Compilation of Issues and Recommendations
Derived by students of:
Wauwatosa East and West High School
Wauwatosa, Wisconsin
STUDENT PROBLEM IDENTIFICATION AND RESOLUTION OF ISSUES
TOGETHER
(SPIRIT)
Submitted By:
THE U.S. DEPARTMENT OF JUSTICE
COMMUNITY RELATIONS SERVICE
April 20 and 21, 2011
THIS REPORT SHOULD NOT BE PERCEIVED, CONSTRUED,
INTERPRETED NOR UNDERSTOOD TO BE A FINDING OR CONCLUSION
OF THE U.S. DEPARTMENT OF JUSTICE OR ANY COMPONENT THEREOF
Introduction
The Community Relations Service (CRS), United States Department of Justice, was created by the
Civil Rights Act of 1964 to assist state and local units of government, private and public
organizations, secondary schools, educational institutions, and community groups in preventing and
resolving racial and ethnic tensions and conflicts, with the intent of restoring racial stability and
harmony. CRS also works with the above parties to help communities prevent and respond more
effectively to violent hate crimes committed on the basis of actual or perceived race, color, national
origin, gender, gender identity, sexual orientation, religion, or disability1.
Nearly twenty-five years ago, CRS recognized the value of student problem solving in addressing
racial issues, and, in response created a program called Student Problem Identification and
Resolution of Issues Together (SPIRIT). Since then, CRS has applied the principles of mediation,
problem solving, and full engagement of the school community, to help improve the racial climate
of schools. SPIRIT brings students, administrators, teachers, and parents together to identify issues,
so the school may develop its own solutions, and take ownership of the actions it deems most
appropriate to resolve the conflicts within its schools.
At the request of the Wauwatosa School District Superintendent Phil Ertl, on April 20 and 21, 2011,
CRS conducted SPIRIT at Wauwatosa West High School located at 11400 W Center St,
Wauwatosa, WI 53222. Addressing bullying concerns, and building and improving race relations
were the main objectives of the SPIRIT exercise. This report reflects the issues identified by the
students and their recommended solutions. The role of CRS in this two-day SPIRIT activity was to
provide the methodology and problem identification and resolution processes that assisted
recognized student leaders in arriving at their own solutions. This program calls for CRS
conciliators and individuals outside of the school to facilitate the process of gaining student
perspectives to identify concerns and possible solutions at Wauwatosa East and West High Schools.
Seven diverse local facilitators provided facilitation assistance during the SPIRIT exercise.
Methodology
In the first day’s session, we began with a program introduction and a welcome by the School
District Superintendant and an introduction of outside facilitators. Students self-identified and
grouped themselves homogeneously on the basis of race/ ethnicity. Following the first day’s session,
students identified representatives to work on the school’s SPIRIT student advisory council along
with their Principal and District Superintendant. Students reconvened after recording the specific
problems and concerns of their respective groups and reported out to the collective body on both
their lists of school strengths and areas of concern. After the first day’s session, facilitators then
gathered all recordings and developed a compilation of common problems and themes.
In the second day’s session, students worked on problem resolution using a 5-step problem solving
process. Students were placed in racially/ethnically mixed groups, and asked to develop solutions to
concerns raised by different members of the group. It was during this session that students
recognized that many of their individual group concerns were also concerns of other
groups. The information reported below is essentially raw data; only minor edits
1
The services of CRS mediators are conducted in confidence and without publicity and CRS shall hold confidential any
information acquired in the regular performance of its duties upon the understanding that it would be held.
(Wauwatosa East and West High School, April 20 and 21, 2011)
2
were made to assure a clear understanding of the information shared by the students.
At the end of the second day, an elected SPIRIT Student Advisory Council was introduced to the
main student-working group. The SPIRIT Student Advisory Council will meet periodically with the
School District Superintendant, Principal or his designee to follow-up on the SPIRIT program and
may implement resolutions developed during SPIRIT program. The council may also work on other
problem areas as they arise.
Day 1: Problem Identification
On the first day of the SPIRIT program students shared concerns about what they see as problems at
school as well as strengths of the school. Students met in racially/ homogeneous/ member groups
based on self-identification by students for problem identification and issue recording.
Breakout Session 1: Students self identified themselves into four racially/ homogeneous groups of
students: 1.) Asian, 2.) Latino, 3.) Caucasian and 4.) African American. This was done so that each
group of students felt comfortable enough to voice positive experiences as well as concerns about
problems at the school. The facilitators then began the individual group sessions, starting out with
ice-breakers and the introduction of ground rules to ensure respect, including allowing one person to
be heard at a time, etc. Facilitators then began to elicit what students felt were the strengths and
important issues of concern to them at Wauwatosa East and West High Schools.
On April 20, 2011, thirty-eight (38) Wauwatosa East and West School students participated in the
SPIRIT exercise. On the first day, thirteen (13) Caucasian students, eleven (11) African American
students, eight (8) Latino students and six (6) Asian students worked in homogenous groups to
identify school strengths and jurisdictional problem issues within their school.
The School Strengths were identified as follows:
Group 1: Asian Students
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Clubs are involved and have a lot of variety
The Rader and Trojan rooms
School district is trying to understand diversity
Teachers like to teach and student teachers are motivated
Group 2: Latino Students
 Equality of Education
 Good diversity – not segregated
 School colors at East and West High Schools
 Schools have new equipment
 Student closeness
(Wauwatosa East and West High School, April 20 and 21, 2011)
3
Group 3: Caucasian Students
 Open environment
 Warm friendly environment
 Feels like a family
 Food
 Teachers friendly/interactive
 Teachers don’t think they are better than or superior
 Know you are getting a good education
 Class offerings have variety
 Extracurricular: strong theater programs
 CNA (Certified Nursing Assistant) program
 Good variety of supports/sports
 Happy that prom is off campus
 Variety of clubs that meet needs/interests
 Like the current class schedule (not block):summers off/breaks spread out
 Feel safe in school
 Support in writing center (underutilized)
 Career Center
 Guidance –can talk to them
 Administrators-improvements, cool, like them
 Students have a voice (if they choose to use it) (depends on issue) (administrators listen)
Group 4: African American Students
 Good education and curriculum
 Good peer interactions
 Diversity Month at Wauwatosa West High School
 Approachable teaching styles
 Home room at Wauwatosa West High School – Sense of Building Community
 School spirit and unity
 Helping fellow students
 Fundraiser and Awareness campaigns for Theater, Sports, Pride, and Leukemia
 Being part of something
 Early release Wednesdays
 Penny Wars helping students and staff come together
 Empathetic staff who check in with students
 Caring administrators
(Wauwatosa East and West High School, April 20 and 21, 2011)
4
Seventy-two (72) problem issues were identified on the first day, of which eight (8) received the
highest votes from students.
The following are a list of issues and votes that the students raised by respective racial groups:
Group 1: Asian Students
1. Lack of cultural awareness about Asians. Cultural differences not understood about Korean,
Chinese, Hmong, Japanese, etc by teachers and students. It is frustrating and offensive
2. Asian students are stereotyped for being quiet
3. Asian students don’t seek attention for fear of being rejected or attacked
4. Racial slurs like “Chink” and “Gook”. Comments made behind your back
5. Asian students have difficulty identifying with each other based on nationality
6. Lack of diversity in the number of Asian students
7. Teachers and students stereotype Asian students for being smart
8. School does not recognize or acknowledge Asian cultures
9. Curriculum does not provide enough instruction on Asian history/culture/language
10. School doesn’t celebrate social and cultural contributions Asians to the world
11. Students resent growth of Asian countries/economy
12. Hard to fit in with white students because of clicks (cliques)
13. Perception that Tosa (short for Wauwatosa) schools are better than Milwaukee Public
Schools (MPS)
14. Asian parents have difficulty adapting/giving up cultural traditions and practices
15. Asian parent participation is limited by language and assimilation/or lack of awareness
16. Not enough diversity among teachers and staff
17. Food service cultural offerings are not authentic
Group 2: Latino Students
1. Being told you don’t look Mexican
2. You don’t fit into a stereotype
3. Racial slurs like “Boarder Jumper”, “Wet Back”
4. Negative comments from teachers about racial identity
5. Teachers are irritated with different races
6. Everyone expects you to know Spanish stereotype
7. Made fun of because of accent
8. Pressure to “Act White”
9. Teachers are surprised when you are smart or speak proper English
10. Lack of diversity in teaching staff
11. Teachers make negative comments about being from Milwaukee Public
Schools (MPS)
12. Teachers expect you to fail
13. Expectations to be pregnant if you are Latino
(Wauwatosa East and West High School, April 20 and 21, 2011)
5
14. Stereotype about Mexican immigrant jobs
15. Schools don’t teach about different cultures
16. Racial and cultural ignorance among students and teachers
17. Stereotype about Latino sports and music
18. Unequal discipline
Group 3: Caucasian Students
1. Conflicts are interpersonal
2. Students sit in cafeteria with self identified groups also happens in classes
 no work on making people feel more comfortable with people who they don’t look
like
3. Lack of diverse faculty
4. Racial and socio-economic labeling
5. Bullying based on what you look like and your beliefs
 Talking behind your back and to your face
 Emotional/breaking people down
 Using technology (Facebook/formspring.com/ Tosa Ribfest)
6. Facebook /formspring.com/Tosa Ribfest used to promote bullying, hate and racism
7. Racial ignorance (use of slurs, in some groups and outsiders)
8. More focus on career skills vs. academic skills
 How to be good leaders
 How to be more socially appropriate
9. More opportunities to foster diversity
10. Homeroom isn’t taken seriously (West)
11. Students do not lead talks, provide directions, or make suggestions
12. Students try to solve problems on their own
 Hard to seek help from adults you don’t have relationships with
 No sense of support from administration and other adults (some individuals do)
 Don’t want to be labeled a snitch or weak
13. Lack of understanding of cause and effect in relatonships
14. Lack of understanding of boundaries and others experiences
15. Students need to be willing to accept help
Group 4: African American Students
1.
2.
3.
4.
5.
Lack of diversity in teaching staff
Teachers quick to stereotype and label students for bad behavior; if you’re black
Cameras target problem areas in building and make you feel spied upon
Bourgeois labels and stereotype for interacting with groups other than black
Teachers and staff view black student’s behavior differently; when whites
have fun, no discipline, when blacks have fun, they get in trouble
(Wauwatosa East and West High School, April 20 and 21, 2011)
6
6. Different written rules for students of color
7. Blacks are expected to perform lower academically
8. You feel singled-out for being in AP classes; teachers think you need help
9. Assumption that all students come from Wauwatosa Schools; k-12
10. Culture clash is hard for students who live in Milwaukee to transition to Wauwatosa Schools
11. Some sports have only 1-2 black players; makes you feel isolated
12. Blacks are targeted for playing sports
13. Theater roles are not open to all races- discrimination
14. Rivalry between white and black girls
15. Extracurricular actives are supported differently for blacks versus whites
(donations/fundraisers)
16. Lack of awareness of historically black colleges and universities (HBCUs) is lacking/ and
scholarships for black students
17. School environment is racial biased towards whites
18. Black heritage literature needs to be part of the curriculum
19. No activities for black heritage month
20. Lack of awareness about Martin Luther King (MLK) Day
21. Black students have to work harder to succeed- no support system
22. Dress code is biased towards white students
All GROUPS RE-CONVENED IN A GENERAL SESSION AND EACH OF THE FOUR
GROUPS REPORTED ON THEIR FINDINGS. MAJOR PROBLEMS WERE IDENTIFIED,
CONSOLIDATED, AND PRIORITIZED BASED ON STUDENT VOTES. (Each student then
received 5 dots and placed a dot by the top five issues most important to them).
THEIR TABULATED AND PRIORITIZED CONCERNS REVEALED THE FOLLOWING:
Student Concerns
Votes
1. LACK OF DIVERSITY AMONG FACULTY
2. LACK OF CULTURAL AWARNESS AMONG STUDENTS
AND TEACHERS
3. RACIAL SLURS
4. DRESS CODE IS UNFAIR
5. SCHOOLS ARE CULTURALLY AND RACIALLY BIASED
6. UNEQUAL DISCIPLINE
7. CURRICULUM NOT CULTURALLY DIVERSE/
NO CULTURAL CELEBRATIONS
8. BULLYING (Physical, Electronic, Verbal, Emotional)
47
36
24
24
15
15
9
8
(Wauwatosa East and West High School, April 20 and 21, 2011)
7
PROBLEM RESOLUTION
Second Day’s Session:
This session asks students to resolve problems. They are first introduced to the 5-step problemsolving method, and then briefed on the common themes that ran across racial/ethnic, same group
lines in the previous day’s discussion. Students are then assigned into mixed/heterogeneous groups
to develop/ brainstorm solutions.
General session 2:
The 5-step problem-solving method:
1.
2.
3.
4.
5.
Identify the problem
Brainstorm possible solutions
Pick the best solution(s)
Develop a plan of action and implement the solution
Follow-up on the success of the implementation
Breakout session 2:
Students were divided equally into four diverse groups to brainstorm potential solutions to their
concerns. Students were encouraged to come up with as many ideas as possible and not judge or
evaluate them until the end of the session. Using the 5 Step Problem Solving Model, each group
below indicated the problem addressed and the corresponding recommendation for resolution. All
groups were given the same first listed concern for the maximum impute of ideas followed by
alternating concerns as time allowed.
On the second day, April 21, 2011, the students self-selected themselves into four heterogeneous
groups. CRS then assisted them in developing thirty-six (36) resolution statements to the eight (8)
problem statements. Six (6) resolution statements received the highest votes and were provided to
the principal and student advisory group to discuss and address for final recommendation to the
Superintendant Ertl.
Group 1 – Identified Resolutions to Concerns:
Concern 1: Lack of Diversity
 Network job opportunities for teachers among teacher associates
 Change perception of Tosa’, i.e., “Not all white but changing”
 Develop a recruitment package for teachers that celebrates diversity
 Network job opportunities for teachers among parents
 Start recruiting early for known vacancies based on retirement
 Advertise in college placement offices
o On-line
o On Tosa’ school website
o In Newspaper
(Wauwatosa East and West High School, April 20 and 21, 2011)
8
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o State teacher website
o At Historically Black Colleges and Universities (HCBUs)
Invite prospective teachers and give them a tour of the whole district
Recruit teachers for their passion to teach and change lives versus the motivation for money
Recruit teachers from districts that have laid off teachers of color
Recruit from civil rights groups; NAACP, LULAC, Hmong and Spanish agencies
Recruit from companies that are downsizing or layoff diverse staff w/ education or tech
degrees-Chemistry, Graphic Arts, Business, etc.
Provide incentives to retain current diverse teachers not to leave or retire/ teach part-time
Recruit diverse teachers who are substitute teachers
Recruit Milwaukee Public School (MPS) teachers who are laid off
Concern 2: Bullying
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Verbal – Filter your thoughts before you say anything
Educate students and teachers not to offend
Use/invite speakers to deliver LGBT/ Muslim/ Racial/ Disabled message
Use/ invite speakers for anti-bullying awareness month/ week
Use signs and art for anti-hate messages
Continue “Cross the line” activity
Electronic-Hold people accountable for bullying on-line-Face Book
o Report offensive remarks and behavior to the district or teachers
Stop Tosa’ “Ribfest” on Face Book
o Report people and hold them accountable
o Develop a reporting system
Add anti-bullying rules to student handbook
o Not tolerated on-line of Face Book
o Address behavior after school
o Include rules in student orientation
o Define what is bullying for students as “Anything that de-humanizes or makes you
feel bad, like slurs”
Add a rule to stop retaliation for “Snitching”
Come to the aid of students getting beaten up by a group as a group
Group 2 – Identified Resolutions to Concerns:
Concern 1: Lack of Cultural Awareness Among Students and Teachers
 Integrate information into curriculums
o History of various cultures
o English literature
o Beginning in elementary and middle school
 Create interactive opportunities to learn from peers
o “A day in Someone else’s Shoes”
o “Cross the line activity”
(Wauwatosa East and West High School, April 20 and 21, 2011)
9
“If you really knew me”
“Words hurt campaign”
One activity per month
West could integrate this into homeroom (Need to make homeroom more personal
and more get to know you activities)
“Student-Teacher talks” on bigger scale
Have students present during in-service or on Wednesdays
o Share stories, share a student’s point of view
Explain learning targets for all assignments (and they are specific)
o Take one minute in each class to explain
Foster mutual respect between students, staff and teachers
o Set aside time to help students
o Longer lunch with 20 minute period to find teachers for extra help
Have a suggestion box where students can safely report concerns to administration in a safe
place (the office)
Break into small groups to talk about student experiences with teachers
Hold a multi-cultural fair at all secondary schools
o
o
o
o
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Concern 2: Racial Slurs
 Learn about slurs in homeroom, make signs, then have other activities during the week and
leave signs up for the year
 Have Silence the “N” Word/ “R” Word Campaigns
o Student led assembly to kick it off (not just teachers talking at students)
o Make it an assignment or part of class
 Enforce consequences for students who say them (slurs)
 Bring in a speaker with personal stories
 Learn the meaning behind the words –provide formal teaching of them
o Create a civil rights class or make part of an existing class w/ meaning what are the
civil rights of today
 Teacher should follow the same rules that are enforced for students like w/ cell phones, food,
drinks, etc.
 Provide opportunities to see all the extracurricular activities that are available and open to all
(for example, BSU is not a closed group)
 Have Bullying Awareness Week
o 1st day “Words Hurt”
o 2nd day “Day of Silence”
o 3rd day “Homeroom/ Speaker”
o 4th day “Awareness Day” – what people are going through, what can be hurtful
o 5th day “If you really knew me”
 East should try their own version of Trojan tickets
Group 3 – Identified Resolutions to Concerns:
Concern 1: The Schools are Culturally and Racially Biased
 Change perceptions
(Wauwatosa East and West High School, April 20 and 21, 2011)
10
o Hold a multi-cultural fair
o Have students talk about what happens and how it feels to be discriminated against in
auditorium/ assembly
o System support for students who transfer into Tosa/ some students don’t have
computers
o Have MTV show – Challenge Day
o Literature on different cultures and study books
o Celebrate all cultures not just black history
o More MLK day celebrations
o Recognize/ teach cultural contributions, inventions to society
o Provide more opportunities to stay at school for activities and help
o Work on achievement gap between MPS and Tosa curriculum
o Provide opportunities to share individual cultures and experiences
o Provide opportunities for “this group” to share “this experience” with the schools
Concern 2: Dress Code is Biased and Unfair Based on Body Type
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There have to be rules about the dress code
Dress code rules have to be fair for everyone regardless of race or body type
Enforce rules equally
Have a Student voice in PBIS (Positive Behavior Interventions and Supports)
This is more of a West issue than East
East has different rules/ more laid back
Students should be allowed to wear what is in style
There should be on-going communication regarding the dress code w/ adults and students,
every three months between both schools (East/West)
Group 4 – Identified Resolutions to Concerns:
Concern 1: Unequal Discipline Based on Race and Culture from Administrators and Teachers

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Provide teachers and staff with Cultural Awareness training
Hire more diverse teaching staff with experience teaching diverse students
Provide more positive messaging from schools and the school district about students
Have staff in-service training
Concern 2: Students and Teachers Stereotype Based on Perceptions of Cultural and Racial
Attributes and Behaviors
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Have a Pay-it-Forward Week
Have a Challenge Day
Have a “Cross the Line” activity between students and teachers
Have teachers support student activities
Create opportunities for teachers to get to know students
Provide curriculums with multi-cultural perspectives
Provide changes in daily announcements – with more personal community
building celebrations
(Wauwatosa East and West High School, April 20 and 21, 2011)
11

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Create an equity policy around school activities and sports
Provide positive reinforcement for appropriate behavior
Final General Session: Students reconvened to report out on each group’s proposed solutions.
Each group gave a short presentation on their specific highlighted recommendations and
implementation strategy to identified concerns. The elected student council members and designated
alternates were then introduced to the assembled group. Students were encouraged to continue to
work through their elected representatives, with the school administration and outside support
resources, as maybe needed to improve respect, tolerance and understanding among all students and
school employees.
Student Advisory Group and Wauwatosa School District Superintendent Ertl, Wauwatosa
East High School Principal Calarco and Wauwatosa West High School Principal Hughes:
The program ended with exchanges of positive responses from all participating students and
facilitators. Wauwatosa School District Facilitators Sue Walczack, Sofia Yosuf, Sonja Nelson, Dean
Heus, Laura Wainscott, Emilie O'Conner and Andera Gaines provided facilitation assistance during
the two-day SPIRIT program exercise. Superintendent Ertl and Principal Hughes made a
commitment to provide follow-up meetings toward completion of steps 4 and 5 of the SPIRIT’s
“Five Step Problem Solving Process.” The support services of the Department of Justice,
Community Relations Service will be available including assistance in developing a plan of action
to follow through with recommendations to maximize success.
Program Contacts:
Therese Kwiatkowski
Director of Student Services
Wauwatosa School District
414-773-1080
DOJ-CRS Contact:
Kenith Bergeron
U.S. Department of Justice
Community Relations Service
230 South Dearborn, Suite 2130
Chicago, Illinois 60604
312-353-4728
(Wauwatosa East and West High School, April 20 and 21, 2011)
12
Wauwatosa East and West High Schools
Wauwatosa, Wisconsin
STUDENT ADVISORY COUNCIL
Primary (1, 2) and Alternate Representatives (3, 4)
Student Elected Representatives:
Asian Student Representatives
(1)
CC Vang
(2)
Sarina Vang
Caucasian Student Representatives
(1)
Alex Mowbray
(2)
Beau Allison
Latino Student Representatives
(1) Leticia Hernandez
(2) Moriah Rosa
African American Student Representatives
(1) Jamila Pugh
(2) Tyesha Wilder
Alternate Student Representatives
1.
2.
3.
4.
5.
6.
7.
Bree Hogan
Will Harrington
Thaliu Jackson
Natalie Kurtz
Niesha Heard
Sangay Sirleaf
Tiffany Vang
(Wauwatosa East and West High School, April 20 and 21, 2011)
13