2015-16

Representatives from Vashon Parents and Friends for Racial Equity/Diversity requested a meeting with Michael Soltman, superintendent, to discuss the need to address racism on Vashon. The group was one of several "committees" formed during a community meeting at the King County Library to discuss a racial harassment incident that occurred on Vashon Island. The representatives from this group included Spring Hecht, Kevin Dickerson, Chelsie Irish and Amanda Blaine. Michael dubbed this group of representatives "E4" (short for Equity 4).

Articles covering the racial harassment:

• Sheriffs Office Investigated Harassment Incidents by Susan Reimer, Vashon-Maury Beachcomber, Sept. 1, 2015

• Sheriff's Office Asks Public for Help Solving Racial Harassment Incident by , Vashon-Maury Beachcomber, Sept. 15, 2015

Prior to the meeting with the E4, Michael had been in conversation with Yvonne-Monique Aviva, parent educator and consultant for the district, about the district's efforts to better address social emotional learning. Yvonne-Monique had also been pressing him to consider issues of equity and what the school district could do to better address opportunity gaps, school climate and culture. Our district had begun to examine all of these issues prior to the fall of 2015. The entrance of the E4 and their desire for Vashon Parents and Friends for Racial Equity to partner with VISD provided the catalyst moment to move us towards the intentional examination of our policies and practices through a racial equity lens.

The mission of Vashon Parents & Friends for Racial Equity is "To partner with VISD and serve as a resource to help all children and families promote inclusion, racial equity and social justice; our goal is to teach children and their parents how to recognize and combat racism and racial discrimination, as well as engage in dialogue about race issues with respect and integrity."

Proposed agenda from Parents & Friends:

• The group's mission

• Current challenges with regards to race relations in our community and in the U.S.

• What is VISD's perspective on race issues and diversity in our schools/community?

• What is VISD currently able to do (or in the past) to promote racial and cultural diversity and equity in our district?

• What are the results of the recent (and past) parent surveys conducted by VISD with regards to race/culture issues?

• How can our committee collaborate with VISD and be a resource?

In an interview for the Riptide the following year, Spring Hecht recalled, "During our meeting we learned that [Michael] Soltman shared all of our concerns, and he immediately embraced an opportunity to partner with us; in fact, our timing was quite fortuitous because he already had plans to begin addressing racial inequities in our schools."

Data shared with Parents and Friends during this first meeting:

Parent responses to questions about diversity on the CEE survey, longitudinal 2014 through 2016

Parents

Staff

"Our district is excited to be creating a plan and to advance effort to build understanding and actions to enhance equity in education for all students on Vashon. VISD is working in partnership with community members, who recently formed a racial equity committee, and the Puget Sound educational Service District (PSESD) to achieve three goals over the next several months:

1. To convene a District Equity Team comprised of key stakeholders to engage in an equity self-assessment to oversee the development of an equity plan for the district.

2. To conduct a district data analysis in order to gain critical insight regarding the current academic and social/emotional experiences of students and families of color.

3. To provide professional learning opportunities for multiple audiences including but not limited to leaders, teachers, counselors, paraprofessionals, and front office staff designed to expand their capacity to develop racially equitable systems and classrooms. Specifically, to develop skills and strategies for eliminating individual, institutional and structural racism."

27 people attended representing all groups listed above. Dr. Nikum Pon and Deborah Northern from the Puget Sound Educational Service facilitated the meeting.

Present: Michael Soltman, Greg Allison, Danny Rock, Spring Hecht, Janie Starr, Chelsie Irish, Kevin Dickerson, Matt Sullivan, Amy Sassara, Amanda Blaine, Jody Metzger, Kathy Robinson, Donna Donnelly, Dave Wilke, Yvonne-Monique Aviva, Yvette Butler, Norine Martinsen, Mary Kay Rauma, Kathleen Johnson, Heather Youngs, Betsy Archambault, Mike Mason, Paul Peretti, Tara Vanselow, Cheryl Cochrane, Anneli Fogt, Kelly Kirk, Sally Adam

The "E4" became the "E5" when Janie Starr, community activist and member of Showing Up for Racial Justice, joined with the representatives of Parents and Friends for Racial Equity.

Instructional Practices

• Marzano Framework focus for the year (components): VISD Mission Document 2015-16

Instructional Materials

• updated the OSPI bias review form along with the instructional review procedures

• created a shareable Google doc to guide instructional staff through the review process, including bias review of all materials

• purchased supplemental reading materials for high school English offerings: Steering the Craft by Ursula K. LeGuin, Nothing by Janne Teller, Life of Pi by Yann Martel, The Bluest Eye by Toni Morrison, A Lesson Before Dying by Ernest J. Gaines, and In the Time of the Butterflies by Julia Alvarez

• adopted new materials for the following programs/classes: Big Ideas Math Algebra and Geometry; Sports, Play, and Active Recreation for Kids (SPARK)-- elementary PE

Learning Support Programs

• ensured dedicated staffing in each building to support our English language learners

• requested that HR add language to all instructional job postings stating that experience and/or certification in working with English language learners and diverse populations preferred as well as competence in a second language preferred

• reviewed all identification processes & procedures for the English language development program, the highly capable program, the math assistance program (Title I, Part A), the reading assistance program (LAP), the 504 program & special education services as part of our comprehensive program review; brought all elements into compliance and established new procedures in the English language development program & the highly capable to ensure these programs stay compliant with state and federal rules

• reviewed proportionality data for all support programs

• normed the Renzulli Behavior scales using random sampling from all classes K-5 in preparation for the new procedures in the highly capable program to be implemented in 2016-17