The School as a Community of Care

steps that educators can take to challenge implicit bias

1. Become aware of your biases so you can interrupt them. 2. Study and teach colleagues about implicit bias. 3. Pay attention to gap-closing teachers. 4. Stop tone policing. 5. Tune into implicit bias in your school.

Demonstrate a strengths-based approach to the connections among individual, culture, and community identities

By focusing on their assets and strengths, students feel respected, trusted, and supported by school and community stakeholders. Connections among students' individual, culture, and community identities can facilitate positive relationships and partnerships. • In a belonging classroom, teachers strive to make connections among their students. Create an assignment will encourage students to talk about what they enjoy.

social skills used to build a positive class culture among students

Communicating with one another Helping one another Staying on task Maintaining eye contact Asking for clarification Checking for understanding Respecting one another Using a polite tone Providing positive compliments

How to become culturally responsive

Develop cultural self-awareness Appreciate the value of diverse views Avoid imposing your own values on others Examine your own teaching for cultural bias Build on students' cultural strengths Discover your students' primary cultural roles; incorporate culture into your teaching Learn what you can about various cultures

addressing implicit bias in school

Educators should ask questions, listen so that they understand what is going on with students, show empathy, recognize their own bias and question the assumptions they have, and be mindful of student and teacher identities.

Describe strategies for reducing the impact of implicit bias, including reflective practices

In schools, educators can take the following steps: • Become aware of personal biases in order to interrupt them. • Study and teach colleagues about implicit bias. • Pay attention to gap-closing teachers. • Stop tone policing. • Tune into implicit bias in the classrooms and school.

Effective communication

Parents can send and receive written communication about the school and their child's education through personal emails, digital newsletters, class blogs, school blogs, social media posts, and communication apps.

FERPA

The Family Educational Rights and Privacy Act (FERPA), a federal law, limits who can see an education record without the consent of the student's parent, and it provides for a parent's right to see what is kept in the records. These two basic features have broad implications for the treatment of information about students by teachers, administrators, and researchers. • Notification (Request) • Disclosure (Access) • Informed Consent (Parent)

Mandatory Reporting

The Federal Child Abuse Prevention and Treatment Act (CAPTA) requires each State to have provisions or procedures for requiring certain individuals to report known or suspected instances of child abuse and neglect.

deficit-based model

The deficit-based model is not culturally responsive. When using this model, teachers tend to blame the students' home life for their shortcomings at school. This model has been referred to as one of the most prevalent forms of contemporary racism.

Trauma

Trauma is defined as any event that is experienced by an individual as physically or emotionally harmful because the individual perceives his life or the life of someone he loves as threatened. • Traumatic life experiences often disorient an individual by distorting perceptions of the world and creating a profound sense of unsafety.

contribute to a school culture that is conductive to supporting the whole child

Whole child • academic, cognitive, ethical, physical, psychological, social-emotional development Positive school climate promotes strong attachments and relationships, a sense of safety and belonging, and relational trust. • trust and connections among staff and families • identity safe classrooms and learning communities • structures for effective caring

caregiver

anyone who has responsibility for care of a child. e.g. parent, foster parent, family.

Solutions for common challenges to sustaining parent engagement

parents unable to attend • Survey parents to see which times/days are best for them. • Schedule more than one meeting and activity opportunity. • provide child care or food • email, phone call, or social media

trauma informed classroom

promote a physically and psychologically safe environment to foster student growth. psychological safety refers to individuals' inner sense that they are safe because of their ability to feel capable of managing stressors or connecting with someone else who can help the individual manage stressors that make her feel unsafe.

Five Core Competencies of Social Emotional Learning

self-awareness, self-management, social awareness, relationship skills, and responsible decision-making

stakeholder

trained professional that is invested in the welfare and success of a school and its students. Includes administrators, specific teachers particular staff members, and identified community members.

Describe the procedures for mandatory reporting of child abuse and neglect

• Each state has different guidelines regarding how to report suspected abuse or neglect. • Teachers are state-mandated reporters who must report any sign of abuse or neglect that they observe, including what teachers are told by students.

Describe how one can maintain ongoing collaborative relationships and connections among families, the school, and community resources

• Formal processes for continuous improvement related to student and family engagement can promote stronger, long-lasting school-community relationships. The improvement process should be continuous and recurrent. Ongoing reflection and refinements are needed to promote engagement for all students and families. • developing a social media presence with the goal of sharing accomplishments, activities, and updates about upcoming events. Giving the community access to this kind of information builds trust and establishes strong bonds. This kind of social media presence signals that the opinions of all stakeholders are valued and the school wants to encourage collaboration. • Local business sponsors school and their banner is displayed. Asking local businesses to donate time and resources is an example of effective community building. This allows a business to become involved in the school culture and benefit from having their business name featured at a school event.

Identify cultural factors that support or impede relationship building through in-person communication

• cultural humility. Teachers should not talk about all the things they know about a family's culture but instead ask questions and listen attentively as the family discusses their culture and values. • use inclusive terminology all communication that goes home to parents is free from assumptions about socioeconomic status, traditions, and practices. • use home language ensures that all materials that go home are properly translated. • use data sends home questionnaires to ask for feedback regarding the students' background, home life, strengths, and challenges. The teacher uses this information to begin conversations with parents at meetings.

Identify legal requirements and best practices for stopping and preventing bullying

• legally required to stop bullying ○ applies to cyberbullying, too • rules against bullying • rubric for discipline when bully • create culture to turn bystanders into allies

Increasing parent engagement

• parents need to feel welcome • listen to families • build relationships with families • highlight strengths • be aware of cultural differences

mindfullness

the practice of being aware of one's mental, emotional, and physical experience in the present moment with an attitude of non-reactivity

Identity Safety

Identity also includes race, language, family, interests, appearance, personality, and gender. Identity safety in the classroom occurs when there are conversations about who students are and what they need to feel safe.

Describe the impact of implicit bias on student academics and discipline

Excessive discipline • Black and Latino students have a higher rate of discipline incidents than their white counterparts. In addition, the discipline received by black students is often harsher than that of white students for the same infraction. Overcritical grading procedures • Due to implicit biases, teachers tend to grade black and Latino students in a more critical way than white students. Teacher expectations • Teachers often have higher standards that they expect white students to reach than black and Latino students. Graduation Rates • One of the effects of implicit bias is that black and Latino students drop out more often than white students. Also higher future incarceration rate, increased future poverty rate, & lower higher education rates

6 types of bullying

1 physical bullying most obvious. when kids use physical actions to gain power and control over their targets. ex: kicking, hitting, punching, slapping, shoving. 2 verbal bullying use words, statements, and name-calling to gain power and control over a target. use relentless insults to belittle, demean, and hurt another person. choose their targets based on the way they look, act, or behave. common for verbal bullies to target kids with special needs. 3 relational bullying type of social manipulation where tweens and teens try to hurt their peers or sabotage their social standing. ostracize others from a group, spread rumors, manipulate situations, and break confidences. put others down to build self up. 4 cyberbullying uses the Internet, a smartphone, or other technology to harass, threaten, embarrass, or target another person. ex: posting hurtful images, making online threats, and sending hurtful emails or texts 5 sexual bullying repeated, harmful, and humiliating actions that target a person sexually. sexual name-calling, crude comments, vulgar gestures, uninvited touching, sexual propositioning, and pornographic materials. ex: a crude comment about a peer's appearance, attractiveness, sexual development, or sexual activity. made lead to assault 6 Prejudicial bullying based on prejudices tweens and teens have toward people of different races, religions, or sexual orientation. can lead to hate crime.

Culturally Sustaining Pedagogy

1- Valuing community languages, practices, and ways of being Students' languages, literacies, and cultural ways of being are centered meaningfully and consistently in classroom learning instead of being considered as "add-ons." 2- Schools are accountable to the community Educators and schools are in conversation with communities about what they desire and want to sustain through schooling. 3- Curriculum that connects to cultural and linguistic histories Educators connect present learning to the histories of racial, ethnic, and linguistic communities both locally and nationally. 4-Sustaining cultural and linguistic practices, while providing access to the dominant culture Educators value and sustain the cultural and linguistic practices of the community while providing access to the dominant culture (white, middle class, and standard English speaking)

5 dimensions to learning identity

1- biological traits age, physical development, gender at birth, physical and learning disabilities, health, motor skills, and coordination. These traits provide educators with critical information to ensure students' needs are met and proper resources are provided to them. 2- cultural and societal factors child's sense of stability (now and in past), economic status, ethic and racial background, cultural identity, language, religion, norms and values, gender expectations 3- emotional and social influences attitudes and dispositions teachers see in school are the external manifestations of students internal emotions. family structure, family history, recent loss or change in family, attitude, disposition, peer status (high vs. low status effects learning), self-esteem 4- academic performance teacher needs to see what is being understood and what is being misunderstood. cognitive empathy. concrete and abstract thinking skills, reading skills, attentional focus, past success, oral language, development, written language, ability to sequence, ability to categorize, ability to identify logical arguments 5- learning preferences interests, learning styles, intelligence preferences, productions styles, environmental influences

4 ways schools can support the whole child

1. Foster a supportive environment that promotes strong relationships among staff, students, and families 2. Implement meaningful, engaging instructional practices that develop students' ability to manage their own learning 3. Develop habits, skills, and mindsets that build students' social, emotional, and academic competence 4. Create an integrated system of school supports that includes extended learning opportunities and community partnerships

3 important themes of American Culture that influence our schools

1. Protestant Ideology and American Culture. Core values of American society are historically and fundamentally based on concepts of Protestantism, capitalism, and republicanism. 2. Personal Freedom and Individuality. Personal freedom originates from the idea of being free of government constraints, and it is an essential component of constitutional democracy. Personal freedom includes the right to live in dignity and security and to seek fulfillment. Members of society are given the opportunity to think for themselves and make their own decisions—values that emphasize individualism, creativity, and autonomy. Individuals are also entitled to a set of public freedoms including the right to vote. 3. Political and Social Equality. Political and social equality, although ideal in theory, have been difficult to achieve. Inequities among groups persist even to this day.

explicit bias

Explicit bias is a conscious association, belief, or attitude toward a social group. Like prejudices, explicit biases are intentional and controllable.

4 steps of inquiry based learning

1. Students develop questions that they are hungry to answer. Have them develop a problem statement that requires them to pitch their question using a constructed response, further inquiry, and citation. 2. Research the topic using time in class. It's crucial to have some of this be classwork so students have access to the head researcher in the room—you. You aren't going to do the work for them, but you are going to guide them and model methods of researching reliably. 3. Have students present what they've learned. Students should create and present a culminating artifact. When I have my students present what they've learned, I use a rubric with "Able to Teach" as the acme of what to reach for. After all, many people can understand content, but can they communicate it? Students can develop a website using Weebly, or perhaps a slideshow using Google Slides. 4. Ask students to reflect on what worked about the process and what didn't. Reflection is key. And it isn't just about asking them to think back on their opinion of the topic. It's about reflecting on the process itself. That's where you can work in metacognition—thinking about thinking. Have students focus on how they learned in addition to what they learned.

barriers to parental engagement

1. time constraint both parents work. multiple children. 2. language barriers immigrant families not speak language. 3. lack of knowledge about systems and processes overwhelmed and lost when try to understand education system 4. inconvenience complained about the inconvenience of remembering multiple logins to various websites, using different tools and sites for different activities, too much paper work and data entry, and about challenges and manual work required to make donations, as it involved paper-based trail, writing checks, etc. 5. lack of motivation did not realize how their time/money/efforts helped the school. school did not recognize their work

Compare acute trauma and prolonged toxic stress

Acute Trauma Is a single incident that occurs in one's life, such as being a victim of a crime, experiencing a natural disaster, or being in an accident. trauma refers to a single incident but may have lasting effects on the individual. Toxic Stress Prolonged activation of stress response systems in the absence of protective relationships. can occur when a child experiences strong, frequent, and/or prolonged adversity—such as physical or emotional abuse, chronic neglect, caregiver substance abuse or mental illness, exposure to violence, and/or the accumulated burdens of family economic hardship—without adequate adult support.

community of care

An inclusive, caring, and supportive school community that promotes the academic success and well-being of each student. A community of care in a school setting is composed of a "group or classroom in which children and adults engage in warm, positive relationships; treat each other with respect; and learn from and with each other"

how bullying affect students' mental health and safety

Anxiety, fear, depression, low self-esteem, behavioral issues, and academic struggles • verbal bullying and name-calling has serious consequences and can leave deep emotional scars. • victims of cyberbullying don't feel safe. no way to escape. life is hopeless and meaningless. thoughts of suicide. • also have unexplainable injuries, frequent headaches or stomachaches, and lost or destroyed personal property • illness or sickness, difficulty sleeping or frequent nightmares, changes in eating habits, poor or declining grades, loss of interest in schoolwork or not wanting to go to school

Explain how Maslow's hierarchy of needs and Bronfenbrenner's socio-ecological model connect to the concept of a community of care

Both frameworks reinforce the idea that in addition to the academic needs of students within a community, students' social and emotional needs are important to consider when making decisions about resources and support systems.

Bronfenbrenner's ecological theory

Bronfenbrenner's environmental systems theory that focuses on five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. • microsystem- immediate environment. includes those with whom individuals have close interaction, such as parents, teachers, and the principal. The microsystem is closest to the individual in the model. • mesosystem- relationships between microsystem. connections. • exosystem- indirect environment. includes environmental factors that influence development even when direct involvement may not take place. • macrosystem- includes cultural attitudes and ideologies. This is the cultural environment in which the human resides. • chronosystem- the role of time. when events occur in a person's life. larger social/historical context.

Whole School, Whole Community, Whole Child (WSCC) Model

CDC's framework for addressing health in schools. The WSCC model is student-centered and emphasizes the role of the community in supporting the school, the connections between health and academic achievement and the importance of evidence-based school policies and practices. • greater emphasis on both the psychosocial and physical environment • engage students as active participants in their learning and health • engage families in meaningful ways to improve student health and learning • community agencies and groups can collaborate with schools to provide valuable resources for student health and learning

Learner Profile

Creating a learner profile creates asset based model and "unmasks" success Biological traits - In what ways might the child's gender be influencing learning in the classroom? - Is there anything in the child's medical records that indicates a condition that might impact classroom learning? - Does the child have a learning disability? - Has the student been diagnosed with ADD/ADHD? - Has the student been identified as highly capable? 2. Cultural and societal influences - What is the child's dominant culture (or cultures), and how might it (they) be influencing learning? - How do you think the child perceives the role of the student? - If you were to ask the child what the word "learning" means, how do you anticipate the child would respond? - What might be some ways that you could support the child in coming to better understand the culture of the school? - If the child's first language is not English, how might this linguistic diversity enhance achievement in the classroom? 3. Emotional and social influences - What are the socioeconomic circumstances of the child's family circumstances? What is the family's primary language? - What is the student's prior school history? - Does the student prefer to work alone or in groups? - When have you seen the student take on leadership responsibilities? - How would you describe the student's interpersonal skills? - When is the student most self-directed? 4. Learner preferences - What are the child's strengths as a learner? - Under what conditions have you seen the child doing his or her best work? - What are you noticing about the environmental influences on this student's learning? - What activities does the child engage in after school or during recess? - If the child were to design a field trip, what are your hunches as to where he or she might choose to go? - What have you noticed about the child's preferred learning styles or intelligence preferences? - In what ways does this student most prefer to demonstrate learning? 5. Academic performance - What have you learned from your analysis of this student's work, and how will this influence the design of future instruction

Culturally responsive practices

Cultural Responsivity refers to the ability to learn from and relate respectfully to people from your own and other cultures • Be aware that your attitudes and beliefs are influenced by your own culture. • Make it clear to students that all students in your class are expected and able to succeed. • Continually expose your students (and yourself) to a wide variety of cultures. • Engage in icebreakers, team-building, and other structured activities as a class so everyone can learn about and appreciate others in class. • Create a culture bulletin board with common phrases in other languages, photos, and fun facts from around the world. (encourage students to bring these in from their own backgrounds) • Pay attention to your interactions to families and communities who come from a different cultural background from your own. • Have activities within the class that will increase the students' self-confidence and self-esteem. • Provide more positive feedback to all students. • Continually differentiate your instruction and be sensitive to a variety of learning styles.

Locate federal, state, and local guidelines for collaborating with specialists

ESSA Every Student Succeeds Act. Gives states and local districts more control than No Child Left Behind. Requires school engage with parents in Title 1 schools. Due Process Hearings Due process is for disputes about child's rights to special education. All students who are educated under IDEA are eligible for a due process hearing for either a substantive or procedural issue that impedes an appropriate education.

Community of Care & Support for Students Professional Standards

Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student. Effective leaders: a) Build and maintain a safe, caring, and healthy school environment that meets that the academic, social, emotional, and physical needs of each student. b) Create and sustain a school environment in which each student is known, accepted and valued, trusted and respected, cared for, and encouraged to be an active and responsible member of the school community. c) Provide coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student. d) Promote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development. e) Cultivate and reinforce student engagement in school and positive student conduct. f) Infuse the school's learning environment with the cultures and languages of the school's community

describe an aspect of an effective community of care

Example: A teacher creates positive relationships in the classroom and fosters an environment of mutual respect. An effective community of care features positive relationships and a clear set of rules to avoid confusion. It fosters respect among students and between student and teacher. A community of care is meant to nurture students' social and emotional development as well as their academic development.

Social Context

Example: Family • Father • Mother • Caregiver • Siblings • Grandparents • who is at home?

Community Resources

Examples: • Food Banks • Libraries • Medical Clinics • Community Youth Centers • Child Protective Services • Hospitals • Non-Profit groups • State government agencies • Federal government agencies

Distinguish between a fixed and a growth mind-set

Fixed Mindset • Intelligence is static. • Want to look smart so avoid challenges, give up easily, see effort as fruitless or worse, ignore useful negative feedback, feel threatened by the success of others. • Deterministic view of the world. Growth Mindset • Intelligence can be developed. • Want to learn so embrace challenges, persist in the face of setbacks, see effort as the path to mastery, learn from criticism, find lessons and inspiration in the success of others. • Sense of free will.

Identity safe classrooms (Educating the Whole Child: Improving School Climate to Support Student Success)

Identity-safe classrooms promote student achievement and attachments to school. The elements of such classrooms, found to support strong academic performance for all students, include: • Teaching that promotes understanding, student voice, student responsibility for and belonging to the classroom community, and cooperation in learning and classroom tasks. • Cultivating diversity as a resource for teaching through regular use of culturally responsive materials, ideas, and teaching activities, along with high expectations for all students. • Classroom relationships based on trusting, encouraging interactions between the teacher and each student, and the development of positive relationships among the students. • Caring, orderly, purposeful classroom environments in which social skills are proactively taught and practiced to help students respect and care for one another in an emotionally and physically safe classroom, so each student feels respected by and attached to the others.

implicit bias

Implicit bias is something that every human experiences. It is an unconscious association, belief, or attitude toward a specific social group. An implicit bias often causes a person to attribute certain qualities or characteristics to all members of a group. • stereotypes

504

In education, Section 504 means that a student has an identified and documented disability, or a suspected disability, that substantially limits a major life activity (caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working). The person requires reasonable accommodations in order to access education. • attention deficit disorder with/without hyperactivity (ADD/ADHD) • allergies • arthritis • asthma • cancer • cerebral palsy • chronic fatigue • conduct disorder • diabetes • epilepsy • heart disease • HIV/AIDS • migraine headache • multiple sclerosis • obesity • orthopedic impairments • traumatic brain injury • temporary disability • tuberculosis.

Define and discuss intersectionality

Intersectionality is the theory that the overlap of identities (race, class, gender, gender identity, etc.) contributes to systemic discrimination. • be mindful of intersectionality as they consider how students' differences influence learning opportunities and experiences. • Having multiple identities makes people complex, different, and unique. • Everyone has multiple characteristics and identities. When they trigger discrimination and oppression, a person is experiencing intersectionality. • When people are discriminated against for several reasons, it can be difficult to find other people in the same situation. If people suffer three different kinds of discrimination, they will have to react to the injustice on three different fronts. • When educators are equity focused and use an asset-based model of teaching and learning, the effects of intersectionality can be mitigated, and students feel more supported, respected, and trusted at school.

Determine when a student exhibits a deficit in any of the five core competencies of social and emotional learning (SEL)

It is often within the group setting of a classroom and the demands of schoolwork that delays or deficits in the development of age-expected executive function skills are first noted. Teachers identify problems with paying attention, managing emotions, completing tasks, and communicating wants and needs verbally as major determinants of whether a child is ready to succeed in the school setting. • Which strategy can help a student address a behavioral deficit? Using a reward system reinforces self-monitoring of a desired behavior.

IEP

Know which students have a disability and who is on an Individualized Education Plan. This may require looking through files and taking notes. Think about the following when reviewing the IEP: • What is the student's disability? • Who is the case manager? • What accommodations am I to provide? • What services is he or she receiving? • Were there any recommendations in previous reports that I could utilize to better assist this child?

Dimensions of Culture include:

Language Space and proximity Time Gender roles Family roles Taboos Family ties Grooming & presence Life cycles Status of age Autonomy Education

Maslow's hierarchy

Maslow's hierarchy of needs is also referred to as a "pyramid of needs." When working with students and considering the community of care in place, stakeholders must ensure that the basic needs of students are met before students are expected to fully focus on academic success. • People can focus on meeting their full potential once their basic needs are met. ○ Basic physiological and safety needs at the bottom of the pyramid. These needs must be met first. Moving up the pyramid, there are belongingness and love and esteem needs. Once these needs are met, self-actualization needs at the top of the pyramid can be met. • Deficiency needs arise due to deprivation and are said to motivate people when they are unmet. • Growth needs do not stem from a lack of something, but rather from a desire to grow as a person.

In addition to academic updates, research shows that most parents want updates from teachers on...

Most parents want information from teachers regarding the following: • news of their child's progress and insight on how they can improve • notice when academic performance begins to slip • information on what their child will learn during the school year • policies regarding homework and grading.

IEP team

Parents—Students' parents should take active role in all IEP meetings as their children's advocate. They know their children very well and can share their strengths and interests and insights into how they learn at home. At least one general education teacher—The teacher can discuss how the students is performing in the classroom in regards to the general curriculum, relationships with classmates, observed behaviors, and any supports they are currently using to try and help the student. At least one special education teacher—This teacher discusses how students' needs are addressed and is knowledgeable in the strategies and resources that will address specific disabilities. The SPED teacher can suggest appropriate ways to modify testing or individualize instruction to meet the student's needs. School psychologist or other specialist—The specialist interprets students' evaluation and test results. This person should be able to explain the implications of the student's evaluation results to all present. Student—Students serve as an advocate for themselves. Younger students are often not involved in the meetings but as they get older, they should be able to have a voice in their own education. Students transitioning to college or career placements must be involved in the development of a transition plan. Administrator—The administrator facilitates the meeting and helps make decisions. This person should be familiar with all of the resources available to the student.

Differentiate between punitive and restorative responses

Punitive • The wrongdoer and the disciplinarian are the only ones involved in the process. • All focus is on the broken rule. • The wrongdoer is punished. • Exclusionary discipline such as suspension is implemented. Restorative • Everyone affected by the incident is involved in the response. • Discussion about the victims and the effects of the wrongdoing takes place. • The wrongdoer, victim, and disciplinarian decide together how to right the wrong. • A plan is devised to repair the harm done to an individual or the community. • Through restorative techniques, all students come together to consider the transgressions and identify their root cause.

Literacy Autobiography Guiding Questions

Reflect on your early years. What was your home culture like? How did literacy play a role in your past? How could a young person use literacy to express his or her identity? How did you? How did teachers promote or inhibit your literacy practices? How do you define literacy? Recall a negative literacy experience, if you can. How does your background and or culture influence your learning? How do your past literacy experiences affect your present? Did you ever feel held back in your literacy experiences? What are your beliefs about the power of literacy? How did you overcome setbacks in literacy? How did political leadership or historical movements influence education when you were growing up?

restorative justice

Restorative Justice is a theory of justice that emphasizes repairing the harm caused by criminal behavior. 1. Crime causes harm and justice should focus on repairing that harm. 2. The people most affected by the crime should be able to participate in its resolution. 3. The responsibility of the government is to maintain order and of the community to build peace. "Restorative justice" programs instead encourage students to reflect on their transgressions and their root causes, talk about them - usually with the victims of the behavior - and try to make amends.

Describe how to comply with legislation and policy, including the rights of the student and the teachers' responsibilities

Some students receive services under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act. • students have an IEP or a 504 plan

Culturally Responsive Classroom Ideas

Star Of Day/Week - Parents help children fill out a questionnaire about their life, likes and dislikes. They may also send pictures of the child/family for the Star of the Week bulletin board. When it's Star of the Week time in class, children can talk about themselves, their family and customs of their family. Family Treasure Box - Each child has the opportunity to bring a shoebox filled with examples of favorite things, family artifacts and family celebrations. Family Of Week - Invite any/all family members to come and share a family album or a favorite book with the class. This activity highlights the customs and traditions of the family that enhances extended conversations. The family is encouraged to volunteer in the room as much as they can that week. In Their Own Words - Document the stories that children come up with throughout the day. Have clipboards available in all areas and model how the children can record through drawing or writing what they do. Take time to write down what the children say or have them draw/write about their play activities. Their stories can be reflective of what is going on both in and outside of school.

Select strategies to meet students' social and emotional needs

Teachers support students' development of specific LEARNING AND LIFE COMPETENCIES by Identifying, teaching, and practicing specific TARGET BEHAVIORS through the use of DAILY INSTRUCTIONAL PRACTICES AND STRATEGIES contained in DOMAINS OF THE ENGAGED CLASSROOM: 1. Positive Personal Relationships 2. Organizing the Learning Environment 3. Content Design, Learning Tasks, and Protocols 4. Academic Support 5. Restorative and Accountable Discipline and Behavior Support • Example: A teacher supports development of the selected skill — e.g., "I identify, express, and manage emotions" within the Self-Management competency by engaging students in target behaviors that help them expand their emotional vocabulary, identify their own emotions, and recognize other's emotions. The target behaviors are learned and practiced through the use of Circle, a daily instructional strategy contained within the Domain called Positive Personal Relationships

community walk

The goals of participating in a community walk include the following: • Experiencing the community through the eyes of someone who knows it intimately • Viewing the community through cultural, symbolic, and political lenses • Making face-to-face contact with diverse individuals encountered in the neighborhood • Developing sustainable relationships Locations to include in a community walk. • Houses of worship that are related to students' religious beliefs are an appropriate addition to a community walk. • A community walk focuses on the most important places and landmarks in students' neighborhoods. • A student's home is an important place to students and may be part of a community walk. • A community center is a part of the culture in the area for students, families, and community members. It can be a venue for classes, sports, movies, and plays.

Caring Classroom Environments

This domain focuses on students' emotional and physical comfort and attention to prosocial development in the classroom environment. The emotional tone of a classroom determines whether or not the students feel physically and psychologically safe and comfortable. Attention to their prosocial development along with academic growth will support development in both areas. This practice comes with built-in management because the teacher communicates clear expectations and students feel able to manage themselves in a classroom that doesn't feel chaotic. • Put every student's work on the wall, whether or not it's perfect. • Include posters and displays that include other people who look like your students. • Incorporate both social skill building and practice into academic and nonacademic moments. • Imagine the classroom from the point of view of different students. One approach is sitting in their seats to imagine how they feel in class.

Cultivating Diversity as a Resource

This domain includes using diversity as a resource for learning while demonstrating high expectations through academic rigor and challenging curriculum. Diversity is not an add-on, but an integral part of having students co-create an exciting curriculum by drawing on their unique backgrounds. • Every day (not restricted to a specific month or holiday), include diverse music, art, games, stories, and activities that reflect the backgrounds of each student. • Convey high expectations through positive presuppositions, phrases that assume a student's best intention and effort.

Critical Identity Work Guiding Questions

Who does most of the talking? What kinds of questions are posed? What kinds of answers are facilitated? How do you talk to students? What is your tone? Do you use directives? Questions? Praises? Criticisms? How do you think your words positioned your students as readers and writers? How do you think your students positioned you as a teacher? How did you position yourself as a teacher? How might these positionings be shaped by how you were taught? By the kind of school you attended? By your race, class, gender, and/or sexuality? What are the students doing? Are students engaged in the lesson? How do students communicate with each other? How do students position each other as readers and writers? What are the strengths? What will you do different? How do these practices match up with the kind of teacher you want to become? How do they contradict?

community

a group of people that share common resources and interact for the improvement of the local area. Includes businesses, organizations, and other partners that facilitate learner growth.

Culturally relevant pedagogy

a practice of teaching that embraces students' backgrounds and makes connections between students' home and school lives while being aware of and critiquing the oppressive relationships between students' backgrounds and dominant culture

Physiological Effects of Trauma

brain wired for fear, anxiety, unable to concentrate, vulnerable to addiction, reduced motivation and focus, fatigue, depression, stress hormone elevated, flight or flight stuck on, lower immune system

To develop a community of care, effective educators and leaders should...

create an environment where each student is valued and respected. Effective educators and leaders develop and foster a positive, trusting, and supportive school environment where all students are engaged and feel valued and respected.

Learning preference

interests strong correlation between interest and motivation, perseverance, & achievement. 2 types of interests: pre-existing (already likes) & potential interests (teacher mediates relevance) intelligence preferences Gardner not for classroom. Sternberg instead. 3 types of intelligence: analytical (traditional school work), practical (all about relevance. need real world connections), & creative (allow to approach ideas & problems in fresh way) learning styles modality preferences: way take in info. visual, auditory, kinesthetic, tactile. grouping preferences: working alone, with a partner, in small group, in a large. production styles preferred ways of expressing learning. written, spoken, or visual representation of knowledge. 4 different groups: writers, performers, builders, & artists. anxiety and stress of working in least preferred style is obstacle to cognition. Choice is a powerful learning tool.

Explain effective strategies for promoting mental health and responding to substance abuse

mindfulness. active listening. effective communication.

relationships between physical and mental health

physical and mental health are inextricably intertwined. • medical disorders can mimic mental health disorders • psychiatric disorders can have medical basis • excessive worrying and negative thinking impact physical health

Differentiate among self-awareness, self-management, social awareness, relationship skills, and responsible decision-making

self-awareness identify emotions. tie thoughts and feeling to behaviors. (hardest for students) self-management self motivate. self control. regulate emotions. social awareness embracing diversity. show empathy for others and react to their feelings. relationship skills ability to work cooperatively. interact with each other. resolve conflict. handle challenges. responsible decision-making consider well being for self and others. evaluate consequences for actions.

Differentiate between suicide, suicidal ideation, and self-harm

suicide voluntary and intentional act of taking one's life. attempt to escape pain and suffering, and not burdening loved ones any longer. usually come from a place of hopelessness, depression and worthlessness. suicidal ideation thinking about suicide without actually making plans to commit suicide. self-harm don't wish to kill themselves. hurting themselves as a way of coping with life. pain reassures them they are still alive. cause changes in brain chemistry, which gives the effects of a "rush" and can easily become addictive and highly dangerous.

code switching

switching back and forth between one linguistic variant and another depending on the cultural context

Define culturally sustaining pedagogy

• reflect and make improvements on the teacher's role in the classroom. ○ treatment of diverse learner populations ○ positive ways teachers can impact student ○ outcomes of having positive student/teacher relationships have on the student.

Create learning experiences that allow students to have a level of ownership in the classroom environment

the learning experiences and environment should be tailored to allow opportunities to learn in ways in which they learn best. • If administrators and educators want students to take ownership of their learning, they should encourage open, student-led discussion about how to improve. When given the opportunity to lend their expertise, students will open up about how to improve learning and interaction. • let students choose what good behavior they all want to work on in class today. e.g. day's focus is respect

culture

the system of shared beliefs, values, customs, behaviors, and artifacts with which the members of society use to understand their world and one another

Goal of culturally responsive/sustaining teaching

to make connections between what is known about different cultures and what is taught and understood in regard to cultural awareness. • Being a culturally responsive teacher means helping students make connections between their prior cultural knowledge and the content related to cultures that needs to be taught. • Research the cultural backgrounds of students so can incorporate aspects of them into lesson plans throughout the year. • Being a culturally sustaining teacher means valuing and seeing as whole children the students of color with which the teacher works. • Include students in what is going on. • Understand there are different perspectives in the room, include those perspectives, & make those students feel welcome.

Cultural Iceberg

what we see and can observe from culture is only a small part of what culture is • surface - language, arts, literature, dress, sports, cooking, & religion • hidden - concept of justice, ethics, relationships, eye behavior, & approaches to problem solving

school & Americanization

• 19th century, schools were the vehicle for Americanization. This was how immigrants were assimilated into the dominant culture. Schools were widely used to guide the morals, attitudes, and knowledge of American culture to all children attending American schools. They operated as a mechanism through which immigrant children were assimilated by learning American language, traditions, and beliefs that primarily reflected those of white Anglo-Saxon Protestants (WASPs). • today, there are still some groups whose rights aren't protected by the Constitution. Individuals and groups who don't reflect the WASP status quo have historically had more difficulty accessing rights in the United States.

To promote a safe environment that supports all students, teachers can do the following:

• Get training to make an inclusive community and culture • Focus on all students' beliefs and identities in class • Set classroom norms and rules with all students to promote safety and respect • Obtain knowledge, skills, or competencies to establish LGBTQ+ inclusive cultures • Use resources that represent different student populations and identities

Educational Professional

• School counselors • School psychologists • Educators • Paraprofessionals • Other specialists

Equality & Inequality

• Social equality—with all groups or members of a community having the same status—has been one of the most elusive goals in American culture. • Despite our laws promoting social equality, socioeconomic stratification in the United States has resulted in differentiated access to resources. • Upward social mobility of the American Dream is so embedded in American culture that blame for the inability to improve one's station in life is often attributed to the individual.

Demonstrate familiarity with effective strategies for building relationships and trust with communities

• Social trust is critical for family and community involvement in schools to take place. Fostering a culture of social trust requires time and intentional efforts to include parents, families, and communities in decision-making and activities in the school. • For schools, building trust is an important step toward developing relationships with parents and family. Working with families takes time, and relationships must be developed in an authentic way as they do not happen by chance. • Getting to know the values of the family is an important step for teachers who want a true partnership with parents. When teachers know the parents, they will understand the kind of behavior and attitude the parents expect of their children. This knowledge is useful for teachers as far as what can be expected from each student in everyday interactions in the classroom.

Differentiate between various student identities

• Students identify with certain groups to experience a feeling of belonging. • Students typically have several identities. These identities may be related to gender, sexual orientation, disabilities or abilities, race, ethnicity, socioeconomic status, culture, and more. • Cultural identity refers to the feeling of belongingness to a group. This has to do with nationality, ethnicity, food, and race.

Integrate social and emotional teaching practices into a given classroom scenario

• Support a cause. have all students to have a part in taking on a cause to support an organization or charity as a service-learning opportunity. Students are practicing relationship skills by working together and practicing decision-making skills by identifying a problem to solve and support. • Have students identify their feelings. Can use red, yellow, and green cards to say how they feel. • Learn about another's perspective and culture. • Have students work together. builds relationship skills.

Articulate your identity and how it impacts your teaching practice

• Teacher's identity does affect the classroom environment because the teacher sets the tone and culture of the classroom based on his values, attitudes and belief system. • Teacher identity does affect the classroom and learning environment. If a teacher is self-aware, he or she is better able to empower students, and therefore enhance learning. One area where self-awareness is particularly important is regarding one's cultural beliefs and biases, which definitely affect teaching effectiveness. • how teachers view their role in the classroom—the concept of "teacher self-identity"—and how it aligns and interacts with the practices being taught.

The Whole Child Model

• The WSCC addresses health in schools. Nutrition is one of the components of the model. • The whole child approach is a conscious movement away from focusing on academic achievement toward focusing on long-term development and success of students. • To achieve their best, students have to be engaged and motivated. Students who feel valued by adults and feel that they are part of a school community perform better academically and have more positive behaviors. • Students must be healthy, safe, engaged, supported, & challenged.

Identify practical strategies for public health solutions for students, parents, families, caregivers, and communities

• The Whole School Whole Community Whole Child (WSCC) approach depends on an understanding of the interrelatedness of learning and health. For collaborative policies regarding students' cognitive, physical, and social-emotional development to be successfully implemented, all stakeholders involved must understand that learning and physical health are related to and affect each other. • Today, young people are dealing with more mental health issues than ever before. To best mitigate the effects of these issues and enhance students' connectedness to the school community, schools should embrace restorative practices and promotes cultural responsiveness.

Trauma-informed and Sensitive Responses

• Understand Trauma and its impact • Believe healing happens in relationships • Support choice control and empowerment • Ensure emotional and physical safety • Strive for cultural competence • View students holistically • Use a collaborative approach

identity and teaching practice

• Why would it be beneficial for a teacher to discuss his or her identities with students? Students will see that their teacher might identify in the same way as some students, and it will break the ice between teacher and students. By sharing personal information with students, a teacher builds trust and creates a caring environment. Students will, in turn, feel more comfortable sharing about themselves. • Educators can develop a classroom community of understanding when curriculum and pedagogy are designed to highlight different identities. The teacher's identity is important in the classroom, in addition to the students' identities.

Social Effects of Trauma

• erode youths' sense of trust in others • make it difficult to form healthy relationships • distortions about oneself and others. • hypervigilance that accurately and inaccurately detects threats from others • produces a negative outlook on the future • resist building close relationships with others, and those students who desire improved relationships may find themselves interacting in a manner that frequently makes others feel uncomfortable or threatened • creating interpersonal conflicts

conforming at school

• experience conflict between autonomy and assimilation. • Some choices are highly valued by society, while others are limited by inequities in social class, unequal access to education and wealth, and biases that include racism and sexism. • Students are encouraged to conform to dominant cultural norms at school, which may not coincide with minority cultural norms students experience away from school.

asset-based model

• focuses on the strengths (or assets) of individuals such as their interests, identities, languages, cultures, and goals. • learning and instruction is student centered and related to the needs of the individual students. • students thrive in an asset-based model because they feel respected and understood. • educators should set attainable expectations for each individual student. Educators may set high expectations for students, but those expectations must be attainable. The goals should be reachable, and educators can celebrate small successes with the students as they strive toward their individual goals. • teacher knows the students and what they like to do. • interests of students can be used in classroom learning.

Explain the cultural underpinnings of traditional American schools and why they are not inherently culturally sustaining for all students

• high quality education is available only to the rich • focus only on end results. ignore achievement gap. income gap. • education system focuses on Eurocentric achievements. neglects other cultures. neglects telling entire story of history. "our history is the story of people on the planet." John Green neglects legacy of history. • system not sensitive to students. don't need harsh punishments. need chance to revise work. need to grade what students' know not their effort or behavior. • originally high school had rigorous academic standards. was felt minority/disadvantaged students weren't capable of doing academic work. high school curriculum become watered down. high school students began graduating without basic academic skills.

Have a basic understanding of the Special Education Process

• law identified 13 disability categories for Special Education. • teachers are involved throughout the process of sped testing • provide information to the committee making the referral. ○ may have rating scales or psychologist observe the student ○ need current information regarding grades, performance, and behavior. • decision made if student is eligible for Special Education and related services or a Section 504 Plan.

Identity Discourse Map

• list aspects of popular culture and historical events that have been important in your lifetime. • write about messages you may have taken from personal, family, or home discourses related to religion, ethnicity, race, geography, family, class, and sexuality. • writing about how all of these things may affect your views on teaching and learning.

complex relationships between mental health and substance abuse

• mental illness may precede a substance use disorder • adolescents with substance use disorders also have high rates of co-occurring mental illness ○ high rates of comorbid substance use disorders and anxiety disorders ○ also coincide with depression, bipolar, ADHD ○ schizophrenia have higher rates of alcohol, tobacco, and drug use disorders than the general population • Early drug use is a strong risk factor for later development of substance use disorders, and it may also be a risk factor for the later occurrence of other mental illnesses

The Problems of a Deficit Model

• not culturally responsive • leads to blaming student and their parents for problems at school • student needs are not met • focuses so much on misbehavior that students resist & are frustrated • focus on correct "inadequacies" in children • students don't feel welcome when classroom is not culturally responsive

Using Knowledge of Student Identities to Anticipate Student Needs

• our purpose as educators is to help students recast their identities in ways that contribute to a story of hope and success • use learner profile to understand child's unique needs • biological traits (age, physical development, gender at birth, physical and learning disabilities, health, motor skills, and coordination) provide educators with critical information to ensure students' needs are met and proper resources are provided to them. • create an identity safe classroom to make a safe place where all students can learn. pay attention to who each student is by failing to address his or her particular experiences and background.

Explain the whole child model within the context of a community of care

• stakeholders must focus on meeting the needs of the "whole child." • five tenets: ○ health ○ safety ○ engagement ○ support ○ challenges. • focusing on these tenets, school and community leaders can ensure students feel safe and supported throughout their educational career and become caring and responsible global citizens.

Explain the importance of respecting and being responsive to the cultural backgrounds and differing perspectives that students bring to the classroom

• students whose lives and cultures are not respected are less likely to invest in the learning process. • students whose lives and cultures are respected are empowered, feel valued, and ready to learn • address ideas about cultural "deficits" so as not to be perceived as passing judgement on a student's family or history.

Differentiate between the rights and responsibilities of each role within the community of care and those of the teacher

• teachers must be professional in their interactions with colleagues, students, and parents • parents must learn how to act in school. learn to trust school system. trust is lacking in parents who live in poverty. • school counselors are advocates for students' well-being and as resources for their educational advancement. they help teachers with classroom management. they do not build master schedules, IEPs, and carry out discipline plans. they do short term counseling not long-term counseling.

Examples of effective Culturally Sustaining Pedagogy

• uses a variety of texts, including nontraditional ones, to develop the literacy skills of her multilingual and multicultural students. Studying text forms that are valued in the communities of students, alongside traditional texts, enables the classroom to become a space that is culturally affirming and sustaining. • accept the cultural norms and practices of religion. Asking a student to remove their headscarf would infringe on her rights. • provide opportunities for his students to share about their community, culture, and background. When students have opportunities to share information about their cultures, they feel valued and heard. This helps them develop cultural competence. • affirms the use of multiple languages. Students' multilingualism is perceived as an asset, and students are encouraged to use all the languages in their repertoire. • centering the learning mode that is comfortable for students and demonstrating a respect for the learning styles that is often the norm in the communities of culturally diverse students. Students come from cultural backgrounds in which family members and neighbors work interdependently so they are allowed to work cooperatively. She realizes that privileging the dominant culture's individualistic approach to learning disadvantages her students. • encourage students to make connections to their own experience and let them explain concepts in ways that are familiar to them. Explaining a concept and then allowing students to relate that concept to something that is familiar to them is a good strategy for helping them feel connected to subject matter in the classroom. Encouraging students to help explain concepts to other students in familiar terms also empowers students and gives them a sense of ownership of the content.

Recognize the impact of exclusionary discipline on the individual and community

• worse academic performance • less engaged at school • increase chance of dropping out • increased chance of being in criminal justice system • higher levels of school violence and antisocial behavior • disproportionately used with students who belong to minority groups, including disabled students