Enhancing Equity & Cultural Responsiveness in the WMASD. 

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Enhancing Equity & Cultural Responsiveness in the WMASD

Dr. Carrie Jackson October 1, 2024 Youngstown State University

[Audio] "The mission of the West Middlesex Area School District is to equip all of its students for successful futures in an ever-changing society.". 

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“The mission of the West Middlesex Area School District is to equip all of its students for successful futures in an ever-changing society.”

[Audio] As per the W-M-A-S-D Academic Achievement Report (2022), the demographics of the W-M-A-S-D reflect little diversity within the student population (96% of the student population is comprised of Caucasian students). Therefore, it may be especially important to foster diversity in the classroom to allow students to achieve the district's Mission Statement.. 

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PROBLEM STATEMENT As per the WMASD Academic Achievement Report (2022), the demographics of the WMASD reflect little diversity within the student population (96% of the student population is comprised of Caucasian students).  Therefore, it may be especially important to foster diversity in the classroom to allow students to achieve the district’s Mission Statement.

[Audio] To tackle educational inequities, school boards must prioritize active listening and meaningful dialogue with stakeholders while advocating for structural changes that enhance equity. By critically examining current practices, adopting an asset-based approach, and directing resources towards marginalized students and English learners, boards can begin to address systemic disparities. This journey involves fostering an environment of accountability and collaboration among stakeholders, ensuring that commitments to equity lead to tangible improvements in the educational landscape.. 

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To tackle educational inequities, school boards must prioritize active listening and meaningful dialogue with stakeholders while advocating for structural changes that enhance equity. By critically examining current practices, adopting an asset-based approach, and directing resources towards marginalized students and English learners, boards can begin to address systemic disparities. This journey involves fostering an environment of accountability and collaboration among stakeholders, ensuring that commitments to equity lead to tangible improvements in the educational landscape.

[Audio] Political systems theory emphasizes that system responses are shaped by environmental demands. Reflects a shift towards recognizing the complexity of policy issues, moving away from rigid quantitative methods. The interplay between problems and solutions is emphasized, advocating for a comprehensive understanding of challenges. Continuous evaluation leads to necessary adaptations to effectively tackle public issues (Anderson and others, 2023; Kraft & Furlong, 2014).. 

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Political systems theory emphasizes that system responses are shaped by environmental demands.  Reflects a shift towards recognizing the complexity of policy issues, moving away from rigid quantitative methods.  The interplay between problems and solutions is emphasized, advocating for a comprehensive understanding of challenges.  Continuous evaluation leads to necessary adaptations to effectively tackle public issues (Anderson et al., 2023; Kraft & Furlong, 2014).

[Audio] Section 100 (Programs – Resource Materials) of The policy manual outlines the responsibilities and procedures related to the selection and maintenance of instructional and evaluative resource materials essential for achieving the educational goals and standards of the District and its schools. It defines resource materials broadly and assigns the Superintendent the task of overseeing the selection process in consultation with staff, with any changes requiring a two-thirds Board vote unless recommended by the Superintendent. The selection procedures for resource materials will involve the appointment of qualified administrative and instructional staff, with decisions subject to the Superintendent's approval, ensuring budgetary efficiency and equitable resource distribution across the educational program. The inventory must be diverse in subject matter and content, emphasize the evaluation of current materials' effectiveness, and involve consultation of various media sources. Selected materials must cater to different student abilities and interests, present multiple perspectives on controversial issues, reflect a diverse range of cultural contributions, maintain factual accuracy and literary value, and align with the Board's instructional goals. A comprehensive list of all resource materials will be made accessible to staff, Board members, students, and parents/guardians.. 

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Section 100 Programs (Resource Materials)

The policy manual outlines the responsibilities and procedures related to the selection and maintenance of instructional and evaluative resource materials essential for achieving the educational goals and standards of the District and its schools. It defines resource materials broadly and assigns the Superintendent the task of overseeing the selection process in consultation with staff, with any changes requiring a two-thirds Board vote unless recommended by the Superintendent. The selection procedures for resource materials will involve the appointment of qualified administrative and instructional staff, with decisions subject to the Superintendent's approval, ensuring budgetary efficiency and equitable resource distribution across the educational program. The inventory must be diverse in subject matter and content, emphasize the evaluation of current materials' effectiveness, and involve consultation of various media sources. Selected materials must cater to different student abilities and interests, present multiple perspectives on controversial issues, reflect a diverse range of cultural contributions, maintain factual accuracy and literary value, and align with the Board's instructional goals. A comprehensive list of all resource materials will be made accessible to staff, Board members, students, and parents/guardians.

[Audio] Section 100 (Programs-Field Trips) addresses cultural awareness, as The Board acknowledges the significant advantages of organized field trips as extensions of classroom learning, aimed at enriching educational experiences by connecting academic concepts to real-world contexts (such as natural, cultural, industrial, commercial, governmental, and educational). Defined as planned excursions that align with the school's instructional goals and supervised by staff, these trips must achieve at least 50% student participation for approval and fall under the Board's jurisdiction, ensuring compliance with established rules. The Board also clarifies that it does not endorse unauthorized trips by staff and mandates that such activities cannot be promoted within the school environment without proper permission. The delegation of responsibility for field trips emphasizes the development of guidelines by the Superintendent or designee to ensure student safety and well-being, obtain necessary parental permissions, secure principal approval for trip details, ensure educational alignment with the curriculum, continuously monitor and evaluate trip effectiveness, allow teacher creativity in planning, and guarantee that each trip contributes to specified instructional objectives.. 

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The Board acknowledges the significant advantages of organized field trips as extensions of classroom learning, aimed at enriching educational experiences by connecting academic concepts to real-world contexts (such as natural, cultural, industrial, commercial, governmental, and educational). Defined as planned excursions that align with the school's instructional goals and supervised by staff, these trips must achieve at least 50% student participation for approval and fall under the Board's jurisdiction, ensuring compliance with established rules. The Board also clarifies that it does not endorse unauthorized trips by staff and mandates that such activities cannot be promoted within the school environment without proper permission. The delegation of responsibility for field trips emphasizes the development of guidelines by the Superintendent or designee to ensure student safety and well-being, obtain necessary parental permissions, secure principal approval for trip details, ensure educational alignment with the curriculum, continuously monitor and evaluate trip effectiveness, allow teacher creativity in planning, and guarantee that each trip contributes to specified instructional objectives.

[Audio] In Board policy Section 100 (Programs – Gifted Education), it is cited that The district is committed to nurturing the unique abilities of each student by offering tailored gifted education services and programs for those identified as gifted. In compliance with legal requirements, the district will develop a comprehensive gifted education plan every six years, which will be subject to public inspection and feedback for at least 28 days before being presented to the Board for approval. This plan will outline the identification process for gifted students in need of specialized instruction, detail the gifted educational programs available, and include necessary reports on students, personnel, program elements, and associated costs as mandated by the Department of Education. The Gifted Multidisciplinary Team (G-M-D-T-) is tailored to address a student's unique needs, including parents, a certified school psychologist, educators familiar with the student's performance, trained evaluators, and individuals knowledgeable about the student's cultural background, ensuring a comprehensive approach to assessing and supporting giftedness.. 

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The district is committed to nurturing the unique abilities of each student by offering tailored gifted education services and programs for those identified as gifted. In compliance with legal requirements, the district will develop a comprehensive gifted education plan every six years, which will be subject to public inspection and feedback for at least 28 days before being presented to the Board for approval. This plan will outline the identification process for gifted students in need of specialized instruction, detail the gifted educational programs available, and include necessary reports on students, personnel, program elements, and associated costs as mandated by the Department of Education. The Gifted Multidisciplinary Team (GMDT) is tailored to address a student's unique needs, including parents, a certified school psychologist, educators familiar with the student's performance, trained evaluators, and individuals knowledgeable about the student's cultural background, ensuring a comprehensive approach to assessing and supporting giftedness.

[Audio] In Section 100 Programs (Screening and Evaluations for Students With Disabilities), policy indicates that The Board has established a comprehensive policy outlining the necessary requirements for screening and evaluating students for special education services, ensuring compliance with state and federal laws to identify students needing support within general education. Evaluations must utilize diverse assessment strategies, incorporate multiple sources of information, and include observations from educators to accurately determine eligibility and support needed for students with disabilities, ultimately guiding the development of an Individualized Education Program (I-E-P--). Moreover, re-evaluations must adhere to specific timelines, with a qualified professional team conducting them to ensure accurate assessments and educational recommendations are made. It is essential to ensure that all assessment and evaluation materials are chosen and administered in a way that is inclusive and equitable, avoiding any discriminatory practices based on race or culture. Additionally, when possible, assessments should be provided in a language and format that best enables students to demonstrate their true abilities and knowledge, thereby ensuring fair and accurate evaluations of their performance.. 

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Section 100 Programs (Screening and Evaluations for Students With Disabilities)

The Board has established a comprehensive policy outlining the necessary requirements for screening and evaluating students for special education services, ensuring compliance with state and federal laws to identify students needing support within general education. Evaluations must utilize diverse assessment strategies, incorporate multiple sources of information, and include observations from educators to accurately determine eligibility and support needed for students with disabilities, ultimately guiding the development of an Individualized Education Program (IEP). Moreover, re-evaluations must adhere to specific timelines, with a qualified professional team conducting them to ensure accurate assessments and educational recommendations are made. It is essential to ensure that all assessment and evaluation materials are chosen and administered in a way that is inclusive and equitable, avoiding any discriminatory practices based on race or culture. Additionally, when possible, assessments should be provided in a language and format that best enables students to demonstrate their true abilities and knowledge, thereby ensuring fair and accurate evaluations of their performance.

[Audio] The district is committed to providing quality educational programs for students whose dominant language is not English, with the goal of enhancing English language proficiency so they can meet academic standards. The Board ensures compliance through a structured ESL/Bilingual Program that incorporates sound educational theories, adequate resources, and trained personnel while including provisions for professional education and student identification procedures. The program focuses on individualized instruction and includes accommodations for English Language Learners, with regular evaluation to ensure effectiveness and parental involvement encouraged through clear communication in the family's preferred language as per Section 100 Programs (English As A Second Language/Bilingual Program). 

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Section 100 Programs (English As A Second Language/Bilingual Program)

The district is committed to providing quality educational programs for students whose dominant language is not English, with the goal of enhancing English language proficiency so they can meet academic standards. The Board ensures compliance through a structured ESL/Bilingual Program that incorporates sound educational theories, adequate resources, and trained personnel while including provisions for professional education and student identification procedures. The program focuses on individualized instruction and includes accommodations for English Language Learners, with regular evaluation to ensure effectiveness and parental involvement encouraged through clear communication in the family's preferred language.

[Audio] As per Section 100 Programs (Trauma-Informed Approach), The Board acknowledges the significant impact of trauma on students and the educational environment, aiming to implement a trauma-informed approach across the district to enhance the academic, behavioral, and professional needs of both students and staff. The policy outlines the definition of trauma and a trauma-informed approach, directing district staff to create a comprehensive plan that incorporates evidence-based practices tailored to the unique needs of the community. In addition, the Board emphasizes the necessity of reviewing existing policies and programs, ensuring they align with trauma-informed principles in areas such as attendance, discipline, curriculum, and student services, while also promoting positive relationships and culturally responsive practices within the school community.. 

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Section 100 Programs (Trauma-Informed Approach)

The Board acknowledges the significant impact of trauma on students and the educational environment, aiming to implement a trauma-informed approach across the district to enhance the academic, behavioral, and professional needs of both students and staff. The policy outlines the definition of trauma and a trauma-informed approach, directing district staff to create a comprehensive plan that incorporates evidence-based practices tailored to the unique needs of the community. In addition, the Board emphasizes the necessity of reviewing existing policies and programs, ensuring they align with trauma-informed principles in areas such as attendance, discipline, curriculum, and student services, while also promoting positive relationships and culturally responsive practices within the school community.

[Audio] The Board is committed to enhancing cultural awareness by admitting foreign exchange students into district schools, following specific criteria outlined in the policy. It accepts J-1 Visa students from approved group programs without tuition fees, while F-1 Visa students are admitted to secondary schools only upon paying established tuition rates. Admission is capped based on space and qualifying factors, and the Superintendent or designee will oversee the eligibility and recommendations for student admissions. Additionally, enrolled exchange students must meet all enrollment and immunization requirements and will be subject to district policies, including assessments for English Learner support if applicable, as cited in Section 200 Pupils (Foreign Exchange Students).. 

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Section 200 Pupils (Foreign Exchange Students)

The Board is committed to enhancing cultural awareness by admitting foreign exchange students into district schools, following specific criteria outlined in the policy. It accepts J-1 Visa students from approved group programs without tuition fees, while F-1 Visa students are admitted to secondary schools only upon paying established tuition rates. Admission is capped based on space and qualifying factors, and the Superintendent or designee will oversee the eligibility and recommendations for student admissions. Additionally, enrolled exchange students must meet all enrollment and immunization requirements and will be subject to district policies, including assessments for English Learner support if applicable.

[Audio] Section 200 Pupils (Threat Assessment) asserts that the Board prioritizes the health, safety, and welfare of its students and the broader school community by implementing a policy focused on addressing behaviors that may pose safety threats. This policy authorizes the Superintendent, in collaboration with the School Safety and Security Coordinator, to form a threat assessment team responsible for creating procedures for evaluating and intervening with students exhibiting concerning behaviors, ensuring a proactive approach to maintaining safety within the educational environment. The School Safety and Security Coordinator is responsible for ensuring that threat assessment team members receive comprehensive training covering their roles, threat identification and intervention processes, including the recognition and avoidance of cultural/racial and disability biases.. 

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[image] West Middlesex Area Sebool District presents..-
Community Safety Series
with Officer Sammy Staples
of the Hermitage Police Department
JAN 17
Sex Trafficking Awareness
6pm-7pm
FEB 7
Emotional & Social Health/Wellness
6pm-7pm
MAR 20
Social Media & Teenagers
6pm-7p m
APR 10
School Violence & Student Threats
6pm-7pm

The Board prioritizes the health, safety, and welfare of its students and the broader school community by implementing a policy focused on addressing behaviors that may pose safety threats. This policy authorizes the Superintendent, in collaboration with the School Safety and Security Coordinator, to form a threat assessment team responsible for creating procedures for evaluating and intervening with students exhibiting concerning behaviors, ensuring a proactive approach to maintaining safety within the educational environment. The School Safety and Security Coordinator is responsible for ensuring that threat assessment team members receive comprehensive training covering their roles, threat identification and intervention processes, including the recognition and avoidance of cultural/racial and disability biases.

[Audio] Section 900 Community addresses Title I Parent and Family Engagement, as The Board emphasizes the importance of active parent and family engagement in Title I programs as a means to support student achievement, recognizing it as a collaborative effort with the school and community. To foster this engagement, the district will conduct outreach, involve families in the development of Title I plans and policies, and provide accessible communication and resources tailored to the diverse needs of families. Schools will hold annual meetings and flexible sessions to inform parents of their rights and encourage participation, while also offering training and resources to empower families in supporting their children's education. The Superintendent or designated staff will ensure compliance with federal regulations and create an inclusive environment where all families can contribute to and benefit from the Title I programs. Policy indicates that the ability of parents and family members to work with their children to improve academic achievement and fostering parent / family engagement will be supported by the provision of materials and training including how to support students in school, literacy, school safety, cultural diversity, and conflict resolution.. 

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Section 900 Community 
(Title I Parent and Family Engagement)

The Board emphasizes the importance of active parent and family engagement in Title I programs as a means to support student achievement, recognizing it as a collaborative effort with the school and community. To foster this engagement, the district will conduct outreach, involve families in the development of Title I plans and policies, and provide accessible communication and resources tailored to the diverse needs of families. Schools will hold annual meetings and flexible sessions to inform parents of their rights and encourage participation, while also offering training and resources to empower families in supporting their children's education. The Superintendent or designated staff will ensure compliance with federal regulations and create an inclusive environment where all families can contribute to and benefit from the Title I programs. Policy indicates that the ability of parents and family members to work with their children to improve academic achievement and fostering parent / family engagement will be supported by the provision of materials and training including how to support students in school, literacy, school safety, cultural diversity, and conflict resolution.

[Audio] The following solutions for professional staff are proposed: Educators can take practical steps such as examining and updating teaching materials to include diverse perspectives, getting to know students and their backgrounds through surveys, and openly addressing issues of inequality using relatable examples. Engaging with parents to enhance communication about diversity, becoming a culturally responsive educator, and seeking professional development opportunities on diversity initiatives are also crucial. Additionally, teachers should reflect on their own cultural biases, incorporate multilingual signage, invite guest speakers from diverse backgrounds, and organize field trips to local cultural events, all of which enrich the learning environment and support an inclusive classroom culture.. 

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Proposed Solutions for Professional Staff

Educators can take practical steps such as examining and updating teaching materials to include diverse perspectives, getting to know students and their backgrounds through surveys, and openly addressing issues of inequality using relatable examples. Engaging with parents to enhance communication about diversity, becoming a culturally responsive educator, and seeking professional development opportunities on diversity initiatives are also crucial. Additionally, teachers should reflect on their own cultural biases, incorporate multilingual signage, invite guest speakers from diverse backgrounds, and organize field trips to local cultural events, all of which enrich the learning environment and support an inclusive classroom culture.

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[Audio] Possible for solutions for students include Engaging students in cultural education can be accomplished through a variety of interactive and informative activities, with activities fostering a rich understanding and appreciation of cultural diversity as well as providing deeper insights into cultural practices. Various means of incorporating cultural awareness and inclusion into the curriculum exist, many of which are low to no cost and could be easily aligned with the Pennsylvania academic standards for integration into existing curricula.. 

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Engaging students in cultural education can be accomplished through a variety of interactive and informative activities, with activities fostering a rich understanding and appreciation of cultural diversity as well as providing deeper insights into cultural practices. Various means of incorporating cultural awareness and inclusion into the curriculum exist, many of which are low to no cost and could be easily aligned with the Pennsylvania academic standards for integration into existing curricula.

[Audio] The following solutions offered for the consideration of the district acknowledge that The W-M-A-S-D references the importance of cultural competence and equity in numerous Board policies. However, a search of the district website yielded no results for the key terms of "culture," "cultural competence," "equity," "equitable," "diverse," "diversity," or "inclusion." In order to make the district's online presence more appealing in terms of cultural inclusivity, it is recommended that any cultural events, activities, or additions to the curriculum be featured on the website. For example, photos or video of guest speakers, student art projects, or field trips could be posted to inform the school community of student engagement in cultural awareness activities. The district could incorporate information on local cultural resources and cultural events. WMASD staff could participate in formal professional development focusing on cultural competence, such as the training offered by the Wean Foundation.
The district should consider completing an internal equity audit, such as that offered by the Assistant Secretary for Planning and Evaluation of the U S Department of Health and Human Services.. 

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The WMASD references the importance of cultural competence and equity in numerous Board policies. However, a search of the district website yielded no results for the key terms of “culture,” “cultural competence,” “equity,” “equitable,” “diverse,” “diversity,” or “inclusion.”   In order to make the district’s online presence more appealing in terms of cultural inclusivity, it is recommended that any cultural events, activities, or additions to the curriculum be featured on the website. For example, photos or video of guest speakers, student art projects, or field trips could be posted to inform the school community of student engagement in cultural awareness activities.  The district could incorporate information on local cultural resources and cultural events. WMASD staff could participate in formal professional development focusing on cultural competence, such as the training offered by the Wean Foundation (https://www.weanfoundation.org, 2024).  The district should consider completing an internal equity audit, such as that offered by the Assistant Secretary for Planning and Evaluation of the U.S. Department of Health and Human Services (https://aspe.hhs.gov/reports/equity-assessment-guide, 2024).

[Audio] Various activities are proposed for consideration by the W-M-A-S-D School Board, including Individual self-culture projects, where students explore their own personal culture and influences and the people, events, objects, and experiences that formed their cultural upbringing; A "Holidays Around the World" event that allows grade levels to explore different countries' unique holiday traditions through storytelling, crafts, and cultural presentations; Incorporating cooking classes to prepare traditional dishes; Cultural exchange days to foster interaction through music and storytelling; Art projects inspired by various cultures; Language lessons; Field trips to cultural institutions; Cultural simulation games and storytelling sessions to empathy; Pen pal programs to encourage personal connections across cultures; Professional development offered to staff; Equity self-assessment/audit.. 

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Activities Proposed for Consideration by the Board

Individual self-culture projects, where students explore their own personal culture and influences and the people, events, objects, and experiences that formed their cultural upbringing; A "Holidays Around the World" event that allows grade levels to explore different countries' unique holiday traditions through storytelling, crafts, and cultural presentations; Incorporating cooking classes to prepare traditional dishes;   Cultural exchange days to foster interaction through music and storytelling; Art projects inspired by various cultures; Language lessons; Field trips to cultural institutions; Cultural simulation games and storytelling sessions to empathy; Pen pal programs to encourage personal connections across cultures; Professional development offered to staff; Equity self-assessment/audit.

[Audio] Promoting diversity, equity, and inclusion (D-E-I--) in education not only enhances critical thinking by challenging students to analyze and question conventional views, but it also nurtures empathy through interactions with peers from diverse backgrounds, fostering a deeper understanding of societal challenges. This engagement equips students with the necessary skills to navigate and appreciate a globalized world, thereby preparing them to effectively address complex global issues and embrace the interdependence of various cultures. D-E-I in education plays a crucial role in empowering students by providing relatable role models who demonstrate that success is attainable regardless of identity. When students see leaders who reflect their backgrounds, it fosters a sense of belonging and encourages them to aspire toward their own goals, reinforcing the idea that barriers can be dismantled and every individual's voice is significant.. 

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Promoting diversity, equity, and inclusion (DEI) in education not only enhances critical thinking by challenging students to analyze and question conventional views, but it also nurtures empathy through interactions with peers from diverse backgrounds, fostering a deeper understanding of societal challenges. This engagement equips students with the necessary skills to navigate and appreciate a globalized world, thereby preparing them to effectively address complex global issues and embrace the interdependence of various cultures. DEI in education plays a crucial role in empowering students by providing relatable role models who demonstrate that success is attainable regardless of identity. When students see leaders who reflect their backgrounds, it fosters a sense of belonging and encourages them to aspire toward their own goals, reinforcing the idea that barriers can be dismantled and every individual’s voice is significant.

[Audio] The suggested activities and curricular modifications would not create any additional expense to the district; rather, existing coursework, programs, and services would be modified to be more culturally inclusive. While some professional development (P-D---) activities may bear a financial cost to the district, PD is already provided by the district. It is suggested that a DEI PD could replace an existing PD activity within the WMASD. Grant monies are also available that may help to offset the cost of trainings.. 

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The suggested activities and curricular modifications would not create any additional expense to the district; rather, existing coursework, programs, and services would be modified to be more culturally inclusive.  While some professional development (PD) activities may bear a financial cost to the district, PD is already provided by the district. It is suggested that a DEI PD could replace an existing PD activity within the WMASD. Grant monies are also available that may help to offset the cost of trainings.

References. References Anderson, J.E., Moyer, J. & Chichirau, G. (2023). Public policy making: An introduction. (9th ed.). Cengage Publishing. Kraft, M. E. & Furlong, S.R. (2014). Public Policy: Politics, Analysis, and Alternatives (Fifth Edition). CQ Press. Stewart, J. & Ayres, R. (2001). Systems theory and policy practice: An exploration. Policy Sciences (34), 79–94. https://doi.org/10.1023/A:1010334804878 West Middlesex Area School District (2020, January 27). Policy manual. https://go.boarddocs.com/pa/wmasdpa/Board.nsf/vpublic?open# West Middlesex Area School District (2021). Comprehensive plan. https://drive.google.com/file/d/1yjuwqxlPsBBP0fH8j96B3W10H5Qn-qLx/view West Middlesex Area School District (2022a). 2022-2023 academic achievement report. https://drive.google.com/file/d/1ATxMjl3c3ypVAWWvUCnRRthS- FaIp3HR/view. 

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References
 Anderson, J.E., Moyer, J. & Chichirau, G. (2023). Public policy making: An introduction.    	(9th ed.). Cengage Publishing. Kraft, M. E. & Furlong, S.R. (2014). Public Policy: Politics, Analysis, and Alternatives (Fifth 	Edition). CQ Press.  Stewart, J. & Ayres, R. (2001). Systems theory and policy practice: An exploration. Policy 	Sciences (34), 79–94. https://doi.org/10.1023/A:1010334804878   West Middlesex Area School District (2020, January 27). Policy manual. 	https://go.boarddocs.com/pa/wmasdpa/Board.nsf/vpublic?open#  West Middlesex Area School District (2021). Comprehensive plan. 	https://drive.google.com/file/d/1yjuwqxlPsBBP0fH8j96B3W10H5Qn-qLx/view  West Middlesex Area School District (2022a). 2022-2023 academic achievement report. 	https://drive.google.com/file/d/1ATxMjl3c3ypVAWWvUCnRRthS-     FaIp3HR/view

"The mission of the West Middlesex Area School District is to equip all of its students for successful futures in an ever-changing society."

avatar

As per the W-M-A-S-D Academic Achievement Report (2022), the demographics of the W-M-A-S-D reflect little diversity within the student population (96% of the student population is comprised of Caucasian students). 
Therefore, it may be especially important to foster diversity in the classroom to allow students to achieve the district's Mission Statement.

Political systems theory emphasizes that system responses are shaped by environmental demands. 
Reflects a shift towards recognizing the complexity of policy issues, moving away from rigid quantitative methods. 
The interplay between problems and solutions is emphasized, advocating for a comprehensive understanding of challenges. 
Continuous evaluation leads to necessary adaptations to effectively tackle public issues (Anderson and others, 2023; Kraft & Furlong, 2014).

Section 100 (Programs – Resource Materials) of The policy manual outlines the responsibilities and procedures related to the selection and maintenance of instructional and evaluative resource materials essential for achieving the educational goals and standards of the District and its schools. It defines resource materials broadly and assigns the Superintendent the task of overseeing the selection process in consultation with staff, with any changes requiring a two-thirds Board vote unless recommended by the Superintendent. The selection procedures for resource materials will involve the appointment of qualified administrative and instructional staff, with decisions subject to the Superintendent's approval, ensuring budgetary efficiency and equitable resource distribution across the educational program. The inventory must be diverse in subject matter and content, emphasize the evaluation of current materials' effectiveness, and involve consultation of various media sources. Selected materials must cater to different student abilities and interests, present multiple perspectives on controversial issues, reflect a diverse range of cultural contributions, maintain factual accuracy and literary value, and align with the Board's instructional goals. A comprehensive list of all resource materials will be made accessible to staff, Board members, students, and parents/guardians.

Section 100 (Programs-Field Trips) addresses cultural awareness, as The Board acknowledges the significant advantages of organized field trips as extensions of classroom learning, aimed at enriching educational experiences by connecting academic concepts to real-world contexts (such as natural, cultural, industrial, commercial, governmental, and educational). Defined as planned excursions that align with the school's instructional goals and supervised by staff, these trips must achieve at least 50% student participation for approval and fall under the Board's jurisdiction, ensuring compliance with established rules. The Board also clarifies that it does not endorse unauthorized trips by staff and mandates that such activities cannot be promoted within the school environment without proper permission. The delegation of responsibility for field trips emphasizes the development of guidelines by the Superintendent or designee to ensure student safety and well-being, obtain necessary parental permissions, secure principal approval for trip details, ensure educational alignment with the curriculum, continuously monitor and evaluate trip effectiveness, allow teacher creativity in planning, and guarantee that each trip contributes to specified instructional objectives.

In Board policy Section 100 (Programs – Gifted Education), it is cited that The district is committed to nurturing the unique abilities of each student by offering tailored gifted education services and programs for those identified as gifted. In compliance with legal requirements, the district will develop a comprehensive gifted education plan every six years, which will be subject to public inspection and feedback for at least 28 days before being presented to the Board for approval. This plan will outline the identification process for gifted students in need of specialized instruction, detail the gifted educational programs available, and include necessary reports on students, personnel, program elements, and associated costs as mandated by the Department of Education. The Gifted Multidisciplinary Team (G-M-D-T-) is tailored to address a student's unique needs, including parents, a certified school psychologist, educators familiar with the student's performance, trained evaluators, and individuals knowledgeable about the student's cultural background, ensuring a comprehensive approach to assessing and supporting giftedness.

In Section 100 Programs (Screening and Evaluations for Students With Disabilities), policy indicates that The Board has established a comprehensive policy outlining the necessary requirements for screening and evaluating students for special education services, ensuring compliance with state and federal laws to identify students needing support within general education. Evaluations must utilize diverse assessment strategies, incorporate multiple sources of information, and include observations from educators to accurately determine eligibility and support needed for students with disabilities, ultimately guiding the development of an Individualized Education Program (I-E-P--). Moreover, re-evaluations must adhere to specific timelines, with a qualified professional team conducting them to ensure accurate assessments and educational recommendations are made. It is essential to ensure that all assessment and evaluation materials are chosen and administered in a way that is inclusive and equitable, avoiding any discriminatory practices based on race or culture. Additionally, when possible, assessments should be provided in a language and format that best enables students to demonstrate their true abilities and knowledge, thereby ensuring fair and accurate evaluations of their performance.

The district is committed to providing quality educational programs for students whose dominant language is not English, with the goal of enhancing English language proficiency so they can meet academic standards. The Board ensures compliance through a structured ESL/Bilingual Program that incorporates sound educational theories, adequate resources, and trained personnel while including provisions for professional education and student identification procedures. The program focuses on individualized instruction and includes accommodations for English Language Learners, with regular evaluation to ensure effectiveness and parental involvement encouraged through clear communication in the family's preferred language as per Section 100 Programs (English As A Second Language/Bilingual Program)

As per Section 100 Programs (Trauma-Informed Approach), The Board acknowledges the significant impact of trauma on students and the educational environment, aiming to implement a trauma-informed approach across the district to enhance the academic, behavioral, and professional needs of both students and staff. The policy outlines the definition of trauma and a trauma-informed approach, directing district staff to create a comprehensive plan that incorporates evidence-based practices tailored to the unique needs of the community. In addition, the Board emphasizes the necessity of reviewing existing policies and programs, ensuring they align with trauma-informed principles in areas such as attendance, discipline, curriculum, and student services, while also promoting positive relationships and culturally responsive practices within the school community.

The Board is committed to enhancing cultural awareness by admitting foreign exchange students into district schools, following specific criteria outlined in the policy. It accepts J-1 Visa students from approved group programs without tuition fees, while F-1 Visa students are admitted to secondary schools only upon paying established tuition rates. Admission is capped based on space and qualifying factors, and the Superintendent or designee will oversee the eligibility and recommendations for student admissions. Additionally, enrolled exchange students must meet all enrollment and immunization requirements and will be subject to district policies, including assessments for English Learner support if applicable, as cited in Section 200 Pupils (Foreign Exchange Students).

Section 200 Pupils (Threat Assessment) asserts that the Board prioritizes the health, safety, and welfare of its students and the broader school community by implementing a policy focused on addressing behaviors that may pose safety threats. This policy authorizes the Superintendent, in collaboration with the School Safety and Security Coordinator, to form a threat assessment team responsible for creating procedures for evaluating and intervening with students exhibiting concerning behaviors, ensuring a proactive approach to maintaining safety within the educational environment. The School Safety and Security Coordinator is responsible for ensuring that threat assessment team members receive comprehensive training covering their roles, threat identification and intervention processes, including the recognition and avoidance of cultural/racial and disability biases.

Section 900 Community addresses Title I Parent and Family Engagement, as The Board emphasizes the importance of active parent and family engagement in Title I programs as a means to support student achievement, recognizing it as a collaborative effort with the school and community. To foster this engagement, the district will conduct outreach, involve families in the development of Title I plans and policies, and provide accessible communication and resources tailored to the diverse needs of families. Schools will hold annual meetings and flexible sessions to inform parents of their rights and encourage participation, while also offering training and resources to empower families in supporting their children's education. The Superintendent or designated staff will ensure compliance with federal regulations and create an inclusive environment where all families can contribute to and benefit from the Title I programs. Policy indicates that the ability of parents and family members to work with their children to improve academic achievement and fostering parent / family engagement will be supported by the provision of materials and training including how to support students in school, literacy, school safety, cultural diversity, and conflict resolution.

The following solutions for professional staff are proposed: Educators can take practical steps such as examining and updating teaching materials to include diverse perspectives, getting to know students and their backgrounds through surveys, and openly addressing issues of inequality using relatable examples. Engaging with parents to enhance communication about diversity, becoming a culturally responsive educator, and seeking professional development opportunities on diversity initiatives are also crucial. Additionally, teachers should reflect on their own cultural biases, incorporate multilingual signage, invite guest speakers from diverse backgrounds, and organize field trips to local cultural events, all of which enrich the learning environment and support an inclusive classroom culture.

Possible for solutions for students include Engaging students in cultural education can be accomplished through a variety of interactive and informative activities, with activities fostering a rich understanding and appreciation of cultural diversity as well as providing deeper insights into cultural practices. Various means of incorporating cultural awareness and inclusion into the curriculum exist, many of which are low to no cost and could be easily aligned with the Pennsylvania academic standards for integration into existing curricula.

The following solutions offered for the consideration of the district acknowledge that The W-M-A-S-D references the importance of cultural competence and equity in numerous Board policies. However, a search of the district website yielded no results for the key terms of "culture," "cultural competence," "equity," "equitable," "diverse," "diversity," or "inclusion."  

In order to make the district's online presence more appealing in terms of cultural inclusivity, it is recommended that any cultural events, activities, or additions to the curriculum be featured on the website. For example, photos or video of guest speakers, student art projects, or field trips could be posted to inform the school community of student engagement in cultural awareness activities. 

The district could incorporate information on local cultural resources and cultural events.

WMASD staff could participate in formal professional development focusing on cultural competence, such as the training offered by the Wean Foundation.
The district should consider completing an internal equity audit, such as that offered by the Assistant Secretary for Planning and Evaluation of the U S  Department of Health and Human Services.

 The WMASD references the importance of cultural competence and equity in numerous Board policies. However, a search of the district website yielded no results for the key terms of “culture,” “cultural competence,” “equity,” “equitable,” “diverse,” “diversity,” or “inclusion.”   In order to make the district’s online presence more appealing in terms of cultural inclusivity, it is recommended that any cultural events, activities, or additions to the curriculum be featured on the website. For example, photos or video of guest speakers, student art projects, or field trips could be posted to inform the school community of student engagement in cultural awareness activities.  The district could incorporate information on local cultural resources and cultural events. WMASD staff could participate in formal professional development focusing on cultural competence, such as the training offered by the Wean Foundation (https://www.weanfoundation.org, 2024).  The district should consider completing an internal equity audit, such as that offered by the Assistant Secretary for Planning and Evaluation of the U.S. Department of Health and Human Services (https://aspe.hhs.gov/reports/equity-assessment-guide, 2024). 

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Various activities are proposed for consideration by the W-M-A-S-D School Board, including Individual self-culture projects, where students explore their own personal culture and influences and the people, events, objects, and experiences that formed their cultural upbringing;

A "Holidays Around the World" event that allows grade levels to explore different countries' unique holiday traditions through storytelling, crafts, and cultural presentations;

Incorporating cooking classes to prepare traditional dishes;  

Cultural exchange days to foster interaction through music and storytelling;

Art projects inspired by various cultures;

Language lessons;

Field trips to cultural institutions;

Cultural simulation games and storytelling sessions to empathy;

Pen pal programs to encourage personal connections across cultures;

Professional development offered to staff;

Equity self-assessment/audit.

Promoting diversity, equity, and inclusion (D-E-I--) in education not only enhances critical thinking by challenging students to analyze and question conventional views, but it also nurtures empathy through interactions with peers from diverse backgrounds, fostering a deeper understanding of societal challenges. This engagement equips students with the necessary skills to navigate and appreciate a globalized world, thereby preparing them to effectively address complex global issues and embrace the interdependence of various cultures.

D-E-I in education plays a crucial role in empowering students by providing relatable role models who demonstrate that success is attainable regardless of identity. When students see leaders who reflect their backgrounds, it fosters a sense of belonging and encourages them to aspire toward their own goals, reinforcing the idea that barriers can be dismantled and every individual's voice is significant.

The suggested activities and curricular modifications would not create any additional expense to the district; rather, existing coursework, programs, and services would be modified to be more culturally inclusive. 

While some professional development (P-D---) activities may bear a financial cost to the district, PD is already provided by the district. It is suggested that a DEI PD could replace an existing PD activity within the WMASD.

Grant monies are also available that may help to offset the cost of trainings.

 References
 Anderson, J.E., Moyer, J. & Chichirau, G. (2023). Public policy making: An introduction.    	(9th ed.). Cengage Publishing. Kraft, M. E. & Furlong, S.R. (2014). Public Policy: Politics, Analysis, and Alternatives (Fifth 	Edition). CQ Press.  Stewart, J. & Ayres, R. (2001). Systems theory and policy practice: An exploration. Policy 	Sciences (34), 79–94. https://doi.org/10.1023/A:1010334804878   West Middlesex Area School District (2020, January 27). Policy manual. 	https://go.boarddocs.com/pa/wmasdpa/Board.nsf/vpublic?open#  West Middlesex Area School District (2021). Comprehensive plan. 	https://drive.google.com/file/d/1yjuwqxlPsBBP0fH8j96B3W10H5Qn-qLx/view  West Middlesex Area School District (2022a). 2022-2023 academic achievement report. 	https://drive.google.com/file/d/1ATxMjl3c3ypVAWWvUCnRRthS-     FaIp3HR/view  
