“When people get used to preferential treatment, equal treatment seems like discrimination” Thomas Sowell
“When people get used to preferential treatment, equal treatment seems like discrimination” Thomas Sowell
Warnings: Indoctrination Efforts
Education: A New Year More Indoctrination Post
Included in my post:
-What the National Education Association is pushing
-What the American Federation of Teachers is pushing
-What non-government organization (ex. Scholastic) is pushing
***see Social Studies page= DEI renamed
Other informational resources:
SEL/CASEL K-12 & CCSD Standards
https://www.trevorspace.org/ (LGBTQ)
2026 NEA Agenda (Voted on Constitution Amendments)
Watch for:
DEI in AI: Unions & Associations
Rethinking Schools: The Revolutionary War (racial injustice & inequality)
Rethinking Schools: Don't Make Students Love America--Teach Them to Question It
CCSD Implementation of Legislation Bills that Passed
NRS 388.12 Bullying, Discrimination based on Race, Safe and Respectful Learning Environment
R111-15 reporting bullying to board of trustees
CCSD Policy 5137 (Safe & Respectful Learning Environment, Discrimination based on Race)
CCSD Policy 5139 (Anti-racism, Equity, & Inclusion)
***New: The content of school libraries, textbooks, and supplementary resources matters. When developing standards there should be transparency provided to parents on exactly what content is being taught and what students are exposed to including library books.
NRS 651.070 gender support plan secure equal access regarding restroom facilities, locker rooms, and overnight field trip lodging
NRS 389.018 (core academic subjects)
NRS 392.466 (dangerous student behavior)
AB 48 Race, discrimination, bullying bill
AB 168 (2019) Restorative Justice
Nevada Department Education (Safe Schools & Restorative Justice Practices)
Teacher Training: What students will experience in classrooms:
Guiding Principle #1: Educational Equity
-Racial Equity: is the specific outcome achieved when a person's advantage or disadvantage cannot be predicated based on race
-integrate cultural and racial/ethnic identity and history
-instructional materials honor the cultural experiences
-curricular and extracurricular activities promote meaningful cross-cultural and cross-racial interactions
-professional learning focusing on diverse student backgrounds
Guiding Principle #2: Identify and Remove Systemic Barriers
-combating systemic racism requires aggressive action to dismantle structure, policies, and practice that contribute to inequalities in educational access and student outcomes
-implement multi-tiered system of supports & restorative practices
-implement culturally responsive onboarding-staff with diverse background
Guiding Principle #3: Optimize Access to Instructional Programming
-success of all students, including underrepresented students enrolled in these advanced pathways
Guiding Principle #4: Accountability for All Stakeholders
-compliance with Policy 5137 restorative disciplinary structures
-review by superintendent/board of school trustees on this policy yearly
-principals explicitly discuss challenges with racism, conflict resolution, & equity metrics with the Parent Advisory committees & School Organizational teams (SOT)
-a diverse advisory committee to discuss inequities to report annually public equity, access, and inclusion report
Guiding Principle #5: Provide Professional Learning & Educational Opportunities
-explicitly educated on the dangers of online racist propaganda and cyber-racism to actively prevent the use of racial slurs
Policy 5137: -Restorative Justice Practices
Policy 5139: -Convey racially motivated incidents are strictly prohibited and will not be tolerated
-anti-racism, equity, access, and inclusion
-mindset is vital to cultivate a deep sense of student belonging
Regulation 5141 Bullying, Student Discipline/Restorative Justice Practices, Discrimination based on Race, Safe and Respectful Learning Environment
Cultural Competence: (this assumes educators are automatically racist)
Domain 1: Self-Examination: educator biases, micro-aggressions, stereotypes
Domain 2: Instructional Practices: cultural references, culturally responsive, diverse linguistic assets as core pillars of the learning environment
Domain 3: Learning Environments: viewed through a cultural lens, age & youth culture, gender & sexual orientation culture, religious & socioeconomic culture, national & ethnic culture, no behavior of students tied to race
Domain 4: Cultural Competency Family & Community Engagement: build trust across cultual differences, reflect on own personal biasis, embrace discomfort, responsive teaching methods, value rings of culture
Embracing All Students: (DEI renamed)
-promote unigue cultural identities, history, and multicultural contributions
-empathy that benefits our entire school community
-Points: 80% come from diverse backgrounds
-they represent 133 different countries
-they speak 114 unique languages
-Student Groups (18.77% White, 16.13% Black, 48.87% Hispanic, 6% Asian, 1% PI/NH, .3% AI/Alaska
***broad spectrum of diversity must establish equitable classroom cultures
-diversity multicultural and multiracial groups
-unconscious assumptions and biases
-inclusive pedagogies, challenges biases
-celebrate multitude of cultures, culturally responsibe, inclusive instruction
-apply multicultural standards and social justice education
-racial equity across academic programing
-culturally responsive systems
-equity begins inward
***Policy 5138 safe, inclusive, and respectful learning environment with diverse gender identities or expressions (parents must agree to preferred name/pronouns)
-addressing the rights and needs of students with diverse gender identities
***Policy 5139: rejected all forms of racism, eliminating racially motivated incidents to promote safety, equity, diversity, inclusion across every school, culturally competent behavior to permanentely eradicate racial discrimination
-Anti-Racism opposes racism by changing values, structural attitudes, and behaiors that perpetuate systemic racism
-Discrimination based on race/racially motivated incidents
-Cyber-racism is online racist rhetoric, including hate speech, stereotypes, jokes, or comments that inflame hostility
January 25, 2024: CCSD School Board Trustees submitted the application under the American Rescue Plan Elementary and Secondary School Emergency funds from the Nevada Department of Education to create and implement progressive disciplinary actions based on restorative justice, effective January 26, 2024 at the cost of $1,421,139.26
NRS 392.4644 Plan for restorative discipline and on-site review of disciplinary decisions; annual review and revision of plan; posting and distribution of plan; written reports by board of trustees concerning compliance with section.
Restorative Justice & Critical Race Theory
This shackles schools from disciplining students. Schools have to provide diversionary services which are levels of interventions. The harmer and harmed are brought together to work out their grievances to restore the relationship. non-punitive consequences
The Equity and Diversity Education Department proposes that progressive discipline based on restorative justice provides an evidence-based framework for preventative and restorative discipline that includes professional learning for schools. The goal is to eliminate disproportionality with suspensions and expulsions, decrease school violence incidents, and improve school climate.
Here are the steps of intervention-look at the last line-no consequences for breaking the code of conduct which was in the news today 5/14/2023
NRS 392.472 Requirement to provide plan of action before expelling pupil; example plans of action; approval of plans of action; guidance document; regulations.
1. Except as otherwise provided in NRS 392.466 and to the extent practicable, a public school shall provide a plan of action based on restorative justice before expelling a pupil from school.
2. The Department shall develop one or more examples of a plan of action which may include, without limitation:
(a) Positive behavioral interventions and support;
(b) A plan for behavioral intervention;
(c) A referral to a team of student support;
(d) A referral to an individualized education program team;
(e) A referral to appropriate community-based services; and
(f) A conference with the principal of the school or his or her designee and any other appropriate personnel.
3. The Department may approve a plan of action based on restorative justice that meets the requirements of this section submitted by a public school.
4. The Department shall post on its Internet website a guidance document that includes, without limitation:
(a) A description of the requirements of this section and NRS 392.462;
(b) A timeline for implementation of the requirements of this section and NRS 392.462 by a public school;
(c) One or more models of restorative justice and best practices relating to restorative justice;
(d) A curriculum for professional development relating to restorative justice and references for one or more consultants or presenters qualified to provide additional information or training relating to restorative justice; and
(e) One or more examples of a plan of action based on restorative justice developed pursuant to subsection 2.
5. The Department shall adopt regulations necessary to carry out the provisions of this section.
6. As used in this section:
(a) “Individualized education program team” has the meaning ascribed to it in 20 U.S.C. § 1414(d)(1)(B).
(b) “Restorative justice” means nonpunitive intervention and support provided by the school to a pupil to improve the behavior of the pupil and remedy any harm caused by the pupil.
(Added to NRS by 2019, 3570)
The Governor has a Juvenile Justice Oversight Commission that provides restorative services and blending sentencing.
Examples of restorative processes include:
Affective Statements
Community-building Circles
Restorative Chats/Questions
Responsive Circles
Restorative Conferencing