# data[].attributes.body
To provide the best education possible to prepare students for the complexities of adult life by creating a community of knowledgeable students who respect themselves and others and who accept responsibility for their actions in the world and community in which they live.

# data[].attributes.body
We Believe:

All people can learn and learning is a life-long process

The family, community, and school district share a responsibility for the quality education of our youth

Students, families, and the schools should have high expectations for student success

Students need to achieve success in fundamental and advanced literacy

Teachers inspire learning and guide students in the acquisition of knowledge, skill, and attitudes

Individual strengths should be encouraged and developed

Schools prepare students for adult life

# data[].attributes.body
Moscow High School (MHS) serves 700 - 800/ year students over the four years Freshman through Senior. Predominantly White students that come from different socioeconomic backgrounds. Many of them come from the lower socioeconomic levels even poverty. Students coming from agricultural families and rural surroundings of Moscow, ID.

# data[].attributes.body
* Trying to serve each student    equally
*Teaching empathy and leading by example
*Focusing on academic, social, physical and emotional development
* Helping young people in finding their strengths
* Supporting students in identifying their own and unique ways to contributing in the community
* Focusing on small-size classes
* Highly professional team of counselors that supports students growth and helps faculty in assisting students
* Students run the school through the Student Council and have opportunities to develop organizational skills by organizing events such as the Arts Fest

# data[].attributes.headline
Federal and state programs to meet the needs of students

# data[].attributes.subject
Federal and state programs to meet the needs of students

# data[].attributes.body
There is a variety of programs designed to meet the needs of as many students as possible:
* Appropriate lesson plans for students with unique needs
* 504 Plan - to support students with disabilities in general designed to prevent discrimination and support students' civil rights
* RTI - Response to Intervention - focused evaluation of student's cognitive, social, and emotional development, done in collaboration with the psychologists
* IEPs - Special Education Educational Programs to address an array of 13 disabilities
* GATE - GIfted and Talented Students

# data[].attributes.body
Inclusive environment for each student and supports diversity by law. While the WhIte race is dominant still, there is a small number of Indigenous, Black, Biracial, and Asian students. A few international students attend MHS every year. Students from different parts of the world come through the relationship with the local Rotary Club and their Exchange Students Program. English Language Learners are supported by the ESL program. Many clubs for students are established to address students' diverse attitudes and belief systems.
* GSA - Gay - Straight Students Association
* Show & Shine - Students bring their favorite car to share their pride with the other students
* International Club, also called Human Rights Club that celebrates international exchange students
* UN Model
* Environmental Club - The main project is Turtle Trip to Mexico that promotes ecotourism
While the International Students Club and Environmental Club support the development of intercultural awareness beyond the US borders, the rest of the clubs promote diversity of American subcultures. Similarly, Gutierrez & Rogoff (2003) suggested understanding cultural communities of practice and their cultural repertoires that include, but are not limited to, ethnicity, nationality, religion, and race. The authors’ recommended that teachers could include the cultural-historical approach in their everyday teaching practice by understanding students who they are, without putting them in two-words clusters, and by helping students to develop dexterity in using both familiar and new approaches to learning. Unfortunately, the school leadership team does not take an important role in creating these opportunities for the students and these are dependant on teacher's willingness to build relationships with their students through creating learning opportunities for them. Since the teachers do not feel supported by the school leadership they face more difficulties in promoting diversity at the school.

# data[].attributes.headline
Programs to support students coming from the lower socioeconomic levels 

# data[].attributes.subject
Programs to support students coming from the lower socioeconomic levels 

# data[].attributes.body
* Academic Study Skills Program creates specific lesson plans according to each student's needs

* Academic Strategies Class - provides a safe space for students to develop their academic skills and do their homework assignments.

These students are not seen from the perspective of "Culture of Poverty" (Ladson-BIllings, 2006) they are provided with assistance and space to work on meeting the academic requirements. There is a great staff team formed of counselors and a psychologists that work together with the teachers in finding the best way to support their students.   The team works by taking into consideration the factors of educational inequities and the development of equity pedagogies to underserved students ( Anthony-Stevens & Langford, 2020).

# data[].attributes.body
Parents Support Team tries to be involved in the school activities and support teachers in their work with students. A good collaboration is developed by initiatives from both sides parents and teachers. The relationship has been straighten up since the leadership of the school started the mastery-based education framework that did not prove as the best choice for evaluating students academic development, assessment of students' work and assisting students in meeting state requirements. New projects are initiated according to students' needs and usually in a form of fundraisers to support students' field trips, This contributes to overcoming socioeconomic barriers to learning and developing students' worldviews. Although the goal is not to develop multicultural education students and teachers create opportunities to learn through traveling and volunteering just like Nieto (2017) proposed the curriculum that gives focus to terms, such as “love and caring, critical care, and happiness” (p.7). Once again, these relationships are not supported by the school administration and the leadership team. These important activities that promote student growth, development, and learning experiences are dependant on teacher's or parent's initiatives.

# data[].attributes.body
Moscow, ID is a sister city with Villa Del Carmen, Nicaragua. This relationship opens the doors to MHS students to visit the place through volunteering opportunities where American students help the improvement of educational circumstances for their Nicaragua counterparts. When the conditions do not allow for traveling American Students take part in volunteering and fundraising to support financially Nicaragua students to be able to buy books, school supplies, uniforms, etc. The relationship is maintained by the Parental Support Team that recognizes the learning opportunities for their kids to learn more about lives, poverty, struggles of the less-fortunate than themselves. These experiences provide American students to learn about structural inequalities, develop empathy, friendship, and to become aware of culture different than theirs.

# data[].attributes.headline
The teacher as a leader in their classroom promotes diversity

# data[].attributes.subject
The teacher as a leader in their classroom promotes diversity

# data[].attributes.body
Sometimes the subject matter itself provides opportunities to address social inequalities, discrimination, prejudice and bias.
Ms. Earikson teaches Honors Biology and French Language classes. Biology opens the door for having the hard conversations about race in her classroom. Likewise, Pollock et al. (2010) by going through the smaller assignments, in-class discussions, and journaling about the small group activities and readings in the course, the students slowly but surely get used to having difficult conversations. Similarly, Ms. Earikson addresses anti racial issues in her everyday teaching practice by asking students what they are comfortable to talk about so they could in turn understand what is not acceptable for them at that time, and how they can work on understanding the perspectives of others.
In her French classes, Ms. Earickson uses learning a new language strategies to help students understand English Language Learners and the processes they go through in learning English. She always starts discussions to initiate students' metacognitive thinking and learning strategies.

# data[].attributes.body
The top-notch supporting staff such as the counselors and psychologist are a great asset that contributes to the school's strengths. However, the financial challenges do not allow for a bigger team that could support more students at the same time.

The school building and the other facilities are built a long ago and have not been renovated since long ago.

There is more need for professional development opportunities for teachers, so they could experience different school environments, learn from examples of others, and have opportunities to learn from each other through projects, collaboration, and exchange of perspectives and experiences.

A well-developed mentoring system that would support new teachers is more than  necessary in building one's teaching practice and finding support from their colleagues.

The communication between the school's administration could be improved in a way of asking questions about how to make teachers feel more supported or what are the practical needs of the faculty in the school. Threats have never been proved as a productive communication for any of the sides involved. Creating a fear and leading from the superior standpoint will only lead to losing great teachers to other school districts.

# data[].attributes.body
A good teacher is a very general thing and it could mean different thing to different people. Everyone would agree that a good teacher is the one who knows how to support their students and is meeting their needs. The question becomes, how one could recognize the support that the teacher provides to their students? The sense of being well-organized is very important for one to be a good teacher. This, in turn, will put them in many situations to show respect to their students, which will contribute to developing closer relationships with their students.

Finally, a teacher need to allow their students to voice their needs and this is a very good way to show respect to students. If a teacher is good and supportive, the best indicator are their students and what they say about their teacher.
If students are provided with the opportunities to express their opinions about their teacher this will benefit both the teacher and the students. The students will feel respected and the teacher will have the opportunity to develop a more sensitive teaching approach.