An Evolutionary Process: A Practical Plan for Creating and Sustaining

Culturally Responsive Schools

Many FacesOne CommUNITYHilliard City Schools September 2013

Hilliard High School Senior Class

1990

Look closely…

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

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

Hilliard City School DistrictDemographic Student Information

Spring 2013White 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%

Cohesive Leadership SystemsWallace Foundation Research

Standards

Training Conditions

Cohesive Leadership SystemsWallace Foundation Research

Standards

Training Conditions

Standards for Teachers and Administrators that Promoted Our Work

Ohio Standards for TeachersStandard # 1:

Teachers understand student learning and development and respect the diversity of the students they teach.

Ohio Standards for PrincipalsStandard # 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 3313.666 and 3313.667

Cohesive Leadership SystemsWallace Foundation Research

Standards

Training Conditions

School Practices to ConsiderTraining 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 areo Taking advantage of our students’ “Funds of Knowledge”

• Must be grounded in teaching to particular needs of a group Gay, 2006

Training of AdultsPrinciples of Invitational Education:

It begins and ends with PEOPLE POLICIES: PLACES:Fair FunctionalEquitable AttractiveTolerant CleanDefensible EfficientConsistent Aesthetic PROCESSES:Just Personal Academic

Warm InterdisciplinaryEncouragingDemocraticCooperativeCollaborativeEvaluative

PROGRAMSPEOPLE: EnrichingTrusting StimulatingRespectful HealthfulOptimistic InteractiveCaring ConstructiveAccessible DevelopmentalCourteous EngagingIntentional

Training of students

Student 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 AmericanAsianMuslim/Middle EasternLatino/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

For all students and all staff

Four Questions to Consider Before Acting

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?

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.”

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

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.

Cohesive Leadership SystemsWallace Foundation Research

Standards

Training Conditions

Addressing school conditions by examining traditional punishment

RESTORATIVE JUSTICE

Addressing needs of the victim, the community AND the perpetrator = Education, Empathy, Advocacy & Empowerment

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

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

Conditions

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

Students' Stories…

Educational Equity ResourcesArizona State University

equityallianceatasu.orgEducational Change

edchange.orgInternational Alliance for Invitational Education

invitationaleducation.netNational Association for Multicultural Education

nameorg.orgNational Center for Culturally Responsive Educational Systems

nccrest.orgOhio Department of Education

global educationTeaching Tolerance/Southern Poverty Law Center

teachingtolerance.org

ReferencesUmbreit, M. (2002) Victims of severe violence meet offenders: Restorative justice through dialogue, Monsey, NY:

Criminal Justice PressBanks. 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

PublishersOhio 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.pdfOhio 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-PoNieto, S. (2004) Affirming Diversity: The Sociopolitical Context of Multicultural Education (4th 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 Presshttp://www.powershow.com/view/2497e-M2Q5M/

RESTORATIVE_JUSTICE_An_Effective_Model_for_Discipline_powerpoint_ppt_presentationhttp://www.corwin.com/upm-data/

50294_Pages_from_Meyer_The_School_Leader's_Guide_to_Restorative_School_Discipline_Final_3.pdf