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*Recommendations:
1. Re-examine the School Vision- Find opportunities to lead courageously requires a re-examination of why we
occupy the leadership position with which we are entrusted.
2. All stakeholders should work to create a positive school culture that facilitates discussions regarding
sensitive and possible polarizing topics.
3. Continue involvement with the diversity training from the University of Louisville
4. Leadership should work to restore and maintain trust.
5. Put in place positive processes to hear and evaluate staff and student concerns about “hot-button” issues.
2. SENSE OF BELONGING
School rules, practices, and procedures attempt to foster acceptance of individuals, but based on school interviews, some
students and staff demonstrate a lack of belonging or appear to be marginalized within the learning community.
Overall staff, student and parent interviews reveal that Manual High School staff work to actively promotes a sense of
community and belonging for students. Students are typically very driven in their specified areas of study. This tends to
manifest itself into an individualistic viewpoint with competition at all costs to be better than fellow students which
lends to covert bullying, as expressed in the interview sessions. Microaggression leads to subgroups of students banding
together for their cause, whatever that might be. A whole child approach that considers not only academics, but real
leadership development and communications does not seem to be in place. In addition, there are no mechanisms
designed to help solve some of the hot-button issues and keep the school leadership from having to put out smoldering
fires. All interviewed concurred that some attention to giving students a voice has been made through the formation of
cultural clubs, However, these clubs lack real direction and become conduits for disgruntlement without restraint.
Millennium Learning Concepts, 2018
DuPont Manual High School
Culture & Climate Assessment Report
Students shared that they feel the school appears to be more concerned with its image than the rights and feelings of its
students. When a situation or group appears to be controversial the students are made to feel as if their thoughts and
concerns are not valid. Their feeling of community and belonging generally came from interaction with classmates and
students of like culture and background, somewhat from staff, and very little from administration. Some staff and
parents concurred that there must be a change in administration or reflective work on part of administration
that will allow all to feel safe and express their opinions.
*Recommendations:
1. Re-examine the inclusion of a clear commitment to equity, inclusion and diversity within the DuPont Manual
High School mission.
2. Work to Build Community with all Stakeholders
3. Use Traditions and Rituals in Building a Sense of Community
4. Work to maintain and inspire disconnected youth, immigrant students, students with disabilities, students of
color, and LGBTQ youth, etc.
5. Promote inclusion and acceptance of all students.
Teachers and parents agree that there is a strong focus on learning and high expectations. Therefore, they find that
students are under a lot of pressure to excel. Overall, teachers concur that students have equal opportunities to
participate in clubs and belong to the school community because “students have access to a lot of clubs or they can
create a new one if they have other students with like interest.” Teachers’ plans and student work was outstanding;
however, not a lot of support/examples were given for closing achievement gaps. Some parents stated that students
are self -taught so gaps are hard to close. There is a view that the gaps are students with disabilities. To promote
teaching and learning and close gaps, teachers responded that they are present for the students and spend extra hours
to meet children needs. Most teachers stated that text books are seldom used, but utilize technology to enhance lessons
with diversity that are up to date. Staff shared that some text books are “more from a white perspective; need a more
Asian/African perspective.” Addressing diversity is a focus this year therefore regular PD on diversity is provided
monthly from a U of L professor that address biases, privilege and is well received.
*Recommendations:
1. Ensure equity in education is a necessary component in narrowing the achievement gap.
2. Review policies promoting diversity and giving students opportunities for their voices to be heard.
3. Continue the school day Power Hour sessions that afford students more autonomy, opportunities to explore
school offerings, as well as enhancing students’ sense of community.
4. Identify barriers and advocate for systemic change for Latino and African-American students who continue to
be underrepresented in AP courses.
5. Ensure all students should have equitable access to a high quality, rigorous education. School population should
be demographically representative of the feeder school-community of students.
Regardless of organizational quandaries, student achievement is the number one priority of schools. Therefore,
researched-based strategies for improving the environments that impacts student achievement must be
developed, implemented, monitored and refined.