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Facilitating a Group Discussion Guide (opens in new tab)
A Welcoming and Affirming School Environment is where the school community is represented and treated with dignity and respect. The environment ensures all cultural identities are affirmed and valued.
Instructions: Meet with the participating district group. Use the guiding questions to discuss the item and estimate together where your district is overall on the progression. Be candid – this activity is most valuable as a formative learning experience. If you cannot come to agreement, add comments and go to the next item. We recommend spending about 45 minutes discussing and completing the rubric. If needed, use the CRS Facilitation Guide for Adult Group Rubrics. Your ratings and comments will not be saved until you click SUBMIT at the bottom of the page.
Cultural Responsiveness (CR) is in its initial phase
CR is practiced in some situations
CR is practiced in most situations
CR is continuously practiced and promoted
Dedication to culturally responsive practices across the school experience
How important is it that a candidate’s background (e.g., language, culture, identity, etc.) reflects the diversity of our community in hiring decisions and retention efforts?
Our district rarely considers how candidates’ backgrounds reflect the diversity of our community during hiring decisions and retention efforts.
Our district sometimes considers how candidates’ backgrounds reflect the diversity of our community during hiring decisions and retention efforts.
Candidates that reflect the diversity of our community are an important consideration during hiring decisions and retention efforts.
Candidates that reflect the diversity of our community are a central component in our district’s hiring decisions and a priority in our retention efforts.
How often, and with whose input, do we review and revise our district policies about students? Do these policies reflect the values and needs of our full community?
It has been a long time since we reviewed and updated district policies about students (e.g.,dress code, conduct, discipline and behavior interventions and supports, restorative justice approaches, etc.).
We periodically review and update district policies about students.
We regularly review and update district policies about students in collaboration with school personnel, parents, and community members so they reflect our community values.
We regularly review and update district policies about students in collaboration with school personnel, parents, and community members so they reflect our community values with attention to marginalized students.
School practices include all voices
When communicating with families in our district, what are some of the ways we attend to their languages, cultures, and identities? How are we using multiple modes (e.g., website, text messages, email, robocalls, flyers, etc.) to ensure we’re reaching all families?
District information and communications for families pay limited attention to the language, culture, identity, and accessibility of our community.
District information and communications for families sometimes attend to the language, culture, identity, and accessibility of our community..
District information and communications for families attend to language, culture, identity, and accessibility, and are available in multiple modes (e.g., website, text messages, email, robocalls, flyers, etc.) to best meet community needs.
District information and communications for families attend to language, culture, identity, and accessibility, are available in multiple modes, and emphasize connecting with difficult-to-reach families.
The quality of connections amongst school community members
How does our district encourage and support school leaders to hold spaces (e.g., community forums, social events) that foster authentic collaboration among teachers, families, and community members and provide insight into the assets that exist within the school community?
Our district rarely encourages and supports school leaders to hold spaces for collaboration amongst teachers, families, and community members (e.g., community forums, social events, etc.).
Our district sometimes encourages and supports school leaders to hold collaborative spaces amongst teachers, families, and community members, but these efforts are not consistently prioritized or attended.
Our district regularly encourages and supports school leaders to hold collaborative spaces amongst teachers, families, and community members and they are well attended because community insights are recognized as an important part of school improvement.
The district prioritizes, supports, and provides resources for school leaders to create inclusive, ongoing spaces for authentic collaboration amongst teachers, families, and community members and they are well attended because community insights are recognized as an essential part of school improvement.
The extent of cooperation between and amongst school community members
To what extent and in what ways does the district involve school leaders, faculty, staff, and students in setting district-wide expectations, rules, and procedures for students? How do we ensure that the rules and expectations are equitable, clearly understood, and embraced by everyone in the district community?
We set and enforce district-wide expectations, rules, and procedures for students.
We set and enforce district-wide expectations, rules, and procedures for students with some input from school leaders.
We work together with school leaders and community representatives to set and enforce district-wide expectations, rules, and procedures for students.
We work together with school leaders and community representatives, including students, to construct district-wide expectations, rules, and procedures that are equitable and, when possible, restorative.
