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District highlights student‑designed racial and educational justice framework and student leadership
Summary
Dr. Thomas described the district’s 2024–27 racial and educational justice framework co‑designed with students, student‑led workshops and a student justice collective; board members praised the work and noted classroom diffusion beyond ethnic studies.
District staff described the 2024–27 Racial and Educational Justice (REJ) framework as a student‑co‑designed initiative aimed at antidiscrimination, reducing microaggressions and increasing empathy and student leadership.
Dr. Thomas told the board the framework was developed with high‑school students and extended through middle and elementary workshops; students have taken co‑ownership by presenting to staff and administrators and by co‑facilitating workshops. She described a student justice collective and said the work has moved from isolated classroom efforts to school‑wide requests for department‑led facilitation.
Staff noted that ethnic studies implementation is led by teacher leaders and a PLC, and that student‑driven conferences (a student justice conference at Cascadia College was cited) will spotlight student advocacy. Board members said elements of REJ are being used beyond elective courses — for example, in civics classes — and commended staff and students for the framework’s reach.
Presenters also reviewed Panorama disaggregations for collaboration and valuing of school, noting lower favorable responses in some demographic groups (Native Hawaiian/Pacific Islander, multiracial, Hispanic/Latino, and gender x students) and lower collaboration scores for students receiving special education services in some analyses. Staff said they are using focus groups and feedback loops to refine implementation and scale the work districtwide.
No policy vote occurred at the study session; staff and board members signaled continued implementation and monitoring.
