LCAP/VISION 2020 REPORT LCAP GOAL 2 ACCESS TO A BROAD AND CHALLENGING CURRICULUM ETHNIC STUDIES April 12, 2016

LCAP Goal 2, Actions and Services  Students have equitable access to rigorous, well rounded, standards-aligned curricula and access to and skill in applying technologies to leverage learning, assuring readiness for a full range of post- graduate options.  2.2.c. Develop an Ethnic Studies course that meets a-g requirement  Partner with San Diego Community College District to provide Ethnic Studies-related courses 2

What is Ethnic Studies? Ethnic Studies is the critical and interdisciplinary study of race, ethnicity, and indigeneity with a focus on the experiences and perspectives of people of color within and beyond the United States. UC Berkeley – Ethnic Studies Department 3

What is Ethnic Studies for SDUSD? In SDUSD, Ethnic Studies is a prevailing perspective, aligned with our work in equity leadership, wherein our learning in all areas must encompass multiple points of view that reflect the diversity of all of our students, including race, ethnicity, sexuality, ability, gender, class, etc. 4

Alignment with Other Efforts 5  FAIR Education Curriculum Committee  Equity Leadership work with the National Equity Project  Leading for Equity in Complex Systems  Coaching for Equity  Keeping Students at the Core of the Common Core  Principals Institutes  Yvette Jackson  Pedro Noguera  Jeffrey Duncan-Andrade

Courses at Community Colleges  Introduction to Chicano/Chicana Studies  Introduction to Black Studies Offered through San Diego City College at Lincoln High School  History of the United States from the Black Perspective Offered through Mesa College at Kearny High School  Expand Ethnic Studies offerings through Community Colleges—could serve as a capstone course to the introductory courses 6

Ethnic Studies Course  Introduction to Ethnic Studies: This college-preparatory course presents an interdisciplinary study of the history of the United States of America through a social justice lens. Students will partake in an in-depth analysis of self from an emotional, psychological, cultural, social, historical, and political context. Students will identify their roles and identities in their communities as it relates to intersectionality and in society as a whole.  Submitted for a-g course approval  Course to be piloted at two high school sites in  Pilot implementation at Lincoln and Serra high schools 7

Ethnic Studies Course  Introduction to Ethnic Studies  Unit One: Building Classroom Community  Unit Two: Maslow’s Hierarchy of Needs  Unit Three: Elements of Our Identity  Unit Four: Ideas About and Attacks Against Our Identity  Unit Five: The Universal Declaration of Human Rights  Unit Six: Social Movements and Historical Figures  Unit Seven: Contemporary Issues and Transformative Change 8

The Ethnic Studies Advisory Committee California Legislation FAIR Education ACT – July 2011 AB 101 (Pupil Instruction – Ethnic Studies) – January 2015 Board Resolutions: March 23, 2015 June 9, Meet formally four times since June 2015 teachers Administrators Community members University faculty Board members students Work has focused on three areas: Ethnic Studies course development Teacher professional development Curricula review and recommendations

Ethnic Studies Work Group 10  The Ethnic Studies Work Group is comprised of teachers, administrators, university faculty, and others  Several meetings throughout the school year  Most recently, finalize the Ethnic Studies Course

Next Steps 11 Determine and procure necessary resources for Ethnic Studies Teacher training for Ethnic Studies course (week of August 15) Curricula review

Upcoming Meetings 12  Next Ethnic Studies Advisory Committee Meeting: Wednesday, May 4, :30 p.m. Eugene Brucker Education Center – Room 2226 For more information, please contact: R. Vernon Moore Youth Advocacy