‘scaling up’ human relations in a · pdf filecomponents description levels of...
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‘SCALING UP’ HUMAN RELATIONS IN A SCHOOL LL.A. COUNTY COMMISSION ON HUMAN RELATIONS & L.A.U.S.D.’S W.I.N. PROJECT
Components
Description
Levels of Implementation
“Emerging” Ally No haters here! school
School-wide Commitment to Peace and Respect for a l l groups, and Educat iona l Equi ty
*School consistently implements a comprehensive school-wide policy that promotes respect and peace for all regardless of age, disability, ethnicity, gender identity, language, immigration status, national origin, race, religion, sex, gender, sexual orientation, etc. *School also seeks to understand, monitors and takes effective actions to correct educational inequities.
o The school leaders understand the need to establish a school-wide action plan that includes regular tone-setting communications with students, staff, and parents (including protocols to effectively respond to bias incidents); BUT it has not yet developed a plan, although it may have taken actions that reflect a commitment.
o School communications with staff, students and parents explicitly embrace this commitment and have begun to develop an action plan and have implemented some of an action plan.
o There are visible events (e.g., periodic assemblies) in which the topics of peace and respect are the focus.
o Written materials (posters, etc.) are placed in visible locations for all campus community members and visitors to view.
o Awareness and education
campaigns are regularly carried out throughout the school year (starting at the beginning of the school year) to deliver messages & reminders of an institutional and personal commitment to diversity, respect, and peace.
o All campus community
members including parents/guardians are active in the peace and respect campaigns.
Components
Description
Levels of Implementation
Develop Human Relat ions Leadership among Students
School establishes a campus-based student organization or support an existing one that is dedicated to diversity and equity
o There is an existing student leadership group interested in adopting diversity and human relations work to their organizational mission.
o There is a committed school
staff (adult ally) ready to support the youth.
o There is a student leadership group that addresses human relations (e.g. GSA).
o Student leadership
groups periodically conduct human relations activities.
o Student organization that is focused on human relations leadership meets regularly (at-least weekly) with adult ally (e.g. teacher).
o Students receive ongoing
training on human relations skill building.
o Students are expected to
coordinate and facilitate human relations skill building activities.
Parent/Guard ian Engagement and Capac i ty Bui ld ing
School provides open forums for communication and educational opportunities with parents/guardians.
o There are existing parent/guardian groups that regularly meet at the school site (e.g. school site council).
o Parents/guardians have
expressed an interest in receiving diversity workshops.
o An existing collaborative exists in the school community aimed at curtailing violence (e.g. Safe Passages).
o School administration regularly meets with parents/guardians to provide school updates (e.g. coffee with the principal).
o School administration participates and/or coordinates regular community meetings focused on addressing inter-group conflict and analyzing data.
o Diversity and human relations presentations & educational workshops are regularly provided to the community.
o Community members volunteer
at the school to promote human relations.
‘SCALING UP’ HUMAN RELATIONS IN A SCHOOL LL.A. COUNTY COMMISSION ON HUMAN RELATIONS & L.A.U.S.D.’S W.I.N. PROJECT
Components Description Levels of Implementation
“Emerging” Ally No haters here! school
In tegrate Human Relat ions into C lasses and Campus Cul ture
School supports in-class programming, allowing students the opportunities to deepen their knowledge of diversity, build leadership and interpersonal skills, and strengthen their commitment to human relations
o Incorporating human relations and diversity programming is an interest for the school.
o The school has identified a benefit in adopting school-wide programs.
o Teachers are allowed to add a section to their lesson plans that educate students on human relations.
o The school holds annual or bi-annual human relations and diversity programs (e.g. diversity assembly).
o School has adopted lesson plans & provided teachers with tools on how to promote human relation lessons into all subject areas.
o An elective course that allows students to deepen knowledge on human diversity & culture (e.g. women of color) is offered at the school.
o School adopts human relations and diversity programs into the culture of the school (e.g. no name calling week, anti-bullying pledge, etc).
Collaboration with Community and Government: -Communi ty d ia logue
School engages community in a series of action/solutions-oriented dialogues with all stakeholders.
o There is viable interest from school community members to organize a forum for dialogue.
o School administrator or designee participate in a community forum that informs on community issues.
o School community is committed to hold meetings on a regular basis (e.g. quarterly) to promote sustained dialogue among all stakeholders (e.g. students, parents, staff, and community).
For more information, contact Gustavo Guerra Vasquez at [email protected], Robin Toma at [email protected], or Joel Cisneros at [email protected].
Collaboration with Community and Government: -Forming a School Co l laborat ive
School administrator (preferably Principal) leads a collaborative in which the school community identifies, raises awareness, and takes action on intergroup challenges facing the school community.
o There is viable interest from school community members to strategize around human relations challenges as shown by plans to create community safe school collaborative.
o School community members meet at least quarterly to address ongoing human relations issues that impact the school (internal and external).
o School community members meet at least monthly to address ongoing Human Relations issues that impact and may impact the school in the future (A detailed workplan with goals and objectives is present).
Collaboration with Community and Government: -Engage government or communi ty agenc ies wi th Human Relat ions serv ices
School builds partnerships with community experts to provide trainings and curricula to school.
o School administration would like to partner with a community agency.
o School administration consults with human relations agency as needed.
o School works closely with an agency to actively collaborate (e.g., co-location) human relation staff at the school.