*Innovative Grade: Parent C-  Student NI

Saying that it has always been this way, doesn’t count as a legitimate justification to why it should stay that way. PPS, Teachers and administrators all over the DISTRICT are doing  good things, but some of the things PPS is still doing, despite all the new solutions, research, educators and community input and ideas out there, are incredibly concerning.  

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 THIS SECTION REFERENCED FROM

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https://ideesekpaidefsis.wordpress.com/2014/05/24/14-things-that-are-obsolete-in-21st-century-schools-ingvi-hrannar/

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example:  http://www.oregonlive.com/education/index.ssf/2015/07/lagging_education_for_latinos.html

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PPU  came to  PPS with an idea we call a "Paradigm Shift" of school discipline processes that have been harmful in it's current state. Reforming the discipline code.   MRC Success and Failures 

We are not saying we should just make the current Discipline School Code better… we should change it into something else all together. Model Code

 

“We do not learn from experience…we learn from reflecting on experience.” -John Dewey

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What Does an Effective Partnership Look Like?   see     PREZI

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PPU says “Parents should be involved in developing, implementing, and evaluating school programs.”

We would like to get ideas about what people are thinking about the role of PPU and PPS-– about where these roles overlap, and where they are unique.  see   RC SECOND PAGE

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• What do you think PPS wants from PPU?

• What do you think PPU wants from PPS?

• Where might their interests converge?

• What can be the vision for an effective partnership between PPS and PPU? Is this even possible the way the current attitudes/systems are set up?

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PPU's  Responses

*Communications Grade: Parents  F  Students D 

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LOTS of  districts', across the country, discipline programs and codes are being reformed, but we don’t think reform is what we need. We need and ask for a revolution. Meaning changing the discipline system into something else, a  "PARADIGM SHIFT",  if you will?

It might not be an easy task but we can do it if we are open, intentional, persistent, consistent, and inclusive. As S.E. Phillips once said: Anything worth having, is worth fighting for.            

 

       10 Reasons the u.s. education system is failing  

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"Doing something "status quo" and getting same poor results shouldn’t surprise anyone. What is the point of doing something new and different if we get the same results in the end". Why this quote? Our impression: It feels like PPS just wants us to conform, comply or maybe just go away! We are convinced that there is fear of real change? Maybe the systems are just to complicated!  

 see  "MRC intro/who are we/ where are we".

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– Henry Ford 

Failure is simply the opportunity to begin again, this time more intelligently.

If you think you can do a thing or think you can't do a thing, you're right.

Coming together is a beginning, staying together is progress, and working together is success.

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We are asking the PPS Equity Department to remember more, our agreements, intentional commitments and continue striving for an equal playing field with families. Lets begin again with equal responsibility. We are convinced that PPS only responds to us when we respond to them first. The responsibility has been on us to keep the MRC process going. If PPS does not hear from us they seem to put the commitments aside! Usually because of contractual pressure from the teachers' union and other commitments deemed more important?

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When will PPS recognize that the commitments with families and communities are binding contracts as well, not written down of course but through the taxes families and communities pay, saying yes to bonds, federal/state funding supplements generated by the amount of our children that attend and their needs, as well as contributions families and communities make directly by making donations, volunteering, or just by making sure their kids attend school. If  families and communities did not send their kids to school there would be no schools/employment. More and more families are rethinking education! The children's   EDUCATION WINDOW IS VERY NARROW?   

 

*How Do We Fund Our Schools?  

 

*http://www.usnews.com/news/articles/2015/02/20/how-gentrification-is-leaving-public-schools-behind

 

*Why More Black Families Are Leaving Public Schools   http://newsone.com/1938445/black-homeschooling/

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Public education institutions are always in violation of something:  

 

*https://www.aclu.org/other/your-right-equality-education

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*http://www.topeducationdegrees.org/30-most-controversial-education-practices-in-u-s-history/

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PPU Conversations (this is how we see the broken systems pushing people between the cracks. (intentionally or unintentionally)(internal and/or external)

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*Inclusive Grades: Parent F  Student F

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PPU talked to the school climate manager and his RJ coordinator many times about the RLD work but with not very much response. Schools requested us to come and support the parents/high risk students of color.  Still waiting on that collective communication? It is just hard again to value peer input! (a sarcastic statement)

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PPU's concerns are valid,  but we also know that most are good people who just want to "do the work" but are caught up in the "programs confusion matrix".  Sometimes those on the ground for PPS feel like their hands are tied or "gatekeep" (not inclusive with partners) their positions? PPS will present in public the programs are working. 

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PPS DISCIPLINE PRESENTATION TO CITY COUNCIL 2015

We questioned why they did not let their community/parent partners, who are doing the work and the most impacted, present with them or at least mention them?

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*Honesty Grades Parents C  Students  C

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The PPS discipline responsibilities were taken away from someone we worked closely with for years who had a handle on what needed to happen. We reached a common ground process. We were starting to work together as a team. Community Education Partners was very consistent for many many years to get to that place. (the beginning, making the public aware, response to CEP's going to the press 2007)

(an action press release 2011). This PPS decision ended up being harmful to all involved. (devastation)

 

Of course the biggest elephant are turnovers. As soon as we had a relationship with an administrator they left or moved up into another position. We witnessed push out of those who were intentional about building relationships with families. This is why it took many many years. Watching this moved us to question motives. It seemed more about climbing the ladder than stabilizing the disparities . This is why it took many many years. Yes, you guessed? The school climate manager, a new position, was finally appointed the work. It was a rush hire. His position is not able to meet the needs of our families' asks, even though he tries his hardest, to support us. Again, there is the "programs confusion matrix" as well as lack of experience (a new position), no sense of PPU history, confusing relationships (we didn't know this person), no power to make decisions, promises that are beginning to feel like untruths. (he is the messenger and still learning)? Nothing personal against this man but we were critical of the way this was done. Typical broken hiring practices.

 

Added May 21, 2019/ PPU was on the hiring committee and this was not the person we chose. He got this position by default the other candidates chose another position instead he actually scoured fourth on the list. 

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*Supportive Grades: Parents D  Students D

 

We trusted the equity department to advocate for us and with us.  Not sure what kind of Partnership exists? It is ironical that PPS hired someone overseeing community partnerships and later added equity but did not connect the director in the Discipline Disparity conversations immediately?  The  discipline disparities conversations were facilitated by the Teaching and Learning department and Student Services for a long time? 

 

We are not convinced the director takes enough time to be there for us. When asked a few times he was very supportive but there could be more communications, showing up as well as including us on his team. Again nothing personal we expected more! We need to be the community ear on discipline (we thought we were) instead of those the director constantly relies on. (see elephants)   

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again PPS DISCIPLINE PRESENTATION TO CITY COUNCIL 2015

In this report it mentioned healing circles our work and including families in the school climate decision making team?

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It is also ironical that the School and Family Partnership director does not support us either! We are not surprised again PPS  placing someone in a position who is not the most experienced or connected. The disbelief came from us early on when he showed up as the new director.  Folks who had been dedicated for years were passed over. Nothing personal against this personable man but we were surprised.  There was one in the room that should of had that position!  Again - Typical broken hiring practices. Setting up to fail Syndrome.

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We do stand behind the equity director and school and family partnership director in solidarity as we do with all the principals/ directors/ leaders of color and employees whom the system will not protect and the community holds to higher standards. The system is messed up period but the leaders of color are blamed more.  We want to hold everyone responsible for the mess, not just singling out a few! 

http://www.crunkfeministcollective.com/2014/11/11/working-while-black-10-racial-microaggressions-experienced-in-the-workplace/

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"Institutional collateral damage is rampant." 

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The new climate manager (who represents for the equity director) whom we mentioned above (not so new anymore). We have worked with him for a while. He has been supportive of the work we are trying to do. He hangs in there. We have grown to love him because he shows up and takes our criticisms but still has no power? He did disappear from us for a while last school year when the PPU director was down. He finally called PPU when KATU called him.  This is the confirmation of why we are convinced that PPS only responds to us when they have to or when we respond first. This action of not checking in from Feb to Sept. (2016) is the main reason we drove this report. We felt ignored and disrespected! We're just Parents not so important!?

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Good people come and go. 

*Restorative Justice Grades Parents D  Students C

 

It will never be perfect, but it should be constantly evolving. We should strive to make the system better every day. Not just when folks are complaining.

 

Looks like we are witnessing the "PUSH OUT" of key people right now.  We disagree with public shaming and character assassination it is most harmful and confusing to the families/students who just want equal voice/support for their education rights.  These tactics can spread hate as well as division!  It distracts from those who really need the support.

http://www.sociology.org/the-emotional-abuse-of-our-children-teachers-schools-and-the-sanctioned-violence-of-our-modern-institutions/

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I think that everybody wants to be heard, and the easiest way to be the loudest is to be the hater.

 Tavi Gevinson 

                                                                             

   IT CANNOT BE ABOUT THE ADULTS!

 

A Mediation or Due Diligence/Process must be practiced when there are disagreements. To PPU this means Restorative Listening/Healing. There must be healing before starting any of the work. We don't like each other!? This means bringing the voice of the most marginalized.

 

PPU duly notes that the PPS complaint protocol is messed up as well. Not sure why PPS does not make this process a priority!? It is just another way to marginalize families. Maybe we should begin there and create an independent review committee on all complaints?  

 

How can we best support this position? http://www.oregonlive.com/portland/index.ssf/2014/09/9_questions_with_the_new_offic.html. Once again no support from this department!

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Good collaborations could be good collaborations regardless. We do grow tired of having to carry the burden of PPS's ability to help us to get what we need for our families. The strategies outlined in our work together seems clear but PPS's efforts to be on the same page with our families have been frustrating to say the least. Our determined efforts to  change the way that PPS views our marginalized

families have not landed in a good spot. We sense in our interactions that institutions like PPS don't have the capacity or the wherewithal to build true grassroots relationships. They are t0 worried about those families who are white and middle class and those organizations that they deem as the more important partners as well as the teacher's union. These partners and families are often the gatekeepers in our community as well. PPS's distractions are the lining up with those folks and organizations that unreasonably demand their attention constantly.  Trickle Down Community Engagement

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There is more irony here.

 *School Climate Grade; Parents D  Students C  

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PPS seems to want a systemic approach to our problems. PPU believes that the PPS admins' decision makings are hampered by their political interactions. The bills that have passed to regulate discipline processes have panicked PPS into making decisions that goes against our moratorium/handbook agreements. PPS will do and has done "slipshod" actions to appease the department of  education, both state and federal and to get on a good side of astute families and the teachers' union. PPS proclaims their hands are tied in certain matters. What does that mean? Does it mean distorting the data, ignoring parents concerns, calling some parents racists, not creating a bridge between the union and parents,  pressuring the teachers not to suspend certain students instead of providing more support, (this created animosity and resentment) and not reporting certain information to the Moratorium Recommendations Committee, like letting us know the teachers union pretty much used their contracted power to shut down the moratorium and discipline handbook process because of their concerns about safety issues as well as organizing a process called the Rapid Response Team. (which did not include reaching out to get the families (impacted) inputs)

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PPS has lots of protocols that are not followed consistently or proficiently. Most take a while to become perfected and mandates never trickle down. This means making mistakes.  Most times doing more harm to the children (families).  Every 2-3 years there is a new program. It is the failure to give  programs enough time to work!? 

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"Can't anyone say we can't move on with this process without the families' input"

Parents don't understand how folks constantly plan for their  children without their permission

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How many times have we asked the union to show up to help to write this behavior code and to give their critical input. PPU has said to the union president many times "we can't do this without you"! http://www.ppureport2ndpage.com/#!letters-to-p-a-t/wpvrg. 

We can show many email invites as well as documentations in our minute notes. We provided a space in our meetings to honor our teachers. This was to normalize the confused and hurt feelings all of us had, especially the parents, we really couldn't understand why so many no shows.

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We encouraged PPS to emphasize to PAT  how important it was to be at the MRC table. PPS and PAT  meet once a month?

We also asked PPS many times not to leave us out when they are negotiating with the teachers requests that strongly impact our children! Cannot be about us without us!  ( Parents are treated like consumers while the children are treated like products  © iCOPE 2015)

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Portland Parent Union is concerned about safety issues as well for our families/students. We do agree with the teachers on some safety issues. If we have that in common why not sit down and talk about it together. Lets speak truth to one another. No one has the gumption in this system to say lets all sit down and work this out. We must go behind each other's backs instead! ??  E.I.T.R./ Detriments

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Power Is Good If Shared With Others

*Courageous Conversations Grades; Parents D  Students F

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The Power Paradox By Dacher Keltner

True power requires modesty and empathy, not force and coercion, argues Dacher Keltner. But what people want from leaders—social intelligence—is what is damaged by the experience of power.

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PAT AND PPS BOARD (Our Experiences, Push Backs and Suggestions)  

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Cultural Judging in the school board education committee

#!is-ppu-actions-supportive-and-harmful/ncuws.   

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Roots of discriminatory practices; Begin as Early as Preschool: Study
“Implicit biases do not begin with Black men and police. They begin with black preschoolers and their teacher," said a researcher from the study.

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PPU KNOWS RACIAL PROFILING STARTS WHEN A CHILD STARTS SCHOOL, WE SEE THE EVIDENCE!  This has been our statement for many years

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We have witnessed cultural judging and bullying of  principals of color, families/students of color who are usually special ed., as well as admins./directors of color, and employees of color. We watched the bullying come from white teachers, affluent/ middle class white families, unions, newspaper reporters, groups who claim they have all of our best interests at heart but primarily go after the leaders of color, and folks of color moved into positions of power (but gate keep for the boss). What is this? see documentations http://www.ppureportcard1stpage.com/obstacles

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We challenged some PPS leaders by asking if they disagreed with Carol's position are they able to challenge her?" This was in 2014. One of the leaders got so mad she has not spoken to us to this day!  (White Fragility)   

 

The ego is nothing other than the focus of conscious attention. Alan Watts
 

We have seen retaliation one to many times! Couldn't we have had conversations about our distrust of anyone from the district, who claim they will support us. It was about honesty and relationship building for us?

 

Now we have a school board made up of some men who are continuing the trend. A powerful woman of color on the board has already reported being bullied.  VIDEO @13:07  

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Article:  It is overwhelmingly popular with white teachers who think they can do a better job than the black and brown principals they already have. 

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“We often times end up slipping into narratives about people, not because we’re bad people, but because we slip into perceptions based on our misunderstanding of ‘the other.’ And so to move forward we just have to question those things amongst ourselves.” from Think Progress

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It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.

Audre Lorde 

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*Equity Commitment Grades; Parent F  Student C

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Examples of the bullying:

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PPU has seen the undermining of the Restorative Justice work http://www.golocalpdx.com/news/how-portland-schools-dropped-the-ball-on-effective-racial-justice-practices   which harmed those who made a difference and believed in the work. Most of those valuable first RJ coordinators, who were hopeful for change, have now moved on.

 

We watched a previous principal of color and her programs, that were focused on, especially, boys of color at Harvey Scott, ostracized. Whether she was right or wrong, folks sure did take sides. Where was the due process, protection and the dignity? Where is the boys group that received critical recognition by a top foundation? It was on it's way!   http://www.huffingtonpost.com/2012/09/11/is-peanut-butter-and-jelly-racist_n_1874905.html

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Last but not least we watched the system try to inculturate a teacher who was hired because of her authentic distinct cultural background. We watched this teacher who was encouraged to bring her essence, "and that she tried to do", systematically "tarred and feathered and ran out of town". http://www.wweek.com/news/2015/10/07/the-recruit/

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Not one of the experts in the MRC discussions have addressed the question of PPS's entire system, another elephant in the room?  Education Systems to PPU are synonomous with institutional racism.

 

We ask this question; How does one have successful programs if one has a broken system in the first place?    http://www.beyondintractability.org/essay/social-structural-changes

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An opinion piece "Instituional Racism The Root of The Problem!

 

I don’t know what a perfect education system looks like, and don’t think it even exists. But I believe that if we talk, try something different, fail forward, investigate and share what we do, not only locally but globally, we can get a lot closer.

 Ingvi Hrannar Ómarsson

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Where are we? (Who are they)

This section referenced from "What's your own view of the state of public education in this country"?

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PPU's snapshot view of the state of PPS's integrity and loyalty to our agreed process. see "a real report card"

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*Reliability Grades: Parents NI  Student NI

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Where are we today: is PPS  as a whole in crisis? The answer to that question, PPU's belief, is yes. Today it would be more accurate to say that PPS has two systems of public education, not one. The first of them is based principally, though not entirely, in the communities of color and of poverty, (usually, but not always, in an urban (inner city) setting).   It is failing its students. They are not inclusive or holds against, those in the community and parents, who could help, a 10 foot pole. The majority of students of color are here. PPU is a part of this system. Our families are of color and at poverty level. We have to constantly push hard for those marginalized voices to be seen and heard! To many of our students in PPS schools are dropping out well before high school graduation. To many are receiving high school diplomas that do not certify academic confidence in basic subjects. To many are being left unprepared for the world of work. To many are being left unprepared to go on to higher education and/or advanced technical training. Our schools are indeed in crisis and require emergency treatment. 

http://www.oregonlive.com/education/index.ssf/2016/07/portland_school_board_member_f.html 

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http://schools.oregonlive.com/dropouts/  

       

http://portland.schoolwires.net/cms/lib8/OR01913224/Centricity/domain/64/documents/PPS-Grad-Rate-2015.pdf

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The second education system is based principally, though not entirely, in the suburbs of this state and [in] some of the wealthier urban jurisdictions, schools and districts. That is a public school system that is better and is not failing its students. PPU is marginalized in this system. Even though there is mention of families of color and of poverty no one includes them in the conversations. Input from those most impacted from a process or program is not sought after. As a matter of fact, sometimes there can be very few students of color at these schools. This is the system that PPS responds to quickly and is slow to re-structuring. 

 

When anyone speaks of the distinction between the suburbs and the cities in America, and the distinction between suburban school districts and urban school districts, one is speaking to a significant extent about race and ethnicity and class. If we do not close the gap between the two systems of public education in America, the system that could and should be better, but which is not failing its students, on the one hand, and the system that is failing its students on the other, then we will be condemning our society to the perpetuation of the distinctions and the inequalities across lines of race, ethnicity, and class that we've been struggling to overcome in recent generations.

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