Outcomes Participants will… Understand the importance of familyschool partnerships in student success Understanding the role of school staff in helping all students and families feel a sense of belonging and connectedness to school Examine barriers and opportunities to promote equity for all students Learn about culturally responsive strategies for creating positive family and community connections Agenda Time 8:30 10:15 Break 11:20 Adjourn Topic Welcome and introductions Session overview What do equitable learning communities look and feel like for staff, students and families? Why is family-school partnerships important for student success? What is my role in creating an inclusive learning community? What are key practices for creating positive family and community connections? Wrap up and Adjourn District Equity Goal • Staff and students will respect and understand the importance of diverse cultures by consciously creating inclusive and equitable learning environments and systems that value and engage all students and their families. District Responsiveness Goal • The District will provide a culture and processes that are open, proactive, equitable and responsive to student needs and interests, (and that acknowledge the) contributions and concerns of families and the community. Family-school connections and partnerships are important Education is at the core of all vital communities. Family-school partnerships are at the heart of culturally responsive schools. Families often play a critical role in student success. What do equitable learning communities look and feel like? Equity Alliance at ASU 7 Cultural Responsiveness is… the overall approach one takes when delivering instruction, using curricular materials, making decisions, including student discipline; and interacting with students and their families. the lens through which educators and staff see students and their families. the filter through which educators and staff listen to how students and families express their needs and desires. Understanding Culture as the Dynamic Ingredient in Human Interaction Cultural Histories What people bring with them What’s already there The work people do together The Institutional Culture The Culture We Create Equity Alliance at ASU [email protected] Understanding Culture as the Dynamic Ingredient in Human Interaction Cultural Histories What people bring with them Equity Alliance at ASU 11 What is Culture? Learned Social Culture is: Dynamic Education Equity Alliance at ASU Exploring personal identities Activity 13 Understanding Culture as the Dynamic Ingredient in Human Interaction What’s already there The Institutional Culture Equity Alliance at ASU [email protected] Power, Privilege and Difference Person of Color White Privilege & Power Power & Privilege Activity Unpacking the Invisible Knapsack • In small group: – Discuss the article • Key points • Provocative statements – Generate a list of conditions of privilege that your assigned group may experience. Unpacking the Invisible Knapsack Group Discussion Groups 1.White 2.English Language Proficiency 3.Middle Class SES 4.Male Understanding Culture as the Dynamic Ingredient in Human Interaction The work people do together The Culture We Create Equity Alliance at ASU [email protected] An Appreciative Perspective of Family Diversity Home languages and cultures are seen as strengths and enrich the entire school community Recognize diverse family structures Family/community involvement linked to student success Focus on building trust Value all families lived experiences Safe Welcomed Valued Equity Alliance at ASU 21 Socio-Historical Context Culture is not inherited; rather we are socialized to behave according to traditions established over generations The cultures of schools may or may not be in harmony with the culture each student brings to school Schools greatly influence how young people see themselves and therefore need to understand and validate their backgrounds Challenges Facing Schools and Families Achievement Disparities Opportunity Gaps Meaningful Home/School Engagement Societal Pressures Diverse Perspectives About Parent – Teacher Role Explanations for Achievement Disparities Rationales for Schooling Linguistic Differences Inferior Education Cultural Differences Societal Racism Au, 1998 Gaps in opportunities present challenges for students and families. Lack of information “The student’s parents don’t speak English. I can’t communicate with them.” School/District Policies Identification procedures for Gifted Programs that include cut of scores on standardized test. School/District Practices Housing New Comers Program in one school in the district. Students attend that school, irrespective of their neighborhood. Educators’ Beliefs Parents who care about their children’s education attend parent-teacher conferences. Access to Resources AP and IB Course Fees. Economic Constraints Patterns and History Educational Mandates Societal factors Demographic Shifts Political Climate Diverse Perspectives About Parent – Teacher Role Family’s role is to raise “respectful, well-behaved children and academic instruction is the teacher’s responsibility Family’s role is to help students be successful in school by supporting academic instruction at home and collaborating with teachers Barriers to School-Family Partnerships Families’ disconnection to the school community Communication differences Lack of information about school expectations, programs and resources Family isolation People: Students, faculty, administrators, staff, etc. Policy: Federal and state mandates, university and college policies, etc. Practice: Pedagogy, procedures, curricula, etc. Equity Alliance at ASU 31 Culturally responsive family engagement includes three key qualities: 1. Focusing on building trusting, collaborative relationships among teachers, families, and community members 2. Recognizing, respecting, and addressing families' strengths and needs, as well as class and cultural differences 3. Embracing a philosophy of partnership where power and responsibility are shared Transcending Barriers Establishing a welcoming and family friendly school community Creating opportunities for collaboration Becoming skilled in intercultural communication Increasing families’ accessibility to information Establishing a welcoming and family friendly school community •Inviting facilities •Availability and Time •Two-way communication with Families •Varied and frequent opportunities for positive interactions •Engaging families in their students’ learning experiences Collaborating with community centers and houses of worship to create after-school programs Providing opportunities beyond open house and conference nights for parents, community members and teachers to interact Making connections with families in your community Creating Opportunities for Collaboration Alternative scheduling to accommodate families with busy schedules To effectively partner with diverse families, educators must become skilled intercultural communicators Understanding differences in communication styles High Context/Low Context Continuum Nonverbal Communication Family Communication Norms Capacity to address language diversity Speakers of language other than English/Standard English Print Literacy Increasing families’ accessibility to information Interpreters Translated materials Multiple means of presenting information (e.g. print, audio) Increasing families’ accessibility to information Multiple means of delivering information Consistent monitoring of information flow Known methods for families to talk with someone to address questions Culturally Responsive Strategies to Increase Family-School Partnerships How well does your school address the barriers to meaningful familyschool partnership? Tools for Learning Equity exists, in part, to the degree that all students feel they belong, are included, and are empowered.