While systems change* (key term) may sound daunting, this guide is designed in a way to break down the steps of change, make change approachable, make change achievable, and, most importantly, make change impactful for children.

Starting with Equity

We approach change by starting with and maintaining a focus on equity* (key term). We believe that persistent gaps in achievement and life outcomes are attributed to persistent institutional biases* (key term) that are both intentionally and unintentionally upheld. Preschoolers are expelled at rates more than three times higher than school-aged children and nationally Black children are about three times as likely to be suspended from preschool when compared to their White peers. In Oregon, we see disproportionate expulsion rates for children of color and children experiencing disabilities. (need source from Marina) We are believers in the adage that “Every system is perfectly designed to get the results it gets.” (source unknown)

In order to change systems with equity in mind, we need an accurate understanding of how the system is currently designed. Thus, the first section of this improvement guide is focused on organizing and building a team to take on the task of analyzing the current school system, describing the root causes* of problems in the system, and then designing solutions to address those root causes. For example, we know that root causes of suspension and expulsion in preschool include:

• mental health and emotional well-being of preschool children
• access to assessment and appropriate services for children with special needs
• teacher preparation and professional development
• parenting education, especially in the areas of social and emotional development aligned with classroom strategies for consistent home-school communication
• biased and unequal access to education and care for linguistically and culturally diverse young learners (need source from Marina)

Starting with Equity

We approach change starting with a focus on equity* (key term). We believe that persistent gaps in achievement and life outcomes are attributed to persistent institutional biases* (key term) that are both intentionally and unintentionally upheld. As our colleagues at Community Design Partners remind us, “Systems are designed to get the outcomes they are getting.”

In order to change systems with equity in mind, we need an accurate understanding of how the system is currently designed. Thus, the first section of the Change Package is focused on organizing and building a team to take on the task of analyzing the current school system, describing the root causes* of problems in the system, and then designing solutions to address those root causes.

Building A Team

A practice we bring to changing school systems is that we disrupt “business as usual.” The typical everyday methods and processes we put into place will likely lead to the same kinds of outcomes we are already getting.

To disrupt business as usual, we

• Unpack the social identities of members of the team
• Reflect on the social identities of the children and families we serve
• Examine which social identities might be missing from the team and why
• Purposefully engage underrepresented voices on the team

Set Up For Paseo

Social Identities: We think about social identities as the groups to which we belong. These groups may be shaped by race, ethnicity, nationality, language, gender, sexual orientation, age geography, ability, religion, class. They are also shaped by our communities, families, careers, interests and talents. Social identities are both overlapping and fluid–we belong to many groups and our identities related to these groups are always changing.

Understanding our social identities helps us to figure out our positionality*. It helps us to know who we are in relation to each other. Most importantly, it helps us to know which perspectives we are bringing to our team, and helps us to uncover which perspectives we may be missing.

Set an Inclusive Table

We now know which perspectives we are offering in our team, and when we think about the issues and challenges we will be working on, it is important to have perspectives we are missing.

Since perspectives are missing, we need to add new members to the problem solving team. When that is not possible due to time or resource constraints, we need to find creative ways for people to participate, using technology, transportation, food, and childcare to support inclusion. This is aligned to our principle of equity. We need to remove barriers to participation.

• Expect discomfort. New members will have different ways of thinking about a problem, describing it, different solutions, and even different ways of just participating in a group.
• Be adaptable.
• Uncommon meeting times based on family schedules.
• Speak First, Speak Last: Give the first and last opportunity to speak to the people who are typically least represented.
• Think through how time, technology, transportation, food, and childcare can support an inclusive team.
• Introduce people by name, strength, or purpose for joining the group. Decenter titles and positions that may create power dynamics.

• How did it feel to make a Paseo protocol for yourself? How often do you think about your social identities in that way?