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A Discussion of the Role for Families in Culturally Responsive Systems

A Discussion of the Role for Families in Culturally Responsive Systems. Charity R. Welch, Ph.D. Northeast Regional Resource Center.

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A Discussion of the Role for Families in Culturally Responsive Systems

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  1. A Discussion of the Role for Families in Culturally Responsive Systems Charity R. Welch, Ph.D. Northeast Regional Resource Center cwelch

  2. Parent involvement encompasses a multitude of complex phenomena. Differences in the family structure, culture, ethnic background, social class, age and gender represent only a few of the factors affecting interpretations of or generalizations about the nature of parent involvement (Scribner & Scribner, 2001) cwelch

  3. Involvement Continuum (Epstein) • Communicating - Communication between home and school is regular, two-way, and meaningful • Parenting - Parenting skills are promoted and supported. • Student Learning - Parents play an integral role in assisting student learning. • Volunteering - Parents are welcome in the school, and their support and assistance are sought. • School Decision Making and Advocacy - Parents are full partners in the decisions that affect children and families. • Collaborating with Community - Community resources are used to strengthen schools, families, and student learning. cwelch

  4. We can work together to create systems that respond well to all There is no magic bullet cwelch

  5. What are culturally responsive systems? • Systems are grounded in the belief that students from culturally and linguistically diverse backgrounds excel when: • Their culture, language and experiences are valued and used to facilitate learning and development (NCCRESt, 2005) • Families are respected and included at all levels of the system. • Personnel are culturally competent and make decisions that consider the language and culture of the population served. cwelch

  6. Policies • Policies are enacted at every level of the system. • In this context, policies may include those developed at the federal, state, district and building level. • Policy development and implementation requires broad stakeholder input. cwelch

  7. Procedures • Data based planning and support • Data collected in response to the policies and to identify needs and trends. It may be explicit or implicitly stated. • Refers to the processes and systems used to collect, analyze and report data. cwelch

  8. Practices • What is implemented and sustained as a result of data collection and analysis. • Family Involvement • Teacher training and professional development • Educational/Assessment • Behavior • Cognitive/emotional/social development • Language • School Climate • Assessment cwelch

  9. People are important for the success of the system (Welch, 2005) Policies PEOPLE Educators Families Policymakers Community leaders University personnel TA providers Procedures Practices cwelch

  10. NCLB/IDEA Policy Development (school boards, SEA, LEA) policy Implementation Broad Stakeholder Involvement Cultural Constructs Values Customs Beliefs Traditions Family structure and size Role of extended family Ethnicity Disability Socioeconomic status Gender Language POLICIES (DRAFT)Elements of a Culturally Responsive System(C.Welch, 2005) Data Collection, Analysis and Reporting Assessment Personnel PROCEDURES Resources Classroom Practices Family Involvement School Climate Expectations/Attitudes General/special ed. Collaboration Relevant Research Personnel PRACTICES cwelch

  11. Learn about the families served • Cultural constructs • Values • Customs • Disability • Family structure • Socioeconomic status • Language • Traditions • Beliefs cwelch

  12. Factors to consider • Existing and emerging research and evidence based practices • Assessment of existing practices • Parents’ preferences • Engagement and disengagement • Real and perceived barriers • Historical perspectives of groups served • Staff cultural competence • Available resources (budget, space, time, human resources) • Continuous improvement and monitoring cwelch

  13. Parents can assist… • Provide expertise and professional development to build the system’s capacity to serve culturally and linguistically diverse populations. • Identify community resources • Offer information about culture, history and language to facilitate understanding of parents and students. • Speak with other parents about education and navigating the system. • Encourage “people” in the system to be involved in the community.. • Assist with the adoption of policies that address involving families from diverse populations. cwelch

  14. Ensure that the school climate is welcoming and that learning considers prior knowledge. • Collaborate to build ongoing communication systems. • Share relevant information about culture and language. cwelch

  15. Resources • Harvard Family Research Project (HFRP) http://www.gse.harvard.edu/hfrp/ • Southwest Educational Development LaboratoryNational Center for Family and Community Connections with Schools www.sedl.org/connections/ • National Center for Culturally Responsive Educational Systems (NCCRESt) http://www.nccrest.org • National Network of Partnership Schools http://www.csos.jhu.edu/p2000/ • The Beach Center on Disability http://www.beachcenter.org/ cwelch

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