or will have on student learning, teacher behavior or parents and families.
This artifact has the potential to positively impact student learning by addressing barriers that prevent some students from accessing and participating in Arts programs. By identifying gaps in participation and working with staff to better understand the root causes, this effort helps create more opportunities for students to engage in courses that build creativity, confidence, and critical thinking. As access improves, more students—especially those who have been underrepresented—can experience a stronger sense of belonging and connection to school. Over time, this can lead to increased engagement, improved academic performance, and a more inclusive learning environment where all students feel supported and valued.