Equity in Walla Walla Public Schools begins by recognizing the diversity of our lived experiences and commits us to actions and attitudes that ensure a universal sense of belonging and the collective flourishing of our community.

We see you.
We value you.
We listen to you.
We believe in you.

You belong here.

The board is committed to identifying and addressing barriers and unhealthy cultures so that belonging, participation and achievement is maximized.  Focusing our equity lens on belonging allows us to ensure a healthy district culture and student experience, with careful and deliberate consideration to individual dignity, needs and circumstances.

Because the board acts through its policies, it is important that board policies demonstrate its commitment to an environment that fosters cultural competency, diversity, equity, and inclusion. The board should also demonstrate various ways in which it recognizes and appreciates the diversity of our experiences. By demonstrating the above, the board reveals actions and attitudes through policy that fosters belonging and collective flourishing. 

This policy, and each other policy it references, promotes an educational mission layered by a commitment to create an environment that fosters cultural competency, diversity, equity, and inclusion. The district will maintain on its website, in accessible language, a detailed overview of the consolidated requirements of these linked policies, and clear reporting mechanisms for perceived violations of practice.

Definitions

•    “Cultural competency” includes knowledge of student cultural histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students’ experiences and identifying cultural contexts for individual students.

•    “Diversity” describes the presence of similarities and differences within a given setting, collective, or group based on multiple factors, including race and ethnicity, gender identity, sexual orientation, disability status, age, economic status, religion, geography, primary language, culture, and other characteristics and experiences.

•    “Equity” includes developing, strengthening, and supporting procedural and outcome fairness in systems, procedures, and resource distribution mechanisms to create equitable opportunities for all individuals. The term also includes eliminating barriers that prevent the full participation of individuals and groups.

•    “Inclusion” describes intentional efforts and consistent sets of actions to create and sustain a sense of respect, belonging, safety, and attention to individual needs and backgrounds that ensure full access to engagement and participation in available activities and opportunities.

Curriculum
Policy and Procedure 2020 (Course Design, Selection and Adoption of Instructional Materials) addresses selecting instructional materials. Several aspects of Procedure 2020 ensure that the district selects instructional material that supports its commitment to equity and belonging.

In compliance with RCW 28A.345.130, the board, within available materials, adopts inclusive curricula and selects diverse, equitable, inclusive, and age-appropriate instructional materials that include the histories, contributions, and perspectives of historically marginalized and underrepresented groups including, but not limited to, people from various racial, ethnic, and religious backgrounds; people with differing learning needs; people with disabilities, LGBTQ people as the term is defined in RCW 43.114.010; and people with various socioeconomic and immigration backgrounds.

In adopting curricula and selecting instructional materials, the board seeks curricula and instructional materials that are as culturally and experientially diverse as possible, recognizing that the availability of materials that include the histories, contributions, and perspectives of historically marginalized and underrepresented groups may vary. 

In selecting instructional materials, the district looks at the degree to which they are free of stereotyping and other forms of bias, recognizing that under certain circumstances, biased materials may serve as appropriate resources to present contrasting and differing points of view, and biased materials may be employed to teach students about bias, stereotyping, and propaganda in historical or contemporary contexts.

Procedure 2020 also offers parents a process to challenge and complain about instructional materials.

Students with Disabilities
Policy and Procedure 2161 (Special Education and Related Services for Eligible Students) and Policy and Procedure 2162 (Education of Students with Disabilities Under Section 504 of the Rehabilitation Act of 1973) address various ways the district values and serves students with disabilities.

The board recognizes that students who qualify as disabled under its policies can improve their educational performance when they receive special education and related services tailored to fit their needs. Special education programs for eligible students are an integral part of the general educational programs of this district. 

Likewise, the board recognizes students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 (Section 504) and is committed to identifying, evaluating, and providing those students with appropriate educational services. Section 504 is a federal civil rights law passed by Congress that protects the rights of individuals with disabilities in our schools. 

Discrimination and Harassment
A significant part of the district’s commitment to creating an environment that fosters cultural competency, diversity, equity, and inclusion is ensuring compliance with state and federal anti-discrimination laws. Accordingly, the board has several policies and procedures that prohibit discrimination and harassment of students and staff. 

The following policies and procedures prohibit discrimination, harassment, intimidation, or bullying of students: Policy and Procedure 3205 (Sexual Harassment of Students Prohibited), Policy and Procedure 3207 (Prohibition of Harassment, Intimidation and Bullying of Students), Policy and Procedure 3210 (Nondiscrimination – Students), and Policy and Procedure 3211 (Gender-Inclusive Schools). 

Many of these policies are accompanied by procedures that include complaint processes when people have reason to believe they have been discriminated against, harassed, intimidated, or bullied. These procedures play a crucial role in creating a sense of belonging and supporting the collective well-being of our community by ensuring there is a clear process for accountability.

The following policies and procedures prohibit the discrimination and sexual harassment of staff and provide complaint processes for staff to use when they believe they have been discriminated against or harassed: Policy and Procedure 5010 (Nondiscrimination and Affirmative Action) and Policy and Procedure 5011 (Sexual Harassment of Staff Prohibited). 

In accordance with Procedure 3205 and Procedure 5011, the superintendent or designee will convene a committee to review the use and efficacy of Policy and Procedure 3205 and Policy and Procedure 5011. Based on the review, the superintendent or designee will prepare a report for the board.

In accordance with Policy 3207, the board may request an annual review of Policy and Procedure 3207. The board may also request that a task force be created to address any concerns or ongoing issues that policy and procedure are to address.

The board may also request a review of Policy and Procedure 3210 and Policy and Procedure 5010. 

Student Discipline
Under Policy 3241 (Student Discipline), the board focuses on every student's educational achievement. The district holds high expectations for all students and strives to provide all students with the opportunity to achieve personal and academic success. The board intends that student discipline be implemented to support a positive school climate, maximize instructional time as appropriate, and increase equitable educational opportunities. 

Thus, the district will observe students’ fundamental rights and will administer discipline in a manner that does not unlawfully discriminate against a student on the basis of sex, race, creed, religion, color, national origin, sexual orientation, gender expression, gender identity, disability, or the use of a trained dog guide or service animal. 

Moreover, before administering an in-school or short-term suspension, the district will consider the student’s individual circumstances and the nature and circumstances of the behavioral violation to determine whether the suspension and its length are warranted.

In addition, the board embraces reengagement plans when required by Procedure 3241. The district must collaborate with the student and parents to develop a culturally sensitive and culturally responsive reengagement plan tailored to the student’s individual circumstances to support the student in successfully returning to school. In developing a reengagement plan, the district must consider the nature and circumstances of the incident that led to the student’s suspension or expulsion and, as appropriate, the student’s cultural histories and contexts, family cultural norms and values, community resources, and community and parent outreach.

Transitional Bilingual Instruction Program
The district provides a transitional bilingual program for children whose primary language is not English and whose English skills are sufficiently deficient or absent to impair learning. The program is described in Policy and Procedure 2110 (Transitional Bilingual Instruction Program).

As stated in that policy, the board is highly committed to ensuring an equal educational opportunity for every student, including children whose primary language is not English, and whose English skills are sufficiently deficient or absent to impair learning. The district’s transitional bilingual instruction program is an example of actions and attitudes that foster a sense of belonging and the collective flourishing of our community by designing a program to enable students to achieve competency in English. The board of directors will annually approve the district’s transitional bilingual instruction program.

To ensure accountability and in accordance with Procedure 2110, the superintendent or designee will annually report on the status of the district’s transitional bilingual instruction program.

Language Access and Effective Communication
The board believes it is critical to address language barriers and is committed to improving meaningful, two-way communication and promoting access to district programs, services, and activities for students, their parents, and their families. The board recognizes that students whose family members are multilingual English learners are assets to the community. It is crucial that the district seeks to address language barriers and does so free of charge. 

To assist with that, the board has adopted Policy 4218 (Language Access), accompanied by Procedure 4218. The policy and procedure describe the district’s language access program for culturally responsive, systematic family engagement.

The district is committed to ensuring that any communications regarding district-sponsored programs, activities, meetings, and services are effectively communicated to individuals with disabilities, including those with impaired hearing, vision, or speech. Policy and Procedure 4217 (Effective Communication) describe how the district will effectively communicate.

The board may request information regarding the district’s language access program and its efforts to effectively communicate with individuals with disabilities. 

Family Engagement
Consistent with the district’s Strategic Plan Goal #4, the district recognizes that family engagement helps students in Title I, Part A programs achieve academic standards. Thus, the board has adopted Policy 4130 (Title I, Part A – Family Engagement) to promote family engagement. In alignment with the district’s commitment to equity and belonging, this policy acknowledges the diverse needs, voices, and experiences of families within our community. By actively involving families as partners in education, the district seeks to create a school climate where every family feels welcomed, respected, and empowered to support their child's learning and growth.

In accordance with Procedure 4130, the district will conduct an annual evaluation of the content and effectiveness of its policy and procedure.

Social-Emotional Climate
The district is committed to nurturing a positive social-emotional climate in its schools. Policy and Procedure 3112 (Social Emotional Climate) provide a framework for how the district will support and promote school and district action plans that create, maintain, and nurture physically, emotionally, and intellectually safe, respectful, and positive school and classroom environments that foster equitable, ethical, social, emotional, and academic education for all students. The board believes that every school community member should be treated with dignity, should have the opportunity to learn, work, interact, and socialize in physically, emotionally, and intellectually safe, respectful, and positive school and classroom environments, and have the opportunity to experience high-quality relationships.

School Improvement Plans
As provided by Policy 2005 (School Improvement Plans), the board requires that each school develop and adopt a school improvement plan that is responsive to the unique needs of its student population. These plans serve as strategic frameworks to guide continuous improvement in academic outcomes, school climate, and overall student well-being.

Each school improvement plan or process must address a range of elements, including key educational equity factors such as gender, race, ethnicity, culture, language, socioeconomic background, and physical and mental ability. By intentionally examining disparities in access, opportunity, and outcomes, schools are expected to identify and dismantle barriers that prevent all students from thriving.

The inclusion of these equity factors reflects the district’s broader commitment to fostering inclusive learning environments where every student feels valued, supported, and empowered to succeed. Schools will use disaggregated data, stakeholder input, and evidence-based practices to inform their plans and ensure they are actively advancing educational justice. The board supports this work as foundational to building a more equitable, inclusive, and high-achieving district for all learners.

Mastery-Based Learning and Credit
Under various mastery-based learning policies and to ensure cultural responsiveness and equity in awarding mastery-based credit, the district will collect and annually review disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district will take appropriate action to ensure equitable access to these crediting opportunities.

Academic Opportunities
The district will ensure that information about advanced placement and honors classes, highly capable programs, and other academic opportunities is equitably distributed to families from all backgrounds in languages they understand. The board endeavors to ensure that non-academic factors will not prevent students from accessing academic opportunities they would otherwise be eligible to participate in.

Non-curriculum related student groups
The board believes that student groups provide opportunities for students to connect with others who have similar interests and backgrounds, and also to meet people from different backgrounds.

The board supports Policy and Procedure 2153 (Non-Curriculum Related Student Groups), which lets students create groups that aren't part of their regular school classes.

Access to Extracurricular Activities
The board recognizes that participation in extracurricular activities is a vital part of a well-rounded educational experience and contributes significantly to students’ academic success, social development, and sense of belonging. In alignment with the district’s equity goals, efforts will be made to ensure that all students—regardless of socioeconomic status, transportation availability, family responsibilities, or other potential barriers—have equitable access to extracurricular opportunities.

When directed by the board, the district will initiate a systematic investigation into barriers that prevent students from participating in extracurricular programs. Examples of such barriers may include a lack of after-school transportation, program fees, scheduling conflicts, limited outreach to families, or inaccessible facilities. The superintendent will designate a qualified staff member to lead this research effort, which may include data collection, student and family surveys, focus groups, and consultation with school and community stakeholders.

Once the research is completed, the designated staff member will report the findings to the superintendent and work collaboratively to develop actionable, equity-driven solutions aimed at reducing or eliminating identified barriers. Solutions may include—but are not limited to—adjustments to transportation schedules, the implementation of fee waivers or subsidies, expanded program availability, and targeted outreach to historically underserved student groups.

The superintendent will then present both the findings and the proposed solutions to the board for review and discussion. This process ensures that decision-making around extracurricular programming is informed, transparent, and rooted in the district’s commitment to access, inclusion, and student success for all.

Selection of Staff
As provided by Policy 5000 (Recruitment and Selection of Staff), the superintendent establishes necessary staff positions to provide the district’s comprehensive program of education. The superintendent establishes the necessary skills, competencies, qualifications, education, experience, and past performance levels for each position, as it relates to the district’s comprehensive program of education, and the goal of continued improvement in student learning. Selection of staff is based on which candidate is the most qualified for the position, and is made pursuant to the district’s standard screening, interview, reference check process, and equity requirements.

The district will practice inclusive hiring practices and culturally responsive retention strategies that support and value diversity in its staff. Recruiting, screening, and interview teams will be trained in cultural competency to seek out diverse perspectives, experiences, and backgrounds that enrich the makeup of our staff and provide students with inspiring role models.

Board and Staff Training
The board embraces that each board member and district staff must receive training regarding cultural competency, diversity, equity, and inclusion.

The board also acknowledges and embraces that the Professional Education Standards Board (PESB) has developed cultural competency, diversity, equity, and inclusion (CCDEI) standards for educators. 

The board is committed to following the CCDEI standards developed by the PESB within the district. Therefore, district staff are expected to adhere to those standards while carrying out their responsibilities as district employees.

The board may request the superintendent or designee to report on the district’s efforts to train its staff regarding the CCDEI standards for educators and to implement those standards.    

Cultural Awareness and Recognition
We value the diversity of our community and recognize the importance of celebrating this diversity within the learning environment. The district will maintain a comprehensive listing of monthly Cultural Awareness and Recognitions on its website. The superintendent will encourage schools to include these events in assemblies, displays, announcements and other materials as warranted.

Students on the Board
The board seeks to maintain two student board representatives pursuant to Policy 1250 (Students on Governing Boards). Recognizing the impressive diversity of experience and background amongst the district’s student body, the board will seek to select students who are able to represent such diversity of thought and perspective.

Envisioning the Future of the District
As described by Policy 1005 (Key Functions of the Board) the board, with participation by the community, shall envision the future of the district's educational program and formulate goals, define outcomes and set the course for the district. This will be done within the context of racial, ethnic, and religious diversity and with a commitment to education excellence and equity for all students.

Implementation and Annual Reporting Requirements
The superintendent is required to develop procedures to implement this policy, including an action plan with clear accountability and metrics.  At least annually, the superintendent shall report to the School Board on the progress towards achieving the goals outlined in this policy.  The report shall be based on annual goals set in partnership with the superintendent and the School Board.

Each year, an administrative committee comprising students, staff and parents will review this policy and may provide recommendations for improvement for board consideration.

Cross References:
Policy 1005 Key Functions of the Board
Policy 1250 Students on Governing Boards
Policy 2005 School Improvement Plans
Policy 2020 Course Design, Selection and Adoption of Instructional Materials
Policy 2110 Transitional Bilingual Instruction Program
Policy 2153 Non-curriculum Related Student Groups
Policy 2161 Special Education and Related Services for Eligible Students
Policy 2162 Education of Students with Disabilities Under Section 504 of the Rehabilitation Act of 1973
Policy 2401 Financial Education Mastery-Based Learning and Credit
Policy 2402 English Language Arts Mastery-Based Learning and Credit
Policy 2403 Math Mastery-Based Learning and Credit
Policy 2404 Science Mastery-Based Learning and Credit
Policy 2405 Social Studies Mastery-Based Learning and Credit
Policy 2406 The Arts Mastery-Based Credit
Policy 2407 Health and Physical Education Mastery-Based Credit
Policy 2409 World Language Mastery-Based Credit
Policy 3112 Social Emotional Climate
Policy 3205 Sexual Harassment of Student Prohibited
Policy 3207 Prohibition of Harassment, Intimidation and Bullying of Students
Policy 3210 Nondiscrimination – Students
Policy 3211 Gender-Inclusive Schools
Policy 3241 Student Discipline
Policy 4130 Title I, Part A – Family Engagement
Policy 4217 Effective Communication
Policy 4218 Language Access Program
Policy 5000 Recruitment and Selection of Staff
Policy 5010 Nondiscrimination and Affirmative Action
Policy 5011 Sexual Harassment of Staff Prohibited

Legal References:
RCW 28A.343.100 Governance training program
RCW 28A.345.115 School director governance—Cultural competency, diversity, equity, and inclusion—Report
RCW 28A.345.120 School director governance—Cultural competency, diversity, equity, and inclusion—Trainings
RCW 28A.410.260 Washington professional educator standards board—Cultural competency, diversity, equity, and inclusion standards of practice
RCW 28A.410.265 Washington professional educator standards board—Certification—cultural competency, diversity, equity, and inclusion standards of practice
RCW 28A.415.443 Definitions
RCW 28A.415.445 Professional learning days—Mental health topics—cultural competency, diversity, equity, and inclusion

Adopted:  June 3, 2025