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As a group, we bring a lot to the table. However, I think it would be great to bring someone in who is experienced in making change in diversity and equity in other locations to maybe give us some direction and do/don't type of ideas.

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As a group, we bring a lot to the table. However, I think it would be great to bring someone in who is experienced in making change in diversity and equity in other locations to maybe give us some direction and do/don't type of ideas.

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Right now I think we need to start making some direct goals or direction of the group. I think we all want to start doing things so badly that we might be heading in too many directions.

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Right now I think we need to start making some direct goals or direction of the group. I think we all want to start doing things so badly that we might be heading in too many directions.

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It's been included here already, but I think it's important to think about the "non-visible" identifiers when we think about our diverse population. While we might outwardly see color, we can't necessarily see SES or mental health or homelessness.

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Students have the opportunity to see themselves through the lens of a mirror and the opportunity to experience other's reality through empathy and learning through the lens of a window.

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Opportunities for learning about other cultures and experiences

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sexual harassment, housing, family types

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Different cultural backgrounds and ELL

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Feature examples of professionals from your curricular area that represent multiple perspectives and backgrounds

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Safe place for ALL students to share ideas and viewpoints not just some

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An inclusive classroom includes folks who know and use correctly forms of address for all students. We see a lot about pronouns, but I'm also curious about how we address students of color and if students have preferences about those "labels" (for lack of a better word).

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Maybe not right away, but I am hoping that we pull the commUNITY group in with us. I find that I learn way more about different groups of kids when they are with me, having casual conversations.

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Exposure to other cultures

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I would agree that the non-Christian students probably feel "left out" since our community has a large Christian community.  Also, our low SES students get left out a times. Take the Turkey Food Drive for example. Our low SES students are the ones that would benefit from this food, but they feel left out of the activity since they can't afford to give. So they don't think they can be able to earn the rewards. (Jolie does add them to the reward list regardless of whether or not they donate, but she doesn't know who is low SES unless they speak up.)

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One thing that I have started to do is look up different cultures or groups or people that are represented each month and find a calendar to go off of and I am going to be trying to showcase books and pieces that represent those cultures. I will also be asking for input for different cultures and holidays to be represented in the next spirit decorating day for NHS

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Unintentional bias among staff and students

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Representation of all students in common areas and classrooms

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Giving a students a voice in the school.

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Partner with/learn from the CommUNITY group

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Partner with/learn from the CommUNITY group

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Finding ways to help all staff members be more aware of how they could be unintentionally marginalizing students and how to work toward being more inclusive.

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DCG can provide more representation in common areas. We have months dedicated to groups of people and we could be showcasing them to our students so that they see powerful people that look like them.

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Continuing to find tangible ways to show our students represented throughout the building.

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Continuing to find tangible ways to show our students represented throughout the building.

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We still have sexual harassment happening in our school like in other schools

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Some curriculums aren't as obvious, don't use Euro-centric names for everything -- use different culture names in a story problem

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In English, making curriculum more diverse and not just reading old, dead, white dudes

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Ability level, socioeconomic status, housing status

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-Showing several points of view
-Representation of different groups of people
-Using accommodations and modifications as needed
-Taking student interests and backgrounds in to account.
-Representation of different cultural celebrations/food/music/language variation/people

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Having a safe space to learn individually, share experiences (personal and professional), and discuss diversity/inclusion/equity topics.
Think about how we will roll this out to the whole staff and navigate the learning.
Making the connection between why we are learning this and how it directly impacts classrooms and students.

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Understanding how student's feel about the climate of the school when it comes to equity and diversity and inclusion

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Understanding how student's feel about the climate of the school when it comes to equity and diversity and inclusion

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An inclusive classroom would be a classroom where every student has the same opportunity to learn the best way for them, be themselves, and express themselves in a safe and understanding environment.

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At DC-G, I think it's easy to think about larger groups that have had more media focus: BLM, LGBTQ+, etc. I believe we forget that there are many girls/women in this school who believe they fit under the "inclusion" umbrella. I also think because of the known/prevalent religion in the school, we often marginalize people who are not Christian -- atheist, Muslim, etc. We maybe forget that they exist or they feel "less than" since they are not those represented in groups like FCA.

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In the things we display in our rooms, we plan to be deliberate to include works from as many varied groups as possible.