Hosai Mojaddidi – Requesting Religious School Accommodations in Ramadan & Sr. Eman Tai
AI: Summary ©
AI: Transcript ©
So then why they come, everybody? Thank you all for coming tonight.
I'm really excited about tonight because it's something that a
number of us have been working towards for a while, which is to
be able to share with you how you can best ask for and avail
yourselves of the religious accommodations that we are
privileged to be able to have in our local area. So I can only
really talk specifically about policies that are in place in the
Dublin Unified School District because there who I've worked
with, but we're going to share with you the letter that we sent
to our superintendent, and the paperwork and stuff that we the
information we provided them. So if you wanted to do the same
thing, you may not feel comfortable going to your school
superintendent quite yet. But if you wanted to speak to your
principal or your child's class, you'd have you could tailor this
information to fit what you need. Before we get into all those
specifics, I felt like we should really begin with grounding
ourselves in why it's important for us to promote and facilitate
and opportunities for our kids to assert their Muslim identity and
why it's Ramadan is such an integral part of that. So to begin
with, I'm gonna turn it over to Masada Husain so she can make dua
for us to be to start with and to help us get our foundations and
footings right about our intention with doing this work.
To All right, I just went out on our team and hamdu lillah wa
salatu salam ala shrivel MBA you will mursaleen say that our
Mowlana What have you been at Muhammad sallallahu alayhi wa
sallam while earlier CIBJO salam to Sleeman kathira. And shall I
wanted to first and foremost welcome all of you said I'm on a
call. And I happen to live with a cat to just like Moorhead and for
being here. I also wanted to thank SR Eman for spearheading this
really important initiative and discussion for all of us.
In preparation for this, I wanted to you know, really just first and
foremost reflect on a word actually that a man mentioned,
which is identity. You know, we know this is an age of identity
politics, and that actually has is not just in the political realm.
It's definitely trickling into the everyday experience of all of us,
including our children, in terms of them being expected to have
certain identity markers in public places, or pretty much anywhere
they go nowadays, this is what's expected that they label
themselves that they assert certain aspects of their identity.
So for us as Muslims, obviously, we want them to identify as
Muslims being their most important fundamental primary identity. But
if we don't realize the importance of ensuring that that they have,
that they're accommodated, or that there are that their identity is
going to be welcome, especially in places like their school, which
they spend the vast majority of their time, then we can logically
deduce from that that they likely will have identity issues. And
what's interesting about especially when you look at the
adolescence period, if you're not familiar with Eric Erickson's, he
goes over. He's a famous psychologist who goes over the
different stages of child development. And he talks about
adolescence being a dilemma for youth, between two different
issues, which is identity and role confusion. So already in a time
that they're experiencing just natural changes, physiological
changes, emotional changes, and this confusion that's happening
just naturally as part of their growth development. On top of that
they're in a climate where they're being pressured to accept or
assert certain parts of themselves, whether they like it
or not, and to maintain certain, again, markers of identity in
order to be included. And so this, you know, inclusivity, are these
these terms that we hear a lot? What does that mean, on a day to
day basis for the average Muslim youth. And this is really what the
conversation is, and especially as it all Dawn is around the corner,
and so many of our youth who are in who are attending public
schools will have to grapple with whether or not they can assert
their Muslim identity. And Ramadan is so important to that
conversation, because it's not a day. It's not just, you know, like
many, for example, religious holidays, sometimes, you know,
the, if you look at other traditions, even within our own
tradition, when we look at holiday experiences, they're you know,
they come and go, they're pretty quick, right? It's like a day, and
maybe it'll be recognized, maybe there's some words and platitudes
exchanged. But when you look at an entire month, that is a different,
you know, we're looking at something completely different
here. And especially when in that month, they have to actually not
do certain things that come very naturally to them as we all do,
right. I mean, we're not eating, we're not drinking, and these are
very social activities. I remember when I was in school, some of my
favorite times were recess.
lunch break, PE. So imagine you go to school, obviously to learn, but
you also go to have fun to meet your friends to socialize, to
exchange snacks, to be able to do those types of things. But in the
for an entire month, you're pretty much cut off from those things.
Now, if the school environment isn't acknowledging you, and
everyone else like you and expecting you to just in a way,
either suppress or tolerate all of those things going on without you
and not being able to participate, as a young child who hasn't really
formed a strong identity, it's going to be difficult. And this is
why we see a lot of kids struggling during the month of
Ramadan is because they don't want to be ostracized or left out,
right, they don't want to be left out of experiences, they don't
want to be left out of, you know, being with their peer groups. But
sometimes again, that's what ends up happening, because the fast can
be so difficult, especially being hunted on now we're in, in
moderately, you know, easier time. But if you look at later parts, in
the year, where the days are really stretched out, or the
climate is hotter, it can be very difficult to to fast as a as a
student in a in a schooling environment, when you don't have
support. And that's really the fundamental issue here. If you
look at Muslims, and a Muslim school, which I happen to teach
at, and I've had plenty of experience a whole other story,
because everybody's fasting, your teachers, the administrators, all
of the fellow students, unless they're obviously younger, but
pretty much everybody is in the fasting spirit. And so that burden
that you may feel, just naturally, you know, being deprived of
certain things is lifted, because you're also being redirected into
other things. But that's not the experience of our students who are
in these types of environments, because everything is still going
on, as usual. But they're just expected to, as I said, either be
left out of those things or withstand the pressure and the
difficulty that may come by being immersed in those environments. So
what Michelle what Eman and our panel, lovely panel here is
embarking on is really trying to help our students become
advocates. And this is such an important also part of their
identity as Muslims. If you look at the way that Islam began, it
all became through initiatives through advocacy through Yes, you
know, organization, mobilization coming together, but also speaking
up for rights in a time in an environment where those rights
were suppressed. So we have to inculcate these values in our
children and let them know that when we as Muslims, that all of us
have that responsibility to be there for one another. And so here
we are now, Inshallah, as adults, as parents, as parent advocates,
as educators, advocating for them, but they also need to rise to
that, and what does that look like in the classroom or, you know,
with your fellow peers, it looks like pride, it looks like a really
being proud of yourself as a Muslim and bearing, you know, your
your traditions, whether it's prayer, whether it's fasting,
whatever it is, with honor, and not feeling pressured, because
you're different. And so that is really the message that we want to
inculcate in our children, but we can't do that without providing
some support from everybody in the environment. And so my Shola
again, you know, just, I was reading an article and I invite
all of you to look at this article, because it was really a
good one about I think it was published in on PBS. And this was
from either last year or the year before. But in Louisiana, this
exact scenario played out and the article Yes, it's on PBS. It's
It's titled How supporting students during Ramadan helps
build feelings of belonging, it's a really wonderful article. But it
shares this exact same scenario where the this community and
specifically this family, the mother, if you read her quotes,
she expresses that she feels like she's failing her children because
she isn't able to help them embrace their identity and be
strong about their identity, because, you know, they're they're
capitulating to some of those pressures. So she took it upon
herself to be that parent advocate to go to the district in
Louisiana, Louisiana, the Louisiana Department of Education
to push for policy changes, and something that I really
appreciated about what she said at the end, which I think is the
message that I hope we can all gain from this initiative. She
says, leaving Ramadan accommodation up to the
individuals at the district level will open the door to individual
interpretation and discrimination. And I think there's a lot of truth
to that if we, if we look at the fact that Muslims represent almost
a quarter of the world's population, and we're so behind on
accommodating Muslims like we have over I looked over nearly 100,000
public schools in this country. But how many of us, whether it's
our children or our own selves can remember being in a pub, I went to
public schools, where Ramadan was even a good time
alledged, you know, for more than just a day when it was covered,
as, you know, a little tidbit in the section on Islam, but we had
no celebrations, there was very little fanfare to excite the
Muslims, right when I was young, and I'm sure that's the case,
still for 1000s upon 1000s upon 1000s, of Muslims in our public
schools. So that tells me that we are so far behind on this topic.
And it's more important than ever now, again, because our children
are being pressured in so many ways that we show up that we do
what we're doing here, and that we make sure that at the district
level, or the school level, whatever level we can, that we
basically assert our rights as American citizens, for religious
freedom for religious rights, and let our students, our children
know that we have their back and also guide the people in charge so
that when we ask for accommodations, it's not left for
their interpretation, because all this time, it has been left up to
them, and they haven't taken care of it. So Hamdulillah. Again, I
just wanted to thank all of you for being here. It's really
wonderful turnout. And hopefully, there's I'm sure a lot of people
watching, I'm excited to hear about some of the progress that's
already been made on the ground. So I'm going to turn it back over
to Eman Inshallah, and Jack, welcome, thank you.
Thank you,
Zack will say, I just want to acknowledge that I know you have
another engagement later. So whenever you need to get up,
please feel free. And don't hesitate. But we'll keep you for
as long as we can.
So I just wanted to take this moment to introduce the other
people on the panel, I just wanted to get started and let her be free
to go whenever she needs to. But I wanted to introduce the other
people in the panel with me, this is Dina Abba, Ramesh she is one of
the educators as part of the D USD staff. And she's working with one
of our local elementary schools Murray Elementary, to create a
more inviting environment for our younger students in the elementary
level, who may not be fasting for the whole month, but maybe
fasting, you know, once or twice a week, or whatever is comfortable
for them. There may be some kids in fifth grade, that might be
fasting, you know, a lot of the days. So we wanted to, she wanted
to provide an alternative for them at lunchtime, and try to, you
know, find ways to include them and make them feel
like that what they're doing is special and important. So I'll let
her talk more in more detail about that. This is Sakina Elise, she is
one of our student leaders at the MSA in Dublin, at Dublin high. And
I have to say that a lot of what, you know, we were able to do now
has really been inspired by the questions and the advocacy that
the students have done at the high school level, these last few
years. You know, there's a number of us as parents are sort of
working behind the scenes, but they were braver than we were in
many, many cases to ask and be brave and ask those teachers and
those people in authority over them for things that should have
been, you know, easy to come by, sometimes we're not. And
sometimes, you know, they got a lot of support. So I just wanted
to acknowledge that, you know, this was really a student
advocated student driven process. And I'm really proud of all of
those high school students that are doing that. And I wanted to,
you know, give Sakina time to speak about that as well. Before
we, you know, I turn it over to them to add on to what we've been
doing, I just wanted to just go over a little bit of what we
actually shared with the superintendent. So the first part,
which if any of you are part of the USD community, then you will
have gotten when he was very generous, and I wasn't expecting
it, he sent it to every parent, every student and every faculty
member. So they each received this. So you know, it's just kind
of a letter discussing the importance of Ramadan.
The reason that I'm getting used to this mouse,
the reasons that, you know, Ramadan is important to Muslims
and to Muslim students and how they practice. And
we asked them to sort of follow four general guidelines in their
approach to Ramadan. One is to raise awareness of Ramadan
significance to Muslim students, because they don't, if no one else
knows why it's important for these students to be doing what they're
doing, or why if it's so such an integral part of their identity,
then it's hard for even those adults who are at the best of
intentions to provide them with that support. So we're asking them
to help us raise awareness within adults and other students in the
community to know what's going on right now
And then we asked for accommodations for fasting
students. And that's a plethora of different kinds of accommodations,
which we'll go into in more detail. The other thing we asked
for is for them to be flexible and understanding that this is not an
average sort of observance, it is difficult, it's supposed to be
difficult, it's supposed to be a time of restraint, right? When
we're, we're straining ourselves, there's going to with that comes
some difficulties. It's also a time for many young people to
learn that balance of how to strike the balance between their
religious practices and our observances with their day to day
responsibilities as students or you know, as young people. And
then the last thing we ask is for them to foster an inclusive
environment. And that's a lot of what you know, Dina is going to be
talking about and Sakina will be mentioning some of the things that
they're doing to just, you know, make Ramadan, and Eid fun, Roma,
something that everyone can be a part of, and to really understand
what it's all about. So those are sort of the certain general
guidelines that we discussed with them. And then we provided them
with an information sheet, which, you know, I, I sort of tweaked it
a little bit based on our needs here in our community, and the
questions and
sort of concerns that had come up over these last few years. But
it's based on IMGs Ramadan information sheet, so most of it
is from them. So just wanted to acknowledge the great resources
and support that they provide. So you know, I what I was going to do
my, my iPad is not working. But if you guys would like to come up
afterwards and just sign in, or give me your email address. So
that way I can share this information with you. If anybody
wants it, please feel free to come up to me after and I'll get your
email.
But yeah, so there's a, you know, a long information sheet that you
can utilize with your teachers, with your principals to give them
general information about even Ramadan. And then the last thing
that we did, which, again, I'm going to give a lot of the lion's
share of the credit for the specific accommodations to our
high schoolers, because they were very specific about their
requests. And I really appreciated that. So, you know, we had some,
we asked that teachers make an effort to become aware of the
students that are fasting in their classroom, right. So we asked them
to try to, to make sure that, you know, they are aware of who those
students are. That being said, it is our responsibility as Muslim
families to let the school know that your child is observing
Ramadan, whatever that looks like for your child, if your child is a
fourth grader, and you're only going to be fasting once a week,
then you need to let the classroom teacher know that so that they
know what to expect. They know Okay, your child might be sleepy
or that day, they might, you know, need to take, you know, take a few
minutes to go wash their face, if they're feeling tired, they may
want to be able to be in the library at lunchtime, whatever
those requests and flexibilities are that you would like to have.
For that situation. You need to be asking for that. And you need to
give them the time to find ways to accommodate that. Another thing I
want to point out is lunchtime is lunchtime for everyone, right?
That's your teacher's break time to write. So if we're asking for
them to do anything additional outside of what is there a normal
schedule, then just like you would accommodate, or you would ask for
from anyone you're going to be patient and kind when you ask for
those, right? This is yes, we want accommodations, but at the same
time, they're going out of their way to make that possible for us.
So we want to be you know, as kind as possible when we're asking for
those things. The last, the next thing that we talked about is
waking up very early for so work. There's many students that want to
be able to work early in the morning before school starts,
right. So as the students pointed out, many times, the teachers at
the secondary level, they make assignments due at 1159. And
that's sort of their default setting. The assignment is due on
March 3 at 1159 at night. Now if you're going to be like sleeping
right when you when you come back from school because you want to
take a nap and then you're going to have if maybe you don't even
start your homework till nine o'clock at night. So maybe having
that extra time to do some work at night, to go to bed, wake up at
support and finish your work in the morning is actually really,
really meaningful to you. Right? So instead of getting late
assignments, they asked for the teachers to make that
accommodation and set the assignments to do to be due at
eight o'clock in the morning. I mentioned this because it seems
like a small thing, but it can make a really big difference in a
student's life. And this may look
Different at your schools and at with the people that you're
working with, you know, so I would suggest that you, you know, tailor
it to what you need. But there are things that like that, that they
wouldn't even think about as something that could make our
students lives easier.
In addition to that, we ask that students obviously be given an
accommodation to refrain from extreme physical activity, like
running the mile or Pacers. Now, I know when I was young, when we
asked for to like not have to do PE and Ramadan, they just sent us
to the library, and we got to write a book report or like hang
out for the entire month in the library. That is not the case
anymore. Right. So I think it was because it was so few of us that,
you know, many times, they would sort of let things slide. But now,
it's really that they still want the kids to be outdoors, and they
still want them to participate in class activities. But it may be
like helping take out equipment sitting in the shade playing, you
know, a different game in the gym, rather than running the mile or
doing pastries, or sitting outside in the heat for, you know, an
hour. So we're not telling them exactly how to handle it. But we
are asking them to give an alternative.
So that where those things come up, and you know how they make
those accommodations. They have the flexibility to do what works
for them, and what works for that school in that classroom.
We also asked them to note that this lack of energy that the
students have, is not necessarily an indication of their lack of
commitment. In fact, for us, it's it's a signal signifies their
commitment to doing something that is an adult requirement, they're
stepping up to do something, that is what is an obligation for them
as Muslims. So we in this like requires a lot of discipline to
do, right. So we're asking them to recognize that. And when students
are tired, give them an opportunity, you know, if there's
something that's out of the ordinary talk to the students
about it, rather than escalating it into a behavioral issue.
The other thing that we mentioned, and I think is really important,
because I did hear this a few times, is Ramadan is not a time
for discussing political acts of terror, right? Terrorism is a
political act, whatever the justification is, at the end of
the day, it's a political act, not one of faith, right. And we
clearly denounce all acts of terrorism, and Islam. So if that
comes up, that is something you should definitely flag for an
administrator or for the superintendent that this is not
something that we, you know, would would, that we appreciate and
should not be happening at all.
And then the last couple are around evil fitter. So we gave
them the dates for Eve, and told them that, you know, students will
be taking one to two days off, whatever is comfortable for your
family, you know, we have that sort of window where it can be. So
whatever dates are work for your family, you can take those dates
off for each. And then we also asked that no testing be done on
each day for the students that are observing Ramadan, that doesn't
mean that the teacher is not going to have a test that day. The
teachers may have a test, they may the school may have an activity,
but they will offer alternatives to our students, right. They can't
change the whole schedule for our students, but they will make
accommodations for them. We also ask that they not give them the
test the next day immediately after eat because that just ruins
eat if you have to study and do homework, right? So we asked for
that as well. So I think you know, we want to be as flexible as we
can be by not asking for how they make these accommodations. But
asking very clearly for what it is that we need in order for the
holiday to be enjoyable and for us to really enjoy and practice our
observance of Ramadan. I think that is everything that I had
here. I will quickly turn it over to Sakina for her to discuss a few
of the additional things that came up at the high school
Yes.
So like, everyone, my name is Sakina and I am basically the
president of the MSA at Dublin high. And I've been working with
everyone over here to help create accommodations. So we've been
creating accommodations at Dublin high for I'd say two or three
years now. And specifically at Dublin high. What I've worked
around for creating are specific areas for Muslim students to be
able to pray. So
if a student
Really great.
Sorry about that. So basically, if a student, if a student is
participating in Ramadan, they have to email their teacher, and
let them know, at least, I'd say at least a week in advance. And
we've told all of our members at MSA that they have to email their
teachers, because if their teachers don't know that they're
participating in Ramadan, they're not going to make the specific
accommodations for them. And what I've worked on at Dublin high is
if they tell their teachers are participating, and it's prayer
time, they are allowed to leave their classes of if there's not a
test, they're allowed to leave their classes in order to go pray
and just fulfill their atomic obligations. And to add on, we
also aren't going to be sending out an email during Laila milk
other just informing teachers about how students are going to be
up a lot later and probably going to be a lot more tired and just
requesting more accommodations during that time and giving more
leniency towards students during that time as well.
And aside from that, Dublin highs just following all of the requests
and accommodations that we outlined in the email and that SR
one had read out loud. If you have any questions, I'm here to answer
them. But
oh, yeah, and also for EAD. Right now we were working on basically
creating an event that was going to get eat off as a holiday, or at
least just spreading awareness about getting off as a holiday. It
was originally supposed to be in March, but we just had some
complications with that. So inshallah we're planning on doing
it during Eid, or not during eat, but like a few days after eat. And
basically, during that event, we're just going to outline the
importance of E than why us Muslims are celebrating it, and
just getting getting more of a push for Muslim students to allow
their voices to be heard. And I'm just sending out we're going to
have students just send out emails to their teachers, as well, just
for the accommodations. But yeah,
if you have any questions, again, just feel free to ask and I'm here
to answer. I believe that's all for in terms of the High School.
Thank you.
And then didn't want to talk about
my system.
So I think, you know, singing, it did a really great job talking
about the additional things that are going to be happening at the
high school, I would just say the same reiterate what she said, in
order for the students to be given those accommodations, their
parents, so at the high school level, the students will send the
email, but you can see see your parents on it that will help to
make it you know, kind of seen as a genuine practice. As you know,
children like to push limits. So when, you know, other students
found out that these accommodations were being made,
particularly no tests, or delaying deadlines, not having to run the
mile that everyone got on board with, right? So they want they're
like, Oh, my grandfather's Egyptian, I'm Muslim, right?
Fantastic. More, the more the merrier. But at the same time, it
has to be genuine. Otherwise, you know, these things become
difficult. So that's why we have the students at the high school
level, they are going to send the emails but you would see see your
parents or have your parents sign on to your email in some way so
that they know that this is genuine. I think the only thing
that I would make clear at the middle school and elementary
school level, I would still suggest that parents send the
email and you know, their kids can be part of that.
Salam Alaikum. Everybody. My name is Dena Brahma. Sorry about my
voice. I'm losing it. Being a teacher. I know. A lot of talking
and all yelling, so now it's gone.
Okay, so I am currently a substitute teacher at Dublin
Unified School District. I was subbing all the way from K to K to
12. But then I decided to focus on elementary school kids,
specifically Murray Elementary, because both my children attend
very first and fourth grade. So being a sub there, I got very
familiar with the teachers, the staff, everybody who was there.
And we started talking about Ramadan and Ramadan is coming and
how I'll be fasting as an adult and I won't be sitting with them
in the lunchroom. And they started asking me about the kids. What are
we going to do about the little ones? Are they going to fast? I'd
said at their age, they're not necessarily required to fast but
there will be a quite a few of them who will want to like my
kindergartener last year, when he was in kindergarten, he used to
fast so I had to tell his teacher ahead of time that you know, just
in case anything were to happen, let him hydrate, let him break his
Fazzy still young, you know, but then he also did his own
presentation in front of the whole classroom telling them what
Ramadan is about, and how he fast so that was like a turning point
for me while I was like these kids now
In a place to go, right during lunch and recess, there's still so
little like, at any point, they'll just want to break their fast. So
I decided, let me say, let me do something this year about it. My
fourth grader was on it the like the whole, the whole way.
So she said, Mom, why don't we try to set up a corner or ask one of
the teachers we can take over a classroom. Or I can sit and read a
book or do something because I don't want to be outside with
everybody else, especially when it starts getting warmer. They want
to hydrate they want to, you know, be with their friends and snacks
and lunch and whatever. So I told her, let me let me talk to the
administration at the school and see what they say. They said, go
ahead. So I started asking around teachers, a voluntarily just
asked, Hey, I can give you my classroom here. And there, I had
quite a few teachers who asked for it.
But in the end, I went to the librarian. And she said, Yes, you
can, you know, the library is big enough for I can hold a good
amount of students during a certain amount of time. And you
can take a corner or table or something and focus on just let
them sit there, let them read a book, or play games, she has a
whole bunch of games for them to play. I said, You know what, let
me do it more Ramadan based for our Muslim kids, is not just for
Muslims, it's for non Muslims to have their friends want to join,
learn a little bit about you know, what we do in Ramadan? Why not? So
I started to do it going through Pinterest, YouTube, all those
social media sites trying to find ideas for some things that our
kids can do during that time during recess, even Pete also as
well. So I had crosswords made word searches, matching games,
coloring pages, all you can think of, I have it all with me to offer
you guys want to see what I have. And I just think that all of us
not as edgy. Like as an educator, I see it like they should have
this garden. But as a parent, I find it more important that my
kids have that area, that space to be in during this time. So I
recommend that everybody just take that little step forward, you
know, just to even just to the teacher to say, hey, can we make a
corner in your classroom or something for our kids to sit in,
and let it well be well known around the entire school, I'm so
glad that I'm not a part of Dublin unified, because it's very
diverse, very accepting, you know, it's a time of acceptance, and you
know, getting, you know, we're getting somewhere. So I think
everybody has just, we just take that little tiny step, we can all
make a change. Like, if it's just we start with our little
classrooms, it will start moving on to districts, onto other
districts and whatnot. So I think it's very, very important that we
try as parents to do something about it. So yes, and I can show
you anything that I have. If you have any want any ideas, I'm here
for you, to support you in that. Thank you, just like.
You,
before we open it up to all of you, this process is really about
us coming together. And I know I know, many of you in the room
right now. And I know that you've all done similar things, right?
This, this screen is showing right here. This was Shane's handiwork.
Right. So, you know, all of us have have done this work together,
right? We've done
book drives for the library, we've done decorating in our school
offices, we've done activity upon activity in our kids classrooms,
right? What we want to do now is to take those efforts that have
been separate and make it in sync into one so that we can do the
same thing across the district for everyone. So that it's not just my
students, my child's classroom, but all the other classrooms that
may not even have a Muslim kid in it. But then they know and they
have the opportunity to support our kids, and to be there for our
kids the way that we would hope that they can be. So I would just
want to take this opportunity to open it up to all of you
what happened.
But yeah, so I want to take this opportunity to open it up to all
of you to hear I'm sure all of you have had amazing experiences and
done amazing work. One of the other projects that we're working
on and another panelist that was supposed to be here Shazia
Kajaani, she couldn't join us. She's actually the advisor for the
MSA have fallen. And she's putting together some video bulletins that
she's going to share with middle other middle schools across the
district. And, you know, she was talking about how the students
have been, again, a really big driving force and making that
happen. We're trying to create a list of books that we can give to
the libraries across the district and say, these are great books for
you to have within your collection. Because as she found
out, they have a very limited selection of books.
because particularly at the middle school and high school level
around Islam and Muslims, so they're very open to getting more
books and so it's our you know, it's that's there for us then to
to avail ourselves of that and to make sure that we're giving them
everything that they need. So if you guys have book suggestions, or
if you would like to get involved in that, please let me know about
that as well.
Yes, it's really
great. Good job guys.
Okay
okay, I'm gonna ask Serbia, Serbia, can you tell us a little
bit about the what you guys have been doing? Sort of advocate for
diversity across the district?
I don't think any like.
So at first of all, Dublin is very receptive ever since the new super
superintendent has come on. He's very open. And and Imani and I met
him when he first came on to talk about starting this inclusive
program and and
awareness throughout the district. And just remember, it's step by
step it takes it's not an overnight thing, it's step by
step, because it law it has to do with curriculum, curriculum is the
next step where the district is moving towards. And at the middle
school level, we're finally at high school level, we're finally
going that way, there's electives now that students can take in and
they're moving, and as years move forward, more things will be
added. But at the middle school level, the letter that went out,
a lot of teachers already are aware, because parents throughout
the years have brought it to their attention. So teachers are very
understanding PE teachers there, they all know, hey, Ramana,
Ramadan is coming, I'm going to give my that student actually all
middle school, they can get dual writing that whole month to
writing assignments, they don't need to do anything else, if they
want to walk, that's their choice at the library during the month of
Ramadan is going to be place a place where kids can go hang out
at lunch, instead of sitting outside. That's already an area
where the librarian has fixed and worked out. So though that's
something for the kids during lunch. But the teachers are
already aware and are willing to work with all students. But when
it comes to the parents, the parents need to understand that
there's some things can be changed, some things cannot be
changed. But an email makes a big difference. I'll always I always
ask parents to email the teachers first. Let them no, and wait to
hear back from them, then, and then make them understand if you
want to set up a face to face meeting and the teachers
available, then do that. But the teachers are very responsive,
email them and let them know, hey, my child is going too fast. This
is the challenges that they might feel. And they were they're all
aware. Just like right now I know that the eighth grade, there was
an eighth grade dance going to happen on April 21. But the
principal said, You know what? No, that's IID. So he told the PFC,
you've got to move it. Because we want all students to be able to
come to the dance for the promotion down through eighth
grade. So they're all aware, they just need help
changing or getting to the next step. Because remember, it's new
for them. But they're willing to make the changes and and try, just
like for you, if you're going your child's not coming to school, then
call it in and say this is our religious holiday, it gets more as
an excused absence, it doesn't get marked against you.
That's whether you on the weather, whatever day you celebrate one or
two days, you tell them it is a Muslim holiday. It's an excused
absence, but you have to call it in so that it gets put in the
system that is an excuse holiday, because the attendance person is
aware, the dates have been given. They know. So the things are in
place, but we need to keep bringing the awareness. We need to
keep letting them know, you know what, this might not work, you
know, can we do this? And they're all very accommodating. The same
thing at the high school. Yes, there's been issues in the past,
but then again,
when you talk to the teacher, and when you bring up the issues, Pe
is a big thing. I think in high school where some teachers are not
as lenient as others, then you bring that awareness to the
principal. You start you know, by going up the ladder, talk to your
principal and saying listen, I've already spoken to the teachers.
I've already told them what the issues are that I can do this and
that. If that doesn't work, then you go next year to your assistant
principal. Assistant Principals isn't listening. Then you go to
your principal, and then you get your parents involved. And if you
guys are going to email your teachers from your D USD, your
parents cannot be copied on there because
They won't get the email. So you have to then either there's that
one issue if they're going to use their USD emails, even if they
want parents part of it. So you might have to go a different route
about if you want to include your parents in the email. But it's a
very open district, and I don't think there's going to be much of
an issue. They listen, and they will try to do their best to
accommodate anything possible.
Absolutely, what we actually sent, what I can send to you, you know,
and what he was sent out to everyone was a PDF. So if you can
do like an electronic signature on that page and just edit it, you
can always send that, you know, edited PDF to your students,
teacher as well. My definitely, I mean, they, they are very, very
accommodating. But they and I kind of I respect this, and I actually
don't want them to make assumptions about who's Muslim and
who's not right. So they're not going to reach out to our
students, they're not going to make assumptions about, you know,
who's practicing and how much they're practicing. It's upon us
to request those things. So
say, Listen was pushed in or not, right? They can't send an email,
it's up to us.
You can't they cannot tell them. So it's really up to the parents
or up to the students to bring up the awareness.
Quick question, so.
Thank you, Sonic. I have a quick question. I can't see anybody
because I don't have classes on so I just saw an audio. So we live in
Pleasanton. I haven't heard anybody I've done stuff at the
elementary school level, because it's like a family. Everybody
knows you. Now I've got two middle schoolers. So I don't know, what's
the feedback been from middle school, my oldest son was COVID
for a big chunk of his fasting experience in middle school. So I
want to email the teachers give them the heads up. But what's what
do you think the feedback feedback has been from Pleasanton? We
haven't had a pleasant and the funny thing is this letter right
here. I sent it out to my friends who are involved in the PTA at San
Ramon. And I said, change it around, tweak it to what you need
to and send it to your superintendent, district office, I
would ask this, take the letter, same thing, it has to start, start
from the higher up, right. So you email that letter to your
superintendent, set a meeting with get a group of parents, your
whoever's involved, who are not, Oh, get a group of parents, sit
down with the superintendent, talk to him, and tell him what you're
trying to achieve. For the community that is part of the
Pleasanton school district. So they're by state law, you have to
have religious accommodations, that is part of state law,
how they do it, or what they do matters upon districts, and then
school sites. But state law, that's your that's your right. So
I would say start with a dialogue with the superintendent, he's your
higher up, who can then push down that letter to everyone in the
district, from the principal, to all staff. That's where you start.
And then you can meet with your own individual teachers and say,
Listen, we've got this many students who are going to be do
this, how can we help them? A conversation goes a long way. And
that's what we started him on. And I long time ago, and then we want
to get to the next steps. But that letter has been great, because
that letter was sent from the superintendent to everyone. And
the principals are all aware. So I would say you can start off with
that. And I would say do it sooner than later.
Basically next week, yeah. Right. So yeah, I mean, I would tell you
that to go ahead and just email your
child's teachers individually, so that they know what's going on
with your child while you organize, right? Don't delay,
like, what's what you can do for your child. And while you start
organizing with everyone else, if you do find out that there are
parents that are involved that want to take this, I would be
happy to meet with them. What I found when we were doing all of
this is there's not a single fasting policy on the books or
Ramadan policy on the books anywhere in the state of
California. So I was like, well, let's try Dublin is a small
district, they're very open, there's quite a few of us that are
there and participate there in Iraq in a regular way. So they
were very open to us. So what we're hoping is that this will be
a year where you know, it is a little more official things are
happening. If this is successful, successful. We would like to see
it happen in other districts as well. Right. So inshallah is just
the beginning. But if you do, you know, find that you have an
opportunity, I'd be happy to accompany you to meet with them.
Yes, yeah, I think you sort of answered my question with your
last statement, but so much of this great effort, right. I think
I'm still hearing
Like there's a playbook that is missing, like, have you guys
considered writing a playbook? Like, follow these steps? Step
one, step two, step three, like and also where you guys can come
in. Because you have, you probably experienced the questions that get
asked, what are the appropriate responses to those questions? So
something like there is only like a how to how to guide? That would
be more useful? Yeah.
Oh, yeah, definitely Sharla. You know, what, what are my, our
eventual intention is, is to do, like a policy brief, so that we
can take it to places where we don't know anyone, whether we
don't know, the Muslim families that are there, but we can talk to
them about statistically, these are the issues, right? I mean,
it's an unfortunate statistic, but Muslim students are bullied at
twice the national rate. Right. So this is something that happens,
one out of every four of those incidents is from an adult from an
educator and adult in this in the school system. So this is
something that's happening, so we have to address it, right. But,
you know, I don't I don't like to focus on the negative aspects,
because the opportunity in front of us is to do something about it,
right? Like, this is what all you know, we all ask, why do these
horrible things happen, right? And the way I always look at it, as
those are all opportunities for us to rise up to those things, and to
do something about it. So this is how, you know, this is what I felt
was the best way for us to begin. So what we wanted to do was to try
it out here so that we could get that data like what does it look
like? What does that sense of belonging look like? Before the
policies in place and after the policies in place? As you know,
that climate survey just went out this week, right from the Dublin
Unified School District asking for parents to talk about what their
kids sense of belonging is at school, one of their one of the
ways that they're trying to improve that is to do things like
this, these diversity and inclusion policies. So there is a
window of opportunity, right now there's grant money from the
state, there's a huge push across the state to really look at
diversity and inclusion policies. So I would encourage you that to,
you know, try to talk to someone and you know, at least get that
door open. So we can take is going through a diversity inclusive
study, right? We got to your districts, I happen to be a part
of it.
They all have to have a parent on it. We got to say I'm interested,
if you're doing any diversity training, or if you're doing any
diversity kind of committee order. Get involved.
Right now.
In our district, we started it was starting and I'm on that part. The
goal is to also get changes in the curriculum. Curriculum. You know,
it's it's baby steps, but change is what's needed. For high school
kids, middle school kids, eat up during your history class, speak
up during your English class. How are your students going to know is
when you speak up? Right? When you tell them when you tell your
teachers present, what Ramadan is teach. If you don't present, no
one's going to know you have to middle school. These kids went
around getting from the MSU
asked everyone to say Happy Ramadan.
Everyone knows what it is. Right? Meeting of social media brought
more awareness. So if you guys don't speak up, and off, no one's
going to know.
Okay, I want to invite Shazia to at least take up the mic and talk
a little bit about what she's doing at Fallon Middle School.
As you can see, she's like a very popular advisor there, right.
Here you go.
Alright, well,
sorry, sorry, sorry. Sorry, come everyone. I'll just give a very
brief talk. I wasn't part of the beginning discussion. But
basically, you know, as he was saying, the playbook, we kind of
have to create the playbook and it's gonna be a unique experience
everywhere. But that, you know, there's definitely an openness and
and there's a change in attitude. And so I have to take advantage of
that right now. At Fallon Middle School. I found that like, as the
awareness is increasing, the AE, the kids are feeling great.
They're feeling included. The second part is, is that
you're just finding that little little changes, like, the
librarian came up to me and said, Hey, would you mind looking at all
the books I have in the library, see what I have in Ramadan? And he
had like two books, and said, you know, what do you what should I
do? So I brought him some books, he chronicle them, he put them in
the system, you know? And he said, Could you make a display for
Ramadan? We usually have one for Women's History Month black
history. Sure, no problem. The history teacher reached out to me
as they're kind of finding out that we exist and we're kind of,
you know, the inroads and so the history to said, you know, can I
meet with you?
You sure walk walked in and talk to her? She's like, What can I do?
I'm like, hey, you know, I don't I don't want to pose these kids
into, like, pointed questions, I want to ask them open. And because
I'm also getting to know the MSU. And I'm gonna ask him questions
like, Have you had any issues have anything going on? You know, a lot
of them are very nervous going to school at nine on alone. 911 the
way that discussion is, so I shared that with a history
teacher, and I said, Hey, there's resources out there, there's ing
who makes videos comes and does classroom discussions, she took
the website down, she's been corresponding with them. She said,
she's going to try to get them to come visit. Like, there's lots and
lots of lights there. It's just a matter of being visible, being
open, teaching our kids to even you know, how to navigate the
process, how to how to advocate for themselves, that's also a
process when they're younger, they're not, they're not sure how
to, you know, like, when the first MSU meeting, I'm like, Okay, what
should we do this year? What should we, you know, they want to
gym every day, every Friday, they want, you know, II whatever, they
want it all and they you don't want to squash that enthusiasm.
But you also have to teach them how to navigate what what's you
know, you have to kind of piecemeal, it, it's going to be a
it's going to be a process, and you have to teach them how to do
that, how to work with other groups, like there was
the black, it was black history month in February, and I told
them, hey, let's do a collaboration between them.
There's so many black Muslims out there. And so we collaborated with
the black students on campus, and we did a call and we grew like,
our friendships grew, our you know, our inclusiveness grew,
we're seen differently. But it's a process, it's going to take time
you have to be patient. But for sure, as Sylvia said, an Imam
said, the dialogue is change. I'm part of the DI council that they
have in Dublin. They're definitely open to it, they're definitely
tuned in. As soon as we released all the dates for Ramadan this
year, they've been making, you know, so many changes, in terms of
like, there was a school dance on that Friday, eighth graders were
going to graduate and do some prep work, there was a fifth grade who
was going to come to tour for for middle school. And they didn't
realize, you know, there was testing. And but then, you know,
one of the assistant principals reached out and said, Hey, I'm
actually going to the calendar right now and changing any of the
things I can change. But you know, it's also, you know, once they
start doing that, they're the attitudes, right, but it's also
giving them tools, I'm like, Hey, let me give you the next five
years of dates. So I emailed her back with like, because, I mean, I
sent him give or take one or two days, like give some, you know,
leeway, because sometimes there's Moon sighting and other other
ways, other nuances to that, but I did share, you know, all those
dates, because I believe they their calendars are planned years
in advance, and they are trying to pivot be patient with them for
this year. But you know, this is also an opportunity for us to kind
of organize ourselves and set the pace for the following year. So
it's just kind of part of the system. Once you are part of the
system, it's hard to break that it's just, it's just, you know,
but helping them guiding them through the process. It's not, you
know, and just being approachable, friendly. You know, every time I
write them something, I'm like, Hey, if you need anything, because
there's sensitive matters that come up on campus, they're not
sure how to handle though they should know that they can come to
you.
But, you know, I think all the work that everyone has done has
led to this, it's not a one day, it's not that oh my god, all of a
sudden, this happened, the years and years of work that everybody's
done and their little school and their little district that has
basically led us to this point, it's a beautiful moment and we
should you know, be super happy and but you know, it's also been
treated delicately and do it right. You know, we should ask for
the things that are really important. And we should you know,
educate there's there's a lot of lack of knowledge in terms of you
know,
you know what Ramadan is? I mean, a lot of teachers don't know they
don't drink water. I mean, it's you just assume they would they
don't they have to be told you know, they don't know what people
do on eat.
Very different. Yep.
Exactly. Like, actually the dates when when that little glitch about
the incoming fifth graders, you have a calendar, which actually
just pushed down
about the principals are looking at it because it's not intention
is just an oversight, which the willing to rectify right away. But
how we go about it really matters, because when one parent might send
an email it it might trigger something else. So the point is to
ask in a nice manner has I'm going to echo what Ilan said, you know
how to ask how you email first, because otherwise, it just changes
into something else and
And that's what we're trying not to do. And one thing I'd like to
say that I'm I mean, I'm finding, there's a learning experience for
me as well, I mean, I have two middle school kids, but they're
not in the public school system, they've been going to a private
school. And so what I've learned is,
you know, as you deal with a larger forum, and a lot of kids,
you know, we're getting opportunities to make a video for,
you know, the video bulletin or be part of a class or an advisory.
But when we're creating content, there's so much content that
exists on the web, for Ramadan for eat forever, but it's dry content.
It's a slide show, it's a scholar talking for 30 minutes, these,
these kids are living in a different world, they're not,
they're going to just tune out within one minute from even our
own kids will tune out. So we've been trying to create content that
is real, and it's substantial, but it's also in a way where it
appeals to that age group. And so we're trying to put the, you know,
like, it was funny, I told them, I'll write the script, you guys
make the video and they said, Miss Kahn, they call me Miss Kahn, do
you think we could Gen Z the script before you and I like
because they do because it has to be there, it has to be their
voice, it has to be, you know, interesting. And but you can't
obviously curve the material. But you can definitely do presentation
in a different way. And there's nothing that exists out there
that's like that these kids, they're very talented, a lot of
these kids are super talented, like the extra son.
He made a rap about Muslim boys. And he made it and I told him, you
know, let's, let's, let's put that in our advisory, let's, you know,
like, let's you know, but it has them in the content was perfect.
It was all about, you know, praying and no alcohol, I mean,
all the things that are important to them as kids, but yet, and
they're getting the message across, but they're getting it
across in a way where kids will actually listen. And so that's
been really challenging for me, or a learning curve for me, because
I'm not a video editor. And I don't know, you know, all these
things. So you know, the kids that do have these talents, there's
lots of value for them, and value added for them.
Sure.
So, on that note, I love your enthusiasm, guys. And I want to
just say that, you know, it's not about these kids, this was a few
years ago.
On that same note, these kids were super enthusiastic, when we first
got them to not have to do PE and that they could have a designated
place to pray at Cottonwood. There was these kids were like, you
know, Miss so and so I need to pray right now. Right? And the
teachers like, okay, okay, I'm just gonna go to the bathroom, but
okay, hold on. And you know, it just creates panic. So please
remember that, you know, we, if you can, if you can pray us or at
home, pray us or at home, pray to her at school, do it in a way that
is mindful of the other person who's making that time for you,
right. And I would say that that same thing applies to parents,
like, my kids not going to do homework on it, okay, we don't
have to do homework on you. But they have to do the homework
eventually, right? Like, it's not like you could just be absolved of
those responsibility. So I think for all of us, we just need to
remember that they,
we want the facility to be able to do what is important to us. And
when that same token, we want to show them the best o'clock that we
can when we're asking for those things, right. So just because
those things did come up, and you know, the students get very
excited, and we're really happy that you guys are excited. So we
want to be able to offer this year on year. I think for PE especially
like I think students, I agree that you know, running the mile
would be difficult, you know, but obviously you can judge it, you
know, but that doesn't mean that you just go lie down in the
library, it means, you know, help them organize their sports
equipment, I've been telling PE teachers, like have them do
something valuable. This is your school, this is part of, you know,
this is a part of you, you spend so many hours there make it a
better place, it doesn't mean that you know, you're exempt from that,
that you do nothing, it just means, you know, turn that time
around in a positive way
want to make aware of lever
up here, before it used to be merry christmas during winter,
right? It changed now Happy Holidays change came very slow,
but it did. So what I'm trying to tell you is that change come slow
wood during the winter holidays, you don't see teachers or anyone
saying Merry Christmas to any students because it's changed.
Just like when I know students brought up all we want to decorate
the office.
So Office can stay away from where there there's going to be
controversy because if we they do it for one group, they have to do
it for every group. So there's things that you want to stay away
from that might put them in a position where they can't do it
forever.
Every one. So just think about the changes that have come across our
district across our schools over time. Because before, when we had
break, it was all Merry Christmas not but then because they became
aware that not everyone celebrate Christmas, this is a holiday
break, it changed to Happy Holidays. These things are
changing slowly. But we need to be receptive. Okay, we're gonna get
there, it won't be there. Right away. But be I think it's be
mindful of all the positive changes that have already come
along the way. There's many things. But also remember if they
do, it's hard when you are a school district of so many
different religious groups have a comment accommodating everyone
takes time. So, you know, I know, I think it was brought up that
they want to decorate the office. If they say no, it's okay. It's
not, it doesn't mean that you know, it's, they're negative or
they're not against, they're against you or not. They're
thinking in a way of okay, if we do it for this group, then we have
to say yes to this group. And we have to say yes to that group. And
there's many holidays with so much diversity, there's many holidays,
and then the school district doesn't want to upset everyone. So
don't take everything in a negative way, either. is what I
would say, because I know, we get those questions in the
administrative office, and particularly at the high school,
they're really, I mean, they're, they're at a different level,
right? I think elementary schools is a whole different thing, right?
Like, they may do all these
library decorations and the office decorations. And that kind of
thing may happen at an elementary school. But it's much harder at a
high school level. Because obviously, there's so many people,
and even it's a middle middle schools, you know, my kids are at
Cottonwood, dedicated eight, so we get kind of a balance of the two.
But I would say, while they are in process of putting in instituting
some of these things, it will still be up to us to say, Would
you like me to come in and help decorate the library or put out
the books or donate the books or whatever it is, right. So that's
still going to be something that I think we will have to do. But what
we can do is we can come together and try to, you know, make the
load lighter for one another. Right? So that it's not something
that you have to figure out. Okay, which books should I buy? Right?
Which books are good? Because I mean, that's another issue that
comes up. If we don't eat a book that's like, let me tell you how
to say La ilaha illallah, Muhammad Rasool Allah, like, that's gonna
become a problem, right? So we have to be thoughtful about what
we are introducing, and how we can do that. So, you know, we was
working together as a step in the right direction.
Just a suggestion, is it
just a suggestion for elementary level? Like, yes, as you guys
said, Baby, small steps, right? So not too much, but just a little,
you know, start. And I really love what you guys said that parents
also should initiate stuff, right? So just like they talk about the
valley, right? They just did some holy stuff. So we can like Holi,
celebration, something. So we can also do like, just a five minute
not nothing religious. But just, for example, in my class, I asked
in my son's class, he's in fourth grade, I asked if I could just
before Ramadan, like day before Ramadan, I could just give out
some sweets. And then for those five minutes, I just come or three
minutes, just talk why they first so that the class knows that
there, this particular student or students would you know, even the
kids are aware and the kids feel good about it. Like, for example,
the students feel good about it that yeah, yes. You know, my, my
fellows know, class fellows know that I'm going to be fasting and,
you know, they, they might be a little bit, you know,
accommodating to them. So, yeah, absolutely. I was gonna say, what
are the things that happened in this last few years where the high
schoolers are sending out information as they shared it with
the high school and with the principals at the middle school
level, but they didn't tell the elementary school level because
they thought no one at the elementary school level is
fasting, right? So they just were not aware of that that might even
be the case. So that's, again, part of our opportunity to educate
them.
Just to add what to what you were saying, my kids did that last
year, because they were both fasting a week in advance. I had
them have that five minutes where they would speak because it's
their classmates, right? So I had them go in and speak. And last
year, I made like a little note card with a little goodie bag like
they do for birthdays or any other you know, holiday that they might
celebrate. Our family will be starting Ramadan. We would like to
celebrate a little bit with you. Here's a, you know, a candy or
two, and we sent it out to all the classmates. They enjoyed that
we're doing the same thing again this year. It's just a little box
with a few m&ms that is just as happy Ramadan, just for the kids
to know that our kids are celebrating something right now.
Just like they celebrate we celebrate as well. And that's what
I love about them.
Let me know if I participate inclusive of everybody. And
hopefully, you know, as years go on that more and more districts do
the same. Because yes, it's very important for our kids to be
included in all these things. So yes, you're right, we need to
start it there at a young age.
Just like my mother was saying, I feel like students should talk to
their peers about what they're like why they first especially,
because I've had experiences where people had misconceptions about
why people fast and that it's painful among them. And it's like
some force upon them. But when my friends would ask me questions
even about other things like hijab and all that,
thankfully, I've been to like talks and stuff. And I've been
Sunday school and the high school. They've talked a lot about, like,
why people do cert, why why we do certain things and the
significance of it, that really opened up their minds and
gave them a better understanding of it. So to do this for other
kids, especially the younger ones, it's a really, it's, it would be
really helpful for everyone.
Absolutely, I think as Sylvia mentioned, we're working with the
district to do sort of, what's the right words, cultural awareness,
and religious competency training for the staff overall, and the
whole district so that they can be more aware of you know, why we do
the things that we do, right, that just, you know, as you mentioned,
Robert, fasting during Ramadan, it's hard. But it's also fun,
right? It's also the reason that we do it is because it's sort of
a,
that was a rite of passage to adulthood, right, it means that
now you're a grown up get to do grown up lazy to participate with
everyone else in the communities have grown up. I know, my mom was
telling me my mom was here, that when we were, you know, when we
were growing up in box, I was like, you get a big present on the
day that you have your first fast, right, you get a big present, the
year that you finished fasting, all 30 days, like it's supposed to
be something that is celebrated, right. So that's what we want them
to understand, too, that that's why the kids are doing it. Because
this is actually something that's celebrated as part of their
journey into becoming responsible adults. It's not just about not
eating and drinking, it's about having that character to not by
backbite, to not yell to like, hold your temper to balance your
spiritual well being with your worldly responsibilities. It's all
part of all of that. So
I just want to be mindful of the time, I love that the conversation
is ongoing, and we can keep going. I just wanted to remind everybody
that I think it shows in about 10 minutes. So I will wrap up in five
minutes or so if you guys have any more questions.
Yeah, if you, if you can just sum up like how parents can support
your efforts? I'm not sure man if you're only spearheading this, or
if other people are involved. And how can we support you guys? Sure.
So I'll just speak for myself. My interest in this really came from
my desire to help with my kids, right. And, you know, to to get
involved in the school district. I just did that because I cared
about what was going on with my kids and with my kids, school and
with the district overall. So I would say number one thing is, you
know, people think about it as like politics is this far away
thing. But politics is really about community. And it's really
about getting involved in serving your community. So that I would
say it's number one, find, find out what's going on in the city,
in the school district and find ways to get involved, that will
help all of us because you will be at the table when the discussion
starts. And you can say, hey, you know, I heard about this, is there
something that we can do to be a part of this or to make, you know,
this effort, that city is doing more meaningful for us as Muslims.
So I would say that's number one. The other reason that I started
doing this is I'm really interested in public policy I work
in public policy is as a nonprofit, but I've never really
applied all of that to something like this. So I always kind of
looked at it from the perspective of this is great that I'm going to
do this in my kids classroom. But what happens the year that I'm,
you know, busy or I'm tired or I'm not there anymore, because now
there's someone you know, there's my children have outgrown that. So
we wanted to put
something in place so that you're on your these things continue. So
I think for us right now, we are trying to build out that playbook
that the, that the gentleman was asking for. But I think the more
that more of you that fill that paper out and say, My child is
observing Ramadan, right, the more that they get that the more they
will see that it's not just, you know, the eight of us who signed
that document. This is, you know, for a lot of people, right, power
a number.
And then when we're, when you respond to that climate survey,
talk about the fact that getting that email from Mr. Funk about
Ramadan was meaningful to you, right, it was meaningful to your
students, those are the things that we can do to reinforce for
them that this is something that is important for for us to do, we
will put that book list together in sha Allah when we're working on
it, yeah, but when we will try to send it out to all of you. And if
you want to just we're going to try to set it up as like an
Amazon, you know, list and we'll get the books paid for and donate
it. And then we'll make one giant donation from us as a community,
to the different schools in the area for whatever they need.
Right. So that's another way that you guys can get involved and help
us with it. If there's a book that you think is a good book that is,
you know, maybe about Muslims and about, you know, a Muslim
biography about Abdullah, Mohammed or something like that, that you
think would be a good thing to add to the library. That's another way
that you can get involved or make a donation to the school.
Take off on our holidays.
Take off the holiday.
It shows
high school kids state law, if you have testing, just have
fun. Task isn't mandatory. Just FYI, it's not mandatory testing
isn't testing that, you know, if you miss it, you can make it up,
take off on days, numbers speak for themselves. Lee says the only
way to realize that we have a good population that that is
celebrating our
take off and call it in. Yeah, I will just just to make sure that
everybody heard that on online. Yes, number one, take off the
holidays, avail yourself of the accommodations, right. If they get
the letter saying my child is observing Ramadan, I want to be
able to take off eat, I don't want to have to take a test the day
after eat all of those requests that you make it, it makes meaning
for what we've done, right? Because the policy is a policy,
it's just going to sit there if nobody uses it, right. So we
really need to show that it's actually meaningful. I think the
last thing I will add is, you know, when you see change, be
positive, respond back, send an email, I mean, and they I think
they would be loved to hear from parents saying, this made me so
happy. This brought tears I mean, whatever we shared on our little
group chats or whatever, share it with them. Because when they do
make the effort we have to respond to I mean, both ways. Something's
wrong, we got to call it out. But when it's right, we also have to
appreciate it.
Okay, I'm gonna wrap it up unless there's anybody else. Okay, just
because I thought already.
All right, just like a lot, everybody for coming out as big
thank you to our students, because they're really leading the way to
our high schoolers and our middle schoolers. Thank you guys for
being brave and stepping out there. So just talk a lot to all
of you