Special Standards and Assessment Committee Virtual Meeting

URGENT ACTION NEEDED: Let the state school board know you support educator training standards that emphasize diversity, equity, and inclusion (DEI). Submit a written comment to [email protected] no later than end of day Tuesday, May 25.

INFORMATION: On Thursday, May 27, the Special Standards and Assessment Committee of the Utah State Board of Education (USBE) is holding a virtual meeting from 5 to 8 PM. Currently, the only item on the agenda is Diversity, Equity, and Inclusion Professional Learning Standards. In light of recent public conversations about critical race theory in K-12 schools, it’s important to focus on the years of ongoing equity, diversity, and inclusion educational practices in Utah schools. These practices include well-established, proven, age-appropriate methods to teach children fundamental concepts about diversity. It has become clear that the Board of Education needs to hear from the many Utah parents who support talking about our differences in order to become more unified. The standard being discussed is USBE R277-328: https://www.schools.utah.gov/file/6a73f535-0fa1-47d5-a038-a46f8546325d

WHY: As parents, we understand that ALL of our state’s students benefit when teachers are well trained and competently teaching age-appropriate concepts related to diversity, equity, and inclusion. We want our children to be prepared to engage with the world in a way that respects the fundamental worth of each individual. We realize that talking about differences at school in a kind and inclusive way increases our children’s empathy as well their capacity to navigate diverse spaces. Ultimately, having well-framed conversations about diversity in a classroom makes it a safer space for all and allows students to be more unified with their peers.

TO DO: Write an email to the state school board expressing your support for professional learning standards that properly prepare teachers to teach students to be kind and inclusive. Becoming familiar with the definitions listed in the standards and on the Board of Education website will help you write your letter. You can find those at the end of this call to action.

The most effective letters will have the following elements, but please know that a simple, heartfelt email that gets sent is more important than a lengthy one that sits in your drafts:

• A personal introduction. Briefly state who you are and where you are from.
• A clear and direct ask. Indicate that you want teachers to be trained to teach about diversity in your children’s classrooms, and ask the Board of Education to listen to expert educators about the best ways to do so.
• A reason and/or personal story. Why do you think this is important? If appropriate, share relevant personal stories. This includes negative experiences that highlight the need for DEI training to be universal for Utah teachers as well as positive experiences your family has had with educators well versed in DEI.
• A gracious closing. Thank the Board of Education for their service and for their consideration of your letter.

We have included an example below to help you craft your own letter. Once you have written something, please consider sharing it on social media and/or in a private email with friends and family in Utah, asking them to do the same. If you have a personal story about how your child has been affected by the presence or absence of these standards, please think about sharing that to help motivate the reader to act.

EXAMPLE LETTER:

Dear Members of the Utah State Board of Education,

I am… [a mother of ** school-aged children in Jordan], [a retired teacher in Davis School District]. 

I am writing to ask… [make clear your ask about approving and prioritizing standards that support teachers as they teach about diversity and inclusion].

I believe… [explain why talking about differences in an age-appropriate way benefits children].

My family has experienced… [if relevant, share a personal story].

I appreciate… [your taking the time to read and consider my family’s experiences], [your consideration of my thoughts on the matter].

Please copy, paste, and share this information with friends and family. Follow the Utah Educational Equity Coalition on Facebook to learn from educators and parents. Below are a few reference points to start you off. We look forward to rallying our collective voices for diversity, equity, and inclusion in Utah schools.  https://www.facebook.com/groups/1877202712449144/

Thank you!

Relevant Links and Information from USBE:

R277-328. Diversity, Equity, and Inclusion Professional Learning Standards. (utah.gov)

“Diversity” means the exploration and incorporation of differences that each student brings through unique experiences, strengths, and ideas into a classroom including dimensions of race, ethnicity, sexual orientation, gender, socio-economic status, age, ability, religious or political beliefs, or other different ideologies. 

“Equity” means acknowledging that all students are capable of learning, the distribution of resources to provide equal opportunities based upon the needs of each individual student. Equitable resources include funding, programs, policies, initiatives and supports that recognize each student’s unique background and school context to guarantee that all students have access to high-quality education.

“Equity literacy” means demonstrated competencies in the skills and dispositions to create and sustain equitable and just learning environments for families and students.

“Inclusion” means the act or practice of ensuring students feel a sense of belonging and support.

https://www.schools.utah.gov/educationalequity

The Utah State Board of Education leads by creating equitable conditions for student success: advocating for necessary resources, developing policy, and providing effective oversight and support.

Acknowledging that all students are capable of learning, educational equity is the distribution of resources to provide equal opportunities based upon the needs of each individual student. Equitable resources include funding, programs, policies, initiatives and supports that recognize each student’s unique background and school context to guarantee that all students have access to high-quality education.