Addressing Disproportionality: Creating an Anti-Racist Classroom Community Continue to focus on the five universal supports using an anti-racist lens. q Ensure Community Building – Offer activities and foster relationships that validate and affirm the racial, linguistic, and cultural beliefs of students. – Ensure that students see themselves in classroom imaging, posters, and examples. Be thoughtful of the learning experience for diverse students. – Present opportunities for students and families to share their unique and diverse communities, values, and cultures. w Set Expectations and Procedures – Co-create classroom expectations and procedures with students and families. – Set classroom expectations and procedures; share with families. – Address inappropriate behaviors with students as a situation occurs. e Teach Expectations – Release control gradually (I do, we do, you do) or follow interactive models to teach expectations. – Use call-and-response attention signals (“Bring it back” – “way back”). – Use a personal matrix to allow students to make connections to expectations at home or in their community; take time to teach students the situational appropriateness of behaviors. r Use Redirection Strategies – Use Validate & Affirm, Build & Bridge (VABB) when redirecting student behaviors. – Make sure to de-emphasize personal approval and/or disapproval of a behavior; use a neutral tone; maintain student dignity throughout discipline. – Reinforce, remind, and redirect behaviors.
Ensure Community Building
Set Expectations and Procedures
Teach Expectations
Use Redirection Strategies
Acknowledge
t Acknowledge – Validate the racial, cultural, and linguistic backgrounds of students through verbal acknowledgment. Students need to receive 5:1 positive-to-corrective feedback daily. – Solicit feedback and input from students and families; acknowledge their ideas and suggestions; share that their contributions are valued. – Establish structure and opportunities for students to acknowledge peers and staff members.
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