Community Education Partners
Dignity In Schools
Moratorium Recommendation Committee
Model Code
People Celebrating People
Portland Public Schools
Portland Parent Union
Restorative Listeningdialogue (all one word)
Elephant In The Room
Executive Summary (See Disclaimer)
TO THE DAY GUARDIANS OF PORTLAND PUBLIC SCHOOLS' STUDENTS
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The report card articulates positive and not so positive experiences with PPS in trying to ensure a fundamental right to education based on the best practices, research and experiences of Portland Parent Union and Dignity In Schools, along with the moratorium work. We are proposing a human rights framework for Portland Public Schools who claim to be grounded in principles of equity, dignity and community participation. Our report is a culmination of several years of advocacy, dialogue, support, pushing back. Along with marginalized students, parents, educators and community members.
(this section referenced from the Model Code )
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We envision a school system that supports all children and young people in reaching their full potential. PPS we can't seem to get there! WHY?
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All children and youth have a human right to quality public education in safe and supportive environments, providing a foundation for access to higher education, meaningful employment and full participation in society. Yet the current PPS educational policies and practices are pushing many young people out of school. PPU and PPS agreed this was a huge problem in PPS and decided to do something about it. Thus the "Moratorium Committee"! The Campaign "Solutions not Suspensions".
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PPU's REPORT CARD PROJECT RECOMMENDED LANGUAGE:
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BACKGROUND ON EDUCATION AND DIGNITY (Background: The background section introduces current educational policies and practices that contribute to school pushout, as well as research and best practices to support the positive solutions presented in the Model Code.)
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PPU EXPERIENCES, STORIES AND RESPONSES (We are calling these the "Elephants") (In the categories (2nd page) there is usually a PPU statement after the backgrounds)
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HUMAN RIGHTS FRAMEWORK (In the model code each individual sub-section identifies a Human Rights Goal on which the policy recommendations are based.)
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CAPTURED TIMELINE AND EVIDENCE
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SUBSTANTIATED CULTURAL RELEVANCE RECOMMENDATIONS Gloria Ladson-Billings defines the concept of culturally relevant teaching (CRT) as 'a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.' This approach to teaching involves teachers building a bridge from students' experience at home to their experience in the classroom, bringing elements into their daily learning at school which validate their culture and make lessons 'hit home' because of those connections. This black male teacher teaches it best https://teachingwithpurpose.org/
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Navigating the Report Card Project
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This document is our PPU REPORT CARD PROJECT a snapshot of our experiences with PPS, the school board and the teachers union.
It is broken down into ten categories that PPU decided should be addressed with the DSC Model Code as our template. All of us at PPU along with DSC think the Model Code is the best document you can have as a discipline guide. We PPU are determined that this document be exposed to all who this information could influence. This is why we chose to lead the categories on the second page out with the Model Code backgrounds. This amazing document (MC) was written by those most impacted by "pushout".
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This report represents two pages -powerpoint style- simply called 1st Page and 2nd page.
The first page is our home page:
2. slide show: titled PPU Statements and Letters of Concerns
3. Portland Parent-introductions with :
PPU title (linked to PPU website) + Executive Summary
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PPU Disclaimer
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About us
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Next Phase
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References
4. next is R.C.P Categories list, (they are articulated in second page)
5. continuing on with "Beginnings"
6. Maya Angelo "a Real Report Card" (the report card grades and categories are also strategically posted in red italic by the subject that is graded in the Elephant's Summary. They Link to the real report card)
7. the Elephants grid with "PPU responses" (labeled as elephants). Headed up by Equity + Equality what do you want to forshadow?
NOTE: The E.I.T.R. Summary (getting it off our chest) along with the Moratorium Observations ( Where Are We and Who Are We) , captures PPU's experiences, concerns, information, recommendations, disappointments and much more and is the most important statements in this report. If you don't read anything else please read this!
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On second page http://simplysheilas.wix.com/ppureportcard2ndpage is the Model Code/PPU cateory page. In most categories you will see a background intro. With chapters and sub-categories in the GRID charts. We sometimes address our concerns, relationships, and experiences (responses/elephants) as well as significant articles that could be helpful to PPS. We start with Education/Participation (Equity Lense first section and the finale "What Children Expect". We present here afrocentric information along with some recommendations as well as other helpful information. The categories highlighted in yellow are on ONE page.
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OTHER CATEGORIES ARE LOCATED IN THE *SLIDES AND THE E.I.T.R. SUMMARY:
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The navigator buttons at the top of both pages have been designed to glide you to the section you need. You can either scroll down or glide. Gliding is especially good when you want to look at categories randomly, it takes you directly to the topic, in order or out of order.
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On the second page at the bottom of each category background there is a (grid chart) with chapters and/or sub-categories and also displays PPU responses (elephants) as well as information pertinent to that category, which PPU thinks important. This information can sometimes solidify our concerns as well as confirm the model code background. You will also see page numbers, chapter numbers, sub section numbers or guide numbers embedded in some of the written background info. that helps you navigate the Model Code. There is also a set up to glide from grid to grid.
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In the Model Code Itself also SEE EXECUTIVE SUMMARY
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This Model Code articulates a positive vision for ensuring a fundamental right to education based on the best practices, research and experiences of communities around the country, and on a human rights framework for schools grounded in principles of equity, dignity and community participation. The Code is the culmination of several years of research and dialogue with students, parents, educators, advocates and researchers who came together to envision a school system that supports all children and young people in reaching their full potential. The Model Code presents policy-makers and communities with recommended language for alternatives to pushout and zero-tolerance practices.
The recommendations are in the form of concrete guidelines, procedures, criteria and standards that can be used in developing laws and policies at the state, district and school levels. The different chapters and sections of the Model Code are designed so that communities and policy-makers can identify individual topic areas that are most relevant to them and implement the Code to meet the needs and characteristics of their particular schools.
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Background: The background section introduces current educational policies and practices that contribute to school pushout, as well as research and best practices to support the positive solutions presented in the Model Code.
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Chapter Sections: Each chapter is divided up into sections that address particular areas of concern. In Chapter 3 on Dignity for example, there are three main sections: 3.1 School Climate and Discipline, 3.2 Avoiding Criminalization in School Discipline and 3.3 Right to Remain in School.
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Sub-Sections: Some sections are further divided into more specific sub-sections. For example, within section 3.1 School Climate and Discipline, there are sub-sections on 3.1.a Key Elements of School-wide Preventive and Positive Discipline, 3.1.b Two Models for Preventive and Positive Discipline, 3.1.c Guidelines for Exclusion and 3.1.d Due Process.
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Human Rights Goal: Each individual sub-section identifies a Human Rights Goal on which the policy recommendations are based. This goal reflects the shift in values necessary to achieve not only a change in policy, but also to create a culture that guarantees the rights of students and other stakeholders.
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Recommended Language: Each sub-section includes recommended language for policy makers at the school, district and/ or state levels to adopt as law or regulation. The Recommended Language in most sub-sections includes the following components:
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definitions
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general stardards or principals that apply to the state, district, and school level
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trainings and other support necessary to implement those policies
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evaluations and monitoring
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aditional state or federal action required to fully implement those policies
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This was presented to PPS as a guide to write the Discipline Handbook?
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BEGINNINGS (PARENT POWER)
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The role of parents in leading efforts to improve their neighborhood schools is usually ignored in portrayals of school reform. PARENT POWER WILL dramatically demonstrate how grassroots organizing generates school improvement on a wide scale in Oregon's largest school district. Through the voices of local parents and community members and partners, the PPU REPORT CARD chronicles stages of ineffective parent support from PPS across PPU's MORATORIUM CAMPAIGN which tried to intentionally include all stakeholders to support a paradigm shift in the school discipline practices.​
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We offer written report containing an evaluation of PPS's behaviors, performances, history or accomplishments as adjudged by others. In 2013 when the Moratorium idea was first introduced; Discipline Disparity results were presented in data form from PPS's Student Services Dept. along with a testimony from PPU and CEP, impacted organizations who have pushed back on PPS for many years. Results were presented to the School Board and the Superintendent. Progress [or the lack thereof] was monitored and tracked over time partly in response to the growing concern of the quality of PPS's educational support to black males in their system. As a result of the implementation of promoting a request for a discipline moratorium a movement began. The board at the time was on board and PPS claimed to be ready to work with us.
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The stories of PPU and their parents presents a refreshing approach as well as an alternative to put in place of reforms that do little to address pervasive educational inequity. This report is compiled with the intention of raising awareness of the PPS system's failure to meet the needs of our black families- sometimes intentionally and sometimes unintentionally.
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BEGINNINGS OF MORATORIUM RECOMMENDATION COMMITTEE
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PORTLAND PARENT UNION RECOMMENDATIONS SEE
THE DSC MORATORIUM MOVEMENT
CAMPAIGN: SOLUTIONS NOT SUSPENSIONS
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PPU Recommended PPS place a moratorium on the practice of out of school suspensions and invest in support and resources for administrators, teachers and other educational staff to implement positive approaches to discipline. Schools should be a place for young people to learn, not just about academics but also positive life-lessons learned both from their successes and mistakes. http://portlandparentunion.blogspot.com/
PPU Recommended PPS replace the PPS School Code with the DSC Model Code on Education and Dignity or some parts of it.
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This is what we asked for- featured with dignity in schools august 2013 (timeline). We started out with a trust circle 2014.
We are here now (offering up a Moratorium Campaign, the successes and failures)
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in strong advocacy support for those families most harmed by the Education System
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all children have a right to a good education
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all children should be respected and treated with dignity
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in intentionally promoting and teaching parents/families their rights constantly and consistently...
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in collaboration and partnerships with the communities who align with our beliefs
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in collaboration and partnerships with all parents/ families, teachers and administrators in the education system
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parents/families- children should not be kicked out of schools but welcomed in
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parents are the experts of their children
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parents/families need to be at all Educational decision making tables
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Mission
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Our Mission is to organize ​Parents​ ​for better outcomes by enriching them through support, information and education. We are dedicated to parents: to involve their families, to anticipate their challenges and help them to take advantage of opportunities to guarantee a ​successful student. We are dedicated to the Parent's development of leadership skills, knowledge and responsibility.
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PARADIGM SHIFT (Click link for definition)
Our Keys to a Successful Reform GO TO PREZI
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Promoting A Paradigm Shift
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Supporting The Model Code on Education and Dignity
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Presenting a Human Rights Framework for Schools
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Believing in Balanced Collaborations=Collective Impact
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History
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The Portland Parent Union
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was founded in April of 2009 by a, mother, grandmother, activist and advocate in the Portland Or. Public School Community. She saw the interests of the teachers, school administrators, and district leadership well represented and controlling decision making. The parents and students themselves suffering from the lack of a strong collective voice and support.​

Tired of seeing parents - including herself and her family - pushed out, and after struggling with conflicts that should have been easily resolved, the founder realized there was no organizational framework designed explicitly to advocate for parents and families and represent them when dealing with the school district. Other stakeholders have institutionally powerful support systems: teachers and staff have unions, principals have district administrators, district administrators have the superintendent, and the superintendent has the school board and full-time legal counsel. Against this institutional juggernaut, a family stands alone!

After many failed attempts to get a fair process and closure for her and her family, she was determined that no other family should go thru what she and her family had gone thru.
The Portland Parent Union was born of the desire to give parents representation and a collective voice equal with what teachers have. We will be a centralized group of parents and families connected to resources and supports necessary to be powerful advocates for our children and for each other, and ultimately for positive institutional changes and the greater common good.
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