2. 2
Part I - Cultural Community Outreach Proposal
I would like to propose a student-centered outreach program that promotes literacy in the
classroom, home, and community. I would like to invite parents and local businesses into the
classrooms to share stories about their culture, or stories and traditions from their childhood
(Edwards, Ellis, Ko, Saifer, & Stuczynski, 2005). The project would take several weeks, with a
variety of activities to address different learning styles, different abilities, and different student
interests. Accommodations would be made for learners with disabilities and our English
Language Learners to ensure that the academic needs of all students were met.
As you know, our school has a very culturally diverse population with students from
seven or more different countries, each bringing a unique set of traditions, experiences, and
values to their classrooms. Cultural diversity, the differences in all cultural groups’ race,
ethnicity, religion, language, economic background, sexual orientation, and age, requires us to
address the academic and social needs of all students in our care. In our effort to recognize and
value all of the cultural groups within our classrooms, our school, and our community we must
move towards policies and programs that celebrate these differences. In doing so, we will help
students develop the knowledge and attitudes, while practicing the skills and behaviors, that
allow them to work together and become better, more caring citizens who can actively
participate both in the classroom and in society (Kline Chartock, 2010).
Through this program, students would have an opportunity to learn about other cultures,
to make connections in the similarities and understand the value in the differences. Students who
belonged to that culture would feel valued and empowered, and develop a stronger sense of who
they were. Cooperative learning activities would build a stronger connection among the students,
encouraging students to make decisions, apply what they have learned, and work together to
3. 3
create an original end product. Students would have the option of working with a partner or in a
group. Differentiated activities would meet the academic needs of all students, including those of
our English Language Learners. Students would have the opportunity to share orally, in writing,
using pictures, or creating a hands-on product. ELL’s would also work with their buddy in a
symbiotic pairing. All students would make connections between the story and their own
experiences, and have an opportunity to share and ask questions. State standards and common
core goals (Florida Department of Education, 2015) would also be addressed, overall increasing
academic achievement and decreasing behavior problems. Each class would take their finished
projects, whether it would be mini-books, story boards, character puppets, art projects, or a plays,
to other classes and grade levels. Most classes already have “Reading Buddy” kindergarten and
First Grade partners with whom to share. Students would also share what they learned about
cross-cultural activities and about working cooperatively.
By implementing English language learner instructional strategies, as demonstrated
above, strategies we know to be effective with all students, we would be giving the students an
equal opportunity to be successful in their education, to be valued and not discriminated against,
and to have the freedom of expression – rights given to all humans (United Nations Human
Rights Commission, 1948). Students would develop the knowledge and skills for participating in
a culturally diverse society, understanding the individuals and the cultural groups in their
community and their nation, along with how they are interconnected with individuals and
cultural groups around the globe through common issues. They would be more successful in the
job market as they got older, a more marketable employee if they retained they home language,
and more likely to fight for these human rights for others, here and abroad. Unfortunately this
can also be challenging. Many cultures are stereotyped and people cannot see past that. They
4. 4
pass judgment and do not identify the individual outside of his/her culture. Some business
owners are prejudice against certain cultures, disagreeing with their religion or traditions.
Perhaps others make fun of their accent, or limited English and pass over them for advancement.
Not everyone can identify with the similarities and value the differences. Students that can think
critically, problem solve, and apply what they have learned will be better able to cope with these
challenges.
Parents would have an opportunity to be involved in their children’s classrooms. It would
enable them to see that their child is part of a classroom community in which they are an
important and valued member. An increase in parental involvement has been shown to increase
academic growth. Some parents work many hours, or their work schedule does not allow them to
volunteer. Perhaps they have had a negative experience with a school in the past, or feel
uncomfortable about coming in. Some cultures hold educators in high esteem, some do not.
Some cultures do not value women whereas others do. The cultural biases of the parents and the
teachers need to be taken into account. For those parents unable to attend the classroom
activities, I would offer an opportunity to share with me over the phone, through a friend, or
make a home visit with a translator if necessary. For parents whose English is limited, I would
communicate through translated materials (paper, video, or home visit with a translator) to share
that I would love for them to share in their native language, using pictures in the book or
photographs to tell the story. Bilingual parents and teachers have offered to assist also.
The local businesses I contacted would also be willing to participate or pay one of their
employees to volunteer for one hour each day. They were encouraged to see that the school was
incorporating multicultural education and felt honored to have been invited to be a part of this
community project. Ultimately, they will be rewarded with students that value their culture and
5. 5
treat them and their business with respect. I also informed them that I would be producing a
newsletter sharing the program, its progress, its contributors, and photographs of the books,
letters, crafts and pictures produced. I offered a free advertising spot on the back of the
newsletter for any participating business partners. Parents who cannot participate in the day to
day activities would be invited, along with the community, to share in the “Celebration” at the
end of the project. I would like to hold this in conjunction with the April Literacy Night. I would
also like to invite Ms. Luciano, the Superintendent, to attend. Since children would be
performing and sharing, and hotdogs, chips and a drink would be provided for all attending
families, I think we could anticipate an excellent turnout. It would be a wonderful way to
celebrate the culmination of cooperative efforts between students, parents, school staff,
community members and local businesses.
Teachers throughout the school would be able to utilize the lesson plans I create with
their own classrooms. I would provide them with copies of all correspondence with parents and
community members (in a variety of languages, thanks to the district office translation service)
informing them of the project goals, involvement, and activities. Older grades could modify
objectives and learning goals to their own standards, and could incorporate the project into math,
science, and social studies (Florida Department of Education, 2015). I have also spoken to the
Physical Education teachers, and they are willing to incorporate multicultural games into their
curriculum. There are also several opportunities to connect with schools across the globe, and
share the stories and books we have created. Minuteman Press, one of the local print shops, has
agreed to create 250 mini-books for us to share with children in the community and in other parts
of the world at no charge. I am sure I would be able to find other print shops to participate also.
6. 6
This program encompasses culturally responsive teaching. It would provide a safe and
warm environment for students to engage in meaningful activities related to their own identities
and backgrounds, where respect for diversity would be encouraged and students would become
actively involved in their communities and world. It would teach students to listen to the views
of others, even when they may not agree with them. It would also help students see the
interconnected nature of cultures within their community, while strengthening their concept of
self. The program would allow students to maintain pride in their home culture while adapting to
their new environment, increasing their chance at academic success. The program would
celebrate both similarities and differences, practicing acquired skills in a variety of cooperative
learning activities. It would integrate multicultural and global education within the mainstream
curriculum. I am sure you can see why this proposed Community Outreach Program would be
beneficial to all. Thank you for taking the time to review it.
7. 7
Reference Page
Edwards, K., Ellis, D., Ko, L., Saifer, S., Stuczynski, A. (2005). Classroom To Community and
Back. Retrieved from http://oregonpirc.org/webfm_send/19
Florida Department of Education. (2015). Common Core State Standards Initiative. Retrieved
from http://www.corestandards.org/
Florida Department of Education. (2015). Florida Standards. Retrieved from
http://www.flstandards.org/
Kline Chartock, R. (2010) Strategies and Lessons for Culturally Responsive Teaching: A Primer
for K-12 Teachers. Retrieved from University of Phoenix online book.
United Nations Human Rights Commission. (1948). Universal Declaration of Human Rights.
Retrieved from http:// www.youthforhumanrights.org/
