UPDATE SEPTEMBER 2022 - A CRUCIAL VOTE IN OUR WALAMORINDA COMMUNITY

(NO NEED TO DONATE TO THIS PETITION UNLESS YOU WANT TO SUPPORT CHANGE.ORG PLATFORM, we authors of the petition won’t receive or use your donations)

In 2020, over 7,000 community members signed our petition affirming that Acalanes Union High School District and Lafayette School District students deserve to learn in classrooms that are anti-racist, anti-biased, inclusive, and equitable. This work includes creating safe, accessible, and supportive classroom communities for students of all identities, including LGBTQIA+ students and students with diverse abilities. We heard you loud and clear, and our school districts were listening closely too. 

The Diversity, Equity, Inclusion and Belonging (DEIB) goals that our districts have met are based on data that show when students feel seen and supported, it has a positive and direct impact on their academic success, mental health, and sense of safety. This change that has allowed students to thrive as leaders and as learners is now under attack. 

As we approach the upcoming school board elections, we have seen two vastly different groups of candidates emerge for both districts. As authors of this petition, a grass roots parent group with a multi-year track record of service to both school districts, we offer our full endorsement for LAFSD candidates Katy Foreman and incumbents, Rob Sturm and Dave Smith, and AUHSD candidates Jennifer Chen and incumbents, Nancy Kendzierksi and Chris Severson as well as Rupy Krishnan running for Contra Costa County Board of Education, Area 2. These candidates have a strong history of supporting DEIB efforts and all students in our schools and communities. 

We are so proud to report that LAFSD and AUHSD have made tremendous progress towards the goals that we shared with you two years ago. These seven candidates, Foreman, Sturm, Smith, Chen, Kendzierksi, Severson and Krishnan have consistently contributed to DEIB work in our schools and communities, either as part of the current boards or by supporting the students and community in volunteer positions for years. 

This is why these candidates have our full support in this November’s election!

Below is a detailed update on the progress made by both districts. You will find listed new and revised policies, resolutions, course offerings, professional development and student and family support programs. While we are inspired and energized by the progress that AUHSD and LAFSD continue to make towards these goals, we know that strong commitment to DEIB from each school board member is crucial. Please cast your VOTE on November 8th in support of these candidates!

In solidarity and action, 

Walamorinda Community for Diversity, Equity, Inclusion and Belonging in Education

AUHSD

POLICIES

• Racial Equity Board Policy
• Intradistrict Attendance Policy
• Updated Student Wellness Board Policy

RESOLUTIONS

• Bullying Prevention Awareness Month
• Recognizing and honoring Black Excellence Month
• Recognizing and honoring Asian American and Pacific Islander Heritage Month
• Recognizing and honoring Latine, LatinX and Hispanic Heritage Month
• Recognizing and honoring LGBQTIA+ Pride Month

CURRICULUM

• Introduction to Ethnic Studies
• Deconstructing Race

PROFESSIONAL DEVELOPMENT 

• Restorative Practices/Circles training
• Beyond Diversity, Beyond Diversity II and Leads workshops (as well as additional seminars and training facilitated by the Pacific Educational Group and Dr. Anthony Muhammad)

STUDENT SERVICES AND SUPPORT

• BIRT (Bias Incident Response Team)
• Expansion of Wellness Centers and support
• Suicide prevention programs
• Hiring of Director of Student Support, Equity and Inclusion
• Leadership Equity Council
• Equity Academies
• Partnering with Rainbow Community Center to support LGBQTIA+ students and families
• Student presentations at City DEIB and community events
• Athletic Leadership Council
• Speaker series
• Affinity clubs (BSU, ASU, Latine/LatinX/Hispanic Clubs, DEI Clubs, cultural clubs, etc.)
• Voter registration

PARENT SERVICES AND SUPPORT

• DEIB parent committee monthly meetings
• Webinars for all parents on cohort curriculum
• Administrative support for all parent leaders
• Collaboration between district and parents to develop DEIB plans
• Opportunities for students and parents at city and community events

 
LAFSD

POLICIES

• Racial Equity Board Policy
• Administrative Regulations for Board Policy

RESOLUTIONS

• LGBQTIA+ Pride Month
• 2022-2023 District Goals which include Diversity, Equity, Inclusion and Belonging

TEACHER PROFESSIONAL DEVELOPMENT 

• New cohort of teachers entering “Elevation to Transformation” - an introduction to racial equity
• Additional teachers participating in “Deeper Dive” to collaborate and reflect on practice
• Leadership Team (cabinet + site administration) focused on DEIB framework
• Continued Social Emotional Learning (SEL) training
• Gender spectrum training
• Restorative Practices/Circles training 

CURRICULUM 

• Culturally relevant teaching with a focus on inclusion and belonging
• Examining how pedagogy and classroom practices can reflect unconscious bias, or single rather than multiple perspectives
• Talking explicitly about race to enrich school communities for all students (read alouds, project based experiences, role models, student leadership)

STUDENT SERVICES AND SUPPORT

• BIRS (Bias Incident Reporting System)
• No Place for Hate Program
• SLAM (Student Leaders Anti-Racist Movement)
• Counselor at every school site
• Continued development of SEL programs
• Human Growth and Development health program for 6th-8th graders

PARENT SERVICES AND SUPPORT

• BIRS (Bias Incident Reporting System)
• Racial Equity Seminars for Parents
• DEIB Parent Committees at every site

__________

ORIGINAL PETITION FOR RACIAL EQUITY IN LAFSD AND AUHSD FROM SUMMER 2020

Do not donate to the petition. Please just sign!

The Lafayette School District and Acalanes Union High School District are known throughout the Bay Area for having great schools, high-achieving students, and involved parent communities. 

Our students tell us a different story.

AUHSD and LAFSD have stated that they are actively addressing racism and the experiences of Students of Color. However, AUHSD and LAFSD students (both current students and alumni) report that not enough is being done to address the disparities in experience and education that exist between white students and Students of Color. Students of Color share that they frequently feel marginalized and “othered,” that they experience acts of overt racism and microaggressions from peers, that they don’t see themselves reflected in the curriculum being offered, and rarely have the opportunity to learn from teachers who look like them.  

Most of us have long been aware of the racism, anti-Semitism, and homophobia that have plagued our school communities.  The recent discovery of racist videos created by Campolindo High School students tells us what we already know - our children need more from us.  As teachers and as parents, we must work to create a school culture that is inclusive, equitable, safe, and transparent.

Our community has allowed these acts of racism to continue unchecked, and it is beyond time for us to join together to do the work of interrogating the structures that allow racism to proliferate.  Students of Color are being harmed by both overt and covert acts of racism, and that is not acceptable. Our schools are more than our test scores.  Our schools (and the behavior of our students) should reflect the values of this community.  

In order to create more equitable school communities, where Students and Families of Color are seen, valued, and protected, we offer the following recommendations toward systemic change:

The Development of Anti-Racist Policies and Procedures

• It is imperative that each district make a clear statement that racism and bullying of marginalized groups will not be tolerated. We ask for the development of policies and procedures that directly address racist acts. These policies, shared in each student handbook, will include explicit statements against racism and racist acts (e.g. use of the “N word” and other racial slurs) and detail exactly what consequences would follow.
• These policies would result in a concerted effort to teach all of our students to be better global citizens, who are emotionally intelligent and aware of their impact on our community and the world at large.
• We ask that appropriate disciplinary practices lean on the philosophy of restorative justice.  These practices would include meaningful accountability for perpetrators and the protection of victims. We ask for clarity and transparency around what  recourse/resources/policies exist if parents of the victim feel the school or district’s response was insufficient.
• We would like the district(s) to define and implement a centralized reporting policy for all incidents of racism on campus, including information on how incidents of racism are reported to parents of the perpetrator and victim.
• We would like the district(s) to develop policies that hold students accountable for racist acts toward other students when they are not on campus (e.g. remote learning, on social media, outside of school hours). 
• We would like for students and parents to demonstrate understanding about the zero tolerance policy with regard to racism and racist acts.

Curriculum

• We ask for the development and implementation of a district-wide curriculum that addresses anti-racism, implicit and explicit biases, stereotypes, micro and overt aggressions, and white privilege.
• We ask for the opportunity to address and change existing school “traditions” that teach history through a white-washed lens (including Colonial Day, Apple Valley Days, and others). 
• We ask that our curriculum is examined and changed to provide a more inclusive accounting of history.  

Training and Support for Teachers/Staff/Administrators

• We ask for ongoing training for teachers, staff, and administrators to provide them with the tools needed to address equity issues, anti-bias/anti-racism, and privilege. We would like our school counselors trained to help students who experience racism, and request that they receive ongoing specialized training and supervision on restorative justice practices.
• We ask for a concerted and active effort by each district to hire (and retain) diverse staff (African-American, LGBTQ+, and other ethnic and religious minorities) for teaching and administrative positions. This would include recruiting from training institutions who have a diverse pool of graduates, actively striving for a culture of inclusion and belonging among district staff, and making sure that our job descriptions are written in a way that reflects our commitment to these goals.
• We want to discuss the possibility of working with the Southern Poverty Law Center and/or NAACP to request their assistance with the development of new anti-racist curricula and practices.

Addressing and Closing the Achievement Gap

• We request a closer examination of the disparities in academic achievement and disciplinary practices with regard to Students of Color. We ask for the development of both long and short-term solutions to remedy the achievement gap.

Promoting a District-Wide Culture of Inclusion, Equity, and Growth

• We ask for the presence of a Diversity, Equity, and Inclusion Committee (DEIC) at all schools and at the district level, to ensure that Students of Color and other marginalized students have the support and mentorship necessary to succeed.  This may include support of extracurricular activities and programs for Students of Color, and a concerted effort to have inclusivity with other student groups. In addition, the DEIC at each school site would liaison with the larger Superintendent District Committee, would provide support and resources to teachers/staff/parents, and would promote ongoing opportunities for connection throughout the parent community.
• We ask for the establishment of peer support groups at all of our campuses, if these do not already exist, that can be used to help support victims (and witnesses) of racist acts.
• We ask for our district(s) to promote and support parent education outreach on anti-racism.
• We ask for our parent clubs and PTA closely examine cultural appropriated theme parent parties and fundraisers. 

Accountability: 

• We ask that the districts are transparent as they progress through making necessary changes. 
• This includes sharing information with the parent community about what changes are being implemented at each school site, and notifying parents when acts of racism happen on campus. 
• We ask that reporting processes are created district-wide, to provide a safe avenue for students/parents to report acts of racism without fear of retribution.  
• We ask that the district is held accountable for recording data when acts of racism are reported, and will make that data available (without identifying information) to the parent community on an annual basis. We ask that this information be reported during school board meetings, and to each school site. 
• When school begins in the Fall, we would like to know how the policies and procedures concerning racism and racist acts will be implemented (especially given the very real possibility of distance learning).

By addressing these concerns, our schools and districts will better hold themselves accountable to their mission to "provide safe, engaging and inclusive school sites and classrooms that address the social-emotional needs of all students."  When we work together to address racism and its origins, we work together to develop current and future generations of "problem-solvers [who] are prepared to become responsible, ethical, and productive citizens."

As a community, we hope that our school leaders will address these issues with the courage and care that our school districts are known for. The events of the previous month are a reminder that our nation must continue to elevate justice and equity, and that there is still so much work to be done to ensure that Students of Color have the same access, opportunity, support, and safety that their white peers can expect. The work of anti-racism and equity mobilizes our students to go out into the world and create change.