Board Policy 0415:Equity & Racial Justice

School Board MeetingJune 24, 2020

Background

(Some) History of Diversity work in Piedmont Unified

● Diversity Task Force (2011)● PUSD Staff and Community Members● Mission and Vision Development● Partnership with Piedmont Appreciating Diversity

LCAP Goal 1 2017-20

All students will feel physically safe, emotionally cared for, and academically and socially included in their school environment.

LCAP Goal 12020-21

All students and staff will feel physically and emotionally safe and part of a caring and inclusive community.

Prof Development for Staff

○ Teaching Tolerance - Sara Wicht○ Museum of Tolerance- trainings in LA○ Restorative Justice- site-based trainings○ Anti-Defamation League - No Place for Hate

Designation○ Gender Spectrum- Gender Leadership Teams○ Courageous Conversations About Race○ Social Justice trainings and readings

Community Partnerships

○ Piedmont Appreciating Diversity Committee (PADC)○ Jewish Families of Piedmont (JFP)○ Anti-Defamation League (ADL)○ Teaching Tolerance--Let’s Talk!○ Gender Leadership Teams- Dimensions of Gender trainings○ Healthy Relationships--Offered through Rec Department○ Futures Without Violence--Coaching Boys Into Men (CBIM)

Student Education & Intervention

● Diversity Committee--admin, teachers, students● Assemblies: White Privilege, I Am Here: Conversations about

Identity● The Mosaic Project- 4th and 5th graders● Student Voice Collaborative--”share your voice” events● Becoming an Ally Workshop with Students--ADL● Teaching Tolerance resources: Let’s Talk! and Speak Up at School● Unity in Community Event - led by students

Curriculum Adoptions

Review of curriculum through a social justice lens

● Elementary & middle school English language arts● Elementary and middle school science● High school English (started prior to Covid-19)● High school History-Social Science (started prior

to Covid-19)

Annual Martin Luther King Day event

Grant funds for teacher projects

Let’s Talk! Community events

Financial support for Black Student Union

Partnership w/PUSD and City of Piedmont

Piedmont Appreciating DiversityCommittee (PADC)

Student Voice and Advocacy

I Am Here: Conversations about Identity

Black Student Union Video (additional stories & link to the full video - also see our PUSD website)

Mentorship Program for Asian-American students--high school partnering with elementary students

Piedmont Action Hour--Led by some PUSD Alumni

Board Policy 0415:Equity & Racial Justice

DRAFT

INTRODUCTION

The Board of Education believes that the diversity that exists among the district's community of students, staff, parents/guardians, and community members is integral to the district's vision, mission, and goals. Addressing the needs of the most marginalized learners requires recognition of the inherent value of diversity and acknowledgement that educational excellence requires a commitment to equity in the opportunities provided to students and the resulting outcomes.

In order to eradicate institutional bias and racism of any kind, including implicit or unintentional biases and prejudices that affect student achievement, and to eliminate disparities in educational outcomes for students from historically underserved and underrepresented populations, the district shall commit to anti-racist work in order to proactively identify class and cultural biases as well as practices, policies, and institutional barriers that negatively influence student learning, perpetuate achievement gaps, and impede equal access to opportunities for all students.

The Board shall make decisions with a deliberate awareness of impediments to learning faced by students of color and/or diverse cultural, linguistic, or socio-economic backgrounds. To ensure that equitable outcomes are the intentional result of district decisions, the Board shall consider whether its decisions address the needs of students from racial, ethnic, and indigent communities and remedy the inequities that such communities experienced in the context of a history of exclusion, discrimin- ation, and segregation. Board decisions shall not rely on biased or stereotypical assumptions about any particular group of students.

IMPLEMENTATION

The Board and the Superintendent or designee shall develop and implement policies and strategies that

promote equity by recognizing the existence of institutional racism and working to dismantle systems of oppression within district programs and activities,

through measures such as the following:

1. Educating staff about the key elements of antiracist education:

a. Examining the historical roots and contemporary manifestations of racial prejudice and discrimination

b. Exploring the influence of race and culture on one’s own personal and professional attitudes and behavior

c. Identifying appropriate anti-racist resources to incorporate into the curriculum in different subject areas

d. Developing new approaches to teaching children using varying cognitive approaches to diverse learning styles

e. Identifying and counteracting bias and stereotyping in learning material

f. Dealing with racial tensions and conflictsg. Identifying appropriate assessment and placement procedures

and practicesh. Assessing the hidden curriculum and making it more

inclusive and reflective of all students’ experiencesi. Ensuring that personnel policies and practices are consistent

with equity goals and that they provide administrators with the knowledge and skills to implement equity programs

2. Routinely assessing student needs based on disaggregated data with a focus on race, ethnicity, and socio-economic status, in order to enable equity-focused policy, planning, and resource development decisions.

3. Analyzing expenditures and allocating financial and human resources in a manner that results in equitable outcomes for all students via district programs, support services, and opportunities for success and promotes equity and inclusion in the district. Such resources include access to high-quality administrators, teachers, and other school personnel; funding; technology, equipment, textbooks, and other instructional materials; facilities; and community resources or partnerships.

4. Enabling and encouraging students to enroll in, participate in, and complete curricular and extracurricular courses, advanced college preparation programs, and other student activities.

5. Building a positive school climate that promotes student engagement, inclusion, safety, and academic and other supports for students.

6. Adopting curriculum and instructional materials that accurately reflect the diversity among student groups and includes diverse voices and perspectives.

7. Providing counseling staff with resources to support specific needs of marginalized learners and collaborating with local agencies and community groups to ensure the availability of necessary support services for students in need.

8. Promoting the employment and retention of a diverse staff in all areas, certificated, classified, contractors, and vendors, that reflects the student demographics of Alameda County.

9. Providing district staff with ongoing, researched-based, professional learning and professional development on culturally responsive instructional practices that includes awareness of implicit bias and historical inequities. The district will analyze systemic and structural barriers regularly to ensure the work is targeted and continuous.

10. Conducting program evaluations that focus on equity and anti-racism and address the academic outcomes and performance of all students on all indicators. Program evaluations will be conducted by a diverse group of stakeholders and presented to the board along with recommendations for next steps.

CLOSING

The Board shall regularly monitor the intent and impact of district policies and decisions in order to safeguard against disproportionate or unintentional impact on access to and outcomes within district programs and achievement goals for marginalized learners in need of services.

(SOME) NEXT STEPS

Meeting with PADC and City of Piedmont leaders

Admin Team will be continuing conversations

Learning, learning, learning... reading, viewing, talking, and...

Listening, listening, listening… to our students, staff, and community

Get to work! Take action to actively fight racism!

DRAFT Board Policy:Equity & Racial Justice

Second Reading:July 2, 2020