Elect David Berg
School Director Position #4
David Berg is the Right Choice for Puyallup Schools
David and his wife, Carrie, have been a part of the Puyallup community for 20 years. They have raised three sons here, two who are Puyallup School District graduates and one who is member of the class of 2024.
David has 17 years of experience advocating for public education and has a demonstrated history of working in the civic & social organization industry. He has been actively engaged in work leading to policy change at the state and local level. David has been invited to speak about education and advocacy to parents, teachers, and other advocates from Puyallup to Bellingham to Longview to Ellensburg, and even to Washington D.C.
David has written and co-written legislative proposals with teams of other passionate advocates and has helped build consensus on controversial issues. Some of his work was adopted as the official positions of statewide organizations. He has testified to Legislators on education issues many times and seen some of his proposals win unanimous bi-partisan support in floor votes in Olympia on their way to being signed into law.
Reopening our school buildings is only one part of the path forward for our students. Listening to our students, parents, and teachers will be crucial to making the decisions that will lead to the long-term success of the Puyallup School District.
David recognizes that the next few years will bring unique challenges to our schools. Reopening our school buildings is only one part of the path forward for our students. Listening to our students, parents, and teachers will be crucial to making the decisions that will lead to the long-term success of the Puyallup School District. He is ready to work with the other Directors on the Puyallup School Board to build that future.
Diversity, Equity, and Inclusion
When I say that I believe in diversity, equity, and inclusion, I’m not speaking in code. I’m not trying to covertly insert some other belief system. I’m not trying to scare you. So why should we be concerned about diversity, equity, and inclusion here in Puyallup?
Our schools are much more diverse than our community as a whole, and have become significantly more diverse in recent years. Census data says that Pierce County is about 67% white, and Puyallup close to 78% white. Our schools are closer to 50% white, and a third of the schools in the Puyallup School District are majority minority. There is much more to our identity than the race we might choose to label ourselves with on a form. Racial identity is a placeholder that provides one way to recognize our students have different lived experiences. As the composition of our district has changed, recognizing those different lived experiences has become more important.
Our District website is accessible in ten languages in addition to English. Five years ago, the District reported that more than 50 different languages were spoken in the homes of our students. Census data estimates that 10% of Puyallup families speak a primary language other than English at home. More than 12% of our students have disabilities. Surveys indicate that between 5 and 10% of our population identify as LGBTQ+. Providing an inclusive environment for our students requires that we are also providing an inclusive environment for their families. If we’re not talking about diversity, equity, and inclusion, we’re failing the children of our District and their families.
First and foremost, our children have to feel safe and welcomed in their schools. Several years ago. I was a part of a PTA that made welcome signs in each of the languages spoken in the homes of our school’s students. One morning, PTA members, school staff, and other students lined the walkway to our building holding up those signs for every child to see as they entered school. Our principal then held a brief assembly, inviting the children to be recognized as each welcome sign was read in their language. The original plan was to post those signs at the main entrance of the school after the assembly for each child and their family to see every day. Instead students, seeing that simple symbol they were welcome and included in our community, wanted to keep the signs and bring them home to their families right away.
Messages of inclusion go beyond recognizing we come from different places. We have to be aware there are many reasons children can feel excluded. We can’t let economic barriers keep our children from being able to participate fully in our schools. Whether that’s finding a way to provide internet access for students who might otherwise not be able to afford it, or reducing the costs of participating in sports, band and orchestra, the Advanced Placement program, Running Start, or any other place where finances could limit access, we have an obligation to support and include each child. The same can be said for our students with disabilities, our students experiencing homelessness, our highly mobile students, students in foster care, or students with a military parent. Each of those characteristics brings with it unique challenges and might require different interventions or accommodations. In the end, it’s up to each of us to make sure that each child feels safe and welcomed so that learning can begin. Providing what is necessary and appropriate for each child is to act with equity in mind.
Throughout my years of advocacy, I’ve repeatedly been involved in discussions about achievement gaps and opportunity gaps. You can see what some of those gaps look like in Puyallup using OSPI’s Report Card and selecting the Diversity Report. Those gaps didn’t just happen. They were the result of decisions that were made that did not create equitable opportunities for all children. We can identify areas for improvement. We can identify groups of children who could benefit from different interventions. We can, and must, do better by those children. We can do that by paying attention to diversity, equity, and inclusion.
The Washington State Legislature recently passed a bill that mandates the Washington State School Directors’ Association (WSSDA) develop cultural competency , diversity, equity, and inclusion (CCDEI) standards for school governance, and that the Professional Educator Standards Board (PESB) update its CCDEI standards to provide for one day of professional learning in CCDEI every other year.
How did they define diversity, equity, and inclusion?
- “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, educational 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, and also includes eliminating barriers that prevent the full participation of individuals and groups; and
- 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”
Some are attacking that as critical race theory. I don’t see it that way. I see it just the way I described it above. Our children have had different lived experiences for any number of reasons. They come from diverse backgrounds. Our children may need different things to allow them access to the opportunities they need to fully participate in our schools. We need to address their needs keeping equity in mind. Our schools must make intentional efforts to respect our students and provide them a safe environment in which they can belong and fully participate. Inclusion in our schools in essential.
We all want the best for our students. We want them to feel safe and included. We want them to get the services they need to achieve, and the provision of equitable services best moves us towards that goal. We’re all starting in different places having lived different experiences, and the growing diversity of our community has made understanding that and responding to that more important than ever. It’s the job of the school board to make sure we continue to move in the right direction.
Curriculum Adoption and the School Board
I recently wrote about the job of a school director. Each School Board in the state has defined its role and the role of a school director in its governing documents. Puyallup’s Board believes that at its core, the board must ensure that “students will have ample opportunity to achieve their individual and collective learning potential.” The operation of a school district is a complex process, involving a broad range on interests. In serving those interests, the Board has adopted a number of District Policies that seek to define the roles and responsibilities of everyone involved.
One of the tasks of a School Board as adopted in our District Policies is to give final approval during the curriculum adoption process. The entire process is spelled out in Board Policy 2020R. The role of the Certificated Teaching Staff, Principal, Assistant Superintendent, Instructional Materials Committee, Superintendent and School Board are clearly defined, as illustrated in the Policy.
Certificated Teaching Staff are to identify core material. The Instructional Materials Committee, which may include parents, will evaluate and recommend core materials for approval, and will “evaluate and act upon citizens’ requests for reconsideration of core materials.” The criteria for the selection of instructional materials is also defined. I added emphasis on points E and H below.
Criteria for Selection of Core/Alternative Core Instructional Materials
Core instructional materials shall be selected based upon the degree to which they:
A. Demonstrate likelihood of impact as shown by scientific or evidence-based research;
B. Enable implementation of the district’s developed curriculum and meet state standards and College Readiness requirements;
C. Provide sufficient flexibility to meet the varied needs and abilities of the students served;
D. Provide clear and appropriate differentiation components for English Language Learners, special education students, students with academic opportunity gaps, and highly capable students;
E. Where appropriate, present balanced but differing views of issues, controversial or otherwise, in order that students may develop critical analysis and informed decision-making skills;
F. Demonstrate consideration of appropriate format(s) (including technological, visual, and/or auditory components);
G. Support equitable access to learning and learning materials for all students; including the provision of appropriate, high-quality accessible instructional materials to all students with disabilities who require them; and
H. Are free of stereotyping and gender, race, class, 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 in order to teach students about bias, stereotyping, and propaganda in historical or contemporary contexts. The Washington Models for the Evaluation of Bias Content in Instructional Materials, published by the Office of Superintendent of Public Instruction (OSPI) should be consulted in the selection process to further to the goal of eliminating content bias.
So why am I writing about this now?
During the May 24th School Board meeting, the Director of Instructional Leadership presented to the Board a recommendation to adopt a new 9th Grade Modern World History Curriculum. You can see full details of their recommendation in the Agenda for the May 24th meeting, and I’ve linked the specific recommendation here.
The stated plan was to present the proposed new instructional materials for a first reading and consideration at the meeting on the 24th, and to hold a second reading during the June 7th meeting before asking for a vote from the Board. Despite beginning the process in 2019, some questions and comments were made by Directors during the meeting that questioned the content of the material, and how America was portrayed in the World History Curriculum. The new curriculum has now been pulled from the June 7th agenda to allow Board Members to gather additional information before voting.
“The committee overwhelmingly selected the TCI materials, both for the content it covered, the amount of learning strategies & resources offered, as well as the support and structure for new teachers.”
Modern World history curriculum adoption instructional materials committee review
I’m very concerned about the introduction of politics into this process at this late date, and particularly during a time when Boards across the country are finding themselves attacked for supporting concepts of equity, diversity of opinion, and addressing how certain perspectives in history have dominated discussions. The objections raised during the Board meeting weren’t about the process, or about the recommendation of the teachers. In the report of the Instructional Materials Committee, “[t]he committee overwhelmingly selected the TCI materials, both for the content it covered, the amount of learning strategies & resources offered, as well as the support and structure for new teachers.” Our policies explicitly recognize that some concepts will need to include differing views of issues, so that students can develop critical thinking skills. Still, the objection seemed to fall back on whether the world history curriculum was sufficiently pro-American and too welcoming of differing views of historical events.
Our Certificated Teaching Staff has done their job and made their recommendation. Our Instructional Materials Committee reviewed the recommendation and followed the processes outlined for them by the Board. There were opportunities for involvement and review before May 24th. The texts and samples of the curriculum have been available to the Board and to the public online and at each of our Junior High Schools since April 27th.
I’ve heard repeatedly from parents that they don’t feel like the District and the Board are adequately seeking their input before decisions are made. Even more clearly, you’ve told me that you don’t believe that the District and the Board LISTEN to that input when it is welcomed. There is absolutely room to improve our processes and to do a better job of engaging our community in decision making. In this case, the input of teachers was sought according to policy, received and acted upon according to policy, and then disregarded — at least for right now — because of politics. That should concern us all.
I will be at the June 7th Board Meeting to express my concerns. The public is always invited to sign-in for in-person public comment before each meeting. You can also request to make a comment virtually by emailing Beth Kerrick at kerricba@puyallup.k12.wa.us by 4:00 p.m. Monday with your name and topic. Please put “Public Comment” in the subject line of your email. Your name will be called by the Board President during the public comment portion of the agenda. Public comments are limited to three minutes in length, and guidelines are posted on the District website.
The Job of a School Director
A school director’s job is to represent the voice of the community. I’m not campaigning to implement a personal or political agenda. I’m campaigning to ensure that each of our students is given the structures and supports they need to learn and grow. I’m campaigning to ensure that our entire community is engaged in decision making in our District.
The time I’ve spent as a classroom volunteer, a PTA board member, and an active advocate for education have helped me form some strong opinions about the things I’ve seen that work well, and the things I’ve seen that need to be improved. I’m sure that each of you have your own opinions, and we might not always agree. I want to hear from you. I want to know what has worked best for your students, for your classrooms, and for your schools. I want to know what hasn’t worked. Over the last 17 years I’ve seen my sons have successes and seen them have to face challenges. My experiences aren’t yours, though, and we can learn from each other.
Every school board in our state has adopted policies that define the role of the board and the school directors. Puyallup’s board adopted its key functions in 1997, and most recently revised those functions in 2012. The role of the board is to connect our community to our schools in support of our students. At its core, the board must ensure that “students will have ample opportunity to achieve their individual and collective learning potential.” The key functions adopted by the board to meet that goal are:
Vision and Responsible Governance:
The board, with participation by the community, will envision the future of the school district’s educational program and formulate goals, define outcomes and set the course for the school district. This will be done within the context of racial, ethnic and religious diversity and with a commitment to educational excellence and equity for all students.
Structure and Creating Conditions for Student and Staff Success:
To achieve the vision, the Board will establish a structure which reflects local circumstances and creates an environment designed to ensure all students the opportunity to attain their maximum potential through a sound organizational framework. This includes employing a superintendent, developing and approving policies, formulating budgets, setting high instructional and learning goals for staff and students, and nurturing a climate conducive to continuous improvement.
High Expectations for Student Learning:
The board will continuously articulate the belief that all students can learn and that each student’s learning can improve. The Board will act as leaders of a vision of shared learning that is supported by individual schools and the community.
Accountability:
The board’s accountability to the community will include adopting a system of continuous assessment of all conditions affecting education, including assessments for measuring staff and student progress towards goals. The public will be kept informed about programs and progress. Staff and board training will be provided to ensure continuous improvement of student achievement.
Advocacy and Community Engagement:
The board will serve as education’s key advocate on behalf of students and their schools. The Board will work to advance the community’s vision for its schools, pursue the District’s goals, encourage progress and energize systemic change and ensure that students are treated as whole persons in a diversified society.
Puyallup School District Policy 1005
I will always act with a commitment to educational excellence and equity for all students. I will work with the other members of the board to create an environment that supports continuous improvement. I will have high expectations for student learning. I will strive to keep the public informed about our programs and the progress we make. I will hold myself and others accountable for continuously improving student learning. I will be an advocate for our students and their schools. I will ensure that each of our students is treated as a whole person, and celebrate what they add to our diversified society.
I cannot do those things without your engagement and support. If you know of somewhere that the District is failing its commitment to excellence and equity, I want to know about it. If the District is failing to support continuous improvement, I want to change that. If you don’t feel you’re being informed about the progress being made, tell me. Just as I have been an advocate for my sons and for public education over the last 17 years, I welcome your advocacy. Our students will benefit when we work together to celebrate their value and what they add to our community. I can’t wait to get started.
What Size Shoe Does Your Student Wear?
What size shoe does your student wear? I’m sure it seems like an odd question from someone seeking to be an advocate for you and your child as a member of the Puyallup School Board.
When your child turned eight years old, they weren’t automatically given a pair of size eight shoes. They might not have needed new shoes yet, or they might have been overdue for a new pair. When the time was right and they actually needed new shoes, you probably took them somewhere to have their feet measured, or used what you knew about them to find the size that seemed most likely to fit. They tried them on and you then had a chance to see if the new shoes fit, or if you needed to try something a little different. Knowing their age might have given you a small clue about where to start, but finding the right fit was much more complicated than that. Even if you could find the right size, there was still no guarantee that you’d find the right style or color, or that what they picked would fit into your budget. Our kids are more complicated than that.
Our schools generally operate under the idea that if your child is eight years old, they should be in the third grade. For some students, that’s likely to be a good fit. Some students might not quite be ready for it. Others might be ready for more. We do have standards that our educators can use to evaluate whether a student has mastered the concepts expected of that grade level and is ready to move on, but mastering math skills and mastering reading skills can happen at different times. Our teachers differentiate instruction to try to ensure that each student gets what they need to progress. A student who starts the year needing a little more help in one area might make more than a year’s worth of progress in that area by the end of the year. Maybe they’ll match that level of growth across several areas of learning. Maybe they won’t.
I’m an advocate for each child.
I’m an advocate for each child. One size fits all solutions are a compromise. I appreciate the plan that the Puyallup School District is making right now to address the issue commonly known as “learning loss” as they prepare for the beginning of the 2021-2022 school year. They plan to have additional staff in place and additional attention paid to ensuring that each student gets what they need to succeed going forward. Our students experienced the end of the 2019-2020 school year and the whole of the 2020-2021 school year in different ways. Some did well with remote learning. Others did not. I don’t like the phrase “learning loss,” as it implies that once missed, that opportunity is gone forever. Our schools are teaching our children to be life-long learners, and learning doesn’t follow a predetermined calendar any more than does the growth of a student’s foot.
It’s going to take more than a year to make up for eighteen months of disruption. It’s going to take additional support from counselors, and in the area of social-emotional learning. It’s going to take additional differentiation in the classroom to make sure that each child gets what they need. It’s going to take creativity. It’s not going to be easy for our students. It’s not going to be easy for parents. It’s not going to be easy for teachers, staff, and administrators. Some of those additional supports will come with a price tag, and we’ll need to decide how to allocate our scarce resources. It will be even more important that we can all work together to find solutions that fit each student. I want to hear from you, too, because it will be my role to be your voice on the School Board. I’m excited for the opportunity to be a part of that conversation.