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1. The school curriculum (focus on statements that address global learning, disability, assessment, testing accommodations, diversity, multi-cultural education, English Language Learners, gifted)

By JCSD policy, schools align to the most current MDE-mandated curriculum, which is the MS College and Career Readiness Standards at this time. There is no district policy concerning global learning or multi-cultural education, but multiple policies exist regarding the equitable treatment of disabled, homeless, ELL, and gifted students. Additionally, policies are in place to protect students and employees from educational or employment discrimination based on race, color, creed, sex, disability, gender, religion, or marital status. Our district follows all federal and state laws and policies concerning the education of these protected groups, including testing accommodations where required, appropriate, and allowed. The JCSD Mission Statement is as follows:

The mission of the Jackson County School District is to provide a safe, nurturing environment conducive to quality education wherein all students have the opportunity to obtain the essential skills necessary to achieve the goals of their choice and to become responsible, productive citizens.

Even though not mandated by district policy, each school organizes and carries out various multi-cultural activities throughout the school year. Handouts are sent home in languages appropriate to the student’s home language. Interpreters are arranged for meetings when necessary. Efforts to promote empathy between students are made throughout the school year through the Positive Behavior Intervention and Support Plans. Teachers are encouraged to create a family culture or environment in their classrooms as a proactive measure. Perhaps one suggestion I could make would be to incorporate multi-cultural lesson plans into our district curriculum.

1. Student handbook (focus on non-discrimination statement, grading, attendance, disability, observance of holidays, graduation requirements, student dress code)

Both an Anti-Discrimination Policy and a reference to Title IX and VI are

included in each student handbook. These statements list specifically those who will be protected with equal educational and employment opportunities. It also cites specific statutes to which our district adheres, such as Title VI of the Civil Rights Act of 1964, IDEA, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Also referenced in the student handbook is contact information for inquiries regarding compliance to these statutes and policies.

Procedures are set in the student handbook for those students who are absent an extended amount of time for religious absences. Following the procedures set in the handbook will allow the absences to be excused. No reference to observation of holidays is made in the student handbook. Graduation requirements for those students with a disability are set in policy and in the student handbook. These policies are based on applicable federal and state statutes. Our district has a uniform policy which spells out colors and styles of clothing for students. These are basic, affordable styles available in most discount and department stores. Students wear khaki or navy bottoms and can choose from a specified list of colors of collared shirts. The intent of the policy is to make more equal the appearance of student clothing to promote a unified, studious, and safe school culture. Included in the uniform policy is an allowance of five school days for students new to the district to comply. Each school also maintains some sort of uniform closet to help students whose parents might have difficulty affording them. Additionally, federal programs funds are set aside for homeless students to provide articles of clothing for students with need. Our district does a good job reaching out to students with needs.

1. Discipline policy/procedure (focus on standard policy, consideration of special needs, IEP accommodations, behavior plans, Positive Behavioral Interventions)

A specific policy is in place addressing the discipline of students with disabilities. This policy addresses the maintenance and implementation of procedural safeguards as mandated by IDEA and MDE policies and procedures. Topics such as school suspensions, continuation of services, manifestation of disability review, parent appeal processes, crime reporting, and protection of students not yet eligible for services are included in policy. Behavioral accommodations are created for those students with a corresponding disability, such as ADHD or EMD. These are carefully maintained and followed at the school level by special education teachers, regular teachers, and positive behavior interventionists. A focus on prevention and parent involvement is prevalent in these plans. Each school has a PBIS plan that is implemented by all school staff as a means to promote and encourage a positive focus on conduct of all students. Teachers are trained in classroom management techniques and are encouraged to build a positive rapport with all students and parents. Getting to know each child is an important factor for establishing a positive learning environment that benefits students of all ethnicities.

1. Two sample lesson plans (provide two lesson plans from two different subject areas that demonstrate the inclusion of diversity or multi-cultural topics)

   1. 1. *My first position in education was as an art teacher. It was such a joy to teach multi-cultural art lessons. One of my favorite lessons involved creating Mola fabric designs in the style of the Cuna Indian women of Latin America. Follow the link to a multi-cultural lesson plan where students will create their own Mola and learn about textile art across a variety of cultures. Students will also write a critical piece related to fabric art of cultures such as Africa, Asia, and Latin America. http://www.eiu.edu/adulted/2014ArtConference_Little3.pdf

      2. *Ancient Mayan culture is fascinating. They were advanced in many ways and had some of the same problems socially that we face today. In this lesson, students will create and deliver newscasts from perspectives of different Mayan city-states from the classical period.

      3. http://www.discoveryeducation.com/teachers/free-lesson-plans/a-classical-maya-news-report.cfm

5 Parent center, (if the school does not currently have a parent center, describe how it may be established, what would it include, where would it be located, and how would the school advertise the center to parents and community)

Schools in our district are not required to have a parent center. However, Vancleave Upper Elementary has used Title I funds to create a nice informational nook with a desk and bookshelves that contain instructional resources, information about the school Title I program, and a computer for accessing tutorial websites, registration links, and other helpful links. Parents were made aware of this informational nook in the published Title I Plan, newsletters, and parent meetings. I believe this would be a good addition to all schools in our district. Making parents feel welcome at school goes a long way toward building a positive rapport.

1. School website (if the school or district website does not include pictures, activities, or language representative of diversity, indicate how you would make those changes)

Our district website includes pictures that represent our diversity. These are found on the front page of the website by clicking on e-news. This is changed regularly to include most current photos of events that have taken place across our school district. Follow this link for examples.  JCSD e-news The picture link is at the bottom of the page. Additionally, each school has a web page. As I looked around at the pages, I noticed that one school site had a Google Language link. Parents who speak a language other than English can click on the link, find the appropriate language, and the web page will be translated into that language! I plan to recommend that all web pages include this link.

References

Carangelo, A. (2015). Lesson plan library: A classical Maya news report. Retrieved from

http://www.discoveryeducation.com/teachers/free-lesson-plans/a-classical-maya-news-report.cfm

Fisher, L.W. (2008). Art makers from various cultures are enhancers and decorators. Retrieved

from http://www.eiu.edu/adulted/2014ArtConference_Little3.pdf