Letter of Dissent and Call-to-Action to Bellevue Education Association
*** Summary (English and Español) and Glossary of Acronyms at End of Letter***

To our BEA Executive Board, BEA Bargaining Team, and fellow educators:

We must declare our dissent from the affirmative vote on the Tentative Agreement between the Bellevue Education Association and the Bellevue School District that took place on Monday, January 25th during our BEA General Membership Meeting and call on this body to do better; to be better. While we acknowledge the importance of solidarity in our association, we cannot, in good faith, remain silent about the issues we felt were unjust, damaging, and requisite of redress. Even as we specifically include our leadership teams as an audience in our grievance, we must emphasize that this was our collective failure as an association. Each member bears the responsibility of ensuring all voices are heard and that our actions are based on a strong foundation of love, justice, and equity.

We recognize and appreciate that there have been some efforts made by the association to emphasize equity of voice. We also recognize that there are those in the association who are not comfortable with the recent focus on centering BIPOC voices. However, we as an association must continue to push forward and fight through the resistance by those who are most comfortable maintaining the status quo. We have for too long avoided the discomfort of looking deeply at our own behaviors, and how we are each complicit in maintaining a culture of white supremacy.

Throughout this letter, we will focus our dissent around three primary contentions:
1.) This process had the impact of silencing and erasing the voices and perspectives of our BIPOC educators.
2.) The timeline and actions of those in leadership positions were coercive.
3.) The process and results were a failure of solidarity, which should be a keystone of our association.

While we have many recommendations to address these issues, it is vital that we, as individuals and an association, seek a cultural shift that roots out white supremacy and instills racial equity and justice as the air we breathe, not as the box we check.

1.) The Silencing and Erasure of BIPOC Educators
Over the last several years, there has been a focus on racial equity in our district and our association. In fact, our educators of color have been the critical creators and drivers of that work. However, for white educators and those in positions of power, these discussions rarely progress past words and too many seem content to go at the pace of whiteness. Our district has consistently failed our educators of color. They have not provided an environment free from white supremacy, or at the very least, one that affirms and upholds BIPOC educators when white supremacy occurs. Throughout this pandemic and remote learning environment, our district has talked about people of color, but not with people of color. Our association should be the space our educators of color feel that support, but we let them down. We failed to hold the district accountable, and we failed to hold ourselves accountable. This process has led to a general sense of betrayal for many BIPOC educators. Some statements from BIPOC educators reflecting on this process were: “I was asked to write a statement and was told BIPOC voices were wanted. When it actually mattered, our voice wasn’t important.”, “I feel tokenized, used, and gross.”, and “It feels like it’s all just talk.” This was the opportunity to live up to the words we have committed to on racial equity, and our actions disproved those nice words. There were many ways in which white supremacy culture manifested during this process; aspects of white supremacy culture, outlined by Kenneth Jones and Tema Okun, that the executive board recently reviewed and shared. We recommend a thorough review and reflection on these: https://www.showingupforracialjustice.org/white-supremacy-culture-characteristics.html

Some of the more prevalent ways white supremacy manifested to silence and erase BIPOC voices were:

A.) Lack of Representation on the Bargaining Team/Executive Board
o We often criticize the district for a lack of representation, but we replicate it in our union. There are too few
members of color on these teams, and many of the educators of color who did serve, have recently
resigned.
o The lack of representation on the bargaining team is particularly egregious, as these are appointments and
not elected positions. We should be training and building up more members of color to serve on these
teams, not relying on the select few members with experience on previous teams.
o It is important to note that we cannot keep asking members of color to serve, when we are unwilling to
change the systems of white supremacy that make serving untenable and harmful.

B.) Lack of BIPOC input to the Bargaining Team
o While minimal input was sought from members, we failed to racialize the feedback nor specifically target
our BIPOC Educators for vital feedback to the bargaining process or potential actions by BEA. BIPOC folks
are being impacted by COVID at much higher levels due to historic and current systemic racism in our
education system, economy, and healthcare system.

C.) Standing Rules centered in Whiteness
o Existing models for large group consensus such as Robert’s and Sturgis’s rules prioritize aspects of white
supremacy such as perfectionism, sense of urgency, quantity over quality, worship of the written word,
paternalism, power hoarding, and objectivity; to name a few.
o Meeting norms should be built up from the community, centering BIPOC voices, not imposed on the
community. Until that occurs, immediate antiracist action should be done to de-center whiteness in our
standing rules and process.
o During the questioning period, multiple BIPOC educators were cut off from providing context for their
question. We recommend the allowance of a brief contextual statement to precede the question.
o The way the speaking queue was organized was a “race neutral” process that always ensures the
maintenance of white voices as the priority.
 Nearly all the voices expressed were white.
 Many were in grade bands that were not immediately impacted.
 Speakers did not racialize their voices until after the suggestion was brought forward by BIPOC
educators and accomplices.
We recommend new standing rules be implemented that prioritize BIPOC voices and the voices of those most impacted on a given motion, such as
 Having potential speakers racialize their voices and move BIPOC educators up the speaking queue to
ensure representation.
 Allocating specific time slots that allow only BIPOC speakers to have the floor.
 Making space for breakout sessions where staff of color or other affinity spaces can be held to discuss
and share perspectives that emerge in smaller spaces.
 Make allowance for written statements by BIPOC educators to be read anonymously to the body by a
member of the executive board or designated representative.
o Multiple motions to close debate silenced and harmed BIPOC educators
 While many BIPOC educators were still in the speaking queue, multiple motions to close debate were
entertained and ultimately accepted by the body.
We recommend that motions to close debate not be entertained by the chair if
 there are more BIPOC voices that have not spoken, then there are of BIPOC voices that have spoken
 a threshold percentage of BIPOC voices that have spoken has not been met. This threshold should
ensure an overrepresentation of BIPOC voices, should enough BIPOC educators choose to speak.
Possibly 30-35%
 a minimum percentage of desired speakers have had the chance to speak. Possibly 50-60%

D.) A general reliance upon “politeness”, “civility”, and “unity” in our association that views any critique or division regarding racial equity and justice as harming to the association.
o BIPOC educators have experienced tone-policing
o Many of the speakers for the motion emphasized unity over the very real concerns of BIPOC educators

E.) While the TA moves important decision-making power to the building level, it does not do anything to ensure that the silencing and erasing of BIPOC voices seen in our points above is not replicated in the building-level decision-making process.
o Without strong intention, any decision-making model not centered in antiracism, will perpetuate racial harm.
o Our BIPOC educators constantly fight to be heard in their buildings already, and this TA sees the extension
of that burden, not a lightening of it.
To address these many issues, to provide accountability, and to ensure this does not happen again, we recommend the formation of an Antiracist Oversight Committee that would be primarily composed of BIPOC members.

2.) Coercive Timeline and Statements
While bargaining a collective action is always a time when we must be flexible and adaptive to rapidly changing information, we as an association failed to ensure the time necessary to fully process what was being asked of us, to garner necessary feedback from those most impacted, or to amply debate to arrive at the best outcome. White supremacy asks us to be quick and efficient at the expense of community and depth of processing in the following ways.

A.) We believe the district bargaining team manipulated us into an unacceptable timeline and we let them.
o Our approved action ended upon receiving a Tentative Agreement, not the body accepting the Tentative
Agreement. All future actions should depend upon the acceptance of the TA by general membership.
o The TA, while allowing for one day of acclimation, required 2nd grade teachers and other support staff to
report to buildings immediately.

B.) Membership did not receive the TA for review and processing until the evening, just before the meeting began.
o We need a minimum amount of time to read and process the TA or any document at our individual pace.
 Receiving it right before or during the meeting was ableist. Some members need more time to read and
process for a variety of reasons, from mental processing speed, reading comprehension speed, needing
to print and read due to eyesight issues
 Members whose first language is not English may also need additional time to process an especially
complex document such as this TA.
o Members should be provided with the tools and time to analyze the document from an antiracist lens, which
may require research or new learning on their part.
We recommend a minimum of 24 hours between the time we receive a document, and the time debate begins.

C.) Members should have been given space to process and discuss in cohorts, affinity spaces, building teams, etc.
o We all vote better when we have multiple perspectives, but this process had us rely primarily on our own
experience and knowledge.
o Groups that would be directly impacted, in this case K-2, BIPOC Educators, Special Education educators,
MLL educators and facilitators, LAP facilitators Specialists and others who serve across multiple buildings,
Nurses, Elementary School Teams, High Risk should have been given time to meet, discuss, process, and
have dedicated time to share out to the body.

D.) Due to the constraints of time engineered by the elements above, no authentic alternatives were presented to the general membership, and some statements by leaders seemed to coerce the body into accepting the TA.
o The presentation of the TA by the bargaining team and recommendation by the executive board strongly
implied that accepting the TA was our only viable option as a body.
o There was no impartiality in the presentation or options provided.
o Veiled and outright threats of danger should we not accept the TA were manifold.
o Statements to the body in the chat and on microphone created the illusion that there was no other choice
and delegitimized the act of voting to affirm the TA.
o It was inappropriate to give so much space to non-BEA, WEA representatives that were designed to sway the
body to affirming the TA. These were smoke and mirror tactics that took power away from our general
membership.
o There have been reports of threats of resignation or lack of support should the executive board not
recommend the approval of the TA.

3.) Failure of Solidarity
Union organizing thrives or dies by building relationships of trust, co-dependency, and collaboration, which culminates in what we call solidarity. We failed to live up to those principles and have caused irreparable harm to some of those relationships.

A.) There were 5 months between the time that some of our educators were asked to return to in-person and the call to action to support our 2nd grade educator peers. Where was our collective action to ensure the safety of our nurses, counselors, special education educators, MLL facilitators and educators, and others that were impacted most directly?

B.) We failed to communicate and collaborate with our classified staff peers and union to ensure the best, and most safe outcome for members of our community that we rely on so often.

C.) We failed to connect with and collaborate with other labor unions that are facing similar dangers and could have been indispensable in broad, collective action in our community.

D.) We allowed the district to organize a return plan that divided us and resulted in a vote to approve a TA that put a portion of our membership at risk right away, while many more of us would remain remote and safe from potential danger.
o As one BIPOC member put it: “This TA puts us in a position where we are just waiting for members to get
sick” or potentially even die, before we can close schools back down for the safety of our community.
o We continue to fail our non-continuing and provisional staff, which has a higher proportion of BIPOC
educators, by putting them in a position where they cannot risk the loss of their employment to take a stand
for what they believe is safe and right.

E.) There was a huge gap between our stated goal and the result of the TA.
o We rallied our educators, families, and community around the demand that schools would remain remote
until educators were vaccinated.
o Some community members that came out unapologetically for our demand face vitriolic accosting and even
doxing, where their business pages were inundated with low reviews as a punishment for standing with us.
o Many of our community feel betrayed by this agreement and may be reluctant to support our efforts in the
future as the cost far outweighed what we gained.
o After the court ruling, the letter writing campaign, the car rally, and the overwhelming community support in
the face of violent messages from our superintendent and some members of our community, we had the
momentum, and we surrendered it.

The fight to ensure the safety of our educators, students, families, and community is not over. We will need all of us to act as a collective, prioritizing those most at risk of harm, in order to ensure the best results. It is our demand that the issues contained in this letter of dissent be acknowledged, that tangible change is implemented, not just promised, and that our association commit to making amends to those who were most pushed aside by these processes and decisions, our BIPOC educators. We cannot keep asking our BIPOC educators to engage and contribute, when we only usher them into the hellfire of white supremacy. We need to get our house in order, and the burden of responsibility is on our white leaders and members to dismantle white supremacy in our association and build back the relationships we have damaged.


Summary for Non-Educators in Solidarity

The Bellevue Education Association recently voted to approve an agreement with the district on a school reopening plan. This letter points out the many ways in which the process to approve it silenced our educators of color and ignored or failed to seek input from people of color in our community about their concerns on reopening schools. We also point out how the timeline to make a decision was too short and some in leadership positions implied that agreeing to the plan was our only choice. Finally, we point out that many members of our community supported our efforts to remain remote until teachers for vaccinated, not only for teacher safety, but also for their children’s and families’ safety. We call on our union to change the way decisions are made to center voices from people of color.

Resumen para personas que no son educadores pero que apoyan a los/las maestros/as de las escuelas de Bellevue

La Asociación de Educación de Bellevue (BEA), recientemente, realizó una votación para aprobar un acuerdo con el distrito escolar acerca de un plan para abrir las escuelas. La carta menciona varias maneras en que el proceso para aprobar el plan no consideró las opiniones de aquellos/as maestros/as de razas de color, ignorando o fallando el buscar las consideraciones que las personas de razas de color de la comunidad puedan tener acerca de la apertura de las escuelas. También destacamos que el tiempo tomado para llegar a una decisión fue my corto y algunas personas en posiciones de liderazgo hicieron creer que estar de acuerdo con el plan era la única opción. Finalmente, destacamos que muchos miembros de nuestra comunidad apoyó nuestros esfuerzos para mantener las escuelas en modalidad remota (Internet) hasta que los/las maestros/as fueran vacunados, no sólo por la seguridad de los/las maestros/as, sino que también por la seguridad de los niños y sus familias. Llamamos a nuestra asociación a cambiar la forma en que se toman las decisiones para centrar la voz de las personas de razas de color.

Glossary of Acronyms

BEA – Bellevue Education Association: the local teacher’s union.

BIPOC – Black, Indigenous, and People of Color: This term is fairly new and refers to the collective of all people who identify as a person of color, but seeks to center the anti-blackness and anti-indigenous foundation of the United States and the systems within it.

LAP - Learning Assistant Program: Educators tasked with focusing on students performing below grade-level.

MLL - Multi-Language Learner: The school program that focuses on students whose first language is not English.

TA – Tentative Agreement: The negotiated agreement between the school district and the BEA.

WEA - Washington Education Association: The state level teacher’s union.

This letter has been endorsed by:

Bellevue Educator of Color Network (BECN)
Educators for Justice – Bellevue Schools (E4J)

Individual Signers:
Educators:
Freedom Johnson, she/her Mixed Race African American/White Highland Middle School
Anonymous East Asian Wilburton
Anonymous Brown Elementary
Anonymous Chinese Middle School
Anonymous Multi-Racial Elementary
Maria Pickering Mixed Female Middle School and High School
Patricia Carpenter Mexican Latina Elementary Art Specialist
Maddison Myers Pakistani/White High School
Sydonie Magelssen Afro-Caribbean MLL Facilitator, Stevenson Elementary
Anonymous East Asian Middle
Dianne Dizon Filipino-American Elementary
AJ Decostanzo Asian Elementary
Janel Hershey Japanese Highland Middle School
Emily Thomas Black and Native Ardmore
Anonymous Asian American Middle
Anonymous Asian American Spiritridge Elementary
Athena Jimenez Mixed. Hispanic / Pacific Islander Tillicum
Anonymous Asian Middle School
Karen Smith Fraser Black Highland Middle School
Natalie MacKnight Mixed-Race Latinx Bellevue High School
Anonymous Black High
Anonymous Asian Elementary
Alejandro Sanchez Ochoa Latino / Mexican IHS/Summit
Barbara Tari Bi-Racial Middle
Anonymous Brown Elementary
Anonymous Hispanic Middle
Anonymous Asian Elementary
Darrell Tsukiji Asian American Elementary
Vincy Christian Chinese Kindergarten
Anonymous Latinx Elementary
Sydney Calderwood Asian American- Japanese Sherwood Forest
Anonymous Biracial Asian/Caucasian Middle School
Nick Marmolejo Latino Elementary
Mónica Rodríguez Wilson Latinx Puesta del Sol
Anonymous South Asian Elementary
Anonymous Indigenous Elementary
Anonymous Asian Elementary
Anonymous Asian Elementary
Anonymous Japanese Elementary
Anonymous Asian Elementary
Humaira Jackson South Asian Higher Ed Educator and Community Member
Anonymous Asian American Elementary
Anonymous Black/African American Elementary
Anonymous Brown High School
Irene Kearns Native American/White Elementary Reading Specialist
Anonymous Latinx Fourth / Elementary
Anonymous Hispanic Middle
Eve Chan Asian-American Elementary - MLL Facilitator
Anonymous Latino / Biracial High
Anonymous Asian Jingmei Elementary School
Anonymous Multi-Racial Elementary
Anonymous Latinx Elementary
Anonymous Hispanic Elementary
Anonymous Asian-American Elementary
Anonymous South Asian/Brown Elementary
Megan Moreno White-Presenting, Mixed-Race Latina Kindergarten Teacher at Stevenson
Anonymous Asian High School
Anonymous BIPOC Educator Latinx - White Phenotype Mestizo Elementary Educator
Dunya Gasimova A Person of Color Lake Hills/Wilburton
Anonymous Mixed High School
Andrew Kam Asian American 5th - 12th Music
Sandy Ayala Mexican American Elementary
Cheryl Lee Hong Kong-American Big Picture, Middle School
Jennifer Rivera White Mexican American Elementary
Anonymous Biracial Hispanic Female 1st Grade Elementary Teacher
Anonymous Asian Indian (also Immigrant) Elementary
Anonymous Asian Latino Middle
Anonymous Latina Elementary Teacher
Anonymous Hispanic/Latino Elementary
Anonymous Asian Middle school
Margaret Agraviador Latina / Mix Middle School Science
Anonymous Asian Elementary
Anonymous Indian Elementary
Rocio Gonzalez Hispanic High School
Soida Palacios Black Hispanic Lake Hills Elementary
Anonymous Asian Special Education
Anonymous Latina Elementary
Anonymous Multi Racial/Mixed Elementary Level
Miriam López-Kimball Latina Puesta del Sol
Anonymous LatinX Spanish Immersion Teacher
Anonymous Black High School
Anonymous Latinx Elementary
Anonymous Asian 1st Grade Teacher
Anonymous Hispanic Elementary
Anonymous Latina Elementary
Anonymous Latinx Elementary
Anonymous Asian Elementary
Anonymous Asian Elementary
Anonymous (BIPOC Educator) Japanese American High school (Teacher)
Ames Zocchi Latine & White Distance Learning Teacher; Capitol Hill
David Tomihiro Biracial: Japanese-White Bellevue High School
Anonymous Latina Elementary
Peter Shin Korean-American Rainier Athletes (most of the BSD schools)
Chandra Rampersad Mixed (Indo-Trinidadian & White) Specialist
Anonymous Multiracial Middle
Jeanna Fuertes Latino Lake Hills
Rachel Pearson Mixed Race Elementary
Anonymous Asian Elementary
Abraham Luna Chicano/Latino/Mexican Highland Middle School
Carolina Preciado Latina Puesta del Sol
Monik Martinez Mexican Lake Hills Elementary
Maya Stevens (She/Her/Ella) Latina Elementary
Anonymous Latina Elementary
Anonymous Brown Middle
Anonymous Asian Elementary
Miriam López-Kimball Latina Puesta del Sol
Anonymous Latina Elementary

Terry Jess, he/him/his White Bellevue High School
Anne Bush White Wilburton
Mary Davis White Itinerant; 5-8 Band
Alicia Lieb White Elementary
Tiffany Reimergartin White Woodridge, Second Grade
Jessica Youmans White Sammamish High School
Melinda Pederson White Cherry Crest / 4th
Kelye Kneeland White Elementary
Sara Clarke White Highland
Jolyn Danielson White Ardmore Elementary School
Hannah Yale White Bellevue High School
Kristina Dahl White Bellevue High School
Megan Chapin White Cherry Crest Resource Room
Nicole Fyten White Sammamish High School
Ainsley Goodrich White Sammamish High School
Anne Thapa White Elementary MLL
Michelle Landwehr White Special Education Central Office
Emily Evanson White Odle Middle School
Elizabeth Davis White Elementary
Patricia Gilbert White Cherry Crest
Joshua Nova White Wilburton, 3rd
Kristina Dahl White Bellevue High School
Robyn Wells White Cherry Crest/Gen Ed Classroom Teacher
Rebecca O’Connor White Special Education Teacher
Ian Colville White Male Special Education
Shanna McCoy White Elementary
Joy Orona White Highland Middle School
Jamie Tingelstad White Bellevue High School
Zack Daniels White Instructional Mentor
Teresa Throssell White Chinook Middle School/Special Education
Rebekah Albertson White Elementary Specialist
Aimee Eggink White Stevenson Elementary
Dani Ward White Wilburton
Megan Skillman White Middle
Nancy Chibazakura White K-5 Music, Multiple Schools
Adina Florsheim Caucasian Bellevue High- English
Lisa Lindholm White High School
Holly Huckeba White Bellevue Big Picture School, Special Education Paraeducator
Jen Frohlich White High School ESA
Elizabeth Roberts White Wilburton Librarian
Laura Posey White Bennett
Tamara Truax White Aspiring Antiracist International School
Elizabeth D’Antonio White Jing Mei Elementary
Anne Bush White Wilburton
Sofie Roger White Sammamish High School
Jennifer Townsend White BHS
Kris Babani White Elementary-2nd Grade
Caryn Landau-Walter White Newport
Amy Zavaglia White Female Chinook Middle School & Bellevue High School
Kaitlin Casey White Wilburton Counselor
Kacie Williams White Spiritridge Elementary
Susan Q Challancin White Chinook
Jesse Deshayes White French-Canadian-American Newport High School MLL Facilitator
Emily Bruland White Bennett Elementary
Keely Bell White Wilburton
Anastasia Leja White Woodridge/2nd grade
Laura Fujii White Female Elementary
Jill Suresh White Newport Heights Elementary
Matthew Pennewell White MLL Facilitator
Susan Shannon White Stevenson Elementary/MLL
JP Geyer White Teacher at Chinook MS
Carlye O'Neill White High School
Gina Ray White Woodridge and Phantom Lake
Alli Killion White Spiritridge Elementary
Allison Patterson White BSD Substitute Teacher
Heather Newman White Puesta Del Sol
Justyna Szymala White Female LAP, Lake Hills
Anonymous White Ardmore Elementary
Jessica Holloway White Female Ardmore, Puesta del Sol
Allie Giuffrida White High School
Samantha R White Female Second Grade
Courtney Mack White Newport High School
Allyson Guida White Elementary MLL Facilitator
Shannon Chancellor White Ardmore 3rd Grade
Daniel Fleming White Middle School
Hava Rosenberg White Bellevue High School
Elise Geck White Elementary
Angela Kunkel White High School
Johanna Fischer White High School
Rachelle Mosholder White Kindergarten at Stevenson Elementary
Stephanie Baba White Sherwood Forest
Jane Marie Brown White High School
Melissa Taylor White Highland
Kristen McTaggart White Bennett Elementary
Beth M.Gatewood White Odle Middle School
Anonymous White Elementary Teacher
Tom Askew White Tillicum Middle School
Rebecca Davis White Big Picture
Alissa Berger White BHS
Lindsay Combs White SHS
Brooke Weber White Bellevue Big Piture
Taylor Ellerbrock White Sherwood Forest, Stevenson
Dana Cuykendall White PDS ITCL
Anonymous non-BIPOC White Puesta del Sol
Emily Rose White Puesta del Sol
Rhea Kickham White Secondary Schools
Beth M.Gatewood White Odle Middle School
Taylor Ellerbrock White Sherwood Forest, Stevenson
Angela Hamouda White Puesta del Sol
Mandee Parker White Special Education
Griffith Johnson White Elementary Specialist
Sarah Pallat White Phantom Lake Elementary, 2nd Grade Teacher
Daveen Cordell White Bennett Elementary
Eva Rossel White Elementary
David Lasby White Newport High School
Nicole Cominski White Interlake High School
Jeff Hunsberger White Male Tillicum M.S. CTE
Alicia Feuling White Elementary
Tony Granito White man Bellevue Big Picture
Margaret Will White Middle School
Cheri Bortleson White Teaching and Learning Dept
Corinne Barrett White International School/ PE & Health
Jeni Dennis White Somerset Specialist
Annie Vanderkolk White Spiritridge
Gabriel Adams White Woodridge Elementary, Special Education
Martha Smith White Sherwood Forest
Shaun Cuffin White Interlake High School
Eva Rossel White Elementary
Lindsay Verschueren White Eastgate
Carmen Corra White Cherry Crest
Rebecca Anshell Song White Substitute Teacher
Stephanie Hazen White Wilburton/Medina Elementary
Lukas Michener White High School Teacher
Tracey Thompson White Clyde Hill Elementary 4th Grade Teacher
Francesca Terry White Spiritridge
Rose Hadorn White Bellevue High School
Lily Martin White MLL Dept.
Gabriel Adams White Woodridge Elementary, Special Education
Pam Lawlor White Cherry Crest
Carla Reynolds White BHS
Gretchen Lewis White Elementary
Ariana Taylor White Jing Mei Elementary
Samantha Trout White Elementary
Sarah Pallat White Phantom Lake Elementary, 2nd Grade Teacher
Jordan Nova White Woodridge Elementary
Deborah Coney White Female Clyde Hill Elementary, Kindergarten Teacher
Bill DeMartini White Tyee
Andi Ribeiro White Sammamish High School
Lauren Flood White MLL Facilitator - Woodridge
Brendan Williams White Male Odle
Tracey Williams White Tillicum MS Science
Linda Martin Chitturi White Tillicum Middle School
Rachel Guim White Tyee
Adam Graham-Silverman White Middle School
Madeline Knies White Big Picture MS
Jessica Malan White Interlake
Erin Ropposch White Elementary
Beth Hannibal White Tyee
Siena Traverso White Elementary

Community Members Signing in Solidarity:
Michelle Williams-Clark Black Community Member
Marcos Cuevas Latino Community Member
Community Member Latina Middle
César García Hispanic Community member
Renee Isbell Hispanic Community member
Mirsa Perez Hispanic Community Member
Kimaya Mahajan South Asian Community Member/Student
Jessica Jiang Chinese American Community Member
Amy Tsai Asian Community Member
Serena Cai Asian Community Member
Stephen Cominski Multiracial Parent, Community Member
Shui, Joyce Person of Color Community Member
Dhaarmika C. Indian - American Community Member
Tymmony Keegan Biracial Black and White Cleveland High Educator
Erika Chavarria Ethnic Minority Community Member/High School
Anne Lim Asian American Community Member
Toni Marquez Hispanic Community member
Ruby Schick Multiracial Community Member

Rhiannon Probert-Baker White Community Member
Valeri Probert-Baker White Community Member
Michele Vanhee White Community member, parent of first grader in BSD
Nicole Kelly Caucasian Community Member
Elisabeth DeRichmond White Community Member
Carl Picciotto White Community Member
Daniella Binder White/Caucasian Community Member
Isaac Binder White Community Member
Melina McCrain White Community Member
Paige Spicer White Community Member
Chani Hubbell White Community Member
Angela Tesser Caucasian Community Member - Parent of Children at Lake Hills Elementary
Elle Johnson White Community Member
Samantha Scown White Community Member and Elementary Educator in Another District
Jannike Johnsen White Community Member
Holly Jess White Community Member
Megan Dortch White Community Member
Jordan Griffith White Community Member
Michele Snydsman White Community Member
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