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Slide 1
CULTURALLY RESPONSIVE PRACTICES AND FAMILY ENGAGEMENT Matt
Cregor Kent Smith Milaney Leverson Michelle Belnavis
Slide 2
SETTING THE STAGE - WELCOME Matt Cregor Staff Attorney Lawyers'
Committee for Civil Rights & Economic Justice
Slide 3
Educators who are culturally competent: know about their
students cultural beliefs and practices; think of all of their
students as capable learners, have high expectations for them, and
help the students set short and long term goals for themselves;
know each student and draw on the students own experiences to help
them learn; have a wide variety of teaching strategies and skills
to engage the students; can help the students deal with the
inequitable treatment of students of color and other underserved
populations by helping them become critically conscious and
knowledgeable about the students' culture; and can create a bridge
between the students home and school lives while meeting district
and state curricular requirements. Key components of Culturally
Responsive Practices
Slide 4
VABB VALIDATE: To make legitimate that which the institution
and mainstream have made illegitimate AFFIRM: To make positive that
which the institution and mainstream have made negative BUILD: Make
connections between home culture and language with the school
culture and language BRIDGE: Give opportunity for situational
appropriateness (code switching) or utilize the appropriate culture
or linguistic behaviors
Slide 5
MOVING BEYOND INVOLVEMENT TO ENGAGEMENT Family Involvement:
schools lead with their mouth Family Engagement: schools lead with
their ears Schools that engage families: Honor family voice,
values, histories, languages, cultures Allow for and elicit
feedback and input during decision making Partner with families and
the community to determine priorities Allow families ownership (not
just the PTO/PTA president)
Slide 6
FAMILY ENGAGEMENT IN SCHOOLS Increases academic performance of
students and schools Increases family empowerment Increases
collaboration (school/families and within schools) Improves staff
morale Increases completion rates Increases trust between families
and school staff CRITICAL at higher tier supports Increases
volunteer pool within the school Increases diverse voices and
perspectives
Slide 7
ANTICIPATE AND PLAN FOR BARRIERS WHEN INVOLVING FAMILIES
Language Translators Multi-lingual staff Work schedules Vary times
when meetings occur Have families schedule when meetings occur and
give staff flexibility Transportation Meet outside of schools Use
of technology (i.e. telecommute for family) DO NOT PERMIT
IMMOBILIZATION BASED ON OBSTICLES
Slide 8
FAMILY ENGAGEMENT WITHIN A MULTI-LEVEL SYSTEM OF SUPPORT
FRAMEWORK (SCHOOL-WIDE) Family newsletters: Keep families updated
on classroom and school- wide activities Family subcommittee:
Families own and facilitate community building celebrations for
PBIS, report and help share data, lesson development Family
counsels: school or grade level teams meet to share data and
targets for coming weeks and months and determine overlap and
develop lessons for instruction Student voice: for older students
provide opportunity to have student voice show; expectation murals,
behavior lessons, acknowledgement systems
Slide 9
FAMILY ENGAGEMENT WITHIN A MULTI-LEVEL SYSTEM OF SUPPORT
FRAMEWORK (CLASSROOM) Star of the day: shares about family and
family customs, interests, history Family of the week: family
members come to share a book or activity, custom or traditions with
whole class Beautiful stuff: invite families to contribute to
learning environments by bringing in material for display and use
including music, art, books, etc. Family experiences linked to
study: when topic is presented, use family or community as
speakers, learning sites, etc. to enhance the text book with family
and community connections In their own words: students document
their thoughts through out the day on what is going on in and
outside of school
Slide 10
CR FAMILY ENGAGEMENT IN ACTION I AM SOMEBODY! Written By
Andreal Davis I Am Somebody! I Am Teachable and Loveable. Therefore
I Can Learn. I Can Do Anything When I Try. Ill Be the Best That I
Can Be. Each Day, Each Day, Each Day I will not waste time. Because
it is too valuable. And I am too precious and bright. I Am
Somebody!
Slide 11
VALIDATE: TO MAKE LEGITIMATE THAT WHICH THE INSTITUTION AND
MAINSTREAM HAVE MADE ILLEGITIMATE
Slide 12
Read Your Heart Out!
Slide 13
READ YOUR HEART OUT KENYATTA MOORE-HAWTHORNE PARENT How does
READ YOUR HEART OUT create a space for family voice, values,
histories, languages, cultures? give some ownership to families
(and NOT just the normal PTO/PTA president)
Slide 14
AFFIRM: TO MAKE POSITIVE THAT WHICH THE INSTITUTION AND
MAINSTREAM HAVE MADE NEGATIVE
Slide 15
CLASSROOM ENVIRONMENT Affirming Images - images of students
themselves and successful people from their cultures - including
youth culture Diverse Classroom Libraries - resourcesresources
Slide 16
Hawthornes Heritage
Slide 17
BUILD: MAKE CONNECTIONS BETWEEN HOME CULTURE AND LANGUAGE WITH
THE SCHOOL CULTURE AND LANGUAGE
Slide 18
PERSONAL DICTIONARY AND THESAURUS
Slide 19
Cultural Library Children can see themselves in a book.
Slide 20
BRIDGE: GIVE OPPORTUNITY FOR SITUATIONAL APPROPRIATENESS (CODE
SWITCHING) OR UTILIZE THE APPROPRIATE CULTURE OR LINGUISTIC
BEHAVIORS
Slide 21
VALIDATING AND AFFIRMING, BUILDING AND BRIDGING My Mamma Said
The Late Rita Pierson educates us on: Starting to build and bridge
by where the students are at Everyone comes to schools having been
taught to fluency One teaching of expectations at the start of the
year cannot compete with continuous and consistent expectations for
behavior, in home, school and community environments