In recent weeks and months, the board and superintendent have received input from parents and community members who express concern that the district is teaching or planning to teach Critical Race Theory in the classroom. There is a great deal of confusion and misinformation being circulated within our community and beyond regarding Woodland Public School District's commitment to inclusion, diversity, and equity and how that commitment is tied to our vision of preparing all students.
Director Wray has proposed that the board formally adopt a statement that addresses these board commitments, the board's position on the teaching Critical Race Theory in the classroom, and the board's commitment to transparency in the adoption of all new instructional material and curriculum.
A Statement on Inclusion, Diversity, and Equity
Woodland Public Schools is not a political or partisan organization. The district does not push any ideology. It does not endorse a curriculum where students are taught what to think. The District fosters teaching and learning, K-12, that helps students develop critical thinking and problem-solving skills which they can apply to life’s challenges. These skills will enable them the freedom to chart the most productive course for their own life. That said, the District will enforce enacted Washington State and US federal laws as pertain to education and school districts.
Woodland Public Schools believes that the American dream of greater opportunity for all our students is real for our graduates, as is evidenced by the diverse backgrounds of so many of our alumni. It is acknowledged that all the young people in Woodland Public Schools do not begin at an equitable starting point. We are committed to providing each student the support and assistance needed as individuals to be ready to graduate career, life, and college ready.
Foundational to our work in preparing students is a commitment to help each student tap and develop their individual potential. Further, it is acknowledged there is evidence of systematic wrongdoing, intentional or unintentional where the United States has failed to live up to its ideals. Understanding and learning from these failures is a necessary part of quality education. We will not teach Woodland students that people, due to the color of their skin, ethnicity or background are inherently good or bad, guilty or innocent, more or less capable than others. The United States is the most diverse country on Earth. Our educational system is Earth’s most egalitarian — with the goal of providing all students with the opportunity for significant understanding and growth. Equality of opportunity through an excellent education for every young person in the Woodland Public Schools, preparing them for responsible citizenship and a future of adaptability and success in life and their chosen endeavors.
Woodland Public Schools remains deeply committed to achieving its vision:
Woodland Public Schools, in partnership with families and the community, will create a PreK-12 system that serves and supports ALL children — and ensures that EACH child has FULL access to, is engaged in, and obtains an excellent education that prepares them for responsible citizenship and a future of adaptability and success in life and their chosen endeavors.
The words ALL, EACH, and FULL are capitalized in our vision statement. These words are at the heart of our vision.
ALL: We serve ALL children in our schools. The tall, the short, the brown, the white, the black, the rich, the poor, the middle class, the English speaking, the non-English speaking, the academically gifted, the academically typical, and the children with disabilities. This is INCLUSION.
EACH: We serve EACH child. Each child is unique. “Average” is a myth. Each child comes to school with different needs and strengths. Each child comes with both challenges and opportunities. Our vision is to understand needs and meet EACH child where they are at to help them achieve excellence regardless of their external or internal, social or cultural contexts. This is DIVERSITY.
FULL Access: Schools have always offered full access for SOME students. Inequities exist in our system, and arguably in all school systems that, in some way, limit access for some students. There are barriers related to economics, language, disability, and in some cases race. In order to achieve FULL access, we must first understand, then break down the barriers that exist, and in some cases invest in enhancing opportunities for access. This is EQUITY.
Recently, Washington’s Governor, Jay Inslee, signed into law SSB 5044. This law requires educators and board members to receive training on cultural competency, equity, diversity and inclusion. It will help us understand how we can best serve ALL Children, EACH Child, and Provide FULL Access. The training covers four key topics described in the law are Inclusion, Diversity, Equity, and Cultural Competency.
The law defines “cultural competency” as including “knowledge of student cultural histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students' experiences and identifying cultural contexts for individual students.” Cultural Competency is foundational to our work and our commitment to Inclusion, Diversity, and Equity. Our view of cultural competence is rooted in the belief that “all men are created equal” and the duty to serve and support all children. To serve children well, we must have an understanding of their backgrounds, experiences, and culture. We will continue to value all children and families through a lens of equality.
Woodland Public Schools values our partnership with parents and the community. All curriculum materials are and will continue to be, available for public inspection in advance of adoption. Members of the public are encouraged to inspect those materials and raise any concerns that they may have with materials to the Board and the District. Woodland Public Schools will continue its long-standing commitment to allowing parents to review their students’ curriculum along with their ability to opt-out students from objectionable material or content without adverse impact. No changes to the curriculum are planned or supported by this Board regarding Critical Race Theory.