1. Cultural Sensitivity Training
HEEM
Achieving Equity
January 4, 2013

2. We may all have come from different ships, but we’re all in the same boat now. ~ Martin Luther King

3. Objective
To ensure equity for all students by conducting Cultural Sensitivity Training district-wide to ensure that discipline is imposed consistently, uniformly, and in a non-discriminatory manner.
Implement Six Goals of Educational Equity along with other interventions as proactive measures to eliminate racial disparities in the disciplining of students.
Use Equity and Diversity principles to cause meaningful change in attitudes and practices.

4. Purpose
To conduct Cultural Sensitivity Training for all employees and other persons who come into contact with students and who may report disciplinary infractions and/or administer discipline, to ensure that discipline is imposed consistently, uniformly, and in a non-discriminatory manner.

5. Court Order Paragraph 14(D) at page 18
Conduct cultural sensitivity training for all school system employees and other persons who come into contact with students and who may report disciplinary infractions and/or administer discipline, to ensure that discipline is imposed consistently, uniformly, and in non-discriminatory manner. Such training shall commence within 90 days of the date on which this order is approved by the court. The school system employees in need of cultural sensitivity training would be comprised of school site administrators, faculty members, and support staff employees authorized to report disciplinary infractions, and bus drivers at a minimum.

6. District Goal
Through Cultural Sensitivity Training there will be an increase in the awareness of cultural differences and improvement in the cultural climate of schools.
As a result, there will be positive change in the noted areas of discrepancies, student outcomes revealed by the data, and a resolution of equity concerns.

7. What is Culture
Culture refers not only to the racial or ethnic groups we are born into but also groups that we choose to belong to, such as religious or social groups.
Culture is a combination of thoughts, feelings, attitudes, beliefs, values, and behavior patterns that are shared by racial, ethnic, religious, social or organizational groups.
Culture provides guidelines of how we live each day

8. HEEM’s Data Ethnic % White 22.1% African Americans 75.2% Hispanic 2.4%
Asian
0.1%

9. Brainstorm on characteristics you have noted in children and families who come from the culture of poverty.

10. Does this correlate with race?
Does that make you look at your students in a different light?
Does these characteristics make them any less important than other children?
What can we do at HEEM to make sure we are treating students equally?

11. What can you do about cultural differences to avoid conflicts?
Be aware of your own cultural perspectives
Be aware of and value your students’ cultural perspectives
Speak possibility, not destruction
Care & demonstrate caring
Changing the mind, changes the actions
Expectations!!!!!!!!!

12. 2 horses There is a field with two horses in
It. From a distance, each horse
looks like any other horse. But, if you stop and look you will notice something quite amazing. Looking into the eyes of one horse will disclose that he is blind. His owner has chosen not to put him down, but has made a good home for him. This alone is amazing.

13. If you stand nearby and listen, you will hear the sound of a bell
If you stand nearby and listen, you will hear the sound of a bell. Looking around for the source of the sound, you will see that it comes from a smaller horse in the field.
Attached to that horse’s halter is a small bell. It lets the blind friend know where the other horse is, so he can follow.

14. As you stand and watch these two horses, you’ll see that the horse with the bell is always checking on the blind horse, and the blind horse will listen for the bell then slowly walk to where the other horse is, trusting that he will not be led astray.
When the horse with the bell returns to the shelter of the barn each evening, it stops occasionally and looks back, making sure his blind friend isn’t too far behind to hear the bell.

15. Like the owner of these two horses, you have a decision to make
Like the owner of these two horses, you have a decision to make. Do you throw away a child because he/she is not perfect, or because they have problems or challenges? Or, do you help guide the child with your bell of support?
Sometimes we are all the blind horse being guided by the little ringing bell of those who support us when we need it most.
Other times we are the guide horse, helping others to find their way…
Please listen for my bell and I’ll listen for yours.