RESOLUTION 2020-12, Adopted July 20, 2020

Resolution Text:

A RESOLUTION of the Board of Directors of Shoreline School District #412 on the development, addition, and integration of ethnic studies in the education of the students of Shoreline.

WHEREAS, School Board Policy 0150 on Race and Equity includes our aspiration to “provide respectful and relevant learning environments that leverage diversity and create schools where students, families, community members and employees feel welcomed and supported;” and

WHEREAS our policy further indicated “Race as well as socio-economic status, gender, sexual orientation, gender identity or expression, and ability must cease to be a predictor of student success;” and

WHEREAS, in 2020, the state’s supplemental operating budget required school districts to use the equivalent of one state-funded professional learning day on the topics of racial literacy, cultural responsiveness and stereotype threat for the purposes of closing persistent opportunity gaps; and

WHEREAS, the School Board is committed to investing in professional development to strengthen employees’ knowledge and skills for eliminating opportunity gaps and other disparities in achievement; and

WHEREAS, Shoreline schools have Race and Equity Teams, supported by the Department of Equity and Family Engagement as well as Equity Leads at each school to support equity initiatives; and

WHEREAS, 185 staff members in Shoreline have attended Beyond Diversity training either locally or at the national summit; and

WHEREAS, 80 staff members in Shoreline attended Culturally Responsive Teaching training with Zaretta Hammond and continued this work throughout the year using our early releases; and

WHEREAS, many more staff members have engaged in the work of equity in our district through additional professional development offerings including Race and Equity 101, 201 and 301; and

WHEREAS, the Board acknowledges the academic research that associates the overwhelming dominance of Euro-American perspectives in textbooks, curricula and instruction and marginalization of scholarship and accomplishments by people of color as contributors to disengagement from academic learning of many students of color; and

WHEREAS, ethnic studies emerged as an interdisciplinary area of study in the 1960s as a result of the Civil Rights movement that focused on the history, culture, language and literature of people of color in the United States and globally; and

WHEREAS, research done by the National Education Association and Stanford University found that high school students who participated in an ethnic studies course showed increases in attendance, grades, and credits; and

WHEREAS, the School Board recognizes that all students benefit when accurate and complete history is taught, understood and celebrated and that all students will learn better, be more successful and develop positive aspects of identity and that the availability of and emphasis on ethnic studies in our schools will support the District’s goal of eliminating the opportunity gaps and help prepare our students for college, career, and life; and

WHEREAS, Policy 2311, Selection and Adoption of Instructional Materials indicates: “Decisions for all materials shall use a process approved in the Instruction Department that includes consideration of the varied individual needs of students; opposing points of view; and respect for the diversity of American life including gender, religion, ethnicity and culture;” and indicates that it is the policy “To select instructional materials that eliminate bias pertaining to sex, race, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental or physical disability or the use of a trained guide dog or service animal”; and

WHEREAS our District’s Instructional Strategic Plan adopted by the board in 2017 indicates that “We view diversity as an asset” and further states our belief that “students will broaden their perspectives by seeking to understand the perspectives and experiences of others to enable them to work collaboratively” and further indicates that we will “Teach in ways that are relevant, engaging, innovative, student-driven and rigorous”; and 

WHEREAS, students and community members in our District have expressed a shared interest in this work through petitions, emails and board meeting comments; and

WHEREAS, in light of ongoing police brutality protests, Black Lives Matter marches in

our community and our nation, and a clear sense of moral imperative and urgency given our continued opportunity gaps; and

WHEREAS, the Office of the Superintendent of Public Instruction provides free resources and materials and training to support districts in the implementation of the Since Time Immemorial curriculum; and

WHEREAS, per RCW 28A.320.170 when a school district board of directors reviews or adopts its social studies curriculum, it shall incorporate curricula about the history, culture, and government of the nearest federally recognized Indian tribe or tribes, so that students learn about the unique heritage and experience of their closest neighbors; and

WHEREAS, Substitute Senate Bill 5023 mandated that by September 1, 2020, the Office of the Superintendent of Public Instruction shall make available ethnic studies materials and resources for use in grades seven through twelve designed to prepare students to be global citizens in a global society with an appreciation for the contributions of multiple cultures;

NOW, THEREFORE, be it resolved, by the Board of Directors of Shoreline School District as follows:

1. We affirm our belief that the integration and addition of ethnic studies into the education of Shoreline School District’s students can have a positive impact on eliminating opportunity gaps.

2. We direct that the 2020-2021 Board, Superintendent and District priorities include the provisions below.

3. We direct the Superintendent to assess the current state of implementation of ethnic studies including Since Time Immemorial, and Black Lives Matter curriculum in all schools, grade levels and classrooms, identify available curriculum resources, and document successful practices already in use within schools with a report to the Board by November 16.

4. We direct the Superintendent to follow district-established processes, best practices and necessary considerations to explore the creation of an ethnic studies course as a graduation requirement with a recommendation to the Board by January 11.

5. We direct the Superintendent to include members in the DIMC and PACT committees to represent expertise in ethnic studies and a variety of racial and ethnic perspectives including local tribal perspectives.

6. We direct the Superintendent to create a schedule to implement plans for district-wide integration of ethnic studies into existing and future K-12 curriculum, including courses required for graduation, while taking into consideration budget constraints, and report to the board by December 7 on the progress of the development of this plan.

7. We expect training opportunities to be provided to Shoreline School District’s teaching staff to enable them to fully utilize existing instructional materials and access professional development opportunities that strengthen ethnic studies and implementation of the curriculum and increase pedagogical knowledge, skill and relationships building to effectively engage students with the materials.

8. We expect Shoreline School District’s teaching staff to receive training to fully implement state requirements on teaching about the Native Americans of the region, and the history and government of the 29 sovereign tribal nations within the boundaries of Washington State and to be given access to professional development opportunities that strengthen knowledge and skill to effectively engage students with the materials. We further expect that once they have this training, they will be given the support they need to fully implement this curriculum.

9. We expect district-wide participation in Black Lives Matter at School during the annual week of action celebrated nationally through discussions and activities that take place in classrooms and beyond.

10. We direct the Superintendent to develop hiring practices to include assessment of skills and knowledge of ethnic studies for new hires.

RESOLUTION 2021-7, Adopted May 3, 2021

Resolution Text:

A RESOLUTION of the Board of Directors of Shoreline School District #412 on becoming an anti-racist organization and the implementation of anti-racist practices and accountability in the experience of staff and students of Shoreline.

WHEREAS, the mission of the Shoreline School District is to provide a collaborative learning community which engages all students in learning the academic and work-life skills needed to achieve their individual potential and become responsible citizens; and

WHEREAS, our Instructional Strategic Plan indicates that respect, empathy and collaboration are at the core of community and diversity makes our community stronger; and

WHEREAS, School Board Policy 0150 on Race and Equity includes our aspiration to “provide respectful and relevant learning environments that leverage diversity and create schools where students, families, community members and employees feel welcomed and supported;” and

WHEREAS our policy further indicated, “Race as well as socio-economic status, gender, sexual orientation, gender identity or expression, and ability must cease to be a predictor of student success;” and

WHEREAS our board has further indicated their support for Race and Equity by passing Resolution 2020-12, Support for Development, Addition and Integration of Ethnic Studies for Shoreline; and

WHEREAS Black, Indigenous and People of Color (BIPOC), by virtue of their unique history, treatment, and past and present experiences in the United States, have been denied equal access and been disproportionately affected by racism; and

WHEREAS these groups are often intentionally targeted because of their race which leads to racial trauma;* and

WHEREAS the Shoreline School District acknowledges that interpersonal racism exists within public school systems and the Shoreline School District and is committed to working until race is no longer a predictor of overall staff and students’ school experience and success; and

WHEREAS, Shoreline schools have Race and Equity Teams, supported by the Department of Equity and Family Engagement as well as Equity Leads at each school to support equity initiatives; and

WHEREAS, 185 staff members in Shoreline have attended Beyond Diversity training either locally or at the national summit; and

WHEREAS, many more staff members have engaged in the work of equity in our district through additional professional development offerings including Race and Equity 101, 201 and 301; and

WHEREAS we acknowledge the role socio-political identity markers play into race, and for that reason acknowledges that the intersection of race with ability, gender, sexual orientation, class and language etc. can create additional impacts on Black, Indigenous students and staff of color,

THEREFORE, be it resolved: The following steps will be taken, within existing legal parameters, to address these racist impacts within the District.

The District:

• Develop a systematic approach to assessing and monitoring district and school climate, ensuring that implicit bias, racism and oppression and its potential consequences are understood, and that Black, Indigenous and students and staff of color feel welcome, affirmed, supported and respected.
• Take timely action, that will not further victimize or harm people, to reduce the impact of racism from within the district and the community it serves.
• Assume proactive responsibility for teaching students and staff about racism’s causes and effects.

The School Board shall charge and hold the Superintendent accountable for taking steps to implement the goals of this resolution including enacting the following:

• Set measurable goals including timelines for implementation, (for assessment of the implementation of this resolution, and develop systems for accountability including biannual progress updates to the Board of Directors. The first report to the Board, including the goals and timelines for implementation, will occur not later than November 1, 2021.
• Develop and revise the Student and Staff Rights and Responsibilities Handbook and discipline policies to reflect the impact racially derogatory language and actions have on Black, Brown, Indigenous and Asian people, and take appropriate actions to educate and correct behavior of the perpetrator.
• Review and adjust grading practices to remove the disproportionality that exists for BIPOC students.
• Establish Anti-Racism Hate and Bias Plan in each school that includes staff training and accountability measures.
• Develop a plan for and allocate resources for on-going anti-racism training for all staff, students and the Board of Directors.
• Implement processes for both staff and students to report and receive support when racist incidents occur.
• Hold students accountable for interpersonal racist acts with consequences that could include restorative justice and progressive discipline, consistent with the district’s Policy and Procedure 3300 and 3310.
• Guarantee that retaliation against anyone who reports racist incidents will be investigated and addressed.
• Hold staff accountable for interpersonal racist acts including discipline according to the relevant collective bargaining agreements when appropriate.
• Make staffing, budgetary and policy adjustments as needed to support anti -racism implementation.
• Recruit, hire, and retain racially diverse staff.
• Create a mechanism for community and family engagement and authentic and equitable partnership.

Definitions

• Anti-Racism is defined as the work of actively opposing racism by advocating for changes in political, economic, and social life. Anti-racism tends to be an individualized approach, and set up in opposition to individual racist behaviors and impacts. SOURCE: Race Forward, “Race Reporting Guide” (2015).
• Racism, commonly defined as “prejudice + power,” is prejudice or discrimination against someone based on their race. Underlying this is the belief that certain racial groups are superior to others. Racism can be manifested through beliefs, policies, attitudes, and actions. Racism comes in several forms, including:
  • Individual or internalized racism is racism that exists within individuals. It is when one holds negative ideas about their own culture, even if unknowingly. Xenophobic feelings or one’s internalized sense of oppression/privilege are two examples of individual or internalized racism.
  • Institutional racism recognizes that racism need not be individualist or intentional, and institutional racism refers to institutional and cultural practices that perpetuate racial inequality. Benefits are structured to advantage powerful groups at the expense of others. Jim Crow laws and redlining practices are two examples of institutional racism.
  • Interpersonal racism is words, deeds or other actions expressed through discourse, attitudes, and behaviors that work in various, often reinforcing ways, to perpetuate racial group inequity and cause racial harm on Black, Indigenous, and People of Color.
  • Structural racism refers to the ways in which the joint operation of institutions (i.e., inter-institutional arrangements and interactions) produce racialized outcomes, even in the absence of racist intent. Indicators of structural racism include power inequalities, unequal access to opportunities, and differing policy outcomes by race. Because these effects are reinforced across multiple institutions, the root causes of structural racism are difficult to isolate. Structural racism is cumulative, pervasive, and durable.
• Restorative Justice empowers students to resolve conflicts on their own and in small groups, and it's a growing practice at schools around the country. Essentially, the idea is to bring students together in peer-mediated small groups to talk, ask questions, and air their grievances.

(Racial Equity Tools, Edutopia)

Cross References:

Policy 5308: Prohibition of Harassment, Intimidation, and Bullying/Cyberbullying (Personnel)

Policy 3308: Prohibition of Harassment, Intimidation, and Bullying/Cyberbullying (Students)

Policy 3310: Discipline and Corrective Action for Student Misconduct

Policy 5255: Disciplinary Action and Discharge (Personnel)

(Adapted from Association for Prevention Teaching and Research anti-racism policy statement)

* https://mhanational.org/racial-trauma

Resolution 2024-1, adopted April 1, 2024

A RESOLUTION of the Board of Directors of Shoreline School District No. 412, King County, Shoreline and Lake Forest Park, Washington to commit to 1) achieving a 40% reduction of greenhouse gas emissions by 2030 and net zero emissions by 2050 (compared to a 2019 baseline), 2) educate for and around climate and other environmental impacts with a focus on equity, environmental justice and climate justice; and 3) protect our students and families from the worsening impacts of climate change with a focus on climate justice and environmental justice.

WHEREAS, the Intergovernmental Panel on Climate Change Report of 2022, the Sixth International Assessment, sets targets for deep reductions in greenhouse gas emissions by 2030 followed by global net zero carbon dioxide emissions by 2050 in order to allow us the best chance to  minimize global warming by 1.5 degrees Celsius; and

WHEREAS, in 2020, the Washington State Legislature set greenhouse gas emissions reductions in RCW 70A.45.020 to 45% below 1990 levels by 2030, 70% below 1990 levels by 2040, and 95% below 1990 levels and net zero emissions by 2050; and

WHEREAS, in 2021 the Washington State Legislature passed The Healthy Environment for All Act (HEAL Act) making environmental justice a priority and part of the mission of key state agencies; and

WHEREAS, the EPA’s 2021 Report on Climate Change and Social Vulnerability found that the impacts of climate change, air pollution, and environmental burdens are disproportionately experienced by Black, Indigenous, and other communities of color through negative health and economic impacts; and

WHEREAS, the King County Strategic Climate Action Plan (SCAP) calls for a 50% reduction in greenhouse gasses by 2030 and an 80% reduction by 2050. Additionally, they call for reduced energy use and increased efficiency in transportation and building and facilities. Furthermore, they call for the use of green building practices and achieving zero waste by 2030. The SCAP also calls for addressing social inequalities simultaneously to prioritize equity and solutions that have benefits for the environment and for people including community leadership, community health, food security, housing security, energy justice, transportation access and equity; and

WHEREAS, the City of Shoreline’s 2022 Climate Action Plan sets the goals to achieve a 60% reduction in greenhouse gas emissions by 2030 and net zero by 2050 (compared to a 2019 baseline), improve the health of local ecosystems, and protect the community from worsening impacts of climate change; and

WHEREAS, the Seattle Public School District passed a resolution in 2020 to commit to transitioning their school district off fossil fuels for all of its operations including heating, cooking, and transportation no later than 2040; and

WHEREAS, the federal 2021 Infrastructure Investment and Jobs Act invests $1.2 trillion to update the national infrastructure and support clean energy projects including supporting electrification of school buses and workforce development; and

WHEREAS, the Shoreline School District has taken multiple steps to reduce carbon emissions including the purchase of two electric school buses, the installation of solar panels on nine (9) school buildings (Aldercrest, Briarcrest, Parkwood, Edwin Pratt, Syre, Einstein, Kellogg, Shorecrest, and Shorewood), and the creation of courses on climate change, climate justice, and environmental justice; and

WHEREAS, the Shoreline School District has passed the Ethnic Studies and Anti-Racism resolutions;

NOW THEREFORE, BE IT RESOLVED, that the Board of Directors of the Shoreline School District No. 412 hereby commits to achieving a 40% reduction of greenhouse gas emissions by 2030 (compared to a 2019 baseline) and net zero emissions by 2050; and

BE IT FURTHER RESOLVED, that the Board encourages the district to take advantage of grant opportunities through the State and/or the federal Infrastructure Investment and Jobs Act to apply for grants for electric buses, charging infrastructure, and workforce development training; and

BE IT FURTHER RESOLVED, that the District shall consider climate justice, environmental justice, and Tribal priorities in all new building, renovation, transportation, food, purchasing, and curriculum decision-making; and

BE IT FURTHER RESOLVED, the Board recommends establishing a task force to support the development of an implementation plan for this resolution that may include representatives from the administration, facilities, transportation, equity departments, students, teachers, and parents that represent the diversity of the District. In addition, the Board recommends including in the task force or using as thought partners climate, environmental justice, clean energy, and bus electrification experts; and

BE IT FURTHER RESOLVED, that the implementation plan should adopt accountability measures through tracking carbon footprint, greenhouse gas emissions, and measuring disproportionate impacts for low-income and communities of color; and

BE IT FURTHER RESOLVED, that the implementation plan shall also include measures that advance racial, environmental, and economic justice by prioritizing infrastructure investments in the highest-needs students and schools, and by supporting strong labor and community workforce agreements that create employment opportunities in frontline and underserved communities; and

BE IT FURTHER RESOLVED, that the District should build partnerships with Tribes in order to incorporate Tribal needs and perspectives into the implementation plan and future curriculum development; and

BE IT FURTHER RESOLVED, that the implementation plan should include recommendations for integrating climate science, climate justice, environmental justice, and sustainability into curriculum, and by incorporating school facilities resource conservation efforts into project- and place-based learning, professional development opportunities for teachers, and learning opportunities that leverage Career and Technical Education career pathways; and

BE IT FURTHER RESOLVED, that the District will explore partnerships with the City of Shoreline, the City of Lake Forest Park, the University of Washington, Shoreline Community College, and non-profit organizations to co-create and implement real-world, experiential projects that students can participate in to develop hands-on knowledge of solutions for climate adaptation, climate justice, and environmental justice as well as to prepare for green workforce jobs; and

BE IT FURTHER RESOLVED, that staff will provide updated benchmarking of progress in implementing the resolution annually, starting in the winter/spring of 2028; and

BE IT FURTHER RESOLVED, that any fossil fuel-powered equipment identified for replacement beginning in the fall of 2027 should be replaced with equipment powered by clean electricity, recommendations for which may be further informed by the task force’s implementation plan; and

BE IT FURTHER RESOLVED, that any new District buildings or renovations that commence planning after spring of 2027 shall prohibit fossil fuel infrastructure, prioritize zero-carbon energy sources, and prioritize green building and salmon-safe landscaping wherever possible; and

BE IT FURTHER RESOLVED, that any new vehicles purchased by the District beginning in the spring of 2027 will prioritize the selection of zero-emission vehicles; and

BE IT FURTHER RESOLVED, that by 2030 the District should create a plan, starting with Title 1 schools, to improve indoor air quality, including updating the air filtration systems in all schools, so that every student has access to cleaner air, particularly on smoky days, updating AC/heat pumps in buildings for hotter days. Further, the District should plan for updating indoor air quality in schools by exploring what might be removed (e.g. carpeting) or added (e.g. hypoallergenic materials) to address health issues and inequities; and

BE IT FURTHER RESOLVED, that during redevelopment or renovations the District will prioritize environment-friendly landscaping, including permeable surfaces, native plants, food gardens and food forests, and daylighting streams; and

BE IT FURTHER RESOLVED, that the District will institute district-wide sustainable practices including district-wide composting, prioritizing durable materials and eliminating single use plastics, and prioritize sustainable and local sourcing for materials; and

BE IT FURTHER RESOLVED, that the District will prioritize the sourcing of local and fresh produce for students, particularly for students experiencing food insecurity. The District should prioritize creating and supporting food gardens and food forests at schools especially in partnership with the cities of Shoreline and Lake Forest Park as well as local neighborhoods and community organizations; and

BE IT FURTHER RESOLVED, that the Board supports a statewide legislative agenda that improves the District's ability to advance decarbonization through increased electrification of energy use; and

BE IT FURTHER RESOLVED, that the Board supports a statewide legislative agenda that includes funding to improve the District's ability to advance Green Building Certifications for new buildings and remodeling; and

BE IT FURTHER RESOLVED, that the Board calls on city, county, state, and federal officials and agencies to work alongside the District in taking swift, effective action on the climate emergency to protect current and future students, their families, and the communities in which they live; and

BE IT FURTHER RESOLVED, that the Board directs the Superintendent to oversee the development of an implementation plan and accountability process to meet the goals of this resolution (e.g. convene a task force, timeline, and process for reviewing progress, etc.).  A report on the status of the development of this plan will be presented to the Board no later than winter/spring 2027.

ADOPTED this 16^th day of April, 2024.

 

Proclamation #1 - Recognizing May 5th as Missing and Murdered Indigenous People (MMIP) Awareness Day

Proclamation Text:

A PROCLAMATION of the Shoreline School District #412, King County Shoreline, Washington declares May 5th as Missing or Murdered Indigenous People Awareness Day. MMIP Awareness Day is an opportunity to raise awareness to the national and local crisis of Missing or Murdered Indigenous People.

WHEREAS, Missing Murdered Indigenous People is inclusive to all our Indigenous relatives including LGBTQ+ and 2Spirit.

WHEREAS, On May 4, 2022 President Joe Biden proclaimed May 5th as National Missing or Murdered Indigenous Persons Awareness Day, a day for actions calling for justice; and

WHEREAS, In the 2022 Washington Legislative Session, Representative Debra Lekanoff (40th District) and Attorney General Ferguson introduced H.B. 1725, “Creating an alert to help locate missing Indigenous women and people,” which was passed and became state law.

WHEREAS recent data reports that 393 Indigenous people went missing in Washington in 2022. Currently, there are 134 Actively Missing Indigenous people (58 Male and 76 female).

WHEREAS, The disappearances and murders of indigenous women girls, men, boys, transgender people and Two spirit people is directly connected to various violent crimes such as; rape, human and sex trafficking, murder, homicide, sexual assault crimes; and

WHEREAS, Indigenous people continue to be impacted by the effects of colonization and oppressive policies which directly correlates to the alarming rates of violence against Indigenous women and girls and;

WHEREAS, Racially targeted violence is in conflict with tribal cultural values and is a threat to tribal sovereignty and compromises Indian country's ability to heal from historical trauma and;

WHEREAS, The Shoreline School Board recognizes Indigenous Peoples Day on the second Monday of October; and Shoreline School District acknowledges the vast impacts of intergenerational historical trauma including; health and educational disparities, homelessness, and other socio-emotional –political disadvantages experienced by many Indigenous students; and

WHEREAS, Shoreline School District is dedicated to eliminating racism, improving educational outcomes and providing a safe environment to support every student. Shoreline Public Schools as an educational institution has a moral and ethical responsibility to inform all students on social justice issues and to promote values of equality, respect, and dignity to all; and

WHEREAS, Shoreline School District enrollment data shows that 178 students identify as American Indian or Alaska Native students; and.

WHEREAS, By standing together and raising awareness, we can promote solutions to prevent and combat the exploitation and violence that many if not most Indigenous people experience;

NOW, THEREFORE, BE IT PROCLAIMED, that Shoreline School District declares May 5th as Missing and Murdered Indigenous People Awareness Day. Missing Murdered Indigenous People Awareness Day is an opportunity to educate, inform, raise awareness, and show unity for social justice. Shoreline School District will encourage district-wide discussions, lessons, and presentations in classrooms and in homes throughout not only this day, but to continue conversations throughout the year.

BE IT FURTHER PROCLAIMED, that Shoreline School District calls on the residents of Shoreline and Lake Forest Park to commemorate the lives lost, to educate on this issue, and to support continued efforts to provide critical protection for Indigenous Women, Men, Boys, Girls, and Two-Spirit people.

BE IT FINALLY PROCLAIMED, that Shoreline School District will actively pursue partnerships with Indigenous-led organizations, programs, and agencies providing culturally responsive and culturally appropriate services to collaborate and develop support services needed to best address the multifaceted challenges of Indigenous students and families enrolled in Shoreline School District.

PROCLAIMED this 13th day of February, 2024.

Dr. Susana Reyes, Superintendent

Shoreline School District