![]() The document now includes “students who were not equitably served through continuous online learning in Spring 2020” Since attention came to the paragraph prioritizing these groups, the document’s page (31) containing the language appears to have been revised. One Seattle parent told me they had some questions about the plan, including "does this mean students are being penalized because they are white, Asian, Jewish or anything other than the protected categories? Isn’t that racism?" New questions have been raised regarding what will enrollment numbers look like and will public school parents pursue other educational options. The question of if students will be returning to schools in the fall remains in doubt. Shortly after Reykdal announced the re-opening of the schools, Washington State Governor Jay Inslee said the schools will not be reopening in the fall. Dismantling systemically racist structures will make progress on inclusivity and will better serve students of color, students with disabilities, students who are English learners, students who are migratory, students experiencing homelessness, students in foster care, students experiencing intergenerational poverty, and students who identify as LGBTQ+." Washington’s public education system must engage in anti-racist capacity building, leadership, and resource allocation. "The impacts of fear, hatred, and systemic and structural racism within institutions cannot be ignored, and they yield tragic outcomes. The first commitment mentioned is to "support students furthest from educational justice". The document elaborates in the "Commitment" section. It requires education leaders to examine the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ+, and highly mobile student populations," the workgroup wrote. We have an opportunity in the reopening of our schools to take another step forward in what must be a lifetime of energy toward a more just world."Ĭontinuing to the "Equity Statement," the document stated "educational equity … goes beyond equality. ![]() We know that each of us owns a piece of injustice. We know that we have a much higher responsibility than teaching content in classrooms. We know that despite real progress, educational systems and institutions continue to contribute to racial inequality and injustice. ![]() In his opening statement of the plan, Reykdal noted that the workgroup that created the plan "was influenced by the civil unrest across the country in response to overt racial injustice and inequality." The document outlines the phased approach prioritizing grade level, such as "serve all elementary students first," or "serve students furthest from educational justice first, including students with disabilities, English learners, students experiencing homelessness, students experiencing poverty, students of color, and other student groups." In the document from the Office of the Superintendent of Public Instruction (OSPI), " Reopening Washington Schools 2020", Superintendent Chris Reykdal, and the workgroup, stated that, with a "phased-in" approach, they would "expect that districts will prioritize face-to-face instruction." Per the guidelines, "students furthest from educational justice," and "students of color" would be given priority on returning to school for face-to-face instruction. Seattle public schools have released a plan to bring students back into the classroom, but it differentiates the priorities for who should come back first based on many factors involving a measure of those who are most marginalized.
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