Multicultural Plan Sydney

Sydney Gard
MULTICULTURAL PLAN CURR 548

7/31/2019
OUTLINE
◼ Introduction
▪ Objectives
▪ Rationale & Justification
◼ Method
▪ Setting the Stage
▪ Making a Plan Together
◼ Discussion
▪ Needed Improvements
▪ Changes to Implement
▪ Involvement
▪ Curriculum Transformation
◼ Conclusion
▪ Implementation Timeline My school, Mokyang Elementary
▪ Signs of Success
◼ References
INTRODUCTION
◼ Objectives
▪ Implement an education that will educate students about the
importance of multiculturalism and democracy
▪ Remodel the curriculum to contain multicultural concepts and
perspectives through the utilization of authentic,
multiculturalism-infused texts
▪ Teach students about the importance of culture and diversity in the
classroom and in the world
▪ Provide equitable learning opportunities for all students
▪ Enrich the Korean culture by embracing diversity
▪ Develop creative, problem solving, and critical thinking students who
will be able to participate in the global community
RATIONALE & JUSTIFICATION
◼ Negative perceptions of foreigners and multicultural citizens are negatively

affecting culturally diverse citizens, non-native permanent residents, and
non-native temporary residents.
◼ A poor special education program for low-level, gifted, and exceptional
students is providing students with an in-equitable education.
◼ The lack of cultural education beyond one’s home culture will cause children to
be ethnocentric, prejudicial, and biased.
◼ As there is a strong emphasis to learn English and study abroad, combining
language studies with cultural studies will benefit students greatly.
◼ Due to the expanding foreign population in South Korea, expanding the
country’s perspective and world views will go a long way in embracing those
who are culturally diverse, and ultimately will encourage their presence in
South Korea.
◼ Increased tourism to South Korea means there will be an increased need to
communicate and interact with people from different cultures.
OUTLINE
◼ Introduction
▪ Objectives
◼ Method
◼ Discussion
▪ Involvement
◼ Conclusion
▪ Implementation Timeline My school, Mokyang
Elementary
◼ References
METHOD
◼ Setting the Stage

▪ An Introduction to the Community
▪ Trainings
▪ Professional Development
◼ Making a Plan Together
▪ Community Involvement
▪ Discussing our Weaknesses
▪ Discussing our Strengths
▪ Developing a Plan of Action
SETTING THE STAGE
◼ Introduction to the Community

▪ What is multicultural education?
▪ Why is diversity important?
◼ Trainings
▪ Open to the community, parents, and school staff
▪ Please see Training Objectives (next slide)
◼ Professional Development (PD)
▪ School culture, classroom culture, and curriculum transformation
▪ Counseling Programs
▪ Community Involvement Counselor
▪ Discipline & Student Growth Counselor
▪ Curriculum Transformation Counselor
▪ Special Education Counselor
▪ Teaching Strategies
▪ Special Education Strategies
Professional Standards for Educational Leaders (PSEL): 1a-g ; 5a-f ; 6c-i ; 7a-h ; 10a-j
TRAINING OBJECTIVES
◼ Identify ways to help, assist, teach, and develop lessons for

culturally diverse, low-level, gifted, and exceptional students
◼ Discuss ways in which culture can be incorporated into lessons
◼ Change prejudice and bias among the staff
◼ Develop teaching strategies and teaching materials that can be
used in classes
◼ Explain the importance of expecting and believing that students
will succeed
◼ Understand the difference between equity and equality
◼ Answer the following questions:
▪ What does a multicultural education look like?
▪ Why is diversity important?
▪ How can you teach diversity acceptance?
PROFESSIONAL DEVELOPMENT
◼ All teachers, school staff, and school administration will be

required to attend extensive Professional Development courses in
subject areas such as:
▪ School Democracy
▪ Diversity in the World and in Schools
▪ Prejudice, Bias, Stereotypes, Racism
▪ Special Education
▪ Low-Level Students – Classroom Strategies, Methods for Improving their
Learning Experience, etc.
▪ Gifted Students – Classroom Strategies, Methods for Improving their
Learning Experience, etc.
▪ Exceptional Students – Classroom Strategies, Education Styles, Behavior
Management Techniques, IEP Development, Effective Parent
Communication, Methods for Improving their Learning Experience, etc.
▪ Counseling
▪ Train teachers to become apart of the counseling program
▪ The counseling program includes 4 different areas, and each requires one or
more counselors.
COUNSELING PROGRAMS
◼ Being a counselor is an overwhelming job. If it is broken down into a

team of counselors who can work together, the school community
and the students (not to mention the Counselors) would benefit
greatly.
◼ PD should be provided to carefully selected teachers who would be
able to fill these roles in the school community.
◼ Four Counseling Programs
▪ Discipline & Student Growth Counselor
▪ Curriculum Transformation Counselor
COMMUNITY INVOLVEMENT
COUNSELOR
◼ This Counselor will bridge the gap between school and community
by:
▪ Working as a two-way communicator between the school and the
community.
▪ Hosting meetings that encourage the community to gather and become
apart of school development and curriculum transformation.
▪ Running the Community Awareness Program (CAP), and arranging
community volunteering and charity events for students participate in
and complete.
▪ Ensuring that the community is apart of the school’s curriculum
development through the creation of the Social & Emotional Skills
Curriculum.
DISCIPLINE & STUDENT GROWTH
COUNSELOR
◼ This Counselor will address areas of student behavior and proper
social and emotional development. This teacher will:
◼ Attend PD classes about effective disciplinary measures to be used in
the classroom and on the playground.
◼ Educate teachers about effective disciplinary measures, and encourage
attendance at PD classes for:
◼ Classroom Management Strategies
◼ Child Behavior Psychology, Assessment, and Management, etc.
◼ Address and complete student disciplinary measures.
◼ The Korean Principal is not seen as a disciplinary figurehead. Students are not
sent to the Principal for bad behavior. A counselor in this position would
function in the same way as an American Principal would when providing
student disciplinary measures.
◼ Host effective interventions and parent conferences as needed via the
Discipline & Student Growth Counselor.
◼ Oversee the development of the Social & Emotional Curriculum, which
will be created by a team of Parents and Teachers.
CURRICULUM TRANSFORMATION
COUNSELOR
◼ This Counselor will:
▪ Work with teachers in the development of curricula for each grade
level.
▪ Host a Curriculum Peer-Review Meeting, where teachers can
peer-review each other’s work and offer affirmations and suggestions
for improvement.
▪ Monitor assessment strategies and data collection with the Monitoring
Programs, identify areas of needed improvement, brainstorm how to
improve those areas, and make improvements to the curriculum for the
following school year.
▪ Modify and differentiate instruction for students with varying levels of
ability and exceptionality with the Special Education Counselor(s) and
Special Education Teachers.
SPECIAL EDUCATION COUNSELOR(S)
◼ This Counselor will:

▪ Oversee the placement of children in the Special Education Program
based on classroom and school assessment results.
▪ Communicate with parents and teachers in order to create an IEP for
each student in need of the service.
▪ Identify ways of improving classroom life for exceptional students, and
provide teachers with PD opportunities than can benefit their
instruction style, lesson planning, classroom, and most importantly their
students.
▪ Work closely with the Special Education teachers on staff, and identify
ways Special Education can be improved in our school.
▪ Develop curriculum with the Curriculum Transformation Counselor to
ensure an appropriate curriculum for Low-Level, Gifted, and Exceptional
Students
▪ Provide Low-Level, Gifted, and Exceptional students with daily or
weekly classes that will further develop their knowledge and skill sets.
◼ More than one teacher may be needed to become a Special
Education Counselor.
METHOD
◼ Setting the Stage

▪ An Introduction to the Community
▪ Trainings
◼ Making a Plan Together
▪ Community Involvement
▪ Discussing our Weaknesses
▪ Discussing our Strengths
▪ Developing a Plan of Action
MAKING A PLAN TOGETHER
◼ Community Involvement
▪ Community Awareness Program (CAP) Implementation
▪ Establish a Community Involvement Counselor in School
◼ Discussing our Weaknesses
▪ Student Motivation
▪ Assessment
▪ Lack of Social & Emotional Skill Development Curriculum
▪ Discipline & Student Growth
◼ Discussing our Strengths
▪ Dedication to Education
▪ Community Spirit
◼ Developing a Plan of Action
▪ Establishment of Counselors in varying areas for specialized support
▪ Implementation of Monitoring Programs
▪ Determining Involvement of all Individuals
PSEL 1a-g ; 2a-f ; 3a-h ; 8a-j ; 10a-j

OUTLINE
◼ Introduction
▪ Objectives
◼ Method
◼ Discussion
▪ Involvement
◼ Conclusion
▪ Implementation Timeline My school, Mokyang
Elementary
◼ References
DISCUSSION
◼ Needed Improvements (and Suggested Improvements)

▪ Social & Emotional Skill Development Curriculum
◼ Programs to Implement
▪ Community Awareness Program (CAP)
▪ Special Education Program
▪ Monitoring Programs
◼ Involvement
▪ What are the roles for Teachers, Students, Parents, and Community
members?
◼ Curriculum Transformation
▪ Methods
▪ Approach
▪ Curriculum Development References
NEEDED IMPROVEMENTS
◼ Student Motivation
▪ Since the removal of Standardized Testing in Elementary School, student
motivation in classes has been affected.
◼ Special Education
▪ Special Education services to students who are Low-Level, Gifted, and/or
Exceptional are inadequate. A Special Education Program needs to be
implemented to offer students better academic support.
◼ Social & Emotional Skill Development Curriculum
▪ With the removal of Standardized Tests, the government required all schools
to teach Social & Emotional Skill Development. However, a framework or
curriculum was not provided, and teachers are ill-equipped to teach this
subject area. Parents disagree with many teacher’s methods, and there is
tension between them.
◼ Discipline & Student Growth
▪ The views on effective disciplinary methods vary from teacher to teacher, and
often discipline methodologies used in the classroom are dissatisfactory.
Either discipline methods are too abusive, or not effective.
◼ Gard (2019)
SUGGESTED IMPROVEMENTS
◼ Student Motivation
▪ Hold PD events for teachers that show how to develop lessons and
activities that relate to student interests.
▪ Involve students in curriculum development.
▪ Incorporate more authentic assessments (such as Student Portfolios)
to make students more involved in their academic growth process.
▪ Complete student surveys before each Unit starts, and find out what
they want to learn about in the Unit, and what activities they want to do.
◼ Special Education
▪ Implement mandatory programs for students who are Low-Level,
Gifted, and Exceptional to attend.
▪ Provide Co-Teaching opportunities where there is a wide gap in student
abilities, or a large of amount of students who are Low-Level, Gifted, or
Exceptional.
▪ Provide PD opportunities for teachers to identify and develop
instructional strategies that will benefit their students’ ability levels.
PSEL 1a-g ; 2a-f ; 3a-h ; 5a-f ; 6c-d ; 7c ; 9b ; 10a-g,j

SUGGESTED IMPROVEMENTS, CONTINUED
◼ Social & Emotional Skill Development Curriculum

▪ Involve Parents, Community Members, and Teachers in the
development of this curriculum. By a making a team of stakeholders,
Parents and Teachers can be united on what skill-sets should be taught
to children to avoid future conflicts. This will work to create a healthy
relationship between Parents and Teachers.
◼ Discipline & Student Growth
▪ Through the presence of a trained Discipline & Student Growth
Counselor, classroom management strategies, discipline methods, child
behavior assessment and management methods can be identified and
shared with Teachers, appropriate PD encouraged, and effective
interventions and parent conferences can take place as needed.
PSEL 1a-g ; 2a-f ; 3a-h ; 5a-f ; 6c-d ; 7c ; 8a-j ; 10a-g,j

DISCUSSION

◼ Involvement
members?
▪ Methods
▪ Approach
PROGRAMS TO IMPLEMENT
◼ Community Awareness Program (CAP)

▪ Volunteering Opportunities
◼ Special Education Program
▪ IEP Development
▪ Teacher PD: Classroom Strategies for our Students in Special Ed.
◼ Monitoring Programs
▪ Curriculum Monitoring Program
▪ Data Team
COMMUNITY AWARENESS PROGRAM
◼ Students will participate in volunteer activities to:

▪ develop awareness of diversity and adversity
▪ learn how to help others
▪ learn how to think selflessly
▪ see and understand the community issues
▪ interact and communicate effectively through social engagement
▪ develop problem-solving and teamwork skills through community
experiences
◼ Volunteer Locations include: hospitals, schools, orphanages,
homes of the elderly, retirement homes, libraries, community
centers
◼ Community Involvement Counselor
▪ A school counseling position will be created to set up community
involvement opportunities for classes, and create a two-way channel of
communication between the community and the school.
PSEL 1b-c,f ; 2c ; 3b-c,f ; 5b-d,f ; 6d-g ; 7c ; 8a-j
SPECIAL EDUCATION PROGRAM
◼ Teacher-Parent Relationship & Modes of Communication
▪ Gargiulo & Bouck (2018) emphasized the importance of using proper
communication skills when discussing aspects of a special education with
parents. Their suggestions include: active listening, creating a partnership with
parents, being supportive, acknowledging one’s own limitations, explaining
terminology commonly used, acknowledging feelings, utilizing a two-step
process when informing parents of the student’s special education needs,
keeping parents continuously informed, and being responsible, dependable, and
accountable. (p. 127-129)
◼ In-Classroom Strategies & Training
▪ Providing Teachers with annual PD will go a long way to helping teachers with
students with exceptionalities, and providing students with exceptionalities a
balanced education.
◼ Special Education Counselor(s)
▪ Highly trained teacher(s) who can assist Homeroom Teachers and the Special
Education Teachers in the identification of exceptional students, the IEP
development, School-Teacher-Parent relations, and the student’s school life and
education overall. One or more teachers can be employed as needed.
PSEL 1a-g ; 2a-f ; 3a-h ; 4c-d,f-g ; 5a-f ; 6c-d,f-g ; 7b-f,h ; 8b,c,e,g ; 10a,d,e,g
CURRICULUM MONITORING PROGRAM
◼ Implementation of a monitoring program will:

▪ Monitor goal attainment
▪ Assist in closing the gap between goals and implementation
▪ Give incentives
◼ Monitoring Program Requires:
▪ Classroom visitations to determine extent of ME involvement in content
and strategies
▪ Examine student assessment data
▪ Examine the number of students classified as low-level, gifted, and
exceptional
▪ (Banks, p. 150-151)
PSEL 1b-f ; 2c,f ; 3a,c,e-g ; 4b-d,f-g ; 5b-f ; 6e ; 7c-d ; 8j ; 9g,j ; 10a-b,f-j

DATA TEAM
◼ Data Team Purpose

▪ A collaborative inquiry team that collects and monitors assessment data
▪ Suggests improvements to assessment strategies and methods
▪ With Curriculum Monitoring Program:
▪ determine the success of the Multicultural curriculum
▪ identify ways in which the school and/or the curriculum needs improvement and how
◼ Data Team Implementation
▪ Make the Data Team an important part of the school community
▪ Involve teachers, parents, and community members on the team
▪ Identify strengths of school and its curriculum (weakness & suggestions for
improvement, too)
▪ Create time for collaboration of Data Team with school teachers, administration,
and parents
▪ Provide training for Data Team members so that they can collect data and do
their jobs in the most effective way
▪ Love, Stiles, Mundry & DiRanna (2008), p. 29-30
PSEL 1b-f ; 2c,f ; 3a,c,e-g ; 4b-d,f-g ; 5b-f ; 6e ; 7c-d ; 8j ; 9g,j ; 10a-b,f-j

DISCUSSION

◼ Involvement
members?
▪ Methods
▪ Approach
INVOLVEMENT
◼ Teachers
▪ Social & Emotional Skill, Curriculum Development (w/ Parents)
◼ Students
▪ Assessments
▪ Lessons
▪ Curriculum Development
▪ Participation in CAP
◼ Parents & Community
▪ IEP Development (when applicable)
▪ Volunteering at School
▪ Social & Emotional Skills, Curriculum Development (w/ Teachers)
▪ Participation in Monitoring Programs
TEACHER INVOLVEMENT
◼ Social & Emotional Skill, Curriculum Development

▪ Work with parents and community members to develop a curriculum
that will effectively teach students the social and emotional skills they
will need to thrive in a global society
▪ Work with their curriculum development team to implement changes to
the curriculum that reflect a multicultural education
◼ Professional Development
▪ Attend PD and trainings on a regular basis, with the intention to focus
on improving teaching style and strategies that will benefit students.
◼ Student Support
▪ Teachers should become aware of the importance of having high
expectations for their students. Students should feel encouraged to
learn and participate in class. Students should also feel free to grow in
their learning environment.
PSEL 1a-g ; 2a-f ; 3a-h ; 4a-g ; 5a-f ; 6c-g ; 7a-h ; 8-j ; 10a-j
STUDENT INVOLVEMENT
◼ Assessments:
▪ Students become more involved in their education and academic
progress through:
▪ Student Portfolios – Building & Sharing
▪ Self Assessments
▪ Other authentic assessments provided by teachers
◼ Lessons:
▪ Surveys - Teachers offer student surveys at the beginning of a unit to
identify:
▪ What they wish to learn about in this unit
▪ What activities they want to do
◼ Curriculum Development:
◼ Student are invited into the curriculum remodeling to share their interests and
give teachers a sense of what students know, don’t’ know, and want to know.
◼ Participation in the Community Awareness Program (CAP)
PSEL 2a-e ; 3a-c,e-g ; 4d,f-g ; 5a-f ; 8j ; 10a,d

PARENT & COMMUNITY INVOLVEMENT
◼ Implement IEP Development for low-level, gifted, and exceptional

students
◼ Volunteering at School
▪ Parents sign up for various volunteer positions at school, including
crosswalk duty, sports day assistants, participation in the Korean
equivalent of the PTA, and the planning of various programs and
aspects of the school community
▪ Student Support
◼ Social & Emotional Skills Development
▪ Develop a curriculum that includes topics such as: care and respect of
elders & exceptional people, anti-bullying, safety measures, health
(including: anti-drugs & anti-smoking), hygiene and cleanliness
measures, effective communication strategies, etc.
◼ Participate in Monitoring Programs
▪ This includes receiving the proper training needed to participate in
these monitoring programs.
PSEL 1b-c,e-g ; 2c ; 3a-h ; 4a-g ; 5a-e ; 8a-j ; 9b,k ; 10a-j

DISCUSSION

◼ Involvement
members?
▪ Methods
▪ Approach
CURRICULUM TRANSFORMATION
◼ Method
▪ Based on the current system in Korea, curricula is developed directly by the
teachers who will teach the material to their students.
▪ Within each grade level are five to six classes. The teachers of each class forms a
team for curriculum transformation at the beginning of the school year.
Performance tests that will be used throughout the year will also be created by
this team.
▪ Teachers will be required to attend PD classes that teach specific strategies for
developing a multicultural curriculum.
▪ One representative from each grade level will present the newly designed
curriculum to the Curriculum Transformation Counselor and participate in a
meeting. Teachers will peer-review their designed curriculum, and improvements
will be suggested and made.
▪ Curriculum should be transformed to reflect Banks’ Conceptual Curriculum,
which utilizes higher-level concepts to focus student education. (p. 103-105)
PSEL 1b-g ; 2a-d ; 3a-h ; 4a-g ; 5a-f ; 6c-g ; 7a-h ; 8a-g,j ; 9a-c,f-g,k ; 10a-j
APPROACH USED IN CURRICULUM
DEVELOPMENT
◼ Different approaches to integrating MC content in curriculum
▪ Transformation approach
▪ “Major goals of this approach include helping students to understand
concepts, events, and people from diverse ethnic and cultural perspectives
and to understand knowledge as a social construction. …Important aims of
the transformation approach are to teach students to think critically and to
develop the skills to formulate, document, and justify their conclusions and
generalizations” (Banks, p. 63-64).
▪ This approach is believed to fit better with South Korean culture. While the
Social Action Approach would be the better approach, most people would
believe that a child should not get involved in any action against social issues.
Therefore, I suggest that the Transformation Approach be used, and the
curriculum can be revisited again in the future. At that time, the
implementation of a Social Action Approach to education might be more
appropriate than at this time.
◼ Teaching students knowledge, caring and action is essential
▪ “The most meaningful and effective way to prepare teachers to involve
students in multicultural experiences…” (Banks, p. 67).
CURRICULUM DEVELOPMENT STEPS
◼ Planning the Material

▪ Banks: (p. 103-105)
▪ Choose high-level concepts to focus curriculum development
▪ Consider: validity, significance, durability, balance, and ethnic &
cultural relevance of all high-level concepts
▪ Identify ways each subject interconnects via the high level concept
◼ Teaching Materials
▪ Despite the standardization of textbooks throughout the
country in certain subjects, the textbooks which are free to
be changed should be to more diversity-inclusive versions.
Gender, race, sexual orientation, and social classes, etc.
should be equally represented throughout the textbooks
students will use throughout the year.
OUTLINE
◼ Introduction
▪ Objectives
◼ Method
◼ Discussion
▪ Involvement
◼ Conclusion
▪ Implementation Timeline
▪ Signs of Success My school, Mokyang
▪ My Hopes Elementary
◼ References
CONCLUSION
◼ Implementation Timeline
▪ 5 years
◼ Signs of Success
▪ Student Assessment Data Results
▪ Continuous Good School Relationships
▪ Alignment with:
▪ Banks’ 8 Characteristics of a Multicultural School
▪ Banks’ 5 Dimensions of a Multicultural School
◼ My Hopes for this Project
◼ The Professional Standards for Educational Leaders (PSEL)
IMPLEMENTATION TIMELINE
◼ 1 Year for Planning and Education

▪ It will take time to education the school, school staff, the parents, and the
community about Multicultural Education
▪ School staff and teachers will require a lot of training so they can learn how to
make appropriate changes to their instructional style, assessment methods,
lesson planning, and curriculum development.
◼ 1 Year for Implementation & Practice
▪ It will take one year to make all of the necessary changes. The
implementation of the monitoring programs and the different counselors will
help guide the process of changing the school to a multicultural philosophy.
There will be mistakes, but this is a learning process for everyone. It is
important to keep working together.
▪ During the first year of implementation, I believe the Monitoring Programs will
be doing a lot of work collecting data on how the new curriculum and system
is working, and what needs to change, and how to make things better.
◼ 3 Years to Determine it’s Success
▪ I believe it will take up to three years to collect enough data to see if
Multicultural Education is benefiting students in a positive way.
CONCLUSION
▪ 5 years
▪ Alignment with:
SIGNS OF SUCCESS
◼ Signs of success can be seen in student assessments, in student

interactions with each other and with their parents and community
members.
◼ Continued interaction amongst Parents, Teachers, Students, and
Community Leaders in the school
◼ Positive improvements in school relationships, student motivation,
special education programs, and data collection and assessment.
A MULTICULTURAL SCHOOL
◼ Eight Characteristics of a Multicultural School

1. Attitudes, perceptions, beliefs, and actions of the school staff
2. Formalized curriculum and course of study
3. Learning, teaching, and cultural characteristics favored by school
4. Languages and dialects of the school
5. Instructional materials
6. Assessment and testing procedures
7. The school culture and the hidden curriculum
8. The counseling program
◼ Reflection:
▪ Each area of Banks’ 8 Characteristics of a M.C. School has been
addressed in this project. And with continued implementation of the
suggestions made in this presentation, this school will continue to
become a Multicultural School within the next five years.
▪ (Banks, p. 49)
A MULTICULTURAL SCHOOL, CONTINUED
◼ Five Dimensions of Multicultural Education:

▪ Content integration
▪ Knowledge construction
▪ Prejudice reduction
▪ Equity pedagogy
▪ Empowering school culture and social structure
◼ Reflection:
▪ In the remodeling of the school mission, the school community, and the
school curriculum, each of the 5 Dimensions of M.C. Education has been
addressed, and changes have been suggested that will change each
portion of the current state of the school.
▪ (Banks, p. 52)
CONCLUSION
▪ 5 years
▪ Alignment with:
HOPES
◼ It is my hope is that:
▪ South Korea will further develop its multicultural perspective and world
view by educating the future of the country, it’s children.
▪ By educating children about the importance of diversity and
multiculturalism that they will grow up to be better participants in the
global community.
▪ By ensuring each school and curriculum reflects the philosophies of a
multicultural education, students will receive a more supportive and
engaging educational experience that will “promote their personal and
intellectual development” (Banks, p. 157).
CONCLUSION
▪ 5 years
▪ Alignment with:
THE PROFESSIONAL STANDARDS FOR
EDUCATIONAL LEADERS (PSEL)
◼ Throughout this presentation, appropriate slides have notations in
the bottom right corner indicating the alignment to PSEL
Standards.
◼ Out of the 10 PSEL Standards, Standard 9 is the one standard this
project does not align well to. This is due to the Korean system,
which has its own methods of Operation and Management. Some
aspects of this project did align to Standard 9, and it was noted.
However, Standard 9 was not as frequently referred to as the other
standards.
REFERENCES
◼ Banks, J. A. (2019). An introduction to multicultural education. New York,

NY: Pearson. [Kindle edition]
◼ Gard, S. (2019). Leadership Growth Project: Assessment and Data
Collection Strategies of an Elementary School in Daejeon, South Korea
[Scholarly project]. Retrieved from
https://docs.google.com/document/d/1uT-npPFGSr9Hv7-V7xxNAydXvwi
lL1-SCIwd6gvXOwY/edit?usp=sharing
◼ Gargiulo, R. M., & Bouck, E. C. (2018). Special education in contemporary
society: An introduction to exceptionality. Los Angeles: SAGE
Publications. [Kindle edition]
◼ Love, N., Stiles, K.E., Mundry, S., & DiRanna, K. (2008). The Data Coach’s
Guide to Improving Learning for All Students: Unleashing the Power of
Collaborative Inquiry. Thousand Oaks, CA: SAGE Publications.
◼ Professional Standards for Educational Leaders (PSEL). (n.d.). Retrieved
from http://npbea.org/psel/

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Sydney Gard

MULTICULTURAL PLAN CURR 548

◼ Negative perceptions of foreigners and multicultural citizens are negatively

◼ Setting the Stage

◼ Introduction to the Community

◼ Identify ways to help, assist, teach, and develop lessons for

◼ All teachers, school staff, and school administration will be

◼ Being a counselor is an overwhelming job. If it is broken down into a

◼ This Counselor will:

◼ Setting the Stage

PSEL 1a-g ; 2a-f ; 3a-h ; 8a-j ; 10a-j

◼ Needed Improvements (and Suggested Improvements)

PSEL 1a-g ; 2a-f ; 3a-h ; 5a-f ; 6c-d ; 7c ; 9b ; 10a-g,j

◼ Social & Emotional Skill Development Curriculum

PSEL 1a-g ; 2a-f ; 3a-h ; 5a-f ; 6c-d ; 7c ; 8a-j ; 10a-g,j

◼ Needed Improvements (and Suggested Improvements)

◼ Community Awareness Program (CAP)

◼ Students will participate in volunteer activities to:

◼ Implementation of a monitoring program will:

PSEL 1b-f ; 2c,f ; 3a,c,e-g ; 4b-d,f-g ; 5b-f ; 6e ; 7c-d ; 8j ; 9g,j ; 10a-b,f-j

◼ Data Team Purpose

PSEL 1b-f ; 2c,f ; 3a,c,e-g ; 4b-d,f-g ; 5b-f ; 6e ; 7c-d ; 8j ; 9g,j ; 10a-b,f-j

◼ Needed Improvements (and Suggested Improvements)

◼ Social & Emotional Skill, Curriculum Development

PSEL 2a-e ; 3a-c,e-g ; 4d,f-g ; 5a-f ; 8j ; 10a,d

◼ Implement IEP Development for low-level, gifted, and exceptional

PSEL 1b-c,e-g ; 2c ; 3a-h ; 4a-g ; 5a-e ; 8a-j ; 9b,k ; 10a-j

◼ Needed Improvements (and Suggested Improvements)

◼ Planning the Material

◼ 1 Year for Planning and Education

◼ Signs of success can be seen in student assessments, in student

◼ Eight Characteristics of a Multicultural School

◼ Five Dimensions of Multicultural Education:

◼ Banks, J. A. (2019). An introduction to multicultural education. New York,

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