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Overview and Purpose

Establishing an Ethnic Studies program that meets the goals identified in the Ethnic Studies Model Curriculum can be a challenging, yet exciting endeavor. The process requires a long term commitment to careful listening, recognizing, and addressing diverse perspectives of all stakeholders. It’s important that all voices be considered from the beginning to the end of the process to garner and maintain support when implementing your plan.

As stated in the Ethnic Studies Model Curriculum:

Governing boards should make (these) decisions through an open and public process that provides for public input and teacher leadership throughout the process. It is important that all steps related to the development of a local curriculum, including the selection of materials, are transparent and involve all stakeholders in the community. This process can be time-consuming and difficult, but it is the best way to ensure that the materials used are high quality and support effective instruction and student learning.¹

The purpose of Step One is to provide guidance for establishing an Ethnic Studies Committee, developing a timeline, determining logistics, and organizing tasks for the Committee to function as a professional learning community.

Materials Needed

Action Steps

Action Step 1.1 Garner Leadership Support
Action Step 1.2 Assemble an Ethnic Studies Committee
Action Step 1.3 Plan Timeline and Logistics
Action Step 1.4 Conduct Study Sessions with Committee Members

Action Step 1.1: Garner Leadership Support

Ensure that your district, school board, and site administration support the development and implementation of an ethnic studies program. Introduce a resolution to be adopted by your school board.

Task 1.1a Leadership Support

Create a list of individuals who have expressed support for the development and implementation of an ethnic studies program for our schools/district.

Download Tool 1.1a

Task 1.1b School Board Resolution

Take some time to review board resolutions adopted by various districts in California. Identify elements you may want to include in a resolution for consideration by your school board of education. You may review the following sample board resolutions:

Download Tool 1.1b

Action Step 1.2: Assemble an Ethnic Studies Committee

Task 1.2a Ethnic Studies Committee Roster

Identify a facilitator to lead the committee. Compile a list of potential members. Include individuals who have knowledge of and expertise in the following documents:

History-Social Science Framework for California Public Schools, Kindergarten Through Grade Twelve
Ethnic Studies Model Curriculum
Sections 51225.3 and 51226.7 of the Education Code per AB 101, and research on the efficacy of K-12 ethnic studies —from developing strong cultural and academic identity, building academic skills within elementary, middle, and high school teachers to facilitating civic engagement with a service and problem-solving orientation.

Create a list of the members of the Ethnic Studies Committee. Identify the group(s) they represent.

It is suggested that the Ethnic Studies Committee include representation from the following:

School Administrators
History-Social Science Teachers
Teachers representing other subject areas, e.g., ethnic studies, english language arts, visual and performing arts, special education, English Language Development
Grade-span expertise: K–2, 3–5, 6–8, 9–12
Instructional technology expertise
Parents and Families
Students
California Native American Tribes and Tribal organizations
Higher education institutions
Relevant community organizations
County Office of Education

Download Tool 1.2a

Action Step 1.3: Plan Timeline and Logistics

Keep in mind, districts are not required to implement an ethnic studies course until the 2025-26 school year. The earlier you begin the process, the more time you will have to study, dialogue, analyze various options, adopt a plan, and begin implementation in a strategic, smooth manner.

Review the Six Steps of the Ethnic Studies Adoption Toolkit in order to establish an adoption timeline.
Set dates and times for meetings.
Establish a platform (e.g., Google Docs, Dropbox) to house relevant resources (e.g., History-Social Science Framework, History-Social Science Toolkit, district data, completed charts, meeting notes).
Consider sharing information about the process for adopting and implementing Ethnic Studies with community stakeholders.

Task 1.3a Review the Six Steps of the Toolkit

Examine the Six Steps of the Ethnic Studies Adoption Toolkit in order to establish an adoption timeline. Take notes on the form below.

Download Tool 1.3a

Task 1.3b Meeting Timeline

Scheduling meeting times is always a challenge. Identify dates and times that are convenient for the committee to meet, either in person or virtually. Agenda topics may change as you begin the work.

Download Tool 1.3b

Task 1.3c Establish a Platform to House Relevant Resources

Sharing resources and working documents internally and externally is important for creating a culture of trust and transparency. Consider the following elements as you establish a platform that is accessible, secure, and easy to utilize.

Can items be shared, viewed, and/or edited easily?
Is there an option for items to be secure and not altered or shared?
Where can the platform be housed?
Is there a cost to develop or maintain the platform?
Who will be designated to maintain the platform?

Once a platform is established, consider sharing information about the process for adopting and implementing ethnic studies with community stakeholders.

Download Tool 1.3c

Action Step 1.4: Conduct Study Sessions with Committee Members

Before beginning the journey to develop or adopt an ethnic studies program, it is important for a committee to be established and for members to commit to working together as a professional learning community. Select a committee leader who shares qualities or attributes of a professional learning community in order to discuss/guide discussion about why operating as a professional learning community is important and lead a focused discussion around norms/behaviors that the committee commits to in order to assure that their individual and collective behavior is consistent with that of a group committed to serving as a professional learning community.

Organize a number of study sessions to carefully review documents listed below, dialogue, and discuss the implications for your school district.

Assembly Bill 101 Pupil instruction: high school graduation requirements: ethnic studies, by Assemblymember Jose Medina, Chapter 661 of the Statutes of 2021, amended Sections 51225.3 and 51226.7 of the Education Code that established ethnic studies as a high school graduation requirement.
History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve
- Chapter 14, Ethnic Studies, pages 310-314.
- Chapter 20, Access and Equity
- Appendix E, Educating for Democracy: Civic Education in the History-Social Science Curriculum.
Educating for American Democracy
- The Roadmap to Educating for American Democracy
- Pedagogy Companion to The Roadmap to Educating for American Democracy
Ethnic Studies Model Curriculum
- Preface
- Chapter 1: Introduction and Overview
- Chapter 2: District Implementation Guidance

Task 1.4a Assembly Bill 101, Medina. Pupil instruction: high school graduation requirments: ethnic studies

Assembly Bill 101 by Assemblymember Jose Medina, Chapter 661 of the Statutes of 2021, amended Sections 51225.3 and 51226.7 of the Education Code established ethnic studies as a high school graduation requirement. The bill was signed into law by Governor Newsom on October 8, 2021.

Organize a study session to carefully review Assembly Bill 101, Medina. Pupil instruction: high school graduation requirements: ethnic studies, and California Education Code 51226.7, amended in 2021. Dialogue and discuss the implications for your school district.

Download Tool 1.4a

Task 1.4b History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Chapter 14, Ethnic Studies, pages 310-314

The History-Social Science Framework for California Public Schools was adopted by the State Board of Education in 2016.

Chapter 14 provides a clear definition of Ethnic Studies, an explanation of why it is important, what forms it can take, and the types of constructive actions students can take to improve their communities.

Organize a study session to carefully review History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Chapter 14, Ethnic Studies, pages 310-314. Dialogue and discuss the implications for your school district.

Download Tool 1.4b

Task 1.4c History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Chapter 20, Access and Equity

Chapter 20 addresses important issues surrounding access and equity with attention to culturally responsive teaching.

Organize a study session to carefully review History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Chapter 20, Access and Equity. Dialogue and discuss the implications for your school district.

Download Tool 1.4c

Task 1.4d History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Appendix E, Educating for Democracy: Civic Education in the History-Social Science Curriculum

Civic engagement is a key element of ethnic studies. This document highlights essential understandings of the civic knowledge, skills, and dispositions needed by students to become socially and politically empowered to pursue and achieve justice and equity.

Organize a study session to carefully review History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Appendix E, Educating for Democracy: Civic Education in the History-Social Science Curriculum. Dialogue and discuss the implications for your school district.

Download Tool 1.4d

Task 1.4e The Roadmap to Educating for American Democracy

Civic engagement is a key element of ethnic studies. Educating for American Democracy (EAD) is an unprecedented effort that convened a diverse and cross-ideological group of scholars and educators to create The Roadmap to Educating for American Democracy— guidance and an inquiry framework that states, local school districts, and educators can use to transform teaching of history and civics to meet the needs of a diverse 21st century K–12 student body.

Organize a study session to carefully review Roadmap to Educating for American Democracy. Dialogue and discuss the implications for your school district.

Download Tool 1.4e

Task 1.4f Pedagogy Companion to The Roadmap to Educating for American Democracy

The EAD Pedagogy Companion to the Roadmap for Educating American Democracy is designed to support classroom teachers, students, and district and community stakeholders. Importantly, it presents the Six Core Pedagogical Principles exemplified by the “EAD teacher,” designed to focus educators’ effort on techniques that best support the learning and development of student agency required of history and civic education.

Organize a study session to carefully review Pedagogy Companion to the Educating for American Democracy Roadmap. Dialogue and discuss the implications for your school district.

Download Tool 1.4f

**Task 1.4g Ethnic Studies Model Curriculum, Preface**

The Ethnic Studies Model Curriculum was adopted by the State Board of Education on March 18, 2021. It is a guidance document that provides support to teachers and administrators in developing courses and/or instructional content in a specific topic area. It is not a complete classroom curriculum or instructional materials; it is intended as a resource.

The Preface provides the legislative background, a focus on four foundational disciplines, and the State Board of Education guidelines.

Organize a study session to carefully review the following sections in the Ethnic Studies Model Curriculum, Preface:

Legislation
Focus on Four Foundational Disciplines
State Board of Education Guidelines

Dialogue and discuss the implications for your school district.

Download Tool 1.4g

**Task 1.4h Ethnic Studies Model Curriculum, Chapter 1: Introduction and Overview**

Chapter 1 provides an introduction and overview of ethnic studies that includes a definition, the history of ethnic studies, its benefits, approaches for teaching ethnic studies, guiding values and principles, and the eight outcomes of K-12 ethnic studies teaching.

Organize a study session to carefully review the following sections in the Ethnic Studies Model Curriculum, Chapter 1: Introduction and Overview:

Why Teach Ethnic Studies in a K-12 Environment?
Defining Ethnic Studies
The History of Ethnic Studies
The Benefits of Ethnic Studies
How Do You Teach Ethnic Studies in a K-12 Environment?
Guiding Values and Principles of Ethnic Studies
Eight Outcomes of K-12 Ethnic Studies Teaching
The Ethnic Studies Model Curriculum for K-12 Education

Dialogue and discuss the implications for your school district.

Download Tool 1.4h

**Task 1.4i Ethnic Studies Model Curriculum, Chapter 2: District Implementation Guidance**

Chapter 2 provides guidance for district implementation that includes key considerations for district and site administrators, a guide to developing a local curriculum, integrating stakeholders and community, and selecting existing curricula and instructional materials.

Organize a study session to carefully review the following sections in the Ethnic Studies Model Curriculum, Chapter 2: District Implementation Guidance:

Key Considerations for District and Site Administrators
Guide to Developing a Local Curriculum with Ethnic Studies Principles
Integrating Stakeholders and Community
Selecting Existing Curricula and Instructional Materials

Dialogue and discuss the implications for your school district.

Download Tool 1.4i

Step One
Establish a Committee

Step Two
Develop the District Lens

Step Three
Investigate Course Options

Step Four
Consider Specific Curriculum Options

Step Five
Make Decisions

Step Six
Prepare for Implementation

The Ethnic Studies Adoption Toolkit was developed by the Los Angeles County Office of Education