Hilliard City Schools September 2013

Mid-1990s as a response to a walkout led by a small group of African American and other students who took action to address the unfair treatment they felt in their high school Our district was predominately white and Christian and had been historically rural

Our Central Office Administrators intentionally reached out to connect with parent and student groups Created of part-time position for Equity Coordinator. District enrollment changed and increased dramatically

White Students: 77.2% Asian Students: 6.4 % Hispanic Students: 5.8% Black (non-Hispanic) Students: 5.7% Multiracial Students: 4.4% American Indian/Alaskan Native Students:.2% Pacific Islander.1%

Standards Training Conditions

Standards Training Conditions

Ohio Standards for Teachers Standard # 1: Teachers understand student learning and development and respect the diversity of the students they teach. Ohio Standards for Principals Standard # 5: Principals engage parents and community members in the educational process and create an environment where community resources support student learning, achievement, and well-being. Ohio’s Anti-Bullying Anti-Harassment, Intimidation and Bullying Model Policy …reporting, documenting and investigating incidents of harassment, intimidation and bullying (including cyber bullying) as explained in the model policy and Ohio Revised Code (ORC), Sections and

Standards Training Conditions

Training of Adults Culturally Responsive Teaching Is not simplistic Requires skill, so it is something that has to develop over time… (begins with and) increases with self-awareness Uses cultural experiences of different ethnic groups to teach more effectively Uses scaffolding by building on what students already know and who they are o Taking advantage of our students’ “Funds of Knowledge” Must be grounded in teaching to particular needs of a group Gay, 2006

POLICIES:PLACES: FairFunctional EquitableAttractive TolerantClean DefensibleEfficient ConsistentAestheticPROCESSES: JustPersonalAcademic WarmInterdisciplinary Encouraging Democratic Cooperative Collaborative Evaluative PROGRAMS PEOPLE:Enriching TrustingStimulating RespectfulHealthful OptimisticInteractive CaringConstructive AccessibleDevelopmental CourteousEngaging Intentional

4 groups with a focus on education, empathy and advocacy meet during the school day 2xs a month. Meet with Administration 2x a year. African American Asian Muslim/Middle Eastern Latino/Latina Reaching Out to Cat Kids (R.O.C.K.) Any student who is interested in actively promoting a climate of respect, trust and decency

We should consider… o Will this attitude/decision/action increase trust? o Will this attitude/decision/action support self-respect? o Will this attitude/decision/action model inclusion? o Will this attitude/decision/action promote learning?

A response on a student survey regarding school climate (conditions) “I like the way our teachers listening to us or our feelings and the culture we teaching them… I also appreciate the lunch ladys because they make me happy of all of us, especially Muslim people.”

Content Integration: Teachers use examples, data and information from a variety of cultures and groups to teach their subjects Knowledge Construction: Teachers and other school staff help students to understand and explore how culture, ethnicity, gender, “race”, age, religion, etc. influence information. Teachers are aware of and share how context influences the construction of information. Equity Pedagogy: Teachers choose, adjust how they teach to best fit the students Prejudice Reduction; Teachers, principals and other school staff recognize and address bias, discrimination and bigotry AND they promote fairness. Empowering School Culture and Social Structure: Teachers, principals and other school staff create a climate in school that allows for ALL students to be involved and have a voice.

Standards Training Conditions

Students begin to increase their interest and skill in advocating for themselves and each other 12 full-ride scholarships for their interest and ability in promoting diversity, equity and advocacy

Conditions “Each of us has a story that the world is waiting to hear about…”

Arizona State University equityallianceatasu.org Educational Change edchange.org International Alliance for Invitational Education invitationaleducation.net National Association for Multicultural Education nameorg.org National Center for Culturally Responsive Educational Systems nccrest.org Ohio Department of Education global education Teaching Tolerance/Southern Poverty Law Center teachingtolerance.org

Umbreit, M. (2002) Victims of severe violence meet offenders: Restorative justice through dialogue, Monsey, NY: Criminal Justice Press Banks. J. A. (1995). Multicultural education: historic development, dimensions and practice, In Handbook of research on multicultural education, edited by James A. Banks & Cherry A. McGee Banks. New York. McMillian. Gay, G. (2000). Culturally responsive teaching: theory, research, practice. New York. Teachers College Press. Hopkins, B. (2004) Just schools: A whole school approach to restorative justice. Philadelphia, PA. Jessica Kingsley Publishers Ohio Department of Education (2005). Ohio standards for educators. Columbus, OH: Ohio Department of Education. Ohio Department of Education (2011). CUPP. Columbus, OH: Ohio Department of Education. Ohio Department of Education (2013) Hilliard City School District Local Report Card. Retrieved from Ohio Department of Education (2012). Anti-Harassment, Intimidation and Bullying Model Policy. Retrieved from Harassment-Intimidation-and-Bullying-Model-Po Nieto, S. (2004) Affirming Diversity: The Sociopolitical Context of Multicultural Education (4 th ed.). Boston: Pearson. Stutzman Amstutz, Mullet, J. (2005) The little book of restorative discipline for schools. Intercourse, PA. Good Books, Inc. Purkey, W.W. & Novak, J.M. (2008). Fundamentals of invitational education. Kennesaw, GA. The International Alliance for Invitational Education. (20) Umbreit, M. (2002) Victims of severe violence meet offenders: Restorative justice through dialogue, Monsey, NY: Criminal Justice Press M2Q5M/RESTORATIVE_JUSTICE_An_Effective_Model_for_Discipline_powerpoint_ppt_presentation data/50294_Pages_from_Meyer_The_School_Leader's_Guide_to_Restorative_School_Discipline_Final_3.pdf