Benchmark – Building Trust in a Diverse Community Case Analysis

and Rationale Template

Part 1: Case Analysis

1. Brief summary of the case:

50 years ago, Rose Place was home to many white supremacists. The government told the
school that it needed to be integrated by the end of the decade. There is a volunteer
busing program that picks up students who have disabilities and other minority students.
There are children and grandchildren of the white supremacy group that do not want the
minority students to attend the school. They are

2. Identify the issues to be resolved:

Repairing the relationship between the principal and the staff
Advocating for the minority students
Losing funding due to lack of enrollment
Losing community support because I am of the minority
Integrating the school

3. Stakeholders involved in the issue:

The stakeholders are the parents of all the students, all the students in the school, the
community members, the board of education, and the mayor (the mayor is the one that
recommended me for the job in the first place; I wouldn’t want them to look bad)

4. One or two existing laws or court rulings that relate to the issues:
Plessy v. Ferguson
Brown v. Board

5. District policies that relate to the issues:

Policy Code 1100:
 6. Removal of barriers. A system of excellent schools prohibits illegal
discrimination and harassment of staff and students, encourages tolerance and

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 respect, and seeks to eliminate or lessen other barriers that may impede a student's
ability or opportunity to learn, including economic disadvantages, poor nutrition,
ill-health and lack of transportation
Policy Code: 1710 Prohibition Against Discrimination, Harassment and Bullying
 A. Prohibited Behaviors
o Students, school system employees, volunteers, and visitors are expected
to behave in a civil and respectful manner. The Board expressly prohibits
unlawful discrimination, harassment and bullying by students, employees,
Board members, volunteers, or visitors. “Visitors” includes parents and
other family members and individuals from the community, as well as
vendors, contractors, and other persons doing business with or performing
services for the school system.

o Students are expected to comply with the behavior standards established

by Board policy, the Code of Conduct, and school and classroom rules.
Employees are expected to comply with Board policy, school system
regulations, and school rules. Volunteers and visitors on school property
also are expected to comply with Board policy, school system regulations,
and school rules and procedures.

 1. Consequences for the Perpetrator

o a. Disciplinary Consequences for Students

 Students will be disciplined in accordance with the school’s

student behavior management plan (see policy 4306, School Plan
for Management of Student Behavior). Based on the nature and
severity of the offense and the circumstances surrounding the
incident, the student will be subject to appropriate consequences
and remedial actions ranging from positive behavioral
interventions up to, and including, expulsion. In addition, the
violation may also be reported to law enforcement, as appropriate.

 Incidents of misbehavior that do not rise to the level of

discriminatory harassment or bullying may violate acceptable
standards of student behavior, including, but not limited to, the
expectation that students will demonstrate civility and integrity in
their actions and interactions with others. See policy 4310,
Integrity and Civility. The consequences for such behavior will be
consistent with applicable Board policy and the Code of Student
Conduct.

 This policy will not be construed to allow school officials to

punish student expression or speech based on undifferentiated fear
or apprehension of a disturbance or out of a desire to avoid the
discomfort and unpleasantness that may accompany an unpopular
viewpoint.

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  b. Disciplinary Consequences for Employees

o Employees who violate this policy will be subject to disciplinary action up

to, and including, dismissal. In addition, the violation may also be
reported to law enforcement, as appropriate, nothing in this policy will
preclude the school system from taking disciplinary action against an
employee when the evidence does not establish unlawful discrimination,
harassment, or bullying, but the conduct otherwise violates Board policy
or expected standards of employee behavior.

 c. Consequences for Other Perpetrators

o Volunteers and visitors who violate this policy will be directed to leave
school property and/or reported to law enforcement, as appropriate, in
accordance with policy 5020, Visitors to the Schools. A third party under
the supervision and control of the school system will be subject to
termination of contracts/agreements, restricted from school property,
and/or subject to other consequences, as appropriate.
 F. Training and Programs

o The Board directs the Superintendent to establish training and other

programs that are designed prevent discrimination, harassment and
bullying and to foster an environment of understanding and respect for all
members of the school community. Information about this policy and the
related complaint procedure must be included in the training plan.

o As funds are available, the Board will provide additional training for
students, employees and volunteers who have significant contact with
students regarding the Board’s efforts to address discrimination,
harassment and bullying and will create programs to address these issues.
The training or programs should (1) provide examples of behavior that
constitutes discrimination, harassment or bullying; (2) teach employees to
identify groups that may be the target of discrimination, harassment or
bullying; and (3) train school employees to be alert to locations where
such behavior may occur, including locations within school buildings, at
school bus stops, and on cell phones and the Internet.
6. Possible solutions to the issues:
Offering Professional development for the staff on cultural diversity, equity in education,
and cultural awareness
Offering student cultural awareness course
Doing a “Cultures around the world” day or week to highlight different cultures
Offer a community day where families can gather and make connections

7. The solution you chose to resolve the issues:

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 I will ask the district to provide cultural trainings and professional development to the
staff and students. If funds are available, I will ask that the district also train the
volunteers.

8. Action steps (2-5) for implementing your solution, including a timeline for each step:
I do not plan for me or the students to be accepted overnight, but during the next decade
of integration, I plan to offer trainings to help acclimate the students and staff to the new
school culture. I cannot change the minds of the community, but I can do everything
within my power to influence those who are in the school building.

9. Potential moral and legal consequences of solution:

There will be some pushback from the community members who are descendants of the
white supremacist group from 50 years ago. They may try to protest or do acts of violence
against the school. As these issues arise, we will deal with them one at a time.
Part 2: Case Study Solution Rationale

Support your case analysis with a 500-750 word rationale explaining the solution you chose and
why. How are the values of democracy, equity, and diversity within the school safeguarded by
your decisions? How does your solution demonstrate integrity and fairness, and ensure a school
system of accountability for every student’s academic and social success?
Support your decision citing the case where appropriate and a total of 3-5 scholarly articles.
The solution that I have chosen reflects that you cannot really change public opinion. The

only thing that a principal can do is focus on what goes on inside the building and try to

influence they can. By following my board policies, neither I nor the students have to endure

discrimination of any kind from anybody. If it comes from a student, there are measures in place

to deal with that. If it comes from a staff member, then we have ways of handling those

situations. Even if it comes from a volunteer parent, the school district will deal with any cases

of discrimination. I want my students and their parents to know that I support them and want the

school to be a welcoming environment for all. That means, there will be mandatory cultural

awareness professional development for all those who work or volunteer in the school. The

students will also have a cultural awareness course to take that will expose them to a variety of

people. Pam Foreman Testroet was a student who had to deal with the desegregation of schools

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with Ruby Bridges. She said, “My father, Minister Lloyd Foreman, believed every child had an

equal right to an education” (Meadows, 2011). This is the same idea that I have for my students.

When integrating a school, there is a need for strong leadership. There will be difficulties

like pushback from parents and other stakeholders, but we as the leaders of the school, must be

equipped to handle these situations. It’s been said that in South Africa, the schools were poorly

integrated for these reasons, as well as the lack of interrelationships between the learners and

others from different cultural backgrounds as well as the interrelationships between the teachers

and the students from different racial backgrounds (Naidoo, et al, 2018). This is why it is so

important to do the cultural awareness courses and professional development. Doing it this way,

the students will be able to connect better with their teachers and peers. It will reduce the number

of prejudice and stereotypically generalized ideas about the other race.

I realize that there are many parents who are concerned that the students who will be

coming will not be able to keep up academically. The schools in New York City had the same

problem, and they recognized that integration just wasn’t sufficient. They had their share of

opposition from parents who believed that mixing up the racial composition of the school would

have a negative effect. However, they noticed that there were some select middle schools with a

high Hispanic and Black population that were scoring higher than the schools around them. This

goes to “show that academic improvement is possible regardless of a student body’s ethnic mix”

(Domanico & Manhattan Institute for Policy Research, 2018). They recognized that they may

need extra support. So, for the betterment of our students, I believe we can give them the support

they need to not only do well, but to exceed growth.

In closing, every student is worthy to be taught no matter their background. We

want to create citizens that know how to work well with others and have a wealth of knowledge

to share. We will be creating a school culture of acceptance and care one for another. It may take

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a while to get used to it, but if we truly want the best for our students and our future community,

then we will give them all the support needed to rise to the challenge and excel.

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Part 3: Agenda and Agenda Rationale

Outline an agenda for a meeting focused on community relations to build and sustain positive
school relationships with families and caregivers. Include:

 A purpose statement for the community meeting.

 A minimum of two meeting goals and objectives.
 At least two suggested speakers from community organizations.
 A detailed timeframe for speakers and activities.

Compose a 250-500 word rationale for your decisions regarding the agenda’s goals and
objectives, suggested speakers, and activities. Describe how this meeting will build and sustain
positive school relationships with families and caregivers.

Agenda

Welcome

Introductions

 Principal
 Staff
 Guest Speaker- Mayor
 Guest Speaker- Rural Teacher Leadership Network Representative

Purpose: To get to know the community in which our school is settled and address the
integration program set forth by the state.

“A Vision for the Future” – Mayor (30 minutes)

Goals: Increase Cultural Awareness and Make Community Connections

 Roundtable Discussion (45 minutes)

Break (10 minutes)

Find Someone Who Activity (20 minutes)

“Equity in Education” – Rural Teacher Leadership Network Representative (1 hour)

Call to Action – Principal (30 minutes)

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Rationale

We will start the meeting off with a welcome to all the parents, caregivers, staff, students, and

guest speakers. I want everyone there to know that their presence in appreciated. This is a huge

step in the right direction for our school and our community. Next, I will introduce myself and

the members of my staff. I want to take the time to recognize that each of the staff members there

plays an integral role at our school. I would not be able to do it without them. Once the

introduction of the staff and myself are complete, I will acknowledge that the mayor is here and

thank him for taking time out of his busy schedule to be with us. I would also introduce the Rural

Teacher Leadership Network (RTLN) representative and thank them for taking the time to be

with us as well. Once introductions were finished, I would explain the purpose of our meeting.

We are here to get to know the community in which our school is settled and address the

integration program set forth by the state. At that point, I will give the mayor time to address the

community. He is the one who recommended that I be hired for this position. Therefore, I want

him to give his take on the situation and tell us about his vision for the future. We will then take

the time for a roundtable discussion on our goals to increase cultural awareness and to make

more meaningful connections with the community. There will be a break where light

refreshments are offered before we return to the business at hand. The “Find Someone Who”

activity is one that is used to get to know people and see that they are no different than anyone

else. I want them to realize that everyone has their own experiences and are still allowed to share

this space. After that activity, the RTLN will take their time doing their presentations on equity

in education. I have personally been to one of the trainings and it is a wonderful experience with

so much information at one time. If all goes well, they may be asked to return with more

information and trainings for the staff and volunteers. Lastly, I want to give everyone a call to

action. I will ask them to put aside any preconceived notions and look forward to a shared future

where we can coexist and benefit one another.

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References

Domanico, R., & Manhattan Institute for Policy Research. (2018). Closing the Racial

Achievement Gap in NYC Schools: Integration Is Not Enough. Manhattan Institute for

Policy Research.

Meadows, K. (2011). The desegregation of public schools: Ruby Bridges, Millicent E. Brown,

and Josephine Boyd Bradley--Black educators by any means necessary. Vitae

Scholasticae, 28(2), 23-34.

Naidoo, S., Pillay, J., & Conley, L. (2018). The management and governance of racial

integration in public secondary schools in Gauteng. Koers, 83(1), 1–13.

https://doi-org.lopes.idm.oclc.org/10.19108/koers.83.1.2325

Policy Manual, Wayne County Public Schools, (2022). Retrieved October 12, 2022

boardpolicyonline.com/?b=wayne_count

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