Justice, Equity, Diversity, Inclusion (JEDI)

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Justice, Equity, Diversity, Inclusion (JEDI)

The Rocky River City School District (RRCSD) is committed to providing an education that teaches all students the significant importance of equality, diversity, inclusion and justice for all. We are a community of acceptance, and we celebrate the differences that make our local school community and our nation unique and vibrant.

Since 2013, RRCSD has partnered with the Diversity Center of Northeast Ohio (DCNEO) to further the district's mission to cultivate welcoming learning environments for all students, staff and visitors. DCNEO provides leaders to strengthen the district's programming and educational environment using its YouLEAD programming for anti-bullying, conflict resolution and recognizing the value of self-esteem. The 2020-2021 school year brought the expansion, YouLEAD Junior, to the elementary grades. Due to the ongoing pandemic, these programs are currently delivered virtually under the guidance of and in collaboration with RRCSD staff members and educators.

2020-2021 School Year

1.0 District-wide Diversity, Equity and Inclusion (DEI) Statement
A diversity, equity and inclusion (DEI) statement is an organization's commitment to fostering diversity, equity and inclusion. The statement details the importance of DEI to the work of education for all stakeholders, including students, employees and community members. These statements include specific goals, tasks or areas of focus for the institution. The process of developing a DEI statement for the district is ongoing.
  • All staff were invited to share individual DEI statements with the district.
  • Each school building held grade/department meetings to combine these statements for a grade/department level statement.
  • Building-level visioning committees met to combine these grade/department statements into one building-level statement.
  • Parents/guardians were invited to share their thoughts, feedback and DEI statements through an anonymous survey.
  • The goal is to have a final version of the DEI statement completed and ready to share with the Board of Education by the summer of 2021.
2.0 Professional Development for RRCSD Staff
Rocky River CSD staff members participate annually in professional development designed and delivered by DCNEO.  The 2020-2021 PD topic was Building Relationships and Creating Inclusive Educational Environments.  

3.0 YouLEAD (6-12) and YouLEAD Junior (K-5) Programming for Students
Goldwood Primary School (K-2)
Diversity-Through-The-Arts (DTTA) Lesson Plan
This lesson plan was shared with Goldwood teachers to deliver in their classrooms. The lesson plan included the book, The Day You Begin, and shares that the words we use have power and we should strive to make sure people feel included and that they belong within our class and school community. Students then made a snow person craft, demonstrating that each student is special and unique.
  • Connections to Ohio’s K-12 Social and Emotional Learning Standards
    • K-2.A2.1.a: Identify personal interests and qualities.
    • K-2.C1.2.a: Identify words and actions that may support or hurt the feelings of others.
    • 3-5.C1.2.b: Identify and acknowledge others' viewpoints, knowing both sides do not have to agree, but can be respectful.
    • K-2.C3.1.a: Discuss how people can be the same or different.
    • K-2.C3.3.a: Discuss the concept of, and practice, treating others the way you would want to be treated.
  • Connections to Ohio’s Learning Standards
    • See DCNEO's DTTA website for details on the Ohio Learning Standards covered in DTTA.
Kensington Intermediate School (3rd Grade)
Diversity 101 - Once per year for 45 minutes
Students learn the meaning of the terms diversity, culture, identity and inclusion. They participate in an activity where they draw a "What People Think About Me" comic. The activity encourages them to think about how people may make assumptions about others and how students may have more in common than initially considered. Students discuss the statements and brainstorm ways to respond to people when they make an assumption.
  • Learning Outcomes
    • I can recognize the people are diverse, but in many ways are the same.
    • I can identify one part of my own identity.
    • I can include others who are different from me inside and outside of school.
  • Connections to Ohio’s K-12 Social and Emotional Learning Standards
    • 3-5.A2.1.b: Identify personal strengths based on interests and qualities
    • 3-5.C1.2.b: Identify and acknowledge others' viewpoints, knowing that both sides do not have to agree, but can still be respectful.
    • 3-5.C3.2.b: Participate in cross-cultural activities and acknowledge that individual and group differences may complement each other.
  • Connections to Ohio’s Learning Standards
    • SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own ideas clearly.
    • SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
    • SL.4.1c: Pose and respond to specific questions to clarify or follow-up on information and make comments that contribute to the discussion and link to the remarks of others.
Rocky River Middle School (7th Grade)
#ReThink Labels (see DCNEO’s School & Youth webpage for additional details)
Once per year for 60 minutes
In this program, students explore how labels can both build up and tear down a person and how these words can divide schools, neighborhoods and communities. Students examine labels they have encountered in their own lives and reflect on stereotypes in order to become advocates for inclusion in their school communities.
  • Learning Outcomes
    • I can identify my beliefs, stereotypes, assumptions and prejudice when encountering people.
    • I can begin to understand the many identities others have without judging them.
    • I can identify one actionable step to stop labeling people and/or groups of people.
  • Connections to Ohio’s K-12 Social and Emotional Learning Standards
    • MS.A4.2.c Recognize the importance of confidently handling tasks and challenges, while reframing negative thoughts and engaging in positive self-talk.
    • MS.A4.3.c Demonstrate basic self-advocacy academically and socially.
    • MS.C1.2.c Demonstrate respect across school, community, face-to-face and virtual settings, when viewpoints or perceptions differ.
    • MS.C1.3.c Demonstrate empathy through understanding of others’ feelings and acknowledgement of their perspective.
    • MS.C3.1.c Discuss how positive or negative stereotypes of an individual or group can be unconscious and may lead to discrimination and prejudice.
    • MS.C3.3.c Demonstrate respect for human dignity virtually and in person.
Rocky River High School (9th Grade)
YouLEAD Workshops (see DCNEO’s School & Youth webpage for additional details)
 
Diversity 101 - Once per year for 50 minutes
During this program, students are introduced to concepts of diversity, inclusion and identity. Students have the opportunity to engage in self-reflection around their own identities and the identities of their peers. Students learn about bias and assumptions related to identity through the lens of "single stories".
  • Learning Outcomes
    • I can define diversity, inclusion and identity.
    • I can identify at least three parts of my own identity.
    • I can identify what it feels like to be included.
    • I can identify skills and behaviors I can use to include others.
  • YouLEAD connection to Ohio's Learning Standards
  • Connections to Ohio’s K-12 Social and Emotional Learning Standards
    • HS.C1.1.d: Evaluate verbal, behavioral, environmental and situational cues that may influence the feelings of others.
    • HS.C1.3.d: Demonstrate empathy through compassion in self and encourage in others.
    • HS.C3.1.d: Examine and address explicit or implicit personal biases toward an individual or group.
    • HS.C3.3.d: Analyze how one can build community that respects all human dignity virtually and in-person.
    • HS.C4.3.d: Use positive problem-solving skills to balance personal and group needs and foster respectful group interactions.
Socioeconomics - Once per year for 50 minutes
This program focuses on socioeconomic status, wealth and income and the impact these have on our lives. Students will explore the factors and relationships in society that determine an individual's socioeconomic status. Through interactive activities, students explore how wealth and resources influence access and outcomes and learn to recognize when socioeconomic bias is influencing them.
  • Learning Outcomes
    • I can define socioeconomic status, wealth and income.
    • I can understand social and systemic barriers to creating sustainable income and wealth.
    • I can reshape negative perceptions of socioeconomic status for myself and others.
  • YouLEAD connection to Ohio's Learning Standards
  • Connections to Ohio’s K-12 Social and Emotional Learning Standards
    • HS.C1.3.d: Demonstrate empathy through compassion in self and encourage in others.
    • HS.C3.1.d: Examine and address explicit or implicit personal biases toward an individual or group.
    • HS.C3.3.d: Analyze how one can build community that respects all human dignity virtually an in-person.
Conflict Resolution - Once per year for 50 minutes
Students have the opportunity to collaborate with peers to analyze and brainstorm how they would resolve conflicts. Through activities that focus on identifying and working through conflict systematically, this program gives students the tools they need to address conflict in their own lives and with those around them, and begins to identify larger conflicts in their communities and beyond. Students learn skills that will be foundational and adaptable and identify factors that lead to and exacerbate conflict.
  • Learning Outcomes
    • I can understand that conflict is not inherently negative.
    • I can identify one area of conflict in my life.
    • I can build and practice skills for managing and resolving conflict.
  • YouLEAD connection to Ohio's Learning Standards
  • Connections to Ohio’s K-12 Social and Emotional Learning Standards
    • HA.C4.3.d: Use positive problem-solving skills to balance personal and group needs and foster respectful group interactions.
    • HS.D2.1.d: Establish and actively participate in a healthy network of personal, school and community relationships.
    • HS.D3.1.d: Demonstrate an ability to co-exist in civility in the face of differing perspectives to prevent conflict.
    • HS.D3.2.d: Apply conflict management skills and strategies to manage intimidation, avoid and escape violence and maintain personal safety.
    • HS.D3.3.d: Utilize problem solving resources and supports to facilitate conflict resolution, recognizing that seeking help is a strength.
    • HS.E1.2.d: Implement a decision-making process to solve complex situations, including academic and social challenges.

FAQ's

FAQ's from Diversity Center of Northeast Ohio

In the News

DCNEO Partnership

The Rocky River City School District long-standing partnership with DCNEO brought with it JEDI educational opportunities for secondary students and staff. For the 2020-2021 school year, the partnership was enhanced to include elementary students and the addition of a JEDI leader.

Our JEDI leaders for the 20-21 school year were Kei Graves (he/him) and Kaila Johnson (she/they). Both leaders oversaw the district's JEDI efforts by providing direction, planning and delivery.

What is JEDI?

Diversity is difference between people, things, and experiences. Diversity can only occur in a group, where one thing, person, or experience, is different from another.

Inclusion is the practice of valuing the unique experiences and contributions people have to offer. Inclusion recognizes that the most growth happens when these unique contributions are encouraged and supported. Through this ongoing commitment and goal, organizations create the conditions for diversity to thrive in a way that connects, respects, and values all members of the community.

Equity refers to a practice where people receive conditions or resources that they need to participate in a society where they all have access fair treatment, basic rights, protections, security, opportunities, obligations, and social benefits.  

Justice refers to a goal or vision for social change and requires a strategy to redress histories of violence, inequality, trauma, and the unjust treatment of groups.  
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