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Good evening, thank you for joining us! We will begin shortly.

Centering the Experience of Black, Native, and Students of Color Through A Racial Equity Design Process

Welcome!

Housekeeping This meeting will be Please mute your Have a Question? recorded and be microphone for the Feedback? available for viewing. entirety of meeting. Rename yourself in the participants list. Closed Captioning First and Last Name (Role) is also available. Roles are Community, District, or Student

Group Agreements Stay Engaged, Be present Speaking truth with civility Listen to believe and understand Lean into discomfort Expect and accept Non-Closure

Agenda Introduction Overview of Naming and Defining Places Break Review Naming Committee Charge, Phases, and Timeline Next Steps

Racial Equity and Social Justice at Portland Public Schools 7

PPS reImagined Preparing Our Students to Lead Change and Improve the World Core Values Our enduring beliefs that will guide our actions toward our collective vision. Graduate Portrait A clear and ambitious picture of what the community wants our students to know, be, and be able to do, in order to prepare them to thrive. Educator Essentials Preparing Our Students to The knowledge, skills, mindsets, and dispositions needed from every adult to Lead Change and Improve the World. support the Graduate Profile in every PPS student. Educational System Shifts Changes to our priorities and operations that will help create the conditions for adults to do their best work in realizing the Graduate Profile in every student.

What Steps Is PPS Taking To Realize PPS reImagined? Racial Equity Aligned Systems and Structures A Connected and Transformative School District Transformative Curriculum and Pedagogy A Culture of Physical and Emotional Safety Cultivating Systemwide Learning and a Diverse Workforce

Theory of Action IF... We braid Racial Equity and Social Justice strategies into our instructional core, work with our students, teachers, and content, and build our organizational culture and capacity to create a N E strong foundation to support every student H T / F I ...THEN We will reImagine Portland Public Schools to ensure every student, especially our Black and Native American students, realizes the vision of the Graduate Portrait. Preparing Our Students to Lead Change and Improve the World. 10

Racial Equity and Social Justice at Portland Public Schools Core Value Policy Lens Framework & Plan We believe in the In 2011, Portland Public Our Racial Equity and The RESJ framework and fundamental right to Schools launched a Racial Social Justice Lens is a plan intends to build on the human dignity and that Educational Equity Policy transformative quality successes of the initial generating an equitable and Five Year Plan to improvement tool used to equity plan while also world requires an change its practices to improve planning, critically examining educational system that eliminate the racial decision-making, and opportunities to increase intentionally disrupts—and predictability and resource allocation leading the effectiveness of Racial builds leaders to disproportionality of which to more racially equitable Equity and Social Justice disrupt—systems of student groups occupy the policies and programs. practices through oppression. highest and lowest organizational change and achievement categories system wide coordination.

RESJ Framework and Plan We are individuals We are responsible for We are a school system throughout the building a culture that that unapologetically organization that are self proactively works to embrace and braid RESJ aware of our racial counteract inequities practices and principles identity and how that inside and outside of the into the fabric of our socially constructed organization. As such, dynamic system. identity has a profound we act with urgency to significance and shapes grow as adaptive leaders all aspects of our lives. to better impact behaviors, mindsets, PPS RESJ Professional practices, programs and Development processes of the Framework organization. Build a positive, 12 anti-racist culture

Goals: Student-Led Initiatives Student Voice Student Identity Development & Center student voice in the district’s decision-making processes so that they have: Affirmation 1. Ample opportunity to discuss how they I ncrease opportunities for experience school, students to develop a positive 2. Facilitated discussions where they can social identity and develop express various viewpoints even if they are language and historical and counter to dominant narratives, cultural knowledge that affirms 3. A system for providing feedback to district and accurately describes their leadership regarding school issues, multifaceted identity. suggestions, and desires and 4. Multiple means of expressing their perspectives on district/school issues.

Goals: Teaching & Learning Instruction Curriculum Identify, adopt, Implement GVC across all support and content areas, ensuring implement culturally equitable access and responsive opportunity for all PPS instructional Students by implementing practices. a comprehensive, rigorous, and culturally responsive and sustaining core instructional program and integrating culturally and linguistically sustaining teaching practices.

Culturally Responsive/Sustaining Pedagogy Culturally Responsive Pedagogy Critical Race Theory 1. The eradication of deficits-based ideologies ● Counter-Storytelling ● Interest Convergence of culturally diverse students ● The Permanence of Racism ● Critique of Liberalism 2. The disruption of the idea that eurocentric ● Whiteness as Property or middle class forms of discourse, knowledge, language, culture and historical Counter-Storytelling interpretations are normative. Telling the stories of our BIPOC students, families and community can 3. A critical consciousness and sociopolitical challenge and counteract racial inequities and catalyze the movement awareness that reflects an ongoing for racial justice. commitment to challenge injustice and disrupt inequities and oppression of any group of people. 4. An authentic and culturally informed notion of care for students, wherein their academic, social, emotional, psychological and cultural well-being is adhered to. 5. A recognition of the complexity of culture, in which educators allow students to use their personal culture to enhance their quest for educational excellence.

Naming & Defining PPS Places 16

Naming Committee Core Team The Charge The Renaming and Redefining Committee, co-facilitated with PPS students, will design a set of recommendations to improve administrative directive and procedures for naming buildings. The committee will create racial equity-centered criteria and systems for all schools seeking a new name. Naming Madison and Wilson will serve as case studies Core Team for the Renaming and Redefining Committee, as they utilize a Racial Equity Design Process to evaluate the current administrative directive and suggest improvements in alignment with RESJ. Madison Naming Wilson Naming Committee Committee example .

Background and Context BIPOC Students attend schools and live in a city that venerate problematic, historical figures: ● Woodrow Wilson High School Blanchard Educational Student Center ● ● Jefferson Davis Park (Ridgefield, WA) ● Racist Slurs Permeate Oregon Geography BIPOC Students attend schools and seldom get to see or learn about local or national BIPOC leaders. Only in the past 5 years has the State of Oregon passed legislation requiring Ethnic Studies and Policy: Tribal History as part of core curriculum. 2.20.010-P Naming District Property Culturally responsive instruction is not consistently practiced, and often school communities lack a Administrative Directive: counternarrative told by BIPOC students. 2.20.011- AD

1 Naming and Defining: Phases 2 3 SCAN IDEATE CASE STUDY Identify issues Review case Review current Brainstorm Learn the & solutions studies Administrative solutions charge Directive with RESJ Wilson & Madison Begin Drafting recommendation Conduct empathy Administrative interviews Directive October-November 2020 November-December 2020 December-January 2021

5 Phases of Naming and Defining 4 5 PROPOSE REFLECT Draft Draft Practice Administrative Changes Changes Develop six-month and annual subsequent process Finalize Administrative Directive February-March 2021 April 2021

Naming and Defining PPS Places Principles Centered in Racial Equity and Social Justice Student Centered - Student Co-Led Equity Centered/Liberatory Design Culturally Responsive/Sustaining Pedagogy Coherence and Alignment Reinforces Graduate Profile

Utilizing Equity-Centered Design How do we apply it to an inclusive BIPOC student-centered process? 22