Essay 1
Reflective Assignment: Write a reflection on the impacts of shifting cultural, linguistic, demographic and socioeconomic trends based class discussions, what you have read in and outside of class and your professional experience as an educator. Please focus on specific challenges and opportunities for public schools at the local, state and national level.
“Diversity is about all of us, and about us having to figure out how to walk through this world together.”* We live in a diverse country. One that has many different races and cultures. Educators are on the front line of culture and diversity. Our job involves not only teaching reading and math, but also how to show acceptance and inclusion with others. When I first began teaching, almost 20 years ago, I had very few students that spoke another language or came from another country. There wasn’t a focus on inclusion and creating culturally responsive classrooms. Now, ⅓ of my class speaks another language and brings in their own diverse culture. As a teacher, I’m told to be inclusive and to change my way of teaching. The shift in education and inclusion is clearly there but how we become culturally responsive teachers and create this culturally responsive classrooms is not.
According to Barbara Bowman’s article, “Cultural Diversity and Academic Achievement,” “Children become what they live.” Children are shaped by their “biological and cultural characteristics and also by their experiences and how they live and socialize. It’s important for educators, like myself, to recognize this and to learn as much as possible about every student so they can reach their full potential. Our goal should always be to create a culturally responsive classroom that has high academic standards for all and makes connections with all students’ cultures and experiences.
Creating a culturally responsive classroom is not always easy. A teacher must first self-reflect on his or her own beliefs and biases. Self-reflection can be difficult; however, it’s necessary to be an effective teacher. Understanding that not all cultures are the same is imperative when working with families and students.
Teachers need to create positive relationships with families and use the knowledge learned about their students to make learning effective and relevant to them. This requires teachers to continuously be learning about other cultures and being flexible in their classrooms. The professional development teachers receive through their school systems typically do not include a cultural curriculum; thus teachers must take it upon themselves to learn it. For example, last year, I was informed that I had a Hispanic, Jehovah Witness student in my class, whose father was unhappy with the teachers and education his children received. Because of this, I was very concerned about working with this family. I knew I needed to find a way to make this a positive experience, not only for the student, but for the entire family as well. I met with the family before school and welcomed them to my classroom. I let the parents know that I wanted to work with them to understand and respect their beliefs. They seemed very happy that I approached them and thus our relationship began on a positive note. They taught me about their views and beliefs, and we discussed how to modify assignments so that objectives could be met without infringing on their beliefs. I met with them periodically throughout the year to touch base and to let them know upcoming events/information. The family and I had a wonderful year together. Forging a positive relationship from the beginning made all the difference.
Teachers often need to modify their approach to teaching to meet the needs of their students. Each student has their own unique style of learning and teachers need to adapt. Some students require a lot of modeling, while others need extra time to work or answer questions. Whatever it is, teachers need to evolve to meet the needs.
Teachers can bring culture into a classroom in a variety of ways, such as saying good morning in a different language, celebrating holidays with foods, and displaying pictures and flags of other countries. Communication with families and peers can give teachers the support and knowledge they need to provide students the best education possible.
The state of California, is very diverse. There are many different cultures represented, including Caucasian, Hispanic, Asian, and Indian. The cultural landscape is continuously changing and students are no longer expected to acculturate. This constant change means that the schools, and teachers, need to change and evolve. Schools need to create an environment where all students feel valued and can learn. This begins with educating schools and teachers. Schools need to be proactive in making everyone feel welcome and included, either by having cultural fairs, providing intervention for students, or creating culturally diverse clubs and organizations. It is essential for teachers to receive more professional development so that they can meet the needs of the diverse cultures represented in our schools to help students reach their full potential. Creating this requires collaboration between schools, teachers and families.
* Jacqueline Woodson
References
Bowman, B. (n.d.). Cultural Diversity and Academic Achievement. Retrieved May 14, 2016, from http://webapp1.dlib.indiana.edu/virtual_disk_library/index.cgi/4273355/FID840/eqtyres/erg/111564/1564.htm
Research Matters / Creating Culturally Responsive Schools. (n.d.). Retrieved May 14, 2016, from http://www.ascd.org/publications/educational-leadership/sept05/vol63/num01/Creating-Culturally-Responsive-Schools.aspx September 2005 | Volume 63 | Number 1 The Whole Child Pages 83-84
Chen, D., Ph.D., Haney, M., Ph.D., & Cox, A. (2011, August 4). Supporting Cultural and Linguistic Diversity in Early Intervention and Early Childhood Special Education 0 A Cross-Cultural Competence Video Library. Retrieved May 14, 2016, from https://www.youtube.com/watch?v=XWg-ZrV3wPkde
Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003, Autumn). Theory into Practice. Retrieved May 14, 2016, from http://www.e1b.org/LinkClick.aspx?fileticket=tZmXVJqcCOo=
Volume 42, Number 4, Autumn 2003 College of Education, The Ohio State University
How important is cultural diversity at your school? (n.d.). Retrieved May 15, 2016, from http://www.greatschools.org/gk/articles/cultural-diversity-at-school/
Great Kids!
“Diversity is about all of us, and about us having to figure out how to walk through this world together.”* We live in a diverse country. One that has many different races and cultures. Educators are on the front line of culture and diversity. Our job involves not only teaching reading and math, but also how to show acceptance and inclusion with others. When I first began teaching, almost 20 years ago, I had very few students that spoke another language or came from another country. There wasn’t a focus on inclusion and creating culturally responsive classrooms. Now, ⅓ of my class speaks another language and brings in their own diverse culture. As a teacher, I’m told to be inclusive and to change my way of teaching. The shift in education and inclusion is clearly there but how we become culturally responsive teachers and create this culturally responsive classrooms is not.
According to Barbara Bowman’s article, “Cultural Diversity and Academic Achievement,” “Children become what they live.” Children are shaped by their “biological and cultural characteristics and also by their experiences and how they live and socialize. It’s important for educators, like myself, to recognize this and to learn as much as possible about every student so they can reach their full potential. Our goal should always be to create a culturally responsive classroom that has high academic standards for all and makes connections with all students’ cultures and experiences.
Creating a culturally responsive classroom is not always easy. A teacher must first self-reflect on his or her own beliefs and biases. Self-reflection can be difficult; however, it’s necessary to be an effective teacher. Understanding that not all cultures are the same is imperative when working with families and students.
Teachers need to create positive relationships with families and use the knowledge learned about their students to make learning effective and relevant to them. This requires teachers to continuously be learning about other cultures and being flexible in their classrooms. The professional development teachers receive through their school systems typically do not include a cultural curriculum; thus teachers must take it upon themselves to learn it. For example, last year, I was informed that I had a Hispanic, Jehovah Witness student in my class, whose father was unhappy with the teachers and education his children received. Because of this, I was very concerned about working with this family. I knew I needed to find a way to make this a positive experience, not only for the student, but for the entire family as well. I met with the family before school and welcomed them to my classroom. I let the parents know that I wanted to work with them to understand and respect their beliefs. They seemed very happy that I approached them and thus our relationship began on a positive note. They taught me about their views and beliefs, and we discussed how to modify assignments so that objectives could be met without infringing on their beliefs. I met with them periodically throughout the year to touch base and to let them know upcoming events/information. The family and I had a wonderful year together. Forging a positive relationship from the beginning made all the difference.
Teachers often need to modify their approach to teaching to meet the needs of their students. Each student has their own unique style of learning and teachers need to adapt. Some students require a lot of modeling, while others need extra time to work or answer questions. Whatever it is, teachers need to evolve to meet the needs.
Teachers can bring culture into a classroom in a variety of ways, such as saying good morning in a different language, celebrating holidays with foods, and displaying pictures and flags of other countries. Communication with families and peers can give teachers the support and knowledge they need to provide students the best education possible.
The state of California, is very diverse. There are many different cultures represented, including Caucasian, Hispanic, Asian, and Indian. The cultural landscape is continuously changing and students are no longer expected to acculturate. This constant change means that the schools, and teachers, need to change and evolve. Schools need to create an environment where all students feel valued and can learn. This begins with educating schools and teachers. Schools need to be proactive in making everyone feel welcome and included, either by having cultural fairs, providing intervention for students, or creating culturally diverse clubs and organizations. It is essential for teachers to receive more professional development so that they can meet the needs of the diverse cultures represented in our schools to help students reach their full potential. Creating this requires collaboration between schools, teachers and families.
* Jacqueline Woodson
References
Bowman, B. (n.d.). Cultural Diversity and Academic Achievement. Retrieved May 14, 2016, from http://webapp1.dlib.indiana.edu/virtual_disk_library/index.cgi/4273355/FID840/eqtyres/erg/111564/1564.htm
Research Matters / Creating Culturally Responsive Schools. (n.d.). Retrieved May 14, 2016, from http://www.ascd.org/publications/educational-leadership/sept05/vol63/num01/Creating-Culturally-Responsive-Schools.aspx September 2005 | Volume 63 | Number 1 The Whole Child Pages 83-84
Chen, D., Ph.D., Haney, M., Ph.D., & Cox, A. (2011, August 4). Supporting Cultural and Linguistic Diversity in Early Intervention and Early Childhood Special Education 0 A Cross-Cultural Competence Video Library. Retrieved May 14, 2016, from https://www.youtube.com/watch?v=XWg-ZrV3wPkde
Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003, Autumn). Theory into Practice. Retrieved May 14, 2016, from http://www.e1b.org/LinkClick.aspx?fileticket=tZmXVJqcCOo=
Volume 42, Number 4, Autumn 2003 College of Education, The Ohio State University
How important is cultural diversity at your school? (n.d.). Retrieved May 15, 2016, from http://www.greatschools.org/gk/articles/cultural-diversity-at-school/
Great Kids!
Essay 2
Reflective Assignment: Based on class discussions, readings in and outside of class, the self examination tools provided, and your professional experience as an educator, reflect on your own beliefs, perspectives and values related to culture and education. Please use your own classroom as a reference point. Or, use your experiences as a substitute or volunteer. Have your perspectives changed? Why? What will you do as a result? Share your ideas.
The self-examination tool has given me many things to think about. For example, when have I sought out help for my culturally diverse students, and why? What cultures do I least understand? How can I learn more about them?
I have had many culturally diverse students over the past 20 years of teaching. However, in the past 5 years, I have seen more diverse cultures and bigger challenges than in years past. Last year I had a Hispanic, Jehovah Witness student, with special needs. He spoke and understood some English, but was still a beginning English learner. At the beginning of the school year, I assessed his academic knowledge, and discovered that he had a beginning understanding of kindergarten concepts, but struggled with communication and eye contact. I attributed this to his culture and language. As the year progressed, however, I became more and more concerned about his behavior. He didn’t talk a lot, had difficulty playing with others, and was unable to follow directions. I was concerned that this was due to more than just language and culture, so I contacted our speech teacher and put together the necessary paperwork to have a speech and language evaluation completed. It was determined that he had a delay with following directions and was given RTI throughout the remainder of the year with the speech teacher. English Language Learners often have difficulty following directions and understanding concepts,and, I could have easily assumed this was the case, however, I felt this was something more and was able to get my student the help he needed.
My perspectives have changed regarding teaching English Language Learners over the past 20 years. When I first began teaching, I taught everyone the same way, with little regard to their culture or language. I felt I was doing my job in teaching the California standards. I didn’t take into consideration how one learns, what might help someone learn better, or what experiences one had that would be relevant to what I was teaching. However, as I have grown as a teacher, this has become more and more a focus in my teaching. I have taught many diverse cultures, including, Hispanic, Chinese, Indian, French, and Vietnamese. I don’t know a lot about these cultures, however, I learn more and more each year through working with the children and their families. Communication and flexibility is key, and through talking with the families and asking for their help in understanding and bringing in their families culture, I am able to gain knowledge and insight into these diverse cultures. I often have to change the way I’m teaching or adapt to meet their needs, so flexibility is necessary. This is not enough though. I’m still not fully reaching these students and need to find new ways to become a more culturally relevant teacher.
I know that I need to improve in my teaching of ELL students. I need to learn more about my students and their culture. I need to model more and find other ways to help my students meet their goals. I am hoping that through the CTEL coursework that I will learn different approaches and strategies for reaching my students.
References
Irvine, J. J. (2009, Fall). Relevant: Beyond the Basics. Retrieved May 22, 2016, from http://www.tolerance.org/magazine/number-36-fall-2009/feature/relevant-beyond-basics
Adichie, Ngozi Chimamanda, (2009). “The Danger of a Single Story” [Video file]. TED Talk. Retrieved from https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en
Cullinan, C., University of Oregon. (1999). Vision, Privilege, and the Limits of Tolerance. Retrieved from https://eastern.edu/publications/emme/1999spring/cullinan.html
The self-examination tool has given me many things to think about. For example, when have I sought out help for my culturally diverse students, and why? What cultures do I least understand? How can I learn more about them?
I have had many culturally diverse students over the past 20 years of teaching. However, in the past 5 years, I have seen more diverse cultures and bigger challenges than in years past. Last year I had a Hispanic, Jehovah Witness student, with special needs. He spoke and understood some English, but was still a beginning English learner. At the beginning of the school year, I assessed his academic knowledge, and discovered that he had a beginning understanding of kindergarten concepts, but struggled with communication and eye contact. I attributed this to his culture and language. As the year progressed, however, I became more and more concerned about his behavior. He didn’t talk a lot, had difficulty playing with others, and was unable to follow directions. I was concerned that this was due to more than just language and culture, so I contacted our speech teacher and put together the necessary paperwork to have a speech and language evaluation completed. It was determined that he had a delay with following directions and was given RTI throughout the remainder of the year with the speech teacher. English Language Learners often have difficulty following directions and understanding concepts,and, I could have easily assumed this was the case, however, I felt this was something more and was able to get my student the help he needed.
My perspectives have changed regarding teaching English Language Learners over the past 20 years. When I first began teaching, I taught everyone the same way, with little regard to their culture or language. I felt I was doing my job in teaching the California standards. I didn’t take into consideration how one learns, what might help someone learn better, or what experiences one had that would be relevant to what I was teaching. However, as I have grown as a teacher, this has become more and more a focus in my teaching. I have taught many diverse cultures, including, Hispanic, Chinese, Indian, French, and Vietnamese. I don’t know a lot about these cultures, however, I learn more and more each year through working with the children and their families. Communication and flexibility is key, and through talking with the families and asking for their help in understanding and bringing in their families culture, I am able to gain knowledge and insight into these diverse cultures. I often have to change the way I’m teaching or adapt to meet their needs, so flexibility is necessary. This is not enough though. I’m still not fully reaching these students and need to find new ways to become a more culturally relevant teacher.
I know that I need to improve in my teaching of ELL students. I need to learn more about my students and their culture. I need to model more and find other ways to help my students meet their goals. I am hoping that through the CTEL coursework that I will learn different approaches and strategies for reaching my students.
References
Irvine, J. J. (2009, Fall). Relevant: Beyond the Basics. Retrieved May 22, 2016, from http://www.tolerance.org/magazine/number-36-fall-2009/feature/relevant-beyond-basics
Adichie, Ngozi Chimamanda, (2009). “The Danger of a Single Story” [Video file]. TED Talk. Retrieved from https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en
Cullinan, C., University of Oregon. (1999). Vision, Privilege, and the Limits of Tolerance. Retrieved from https://eastern.edu/publications/emme/1999spring/cullinan.html
Essay 3
Reflective Assignment: Research indicates that schools that effectively serve a diverse student population promote literacy, deliver grade-level curriculum/content, organize instruction innovatively, protect and extend instructional time, expand teachers’ roles and responsibilities, address students’ social and emotional needs, and involve parents in their children’s education.
Rate your school using a Likert Scale from 1 to 5.
5 - having most of the characteristics of an effective school, 4 - having many of the characteristics of an effective school, 3 - having some of the characteristics of an effective school, 2 - having less than 2 characteristics of an effective school, or 1 – having no characteristics of an effective school.
Why did you rate your school as you did?
What are the best characteristics your school exhibits?
If you could redesign your school, what would you do to make it more effective? Use your readings to defend your position.
I work at a charter school in Livermore, CA. The school was created by parents and teachers, about 11 years ago. We strive to be up to date on current educational practices and believe that all students should be “community-minded, college-prepared, and career-inspired.” As a teacher at the charter school, I am taught to embrace out of the box thinking and support and guide each student through their years at our school.
I rate my school as a 5, as I believe we are extremely effective at serving our diverse student population. Students are identified as being an English Language Learner in either TK or K depending on when they begin at our school. They are given the CELDT exam early in the school year to assess their level. Instruction is modified by the teachers to meet each students needs and support for language, speech, reading and math is given if needed. We have many RTI programs that are offered to all students to support their learning at our school. We also host back to school nights, parent teacher conferences, an open house and many family and cultural events to encourage parent involvement at my school.
I think the best characteristics that my school exhibits are: parent involvement, teacher commitment, and differentiation given to each student.
Parents are extremely involved and committed to our school both in and out of the classroom. They organize special events for community involvement as well as fund raising. The Choice for Children Education Foundation (CCEF), a non-profit foundation, run by the parents at my school, provides the money necessary to run special programs. They also host many fundraising events throughout the year to support and meet the needs of our students.
Many of the teachers at my school were part of the creation. They worked with the parents to write the charter and helped build our school. I started working at the school 1 year after it began, and felt the commitment and passion that the teachers had immediately. As a charter school, we have had ups and downs, but the teachers continue to be unified and committed to providing the best education we can to the students at our school.
Differentiation is a key component of teaching. Students come to you at many different levels and abilities and differentiation is often needed to meet their needs. My school believes in supporting and differentiating instruction as needed to best meet each student. Students are independently challenged or supported by their teachers. I differentiate homework, in class assignments and reading group instruction, not just for my ELL students but for everyone. Homework is differentiated through their reading level, with letters, sounds and sight words. In class assignments are modified for students as needed or built upon to challenge as necessary. Reading instruction takes place usually in small groups, but with my ELL students it often is one on one. I often see the distraction of others and the additional wait time in small groups to be difficult for my ELL students so I try to work in shorter spans of time one on one so that I can build on language, vocabulary and phonemic awareness.
If I could redesign my school to make it more effective than it already is, I would have an adult English and/or reading class. I have several parents that are learning English and think we could promote involvement and literacy for the parents and students by offering an adult class. Parents that are involved in their child's education promote learning and success at home. I believe a partnership with the school and home is vital to student success. According to Bowman, “ Involvement by parents and community members from these minority groups in setting nationwide readiness criteria can help diffuse the issue of ownership regarding school standards.” Collaboration is the key to working with families and ensuring success for all, but first we need a means of communicating.
References
Welcome to LVCS. (n.d.). Retrieved from https://lvcs.org/welcome-lvcs
Bowman, B. (n.d.). Cultural Diversity and Academic Achievement. Retrieved May 14, 2016, from http://webapp1.dlib.indiana.edu/virtual_disk_library/index.cgi/4273355/FID840/eqtyres/erg/111564/1564.htm
Rate your school using a Likert Scale from 1 to 5.
5 - having most of the characteristics of an effective school, 4 - having many of the characteristics of an effective school, 3 - having some of the characteristics of an effective school, 2 - having less than 2 characteristics of an effective school, or 1 – having no characteristics of an effective school.
Why did you rate your school as you did?
What are the best characteristics your school exhibits?
If you could redesign your school, what would you do to make it more effective? Use your readings to defend your position.
I work at a charter school in Livermore, CA. The school was created by parents and teachers, about 11 years ago. We strive to be up to date on current educational practices and believe that all students should be “community-minded, college-prepared, and career-inspired.” As a teacher at the charter school, I am taught to embrace out of the box thinking and support and guide each student through their years at our school.
I rate my school as a 5, as I believe we are extremely effective at serving our diverse student population. Students are identified as being an English Language Learner in either TK or K depending on when they begin at our school. They are given the CELDT exam early in the school year to assess their level. Instruction is modified by the teachers to meet each students needs and support for language, speech, reading and math is given if needed. We have many RTI programs that are offered to all students to support their learning at our school. We also host back to school nights, parent teacher conferences, an open house and many family and cultural events to encourage parent involvement at my school.
I think the best characteristics that my school exhibits are: parent involvement, teacher commitment, and differentiation given to each student.
Parents are extremely involved and committed to our school both in and out of the classroom. They organize special events for community involvement as well as fund raising. The Choice for Children Education Foundation (CCEF), a non-profit foundation, run by the parents at my school, provides the money necessary to run special programs. They also host many fundraising events throughout the year to support and meet the needs of our students.
Many of the teachers at my school were part of the creation. They worked with the parents to write the charter and helped build our school. I started working at the school 1 year after it began, and felt the commitment and passion that the teachers had immediately. As a charter school, we have had ups and downs, but the teachers continue to be unified and committed to providing the best education we can to the students at our school.
Differentiation is a key component of teaching. Students come to you at many different levels and abilities and differentiation is often needed to meet their needs. My school believes in supporting and differentiating instruction as needed to best meet each student. Students are independently challenged or supported by their teachers. I differentiate homework, in class assignments and reading group instruction, not just for my ELL students but for everyone. Homework is differentiated through their reading level, with letters, sounds and sight words. In class assignments are modified for students as needed or built upon to challenge as necessary. Reading instruction takes place usually in small groups, but with my ELL students it often is one on one. I often see the distraction of others and the additional wait time in small groups to be difficult for my ELL students so I try to work in shorter spans of time one on one so that I can build on language, vocabulary and phonemic awareness.
If I could redesign my school to make it more effective than it already is, I would have an adult English and/or reading class. I have several parents that are learning English and think we could promote involvement and literacy for the parents and students by offering an adult class. Parents that are involved in their child's education promote learning and success at home. I believe a partnership with the school and home is vital to student success. According to Bowman, “ Involvement by parents and community members from these minority groups in setting nationwide readiness criteria can help diffuse the issue of ownership regarding school standards.” Collaboration is the key to working with families and ensuring success for all, but first we need a means of communicating.
References
Welcome to LVCS. (n.d.). Retrieved from https://lvcs.org/welcome-lvcs
Bowman, B. (n.d.). Cultural Diversity and Academic Achievement. Retrieved May 14, 2016, from http://webapp1.dlib.indiana.edu/virtual_disk_library/index.cgi/4273355/FID840/eqtyres/erg/111564/1564.htm
Essay 4
Reflective Assignment: Using what you have learned thus far from in class discussions and readings, evaluate the degree to which your classroom and school environments are culturally responsive and promote cultural inclusiveness.
How are partnerships with parents and external community established, maintained and enhanced?
How could they be improved?
I teach at a K-8 Charter School in Livermore, CA. We have a very diverse culture and I believe our school to be culturally responsive and one that promotes cultural inclusiveness. Students that attend fill out a home language survey prior to entering and are given the CELDT test within 30 days if they qualify. The teachers are given the results so that lessons can be created to ensure that their English learners have an opportunity to strengthen their language acquisition while at the same time meeting the common core standards. Teachers implement strategies such as, SDAIE, visuals, using background knowledge, pre-teaching, manipulatives and use of technology. ELL students are placed in general education classrooms. Early intervention is given to support and accelerate English proficiency in the classroom rather than being segregated from their peers. Examples of support are: RTI through Speech, Math intervention with our Math specialist, Reading intervention with our Reading specialist or in parent run interventions such as Team Read and Reading A-Z. The parent run interventions focus on letters, sounds and beginning blending skills. Parents are taught by the Reading Specialist on how to teach this particular intervention. Early intervention is key to success and in helping our ELL students acquire the English language.
All cultures are valued at my school. Some examples of ways we are incorporating other cultures are:
*Students begin taking Spanish in Grade 1 and continue through Grade 5. We have a specialist teacher that teaches each class two times a week.
*Our specialists collaborate to host a Dia De Los Muertos celebration each year. The students learn about and the celebration, customs and the art forms. Students create and display their own Dia De Los Muertos art at an exhibit for families at our school.
*Students study holidays around the world during December.
*Multicultural songs are taught with our music teacher.
My school has an English Learner Advisory Committee (ELAC) that is made up of parents, staff, and “community members specifically designated to advise school officials on English Learner program services.” The meetings are held monthly and all parents are welcome to attend. The ELAC assists the school in identifying needs for English learners and advises the staff on additional programs and services available.
There is a lot going on at my school to ensure ELL student success, however, there is still more we can do. Teachers need to be kept up to date on teaching practices and strategies for working with ELL students. Having professional development aligned with ELL learner strategies would help teachers to focus on these students and find new ways to help students be successful. I also would love to see a cultural fair where students can teach others about their heritage. Appreciation comes with knowledge. The more we educate our students the more accepting they will be as they grow.
References
A California Public Charter K-8 School. (n.d.). Retrieved May 30, 2016, from https://lvcs.org/
How are partnerships with parents and external community established, maintained and enhanced?
How could they be improved?
I teach at a K-8 Charter School in Livermore, CA. We have a very diverse culture and I believe our school to be culturally responsive and one that promotes cultural inclusiveness. Students that attend fill out a home language survey prior to entering and are given the CELDT test within 30 days if they qualify. The teachers are given the results so that lessons can be created to ensure that their English learners have an opportunity to strengthen their language acquisition while at the same time meeting the common core standards. Teachers implement strategies such as, SDAIE, visuals, using background knowledge, pre-teaching, manipulatives and use of technology. ELL students are placed in general education classrooms. Early intervention is given to support and accelerate English proficiency in the classroom rather than being segregated from their peers. Examples of support are: RTI through Speech, Math intervention with our Math specialist, Reading intervention with our Reading specialist or in parent run interventions such as Team Read and Reading A-Z. The parent run interventions focus on letters, sounds and beginning blending skills. Parents are taught by the Reading Specialist on how to teach this particular intervention. Early intervention is key to success and in helping our ELL students acquire the English language.
All cultures are valued at my school. Some examples of ways we are incorporating other cultures are:
*Students begin taking Spanish in Grade 1 and continue through Grade 5. We have a specialist teacher that teaches each class two times a week.
*Our specialists collaborate to host a Dia De Los Muertos celebration each year. The students learn about and the celebration, customs and the art forms. Students create and display their own Dia De Los Muertos art at an exhibit for families at our school.
*Students study holidays around the world during December.
*Multicultural songs are taught with our music teacher.
My school has an English Learner Advisory Committee (ELAC) that is made up of parents, staff, and “community members specifically designated to advise school officials on English Learner program services.” The meetings are held monthly and all parents are welcome to attend. The ELAC assists the school in identifying needs for English learners and advises the staff on additional programs and services available.
There is a lot going on at my school to ensure ELL student success, however, there is still more we can do. Teachers need to be kept up to date on teaching practices and strategies for working with ELL students. Having professional development aligned with ELL learner strategies would help teachers to focus on these students and find new ways to help students be successful. I also would love to see a cultural fair where students can teach others about their heritage. Appreciation comes with knowledge. The more we educate our students the more accepting they will be as they grow.
References
A California Public Charter K-8 School. (n.d.). Retrieved May 30, 2016, from https://lvcs.org/