Review existing curriculum for racist/oppressive content; ensure that curriculum is culturally competent, historically accurate, and anti-oppression and that academic learning requirements can be obtained and assessed through a variety of teaching and learning methods.

 

Create an attitude of preventive action in each school and throughout the district, rather than crisis reaction. Provide education and support for staff and students who demonstrate a need for additional services regarding both academic competence and interpersonal and/or social relationships.

 

Create a "peer circle of friends" and a lead adult person to address issues of inequity or discrimination as they occur in the school. Provide them with tools for verbal de-escalation and conflict management.

 

Create small community volunteer groups of individuals who are trained in such areas as conflict management, issues of racisim, verbal de-escalation, and inclusivity. These individuals would serve as an ombuds community group to work with individual schools on immediate issues to resolve the conflict at the lowest possible level.

 

Form an ombuds advisory committee that reports directly to the board about issues related to principles of equity, disproportionality and barriers to student achievement. The members of this board should be nominated from various community activist groups (not just agencies) as well as other representative constituencies--including students-- and serve at the pleasure of the community they represent for periods of one to three years.