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Building Latino Community at Sherwood Githens Middle School: Year One in a Longitudinal Study

Building Latino Community at Sherwood Githens Middle School: Year One in a Longitudinal Study. Justine LaMantia NC State University Curriculum and Instruction. Rational: Why a Latino Community?. Southern Poverty Law Center’s pending lawsuit against DPS

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Building Latino Community at Sherwood Githens Middle School: Year One in a Longitudinal Study

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  1. Building Latino Community at Sherwood Githens Middle School: Year One in a Longitudinal Study Justine LaMantia NC State University Curriculum and Instruction

  2. Rational: Why a Latino Community? • Southern Poverty Law Center’s pending lawsuit against DPS (“DPS has failed to comply with its legal obligations to ensure that language minority children and their parents have equal access to public education.”) • Observations of school community: teachers, parents, students (What do I see when I view my school from the perspective of a non-teacher?) • Experiencing culture first hand (Action-Research Mexico Trip)

  3. Southern Poverty Law Center The complaints are as follows: • Limited access to language Interpreters • Inadequate translation • NCLB parental notification requirements • Hostile environment

  4. What’s The Problem? • Teacher Surveys: • Little to no home communication • Preconceived notions/ hidden racisms • Student Focus Groups (6th-8th) • Inaccurate student translations • Uncomfortable in role as translator • No celebrations, no community • Cultural conflicts/ stereotypes • Parent Focus Group (11 parents) • Little to no communication/ no invitations • Unwelcoming environment/ intimidated • Bridge from elementary to middle

  5. Establishing THE QUESTION Through Data Collection & Analysis *ECI 550: James Garbarino *ECI 508: Having the courage to be a leader *ECI 523: The Teacher Research Process • What are the teachers thinking/feeling? • What do our teachers need? • How are our students thinking/feeling? • What do our students need? • What are our parents thinking/feeling? • What do our parents need?

  6. The Research Question Longitudinal Study: Year 1: How can Latino Community be built at Githens Middle School? Year 2: What communication methods are best for establishing a Latino community? Year 3: Does building community affect Latino students’ academic and behavioral performances?

  7. 2011-2012 Year One Interventions Teachers’ Needs: • Faculty Share Drive (Translated Forms) • Print vs. Non-print (mid-year survey) • Constant feedback/suggestions • Acquired a school translator (Ms. Brown) Parents’ Needs: • Translated communication forms (volunteers forms as well) • Bilingual signs in the school • Displays by Latino Ambassadors • Invitations to attend events • Latino Parent Night • Translators and Spanish Resource Center rep @ open house • Community Liason: El Centro Hispano • Parent focus group #2 (May 24th 6:30-7:30pm)/ follow-up

  8. 2011-2012 Year 1 Interventions Contd. Students’ Needs: • Established Latino Ambassadors Club (increased from 25 to 37). • Cinco De Mayo teacher luncheon (5/7/12) • T-shirts (GMS Latino Ambassadors) • Decorating school (bulletin boards & bilingual educational quotes) • Spanish film series (3 films this year) • Ongoing: Welcome to Githens video for upcoming 6th graders • We Aren’t So Different (Connecting Stories Video Project) • Welcoming décor around school • Who are the Latino Ambassadors? Latino doesn’t just mean Mexican! • Things We Learned in Mexico (teacher research display board) • 1st celebration of Hispanic Heritage Month • School-wide door decorating contest • Hispanic Heritage Month dance (traditional dance presentations) • Fact of the day during the whole month (Sept-October) • Student Focus Group #2 • Held with students while parents were in presentations during Latino Parent Night • New insights/new directions: Video Project born

  9. Professional Transformation & What I Learned 1. You cannot work in isolation 2. Being a leader in big & small ways 3. You don’t know unless you try 4. Assess and recreate 5. Use data as a guide 6. Some questions cannot be answered in a year 7. A dedication to this 3 year process 8. I understand advocacy

  10. NEXT STEPS: • 6th grade EOGs VS. 7th grade EOGs • 7th grade EOGs VS. 8th grade EOGs • Parent Classes (DPS translator 2012-2013 school year) • Free workshops from El Centro Hispano • Increased guided conversations • Parent panel involving grade level team leaders (TWDs beginning of school year) • Referrals written in 6th VS. 7th grade • Referrals written in 7th VS. 8th grade • *How will you determine academic and behavioral progress? • Compare pre & post survey of parents, teachers, & students • More quantitative data collection (academics and behaviors)

  11. Examples of Doors:

  12. 2011-2012 Latino Ambassadors

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