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An Evolutionary Process: Creating and Sustaining Culturally Responsive Schools

This practical plan outlines deliberate, systemic actions for supporting efforts of educational equity and inclusivity in schools. It covers topics such as cohesive leadership systems, culturally responsive teaching, training of adults, student leadership groups, and a multicultural education framework.

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An Evolutionary Process: Creating and Sustaining Culturally Responsive Schools

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  1. An Evolutionary Process: A Practical Plan for Creating and Sustaining Culturally Responsive SchoolsMany FacesOne CommUNITY Hilliard City Schools September 2013

  2. Hilliard High School Senior Class1990

  3. Look closely…

  4. Deliberate, Systemic Action to Support Efforts of Educational Equity and Inclusivity • 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

  5. Our District’s Response 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

  6. Hilliard City School DistrictDemographic Student Information Spring 2013 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%

  7. Cohesive Leadership SystemsWallace Foundation Research Standards Training Conditions

  8. Cohesive Leadership SystemsWallace Foundation Research Standards Training Conditions

  9. Standards for Teachers and Administrators that Promoted Our Work 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 membersin the educational process and create an environment wherecommunity resources support student learning, achievement, andwell-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 andOhio Revised Code (ORC), Sections 3313.666 and 3313.667

  10. Cohesive Leadership SystemsWallace Foundation Research Standards Training Conditions

  11. School Practices to Consider 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 • Taking advantage of our students’ “Funds of Knowledge” • Must be grounded in teaching to particular needs of a group Gay, 2006

  12. Training of AdultsPrinciples of Invitational Education: It begins and ends with PEOPLE POLICIES:PLACES: Fair Functional Equitable Attractive Tolerant Clean Defensible Efficient Consistent Aesthetic PROCESSES: Just Personal Academic Warm Interdisciplinary Encouraging Democratic Cooperative Collaborative Evaluative PROGRAMS PEOPLE: Enriching Trusting Stimulating Respectful Healthful Optimistic Interactive Caring Constructive Accessible Developmental Courteous Engaging Intentional

  13. Training of studentsStudent Leadership Groups 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

  14. For all students and all staffFour Questions to Consider Before Acting We should consider… • Will this attitude/decision/action increase trust? • Will this attitude/decision/action support self-respect? • Will this attitude/decision/action model inclusion? • Will this attitude/decision/action promote learning?

  15. Listening to Our Students 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.”

  16. Student Groups analyze current curricula , teaching practice with their experiences . They explore how to improve learning using the Model of 5 Dimension s of a Multicultural Education"What do teachers, principals and other school staff do that demonstrates that you and your culture matter"? Hilliard Davidson Student Groups

  17. 5 Dimensions of a Multicultural FrameworkDr. James Banks 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.

  18. Cohesive Leadership SystemsWallace Foundation Research Standards Training Conditions

  19. Addressing school conditions by examining traditional punishmentRESTORATIVE JUSTICE Addressing needs of the victim, the community AND the perpetrator=Education, Empathy, Advocacy & Empowerment

  20. Conditions Changing 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

  21. Conditions Hilliard Bradley student 's display case for her brother and other family members during "The Day of the Dead"

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

  23. Students' Stories…

  24. Educational Equity Resources 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

  25. References 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 http://www.ode.state.oh.us/reportcardfiles/2010-2011/DIST/047019.pdf Ohio Department of Education (2012). Anti-Harassment, Intimidation and Bullying Model Policy. Retrieved from http://education.ohio.gov/Topics/Other-Resources/School-Safety/Safe-and-Supportive-Learning/Anti-Harassment-Intimidation-and-Bullying-Model-Po Nieto, S. (2004) Affirming Diversity: The Sociopolitical Context of Multicultural Education (4th ed.). Boston: Pearson. StutzmanAmstutz, 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 http://www.powershow.com/view/2497e-M2Q5M/RESTORATIVE_JUSTICE_An_Effective_Model_for_Discipline_powerpoint_ppt_presentation http://www.corwin.com/upm-data/50294_Pages_from_Meyer_The_School_Leader's_Guide_to_Restorative_School_Discipline_Final_3.pdf

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