EQUITY AND DIVERSITY COORDINATOR UPDATE

Submitted by Charles L. Ellis, Equity & Diversity Coordinator MGSD

Since assuming the position in February, I’ve been involved in number of activities related to the status of equity and diversity in the district.   This up-date presents a synopsis of some of those activities as well as a calendar of future E & DC meetings and tasks.

In addition to contacting various school districts about their efforts to bridge the academic performance gap, a good deal of time has been spent in problem solving/trouble shooting endeavors at several schools.  We’ve dealt with issues ranging from fielding individual harassment reports to consultations with teachers seeking direction about curricular issues.  At the high school, I’ve facilitated several mediation sessions between students in conflict.  We’ve also concentrated on getting specific scholarship information directly to minority students and parents.  In addition to mailings home, scholarship information has been given directly to students at school.  The long range plan is to hold a series of meetings for parents of minority students to receive scholarship information during the fall of the school year.   Workshops to help parents and students navigate the scholarship application process will also be scheduled.

One of my first tasks was to visit each school to discuss with administrators the status of equity and diversity at their respective schools.  While the discussions could have been arranged for the periodic administrative council meetings at the district office, I deliberately scheduled them to take place at each school building.  The purpose was to not only interview each administrator individually, but also to get a sense of each school’s “climate” and individual cultures.  It also provided an opportunity to assess needs and consequently begin to help define the scope of the Coordinator position.

The interviews and on-site observations revealed that the level of awareness about cultural awareness and equity varied from school to school.  Some schools demonstrated visual evidence of individual difference awareness with wall and library displays representing a variety of races and cultures.  Other schools have implemented specific student programs and initiatives designed to emphasize respect and appreciation for individual differences.

Discussions were wide ranging and revealed all the schools feel a need to become more culturally aware and supportive of the needs of minority students.  Assessments of curricula to determine the level of  cultural awareness and competence they contain was seen as essential.  More effective staff, student and parent training were also cited as needs to improve academic performance and building a sense of belonging and connectedness to schools.

SYNSOPSIS OF SCHOOL VISITS:

The elementary schools are, on the whole, making strong efforts to deal with respect and individual difference issues.  For example:

• Nichols

>Conducted an inventory of multicultural materials being used for instruction.  The adoption of  a new literacy/reading curriculum will help with more culturally aware and appropriate materials.

>Generated a lengthy list of ideas for addressing diversity at Nichols.

>Distributed the Teaching for Tolerance article “Six Lessons from Jena:What Every School and Educator Should Take to Heart”.

>Sponsored a “No Name Calling Week”  in January.

>Listed Black History Month activities and programs in its February parent newsletter.

>Listed the school’s past efforts to provide a more multicultural climate for the school.

• Cottage Grove

           > Sponsor a "Climate Brainstorming" session on January 29 th. The exercise included parents, staff and community resources.  In addition to

              discussing cultural and racial issues, the group also looked at achievement assessment and the performance gap. 

           >The school has committed to cultural competence training for staff members, improved parent involvement and formation of a school

             climate committee to review data to assess the effectiveness of the behavior plan.

>Use data to assess and drive discussion and development of action plans.

>Feedback from “Ethiopian Wolves” readings revealed staff interest in and readiness to explore cultural competence.

>Meetings with minority students to encourage and reinforce school belonging and connectedness (GOGA Youth).

• Maywood 

>Emphasis placed on discussing and honoring different family traditions in classes.

>Specific focus on “Mutual Respect…Teaching With Love and Logic.

            >TRIBES attributes adapted as part of Maywood school climate.

>Two specific needs relative to cultural competence identified: 1) specific materials and training 2) Updating of curriculum to reflect multicultural nature of our society—the current social studies materials, for example, have a 1988 copyright.

• Taylor Prairie

>New literacy program Treasures contains multicultural individuals and themes more reflective of current society.

>Implementation of TRIBES Program on a school wide basis.  The program deals with individual differences, cultural competency, and provides means of resolving conflict/issues using productive, restorative  means.

>One area for improvement was school to parent communications. In addition to GOGA being suggested as a possible resource, a system of an in house “phone tree” was advanced.

>In light of the growing numbers of Hmong students enrolling, a request was submitted for help in identifying a list of Hmong community resources.  Information listing specific Hmong  resources provided by Choua Her (MMSD) was forwarded to the school.

·        Winnequah

GOGA Coordinator, Carol Cain, and I met with Principal, Patti McGinness, and Assistant Principal, Paul Herrick.  After identifying specific themes gleaned from the MGSD School Perception Survey-among them, lack of leadership development for minority students; timely communication regarding discipline and academic problems; student disconnect from school; transition issues.

Both administrators acknowledged some problems existed and needed improvement.  They cited the use of Pinnicle , teacher/ parent conferences  and phone conferences as strategies for improving communication.  Because not all parents have easy access to the internet,  they agreed that some q & a sessions with administrators might prove helpful.   A good deal of time was spent discussing other themes from the Perception Survey.  It was agreed that GOGA might be able to play a role in publicizing parent programs and would sponsor a booth at the March 5 parent/teacher conferences.

 The remainder of the time was spent discussing the SOLAR Discipline Program that defines student, administrative and parent responsibilities within the discipline dynamic.  At its core is the notion that discipline should “teach” students how to make responsible decisions as opposed to  just “punishing” them for their infractions.  The approach takes into account individual student needs as well as matching consequences more closely to the infraction.  The initial data collected over the past two years reveal that suspensions, referrals, and repeat offender numbers have significantly decreased.  Moreover, the reductions apply to minority students as well as majority students.  While there are still gaps in the data, they appear to be narrowing as well as declining in total numbers.  It will be interesting to see if, with attention being given to more culturally relevant curricula,  there will be a corresponding improvement in grades, attendance and achievement test scores.   While it’s still early to draw conclusive generalizations from the SOLAR data, it is worth examining to see what components are worthy of replicating or adapting at other levels.

·        Monona Grove High School

>The 9^th grade curriculum includes a unit on “Cultural Anthropology” requiring students to research and write about one indigenous culture ranging from groups in the Kalahari desert to the Amish in America.  The objective is for students to gain a better understanding and appreciation of human differences and similarities.

>10^th graders read “To Kill A Mockingbird” which has an extensive lesson plan that deals with social inclusion/exclusion, gender and race from the perspective of the era the book takes place.

>11^th graders read “Of Mice and Men”.

>11^th graders also complete a Junior Project that,while not directly related to multicultural issues, can be used as a vehicle to do research on related topics.  For example, one junior is researching the “Little Rock Nine”.

>12^th graders read “Invisible Man” by Ralph Ellison.

While the examples listed above indicate inclusion of multicultural themes, characters and issues into the curriculum, they do not indicate how extensive the trend is nor do they indicate whether the delivery of the material is “managed” in a respectful, culturally appropriate manner.

In response to a recent racially motivated incident the high school has attempted to respond by initiating the following :

>Formation of a coalition of student groups (BSU, Student Council, Peer Helpers, Perspectives,  and the Asian Club) to address the issues of respect for individual differences, harassment and reconciliation.

>Coalition students sponsored a series of t.v. announcements about the harassment policy, how to report it and reinforce the notion that MGHS should be a harassment free zone.

>Coalition students “built” a  4’x 10’ “Wall of Respect” in the cafeteria.  By signing a brick in the wall, students pledged to “choose words and actions carefully, communicate with respect, listen to others to understand their perspective, keep criticism constructive and respectful, and be tolerant of differences.

>Coalition students are sponsoring a series of student discussion groups.  School climate, cliques, race relations, and harassment are topics covered.  The first session was held April 8 and students have requested the groups continue so further discussion can take place.

>The May 1^st half day of  staff in-service is being devoted to a self reflective exercise facilitated by a Department of Justice official. The training requires staff to examine their own perspectives about cultural awareness, identify factors that might be hindering the delivery of bias-free educational opportunities to students,  then develop strategies for diminishing or extinguishing those factors.

3^rd QUARTER  ACTIVITY  CALENDAR

2/4       MGHS Staff Meeting

2/15     Marquette University GOGA Field Trip

2/25     Meeting with UMOGA representative to arrange with MGHS “Student of the Month” recognition 

3/3       Interview with McFarland High School principal, Jim Hickey to obtain background information regarding ATBF

3/5       Met with Administrative Council to discuss diversity issues

3/6       Attended “Taste of East High School” cultural diversity program

3/7       Meeting with Rev. David Smith, President, African-American Council of Churches of Dane County

3/8       Helped coordinate GOGA Youth Social

3/19     Meeting with Grady High School principal, Atlanta, GA

3/26     Meeting with MGHS Coordinators

3/31     GOGA parent meeting with MGHS principal, Paul Brost

4/2-4/3 Served on MGSD Superintendent Interview Panel

4/8        Facilitated first of a series of “Round Table” student discussion groups about school climate, cliques, harassment, race, respect and

             reconciliation; sponsored by MGHS Student Coalition (BSU, Student Council, Peer Helpers, Perspectives, and the Asian Club)

4/9        Supervised field trip to MATC sponsored “Careers in Construction Fair”

4/10      Conference with Choua Her, MMSD Hmong community resource

Spring---Review of harassment policy and reporting procedures

4/17       MGHS Talent Show

4/22-23  Mentoring for Equity Training presented by the Wisconsin New Teacher Project and the New Teacher Center (Waunakee)

4/28       Meeting with Kevin Mikelbank and Ginger Veith to discuss the 6^th grade Health curriculum unit dealing with bullying, harassment,  

              prejudice, individual differences, etc.  The film ‘Remember the Titans” will be used as a vehicle for discussing these as well as issues of

              character

4/28       Meeting with UMOJA reporter to feature MGHS student Eden Mussie as student of the month

4/29       Round Table Student Discussion Groups-special emphasis on gender, sexual preference and disabled issues (The next session(s) will

              focus on establishing a “buddy program” pairing disabled students with “buddies”

5/2        Meeting with Cottage Grove Police Chief and MGSD Supt. Schumacher

5/1        MGHS ½ day In-service “Assessment of Tension Breeding Factors” facilitated by Ken Bergeron, U.S. Department of Justice

5/8        Meeting with Ann Schroeder and Winnequah coordinators at Lussier Center

5/9        Contacted Council for Exceptional Children re materials and ideas for increasing awareness of issues and needs

5/10      Meeting with MGHS students and Del-Teens Mentoring Program Coordinator Andrea Love Sumpter (Delta Sigma Theta Sorority)

5/14      Meeting with Bonnie Trudell re Courage to Teach Program

It is clear, despite some proactive efforts at almost every school, that there is ample room for improvement if the district is to close the achievement and discipline gap for minority students.  While the efforts listed above are to be applauded, the more serious and complex issues of stereotyping, expectations, absence of role models for children of color, and the perceived disconnect from school and the district of minority students and parents of minority students must be addressed.  More intense analysis of curricula for cultural competence, more self-reflection about cultural/racial perceptions, and specific inclusion of cultural competency issues into the district’s Continuous Improvement Process.  Goals to be considered should include, but not be limited to some of the following:

• Review of procedures used for minority student placement in special education.
• Conduct assessment of curricula to determine the presence of values, attitudes, and behaviors that support ethnic and cultural diversity.
• Inclusion of minority representatives (parents and staff) on all new curriculum literacy adoption committees
• Reduction of achievement gaps between minority and majority students.
• Establish specific and measurable goals for minority student inclusion in TAG Programs and Advanced Placement classes.
• Increase numbers and percentage of minority scholarship and awards program recipients.
• Reduction of numbers and percentage of minority student referrals and out of school suspensions.
• Increase numbers of minority staff.

Any questions you have regarding equity and diversity issues relating to minority and disabled students can be directed to Charlie Ellis at 221-7666 ext. 3160 (MGHS) or 836-1489 (home).

Boys & Girls Club of Dane County

Summer 2008 Contract and Registration Form

 Q: Who is eligible to participate?

 A: Child must be a Boys & Girls Club member, ages 7-18.

Q: What are the dates of summer camp?

A: Monday, June 23rd through Wednesday, August 20th. Summer camp will be held Monday through Friday of each week. BGCDC will be closed Saturday and Sunday.

Q: What are the times of summer camp?

A: Youth (7-12) should arrive at 8:00 am and be picked up by 5 pm.

     Teens (13-18) 12p-8p. Monday-Thursday

     Fridays: all members 8a-5p for field trip.

Q: What activities are planned for members?

A: Members will have structured and fun activities planned for each day of the week. Some sports activities include baseball, basketball, golf, tennis, football, or bicycles. Also our educational programs include a math and reading enrichment program. Each day members will have access to technology programs. Every Friday we will be taking a field trip. The Boys & Girls Club will close after our return from field trips on Fridays. Generally, we will lock up at 5:00p on Fridays.

Spaces will be filled on a first come, first serve basis. In order to ensure the success and safety of the participants we ask parents and guardians to review the following guidelines and agree to the terms of our summer camp membership for your child.

ü      I agree that my child will attend the summer camp for the duration of the nine-week program. If my child is going to be absent, I will notify the Boys & Girls Club at 257-2606 (Taft St) or 204-9722 (Allied).

ü      I agree to enforce my child to abide by the principles of behavior as established by the members and staff of the Boys & Girls Club. If my child does not abide by the principles I understand that he/she may be asked to leave the program.  

Boys & Girls Club of Dane County-Taft Street location: 2001 Taft St. Madison, WI 53713, 257-2606.

Boys & Girls Club of Dane County-Allied Drive location: 4619 Jenewein, Fitchburg, WI 53711 204-9722

Applications can be picked up and dropped off at both locations.

Boys & Girls Club of Dane County

2008 Summer Contract and Registration Form

Please use a separate form for each child.

Child name: ________________________                 (age)__________

If your child is attending summer school, pick up by Club vans will be available at the following schools and I give BGCDC permission to pick up my child after summer school from to transport to BGCDC summer camp:

___Leopold Elementary (to Taft)          ___Huegel (to Allied)              

I agree and give permission for my child to participate in ALL field trips for summer camp including trips out of town. Tentative field trips include: Country Springs water park, Devils Lake State Park, Governor Dodge State Park, Picnics and Cookouts, Hoops for Hope, Goodman pool, roller-skating, water parks, and movies.

Child’s Swim level  __beginner __intermediate  __advanced

Further, if my child participates in the MG&E sponsored environmental education programming, I consent to the use of one or more of my child's pictures or photographs for advertising, trade shows, publications or Web site by MGE Energy, Inc., Madison Gas and Electric Co. (MGE) and others it authorizes. I agree that all portraits, pictures, electronic files, photographs, reproductions, films, plates and negatives shall remain the property of MGE Energy, Inc., and MGE. 

Parent comment/ questions: a BGCDC staff will respond if you have specific summer camp question.

Parent name (please print) __________________________________                        

Parent Signature and Date__________________________________ (required for field trip permission)

Daytime phone:_____________________________________

There are currently no events scheduled.

• Would you be interested in becoming part of positive change in your school district and community?

• Would you be interested in being part of a group, first of it’s kind in your community, dedicated to promoting cultural awareness, cultural sensitivity, and pride?
  
  
• Would you like to serve as a positive example and mentor to younger students of color in your community and promote higher education and professional ambition?

• Would you like to be part of the courageous conversations and actions taking place in your community and school district and help be the voice for your community?