CELEBRATING DIFFERENCES Chris McCullen, Robert Newcomb, Megan Palmer, Katie Pitocco, Cindy Whisman

District Goal Student achievement will increase through rigorous curriculum design, instructional best practices and purposeful environments that maximize learner autonomy and capacity to thrive in the 21st century.

Mariemont Elementary Mission Statement To provide the utmost in quality education for our Scholars of Today by offering enriching opportunities for individual achievement to inspire our Leaders of Tomorrow.

 Statistics: Community and School  Assessing Diversity

Learning About the Community  White alone (93.5%)  Two or more races-55 (1.6%)  Hispanic – 54 (1.6%)  Black alone – 52 (1.5%)  Asian alone-43 (1.3%)  Other races alone – 9 (.03)  American Indian alone – 7 (0.2)  Native Hawaiian & other Pacific Islander alone – 2 (1.06%)  Estimated mean income around $81,000  Crime rate is considerably lower than national average  Of community members 25 years and older 95.1% have a high school education or higher. (64% with a Bachelors degree & 28.7 having a Graduate, professional, or higher)  Unemployment rate 4.5%

Learning About Mariemont Elementary  Approximately 465 students  K-6  17.1 Student /Teacher ratio  White 96.4%  Asian 1.4%  Hispanic 1.4%  Black 0.9%  52% male population  Attendance rate for was 96.2%  At or above proficient in standardized testing for 3 rd grade 92.5 math/ 91.3 reading  4 th & 5 th approximately 7 pts lower in math but up 3 pts in reading

 Understanding Diversity  Appreciating Difference

Lesson 1 To get a general idea of how much students know about diversity, first ask: What does diversity mean? What do you know about diversity? Then, the school counselor and teacher will go over the acronym with students, and ask again: What does diversity mean to you? Give some examples of movies/TV shows/books where you have seen diversity

Lesson 1 (continued)  The teacher and school counselor give examples of diversity in their lives to students.  The teacher and the school counselor will portray diversity to students by looking at each other and voicing positive differences that exist between the two of them.  Ex: physical differences, talents, etc.  Finally, pick two student volunteers to come up and perform the same activity.

Lesson 1: Game!  Get class into a circle sitting on the floor.  One child starts with a large ball of string, pulls a piece, and throws it to another person, saying a positive difference.  Ex: “(Name) you are tall, and I appreciate that because you can reach things that I cannot.”  The game continues until there is a web with everyone connected.  Bring out large, inflatable beach ball. Demonstrate how the ball stays up and can bounce (flourish) only when the strings are tight and everyone is holding on. When we let go of appreciating/celebrating differences, then the ball cannot stay up or bounce.  Play “Celebrate Good Times” while the students are playing with the ball and the web.

Lesson 1  To assess what the students have learned today about diversity, provide each child with a form asking three, simple questions:  What does diversity mean?  What is one thing you learned from today’s lesson about diversity?  Who do you know that is different from you and why are those differences good?

Lesson 2  Review the meaning of diversity.  Ask the students what differences there are within the class and why they appreciate them.  Ask the students what is the acronym for diversity.

Lesson 2  Guest speakers:  Five or six players of diverse backgrounds and skills from the local university soccer team  School counselor directs the guests to discuss their cultural, personality, physical, and talent differences and how these differences make working together more fun, enjoyable, and beneficial.  Break into small groups with one player in each group with the students. Each group works together to create a picture that depicts some type of diversity and how it is a good thing that we are all different from each other.

 Diversity and Inclusion  Read: Everyone Bakes Bread

Session 1  Focus on:  Jamaican Culture  Indian Culture Chart: What do you know? Holidays and Traditions Clothing Items Music Taste test bread

Session 2  Focus on:  African American Culture  Middle Eastern Culture Chart: What do you know? Holidays and Traditions Clothing Items Music Taste test bread

Session 3: Wrap-Up  Share about students own culture.  What things are similar from us as a group?  What things are similar from prior sessions?  What is one thing you learned?  What is one thing you liked?

 Continue Celebrating

“Student Spotlight”  Showcase a student each week with a unique fact that celebrates him/her as a part of our diverse climate at Mariemont Elementary. Examples may include:  Tallest student in our school  Student from the largest family  Student who has traveled the farthest/lived in another country.  Student discusses why the fact is “cool” and leads school in Pledge of Allegiance.

ASCA Standards Met  Academic Standard A, Competency A1: Improve Academic Self-Concept  Career Standard C, Competency C2: Apply Skills to Achieve Career Goals  Personal/Social Standard A, Competency A1: Acquire Self-Knowledge  Personal/Social Standard A, Competency A2: Acquire Interpersonal Skills