Breaking Down Walls by Neely Potts

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Slide Notes

At Nation Ford High School, in support of our school mission, we will seek to break down walls and create culturally inclusive classrooms to promote cultural awareness among our students at staff. In this presentation, we will take a look at our plan for creating culturally inclusive classrooms, how this plan will break down walls among students and staff, how we can seek funding for this initiative, and how will will assess students cultural awareness here at Nation Ford High School.

Breaking Down Walls

Published on Sep 12, 2020

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PRESENTATION OUTLINE

Breaking Down Walls

Creating Culturally Inclusive Classrooms at Nation Ford High School

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The Plan

Clearly define objectives with the Nation Ford High School Cultural Awareness Committee made up of both students and staff
Set clear standards for all students
Define cultural diversity and what that looks like at Nation Ford High School
Develop a plan on how to deal with racial tensions
Partner with the School Improvement Council to include culturally diverse perspectives

The following plan details how we will move forward in creating our school Cultural Awareness Committee which will be made up of both students and staff. Members of this group will set clear standards for students, define cultural diversity in our school community, develop a clear plan on how we will deal with racial tensions, and how the members will partner with the School Improvement Council to implement this plan.

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The Plan Continued...

Support the Nation Ford High School mission in supporting all students learning through collaboration and a sense of family.
Collaborate with culturally diverse parents and community members to promote cultural diversity and awareness
Implement culturally relevant curriculum (Hanover Research, 2014)
Create student mentor program (Klotz, 2006)

This plan also details how this team will support the Nation Ford High School mission, how as a school we will partner with parents and community members, as well as steps to implementing culturally relevant curriculum.

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Walls

Lynch (2016) tells us "In typical educational and social settings there is a marked tendency for students to exhibit classic in-group/out-group behaviors. In general, most students are comfortable interacting with people, behaviors, and ideas that they are familiar with but react with fear and apprehension when faced with the unfamiliar." The plan put in place by our Cultural Awareness Committee will help to break down these walls and promote interaction between a diverse student population.

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Breaking down walls clearly...

Sets expectation for all students and staff
Provides opportunities for students to share concerns
Creates opportunities for students to participate in clubs which promote cultural awareness and understanding
Values all Nation Ford High School students and staff

Breaking down these walls will set expectations for all students and staff at Nation Ford High School. By creating a culture club, students will be able to share perspectives as well as concerns. By breaking down these walls as a school, we will show we value all students and staff at Nation Ford High School.

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Animosity

How to address student issues when animosity rises

When animosity arises, there must be a plan in place for walking alongside students and staff during times of animosity.

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Addressing potential animosity

Create a clear, multi-step plan for dealing with potential cultural animosity between students
Make schools expectations clear for cultural inclusiveness
Incorporate project-based learning as a regular part of classroom curriculum to promote cultural awareness within groups

By creating a clear, multi-step plan for dealing for potential animosity, each situation will be addressed in a clear and unbiased way. According to Hanover Research (2014) establishing inclusion can be beneficial in preventing animosity. Project-based learning will be encouraged in our classrooms to promote cultural awareness within groups to also prevent potential animosity.

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Addressing potential animosity continued...

Establish inclusion (Hanover Research, 2014)

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Funding

Funding will be key in creating a culturally inclusive school environment at Nation Ford High School. In the next two slides, we will see key elements in receiving funding both at a school district and community level.

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Foundation for Fort Mill School

Apply for Innovative Classroom Grant to fund Nation Ford Cultural Club
Partner with the Foundation to host a school supply drive each semester in lower socioeconomic Nation Ford Family neighborhoods

In partnership with the Foundation for Fort Mill Schools, our Cultural Club will apply for the Innovative Classroom Grant to help fund club needs. Along with the Foundation, we will partner at the beginning of each semester to host a school supply drive in the Twin Lakes community to provide resources for our Latino school family members.

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Funding Continued...

Present a culturally inclusive classroom initiative at a fall School Board meeting to seek funding
Partner with local businesses to support cultural events throughout the school year and provide opportunities for in class discussions with culturally diverse local business leaders

As a part of the October School Board meeting, the Nation Ford Cultural Committee will seek funding for culturally inclusive curriculum materials and books for our school library. We will also partner with local business to provide funding for our four panel discussion nights throughout the school year.

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Community Effort

Creating a culturally inclusive school environment will be a community effort and must include community partnerships as well as ways to partner with our linguistically diverse parents and students.

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Community

Provide school communication in languages which represent student population (Klotz, 2006)
Partner with parents and community members (Klotz, 2006)
Provide opportunities for cultural awareness panel discussions for parents and students 4 evenings each school year

Klotz (2006) highlights the importance of providing school communication which represents our student population. As a result, we will create a translator team as a branch of our Cultural Committee to help provide translation for important school communication. We will also partner with diverse community members who can take part in our panel discussions, provide opportunities for professional development for our staff, and who will partner with us in having in school field trips via Google meet.

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Nation Ford Initiative

Key points in creating a culturally inclusive classroom and school environement

Here, you will see key points outlined for the Nation Ford Initiative for Cultural Inclusiveness.

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Nation Ford Cultural Initiative

Implement Cultural Awareness Committee
Define Cultural Diversity at Nation Ford High School
Collaborate with parents and community members
Create culturally inclusive curriculum plan
Seek funding from Foundation for Fort Mill Schools, School District, and local busiensses

As a school community, we will implement the Cultural Awareness Committee, define cultural diversity for our school community, collaborate with parents and community members, creative a culturally inclusive curriculum plan, and seek funding from both district and community partners.

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Assessment

Assessing our student and staff culturally awareness will be an important part of this initiative. We will see on the next slide ways we will asses our progress in creating a culturally inclusive classroom and school environment.

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Assessment

Project-based learning in classes
Cultural Awareness pre-assesment and post assessment for students in our Social Studies classes and staff at the beginning and end of the school year
Journal reflections on cultural issues and views in all Nation Ford English classes

Teachers will be encouraged to use project-based learning within diverse student groups. Students will take a pre and post assessment on cultural awareness in our Social Studies classes and journal reflections on cultural issues in our English classes. Teachers will take the pre and post assessment at the beginning and end of the school year.

Photo by Aaron Burden

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