1. FOLLOW-UP TO JANUARY DISCUSSION ON RACE: EMPOWERING SOLUTIONS MINORITY STUDENT ACHIEVEMENT ADVISORY COMMITTEE MARCH 21, 2018

2. Goal
The goal of this activity is to empower parents and schools with proactive strategies and tools to enhance inclusive, caring and safe learning environments.

3. Bullying and harassment represent 1
Bullying and harassment represent 1.4% of the discipline incidents in LCPS.

4. The Scenarios
The scenarios represent some bullying/harassment incidents that impact climate in Loudoun County Public Schools.
You may choose to address two or more of the scenarios in your group.
Review of the scenarios.

5. Directions
Individually think about the scenario and how you would manage the situation based on your role (3 minutes).
Write on index cards how you would manage the situation (3 minutes).
Share your reflections with your group (15 minutes).
Scenario
Role
Strategies

6. Discussion Prompt
Thinking about the role you play in your home or school (school administrator, teacher, counselor, dean, PTO/PTA, parent, etc.) share your thoughts with your small group on how you would manage this scenario.
Individually think about the scenario and how you would manage the situation based on your role (3 minutes).
Write on index cards how you would manage the situation (3 minutes).
Share your reflections with your group (15 minutes).

7. Scenario 1
During a staff meeting, the principal expresses concern with the low percentages of Black students in Advanced Placement, Honors, and Dual Enrollment (integrated high school and college) courses. After the meeting, some staff members question what can be done to address the issue.
Individually think about the scenario and how you would manage the situation based on your role (3 minutes).
Write on index cards how you would manage the situation (3 minutes).
Share your reflections with your group (15 minutes).

8. Scenario 2
During a classroom discussion about immigration, one of the students mentions that her parents have complained about the increasing number of Hispanic students in the school. Another student in the classroom agrees.
Individually think about the scenario and how you would manage the situation based on your role (3 minutes).
Write on index cards how you would manage the situation (3 minutes).
Share your reflections with your group (15 minutes).

9. Scenario 3
A student enters the main office and asks to speak to an administrator. The student, who is a practicing Muslim, shares that two other students told him that “he is in the wrong country” for his religion.
Individually think about the scenario and how you would manage the situation based on your role (3 minutes).
Write on index cards how you would manage the situation (3 minutes).
Share your reflections with your group (15 minutes).

10. Scenario 4
A student with a disability is working with her classmates on a small-group assignment. One of the classmates suggests that the student with a disability join another group with “students like her and make it easier for everybody.”
Individually think about the scenario and how you would manage the situation based on your role (3 minutes).
Write on index cards how you would manage the situation (3 minutes).
Share your reflections with your group (15 minutes).

11. Scenario 5
A student mentions to his teacher that he believes one of his classmates is gay. He also believes other students share his belief and are treating his classmate negatively because of his identity.
Individually think about the scenario and how you would manage the situation based on your role (3 minutes).
Write on index cards how you would manage the situation (3 minutes).
Share your reflections with your group (15 minutes).

12. Discipline Scenario 1
James was happy at the beginning of his high school year and he liked all his teachers.
Due to overcrowding of his class second semester, James was moved to a different algebra class at the end of the week.
This meant James had to leave a teacher he liked as well as friends in that class.

13. Discipline Scenario 1
The schedule change also meant that James’s lunch period moved from fourth hour to fifth, causing him to have a different lunch period from his close friends.
James begin to skip algebra to have lunch with his friends.
He also began coming late to algebra class, displaying anger when present and being confrontational with the teacher.

14. Discipline Scenario 1 He is currently failing algebra.
However, he seems to be holding his own in most other classes.
James is being suspended for 5 days for repeated violations of school rules and disorderly conduct.
Most serious is a recent confrontation with his fourth period algebra teacher.

15. Discipline Scenario 2
Suzanne is a third grade student who was tested at the end of last year. She was identified with a disability.
Suzanne is constantly loud and disruptive, demanding the teacher’s attention and often speaking out of turn.
When she is not acknowledged immediately, she will get angry and yell, often using inappropriate language.

16. Discipline Scenario 2
Other students’ parents have complained to the teacher and the principal because their children come home with stories of classroom disruption and being bothered by Suzanne.
Today the teacher told Suzanne that she would not be able to go to recess because of her behavior, she spits at the teacher.
She was sent to the principal’s office because of this incident.

17. Discipline Scenarios James-adjusting to change Suzanne-managing needs
Individually think about the scenario and how you would manage the situation based on your role (3 minutes).
Write on index cards how you would manage the situation (3 minutes).
Share your reflections with your group (15 minutes).

18. Four Corners by Role (Optional)
Go to the corner with others sharing your role.
Give and get strategies with at least one other person for each scenario you completed (15 minutes).
Be prepared to share with the large group (15 minutes).

19. Pedro Noguera- Excellence Through Equity

20. Pedro Noguera- Excellence Through Equity

21. Questions