June 18, 2020 Eight hundred two WLCSC Alumni WLFI News 18 2605 Yeager Road West Lafayette, IN 47906 Dear WLFI News 18: We, the undersigned alumni, parents, and current students of West Lafayette Community School Corporation (WLCSC), write in solidarity with the international protests in response to the antiBlack violence against George Floyd, Ahmaud Arbery, Tony McDade, Iyanna Dior, and Breonna Taylor, among countless others. We unequivocally denounce these horrific acts. We recognize these are enabled by systemic racism and white supremacy that pervade our government, healthcare, workplaces, and educational systems. We write, with a sincere belief in the power of education, to ask that WLCSC explicitly support the Black Lives Matter movement and look inward to enact comprehensive reforms while working to become an actively anti-racist organization. WLCSC must make significant changes to its policies and curricula in order to: support its Black and Indigenous students and other students of color; to educate all students on racial injustice; to give educators and students the tools necessary to dismantle systemic racism and white supremacy; and to work toward racial justice. Our curriculum is white-washed, painting an incomplete and dishonest picture of American history and institutions. Until the curriculum addresses the stark truths of historical and current racial injustices, the school corporation will continue to fail in its obligation to provide students with a comprehensive education — one that includes the history and perspectives of Black people, Indigenous people, and People of Color (BIPOC). A commitment to policy and curricula changes is necessary to honor WLCSC’s responsibility to the education of its students and to provide spaces where they can develop character, build empathy, and discover the meaning of community. We demand WLCSC to commit to K-12 anti-racist curricula and practices through the measures detailed and prioritized below: I. Adoption of BIPOC-centered teaching curricula. An anti-racist education begins with honest representation. Beginning in elementary school, students need rich literature authored by, inclusive of, and centered on BIPOC characters, voices, and experiences. This effort must span visual arts, literature, performing arts, social sciences, history, and STEM in order to foster a culture of community engagement, equity, and inclusivity that mirrors the diversity of the student body. These changes should include the following: a. Revise curricula in every department to reflect BIPOC: contributions to each respective field, voices and experiences, languages and dialects, plights against colonization and racist structures. b. Add a course in critical race theory to the core curriculum. Provide explicit instruction on the history of systemic racism, police brutality, and redlining in America. c. Promote Black History Month by inviting Black speakers to discuss Black culture within Africa and the African diaspora and promote examples of Black excellence. Celebrate intersectionality with BIPOC, LGBTQ, and other marginalized groups. d. By 2025, literature taught at all levels must include books with main characters proportionally reflecting the racial diversity of the state of Indiana. Literature must portray narratives of BIPOC that promote a healthy psyche and do not perpetuate stereotypes. Literature should not solely center around slavery and racial oppression. e. Integrate bystander training, harm reduction strategies, and social-emotional learning (SEL) into the classroom. Interpersonal and emotional skills developed from SEL are integral in the development of an anti-racist society. This should also include teaching ethical and socially-just research skills, project-based learning, and extracurricular groups in classrooms. II. Ending contract with the WLPD. Police brutality and over policing starts in our school systems. Based on national statistics in 2015-2016, Black students made up about 15% of school populations but 31% of student arrests or referrals to law enforcement. There was no evidence of higher rates of misbehavior in Black students. Furthermore, the claim that police presence increases school safety is unsubstantiated. a. Similar to the many public school systems nationwide that have ended their contracts with their local police departments, it is vital that WLCSC end its contract with the WLPD and the use of law enforcement as Student Resource Officers (SROs). Alternatives to SROs can include social workers, mental health workers, psychologists, and BIPOC counselors. In a report published by the ACLU, “schools with such services see improved attendance rates, better academic achievement, and higher graduation rates as well as lower rates of suspension, expulsion, and other disciplinary incidents.” b. WLCSC needs to end its participation in the D.A.R.E program. Meta-analyses of the original D.A.R.E. program show that the program was so ineffective that it is now being taught at the collegiate level as an example of a failed psychological intervention. The current iteration of D.A.R.E., “Keepin’ it REAL”, shows no indication of being effective and has been criticized as inappropriate for nationwide implementation. c. WLCSC needs to support local efforts to defund, divest, and dismantle policing in favor of community-based models of support and prevention. American policing has proven to be a public health emergency, particularly for BIPOC. 1 2 3 4 5 III. Commitment to employment and retention of BIPOC educators and administrators. The employment and retention of BIPOC educators and administrators is beneficial for all students, particularly BIPOC students. Research has shown that the academic performance of BIPOC students is higher when their educators include BIPOC . Diverse teachers and administrators foster a more culturally-responsive and anti-racist curriculum and allow BIPOC students to feel more supported while at school. This also helps foster stronger teacher-student relationships. Current and future BIPOC educators and administrators should be supported by 6 their employers and coworkers; discrimination is unacceptable. BIPOC representation should not be relegated to Diversity, Equity, and Inclusion (DEI) roles or an anti-racist oversight committee — inclusion in the administration is vital. IV. Inclusion of teaching curricula and policies that promote intersectionality A. LGBTQ-centered teaching curricula An anti-racist education needs to support LGBTQ-centered teaching curricula and acknowledge the ways in which homophobia, transphobia, and sexism play into racism and anti-Blackness. a. Educate on how LGBTQ identities intersect with other identities, particularly BIPOC. b. Include literature, art, and history that center LGBTQ voices and experiences. Queer history should be integrated in history and social studies curricula and explicitly mention queer figures and icons. c. Introduce comprehensive sex education that discusses: i.Non-cisgender experiences, gender identity, and sexual orientation ii.Sexual consent and supportive relationships iii.Non-consensual sexual experiences such as sexual violence and sexual assault; abusive techniques (e.g. gaslighting, isolation, and verbal abuse) iv.Community resources such as the National Sexual Assault Hotline, National Domestic Violence Hotline, and specifically trained victim advocacy professionals who are able to support students who have experienced or witnessed sexual and/or domestic violence d. Affirm, support, and provide protections for trans and non-binary students (e.g., transgender inclusion in athletics). B. Special education and disability justice. People with disabilities, particularly BIPOC with disabilities, should be included in the conversation around an anti-racist education. a. Educate on how disability discrimination intersects with other forms of discrimination, especially with those that impact BIPOCs. b. Increase support for current students with disabilities. This includes, but should not be limited to, reviewing ableism in resourced classroom programs and organizations, increased administrative cooperation with accessibility needs, and mental health initiatives. c. Input on additional measures should include the voices of alumni and students with disabilities. V. Hiring of a Director of Diversity, Equity, and Inclusion and implementation of a DEI program and an anti-racist oversight committee. We must acknowledge that WLCSC is a predominantly white institution. White perspectives exert dominant influence in political, cultural, and social matters throughout the country, creating inequities that disproportionately impact BIPOC. To the extent a school is committed to recognizing and rectifying these matters, it must learn to reckon with its complicity and actively promote previously-silenced narratives. a. We demand the development of a DEI program and the employment of a full-time DEI director to begin to coordinate the efforts of adopting a school-wide commitment to antiracist curricula, DEI programming, displinary equity, and other related school activities. b. Create an independent oversight committee that will allow student, parent, or faculty grievances relating to racist behavior or misconduct to be escalated and reviewed. This committee should mainly include BIPOC alumni, parents, and community leaders with student liaisons and be provided with stipend. c. The school should provide statistical reports to show concrete impact of diversity and inclusion initiatives within WLCSC. These reports must be publicly available annually and previous years must continue to be made available. VI. Evaluation of discriminatory practices in academic recommendations and disciplinary measures. Students who attend schools within WLCSC experience unequal access to academic opportunities and racially unequal rates of exclusionary discipline. a. Honors and other academic placement recommendations need to be done in an unbiased manner that provides all students with equitable access to opportunities and success; a formal process needs to be in place allowing students and parents to appeal an educator’s placement decision; and there needs to be an accountable process for students to advocate for themselves, especially if they are in a position where their parents are not able to appeal for them. i. WLCSC systematically fails to provide its Black students with the same academic opportunities that it provides to non-Black students. In 2015, the most recent year with public data , Black students made up 6.5% of the WLHS student population, but Black students made up only 1% of the enrollment in Gifted and Talented programs and 1.3% of the enrollment in Physics, and none of the enrollment in Calculus. This is unacceptable. The trends in disparate access to opportunities begin as early as elementary school. b. A careful evaluation of disciplinary rates and methods needs to be done, with an emphasis on positive behavior development, restorative justice, and other alternatives that do not result in the loss of instructional time. Additionally, an evaluation of detention rates and other disciplinary infractions, such as dress code violations, is necessary. i. WLCSC disproportionately suspends and expels Black students. In 2015, Black students were suspended at 10 times the rate of white students. Four students were expelled and four were referred to law enforcement; all were Black or Latinx. 5 VII. Ongoing professional development focused on anti-racism. Educators, administrators, and members of the proposed anti-racist oversight committee must participate in professional development centered on addressing their own internalized racism, cultivating anti-racist pedagogy, and critically examining existing classroom practices and school- or district-wide policies. This can include, but should not be limited to: a. Annual unconscious bias and anti-racism workshops. Unconscious bias from faculty can negatively impact Black, Indigenous, and Latinx students by underestimating their abilities while propagating the model minority myth for Asian American students. b. Instruction on how to be anti-racist when confronted by microagressions and with instances of classism, colorism, antisemitism, and Islamophobia. Educators should also be prepared to lead productive discussions on race and racism and address instances of racism that occur inside and outside the classroom. 7 With the outlined list of demands in mind, we are invested in the development of WLCSC’s plan to support BIPOC students currently and into the future. The WLCSC mission statement promises that the school will prepare students to be “well-rounded, ethical, innovative, creative, productive, and adaptive citizens.” These are essential aspirations, but without the presence of anti-racist actions, they will remain only aspirations. WLCSC cannot live up to its mission statement without intentional support for BIPOC students. BIPOC students in the Greater Lafayette community risk their lives, safety, and futures to bravely stand against white supremacy in the midst of a global pandemic. It is essential that WLCSC move forward with an acute awareness of the current events and their impact on all of us, particularly Black students and their families. We need to see, across all disciplines, and at all ages, that WLCSC educators and administrators are truly committed to becoming an anti-racist organization and in doing so, working actively towards their declared mission. Many of the undersigned alumni and current students cherish our WLCSC education and are grateful for the doors it opened and the opportunities it granted. However, many former and current BIPOC students faced challenges, prejudice, and racism that tarnished their education and time at WLCSC. Their voices must be heard in order to pave the way to an actively antiracist community for future generations to come. Because we see opportunities for a more just and accurate curriculum, we urge you to reflect on your practices. WLCSC has immense instructional and curricular capacity. Introducing anti-racism education is not only well within reach, but a necessity. In addition to impacting the school corporation’s own students, reforms will serve as a new model of enlightened curricula in the state of Indiana and throughout the country. We thank you for your time and for your service to our community. We earnestly look forward to a thorough response to each demand and to hearing your immediate action plan and next steps. With full hearts, hope for a better world, and our sincerest desire for RDP, Aaron Brehm, 2014 Abagail Westbrook, 2015 Abby Bien, 2013 Abby Haymond, 2019 Abby White, 2011 Abhi Saravanan, 2017 Abigail Elizabeth Arndt* Abigail Luo, 2016 Abigail Richardson, 2020 Acatia Greenwell, 2017 Adam Earnst, 2020 Adam K Anderson, 2018 Adam Lorenz, 2000 Addie Gorden, 2019 AG Rus** Agustina de la Fuente, 2014 Akiva Sanders, 2010 Alan Min, 2014 Albert Hwang, 2014 Alekhya Govindaraju, 2014 Alex Delworth, 2016 Alex Hummels, 2016 Alex Morris, 2010 Alexander Hollenbeck, 2011 Alexandra Craig, 2015 Alexia Umberger, 2017 Alice Pawley** Alicia Raftery, 2013 Alie Magnante, 2013 Alisa Zoltowski, 2011 Alison Miethke, 2013 Alissa Robinson, 2003 Allie Jin, 2017 Allison Bauman, 2005 Allison Green, 2015 Allison Ji, 2010 Allison Parker, 2014 Allison Talbert, 2014 Alyeesha Puri, 2010 Alyssa Chambers, 2016 Alyssa Dunscomb, 2016 Amanda S. Batule, 2007 Amen Galley, 2012 Amogh Chaubey* Amy De Jong (Wong), 2012 Amy Hamilton* Amy Lageveen, 2004 Amy Stull, 2013 Anastasia Walter (Ginda), 2005 Andi Hodge, 2020 Andre Woloshuk, 2013 Andrea Goldberg, 2007 Andrea Morales, 2004 Andrea Pluckebaum, 2006 Andrea Reinhart, 2016 Andrew Bigelow, 2017 Andrew Blomberg, 2012 Andrew C Redd, 2013 Andrew Cartwright, 2012 Angela (Brier) Davis, 2007 Angela Frezza, 2016 Anita (Wong) Henderson, 2010 Anita Joglekar** Anjali Desai, 2005 Anna Roberts, 2014 Anna Searle, 2013 Anneliese Givan* Annelise Furtner, 2015 Annette Brehm* Annie Covington, 2015 Annie Dooley, 2012 Annika, 2017 Antoine Aubeneau** Anuj U. 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Truth and D.A.R.E.: Is D.A.R.E.’s new Keepin’ it REAL curriculum suitable for American nationwide implementation? Drugs: Education, Prevention and Policy, 24(1), 49–57. https://doi.org/10.1080/09687637.2016.1208731 6. Dee, T. S. (2004). Teachers, Race and Student Achievement in a Randomized Experiment (1st ed., Vol. 86). The Review of Economics and Statistics. 7. Civil Rights Data Collection. (2015). Retrieved from https://ocrdata.ed.gov/Page?t=s&eid=515428&syk=8&pid=2275 8. Chow, K. (2017, April 19). 'Model Minority' Myth Again Used As A Racial Wedge Between Asians And Blacks. Retrieved from https://www.npr.org/sections/codeswitch/2017/04/19/524571669/model-minority-mythagain-used-as-a-racial-wedge-between-asians-and-blacks Resource List o Teaching Race: Pedagogy and Practice o Examining Whiteness: An Anti-Racism Curriculum o How Implicit Bias Impacts Our Children in Education o LGBTQ-centered books o Teaching Hard History: American Slavery o Unconscious Bias in Schools o Redlining in New York o How Redlining Shaped Black America as We Know It o Kimberle Crenshaw’s Ted Talk on intersectionality o Mass Incarceration, Visualized o Talking About Race and Privilege: Lesson Plan for Middle and High School Students cc: State Superintendent of Public Instruction McCormick, Superintendent Rocky Killion, Journal & Courier, Margaret Xioufaridou Psarros, Principal Ron Shriner, Star City Broadcasting, Principal Amber Targgart, WLCSC Board of Directors, The Purdue Exponent