Diversity, Equity, and Inclusion

Welcome back for the 2024-2025 school year! We all know teaching is a very rewarding and very demanding career. As you prepare to welcome new students to your classroom, please ensure that you take some proactive self-care steps this year. Here are some ideas to focus on your well-being throughout the school year:

During the 2023-2024 school year, the Multicultural Club at Bentley Elementary School was a thriving community of learning and cultural appreciation. Members of the Multicultural Club explored the concepts of diversity, inclusion, and culture through biweekly meetings, research, and discussions.

By sharing personal experiences and delving into cultural practices from around the world, students gained a deeper understanding of these important topics. They had the opportunity to create and present on subjects that interested them and also shared their knowledge with younger students by reading books about culture, diversity, and inclusion to K-2 classes. They also earned certificates documenting their participation.

When asked how they felt about the club there was an overwhelmingly positive response. Students enjoyed learning about different cultures, meeting new people, making friends, and working on projects together. One student summed up the experience perfectly, saying, "It's very fun and it teaches kids about cultures. I learned about some foods and cultures I've never even heard of before! This club is super cool." The Bentley Multicultural Club has proven to be a valuable resource for fostering a more inclusive and culturally aware school environment.

Is your school or department doing something to celebrate or highlight diversity, equity, inclusion, or belonging? We would love to hear about it and share with colleagues! If there is something you would like highlighted in our newsletter, please send information to Katie Ilijic at katie.ilijic@pccsk12.com.

Plymouth-Canton Community School District is a culturally and religiously diverse community. While the schools are not always closed for the observance of religious holidays, it is the District's intention to respect the religious and cultural days that are significant to our students, families, and staff. The list linked below includes many of the religious holidays observed during the 2024-2025 school year that may require a student to be absent from school. Students who miss school work because of an absence for religious observance should not be expected to complete homework, study for tests, or do other school work during the absence (Board Policy 5200). Students shall be given the opportunity to complete assignments and tests within a reasonable time, based on the circumstances. These absences should be managed in the same manner as other absences, including informing the school of the absence and talking with teachers about the absence, missed work, etc. Additionally, on days that students are out of school with an absence for a religious holiday or observance, we ask that the following not be scheduled:

1. Major exams;
2. Reviews for major exams;
3. Standardized tests;
4. Tryouts (sports teams, plays, etc.); and/or
5. One-time or major events (prom, graduation ceremonies, homecoming, elections, test simulations, etc.).

Please note, typically, Jewish, Islamic, and Bahá'i holidays begin at sundown on the evening before the first date shown. Additionally, some dates are not fixed to a calendar, but are based on the actual sighting of the moon and therefore there may be some variance by a day.

Please find a list of holidays and observances for the 2024-2025 school year linked here as well as linked descriptions of each day.

A person's sense of belonging at school is the extent to which they feel that they are valued members of their school's community. Sense of belonging refers to a person's feelings of being accepted, included, empowered, and reflected at school. As a new school year starts, learning students' names goes a long way toward building the foundation for belonging.

It is important to keep in mind that each of us has a story. It is very likely that when you ask a person their name, whether given or chosen, there is a story connected to that name. Students and staff have shared far too many times that their names are abbreviated because people have told them that it is too hard to pronounce. Mispronounced names are a constant, everyday reminder that a student or staff member doesn't belong, and disproportionately impacts those from underrepresented backgrounds. Statements such as "do you have a nickname?" "Your name is too hard to pronounce;" and "I'm never going to get that right," are microaggressions with macro impact. Similarly, refusing to use a person's pronouns is a microaggression with macro impact, and is a violation of Board Policy 5517.03. The resources below contain strategies and information to support correct name pronunciation and pronoun usage.

• Why Pronouncing Students' Names Correctly is So Important
• Why Getting a Student's Name Right Matters
• NPR: What Listeners Told Us About the Importance of Getting Names Right
• Why Pronouns Matter
• What's In a Pronoun? Belonging.

Each year from September 15 to October 15, we celebrate National Hispanic Heritage Month to recognize the achievements and contributions of Hispanic American champions who have inspired others to achieve success. National Hispanic Heritage Month celebrates the heritage, history, traditions, and cultural diversity of Hispanic Americans whose heritage is rooted in Spain, Mexico, Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panama, Colombia, Venezuela, Ecuador, Peru, Bolivia, Paraguay, Chile, Argentina, Uruguay, Cuba, Puerto Rico, and the Dominican Republic. The observation began in 1968 as Hispanic Heritage Week under President Lyndon B. Johnson, and was expanded by President Ronald Reagan in 1988 to cover a 30-day period. The observation of Hispanic Heritage Month was enacted into law on August 17, 1988.

According to the National Archives, the theme for Hispanic Heritage Month 2024 is "Pioneers of Change: Shaping the Future Together."

The background for this month's newsletter is artwork by Jaime Domínguez entitled Sueño Lúcido No. 1. Dominguez is a Mexican artist known for his minimalist work. He draws inspiration from Mexican crafts and indigenous art and roots his process in research and history.

Below, please find a list of resources that may be helpful as we observe this month.

• NEA: Hispanic Heritage Month
• National Museum of American Latino - Hispanic Heritage Month Resources for Teachers
• Hispanic Heritage Month Resources
• National Archives: Hispanic Heritage Month
• The Creation and Evolution of the National Hispanic Heritage Celebration

The 2024 election season is upon us and will be among the most closely followed in American history. As we approach Election Day, our role as educators is to empower our students to understand the inner workings of the democratic process. Elections and voting provide great opportunities to teach our students about civics, how the government works, the electoral process, current events, historical context, and campaigns. Because elections often bring about differences of opinion and strong feelings, it is important to facilitate safe, respectful, and inclusive dialogue.

Some focal points to inspire conversation and civic engagement activities may include:

• Critical Thinking and Media Literacy Skills. Learning to evaluate sources, identify bias, and distinguish fact from opinion. Students can sharpen their ability to craft well-reasoned arguments and consider multiple perspectives with civility.
• Civic Engagement and Participation. Teaching about elections is a great way to encourage students to actively engage with their communities.
• Informed Decision-Making and Responsible Citizenship. Learning about the democratic process helps students gain an awareness and understanding of their rights and how their participation can impact their school, neighborhood, and their wider world.

As with other group discussions, it is important to introduce working agreements and ground rules that establish expected standards of behavior during these kinds of discussions. Students should work collaboratively to develop agreements that ensure safety and respect. Some of the following agreements may serve your classroom:

• Respect others. You will hear ideas that may be new or different for you, and opinions with which you may disagree. As you participate and interact, try to take in new information without judgment and keep an open mind. Make sure that your words and body language reflect a respectful attitude toward others. Learn by listening to others.
• Speak from the "I". Speak from your own personal experiences and do not judge the thoughts or experiences or others. Use I-statements such as "I feel..." or "In my experience..." Avoid "you should" statements and generalizations of any kind.
• Ask questions. Much of the information we will cover will be new to many of you. Please feel free to ask any questions that come up for you without fear that they are too "silly" or "stupid." Make sure to phrase all questions in respectful and value-neutral ways.
• Respect Confidentiality. Please make sure that everything said in the room stays in the room. When sharing personal anecdotes, make sure to avoid using the real names of other people.
• Share "air time." While you are encouraged to express your ideas and opinions, please do not monopolize the group's time. Help create a safe space in which everyone can speak. No one, however, is obligated to speak. "Passing" is okay.

Below, please find additional resources that may be helpful.

• Approaching Election Season as a Teaching Opportunity
• PBS Election Central
• iCivics Election Headquarters
• State of Michigan Voter Education Resources
• Voting and Elections Resources for a Civil Classroom
• Using the Election as a Teaching Tool

P-CCS educators recognize the supreme importance of the pursuit of truth, devotion to excellence, and the nature of democratic citizenship. Educators regard as essential to these goals the protection of freedom to learn and to teach and the guarantee to equal educational opportunity for all. Educators accept their responsibility to practice the profession to the highest ethical standards. Staff should review and keep in mind the following Board Policies:

• Board Policy 3210-4210: Staff Ethics. "An effective educational program requires the services of men and women of integrity, high ideals, and human understanding. To maintain and promote these essentials, the Board of Education expects all staff members to maintain high standards in their working relationships, and in the performance of their professional duties, to: ...(g) refrain from using position or public property, or permitting another person to use an employee's position or public property for partisan political or religious purposes..."

• Board Policy 3231-4231: Outside Activities of Staff. "The Board of Education directs the Superintendent to promulgate the following procedures so that staff members may avoid situations in which their personal interests, activities, and associations may conflict with the interests of the District. ...(D) Staff shall not campaign on school property on behalf of any political issue or candidate for local, State, or National office."

• Board Policy 3211-4211: Code of Ethics for the Education Profession. Principle II - Commitment to the Public. "The educator believes that patriotism in its highest form requires dedication to the principles of our democratic heritage. [They share] with all other citizens the responsibility for the development of sound public policy and [assume] full political and citizenship responsibilities. The educator bears particular responsibility for the development of policy relating to the extension of educational opportunities for all and for interpreting educational programs and policies to the public. In fulfilling [their obligations] to the public, the educator: ...(d) shall not use institutional privileges for private gain or to promote political candidates or partisan political activities."

This is a safe online reporting platform for P-CCS students/families to document incidents of hate and bias in our schools or at school-related events.

P-CCS is committed to the success of every student in each of our schools and achieving our mission of developing capable, involved citizens who recognize that they are citizens of a global community, who use critical thinking skills, and are lifelong learners.

To create an equitable educational experience for all students, we are committed to closing the opportunity gap in academics, behavior, and social-emotional needs by creating learning environments that provide academic support and enrichment programs for all students. This means differentiating resource allocation, within budgetary limitations, to meet the needs of students who need more support and opportunities to succeed academically and otherwise.

Please click here to read the entire Educational and Racial Equity Policy (Policy 2260.03) for Plymouth-Canton Community Schools.

At P-CCS, we are committed to creating and fostering an educational environment for all students that is safe, welcoming, and free from stigma and discrimination, regardless of a student's sex, sexual orientation, gender, gender identity, or gender expression. Additionally, we will work to ensure that we are in compliance with local, state, and federal laws concerning bullying, harassment, privacy, and discrimination while ensuring that all students have the opportunity to express themselves and live authentically.

Please click here to read the entire Transgender and Gender Nonconforming Students Policy (Policy 5517.03) for Plymouth-Canton Community Schools.

Katie Ilijic (She/Her/Hers)

Director of Diversity, Equity, and Inclusion

Email: katie.ilijic@pccsk12.com

Website: https://www.pccsk12.com/about-p-ccs/departments/diversity-equity-and-inclusion

Location: 454 South Harvey Street, Plymouth, MI, USA