# data[].attributes.body
Assess the physical environment of the classroom and school to determine whether a variety of diverse cultures, languages, orientations, and identities are reflected, represented and valued. (CRSE, pg. 26)

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Build rapport and develop positive relationships with students, and their families, by learning about their interests and inviting them to share their opinions and concerns. Find opportunities to address and incorporate their opinions and concerns. (CRSE, pg. 26)

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Participate in the review of school and district policies (codes of conduct, curriculum reviews, community engagement, etc.).  (CRSE, pg. 26)

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Provide multiple opportunities for parents to communicate in their language and method of preference, such as digital and in-person formats. (CRSE, pg. 26)

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Work with families early and often to gather insight into students’ cultures, goals, and learning preferences.  (CRSE, pg. 26)

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Enact classroom management strategies that avoid assigning blame or guilt to students based on perceptions about their cultures, differences, or home lives. (CRSE, pg. 26)

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Work toward creating an environment that establishes mutually agreed-upon norms and encourages students to act out of a sense of personal responsibility to follow those norms, not from a fear of punishment or desire for a reward. (CRSE, pg. 26)

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Meet with families to understand and align the recognition, reward, and incentive practices used in the classroom to the values and cultural norms of families. (CRSE, pg. 26)

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Create a visibly multilingual and multicultural environment by posting signs, banners, and other materials throughout the school that acknowledge and celebrate the identities of students. (CRSE, pg. 33)

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Meet with families to understand and align the recognition, reward, and incentive practices used in the classroom to the values and cultural norms of families. (CRSE, pg. 26)

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Create opportunities to allow different groups and ideas to become part of the fabric of the school community by organizing proactive community building circles and activities that promote positive relationships among individuals from diverse backgrounds. Include students, teachers, school staff, leaders, families, and community members in these opportunities. (CRSE, pg. 26)

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Use restorative justice circles and structures to welcome students back into learning when harm has occurred. (CRSE, pg. 26)

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Attend or volunteer at community events, when possible, to develop relationships with families and the community outside of the classroom setting. (CRSE, pg. 26)

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Identify and address implicit bias in the school and community environment. (CRSE, pg. 26)

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Work with cultural and community centers to identify needs and provide services to families by offering classes such as parenting, financial literacy, computer literacy, or English language at the school. (CRSE, pg. 33)

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Attend or volunteer at community events, when possible, to develop relationships with families and the community outside of the classroom setting. (CRSE, pg. 26)

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Respond to instances of disrespectful speech about student identities by intervening if hurtful speech or slurs are used, addressing the impact of said language, and discussing appropriate and inappropriate responses when instances of bias occur. Use these moments as opportunities to build classroom environments of acceptance. (CRSE, pg. 26)

# data[].attributes.body
Respond to instances of disrespectful speech about student identities by intervening if hurtful speech or slurs are used, addressing the impact of said language, and discussing appropriate and inappropriate responses when instances of bias occur. Use these moments as opportunities to build classroom environments of acceptance.  (CRSE, pg. 26)

# data[].attributes.body
Identify and address implicit bias in the school and community environment. (CRSE, pg. 26)

# data[].attributes.body
Encourage students to take academic risks in order to create an environment that capitalizes on student mistakes as learning opportunities that help students grow academically and emotionally.  (CRSE, pg. 26)

# data[].attributes.body
Use restorative justice circles and structures to welcome students back into learning when harm has occurred. (CRSE, pg. 26)

# data[].attributes.body
Help students identify their different learning styles in both classwork and homework and incorporate instructional strategies and assignments that are responsive to those learning styles. (CRSE, pg. 27)

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Strive to be culturally sustaining by centering the identities of all students in classroom instruction, encouraging cultural pluralism rather than asking students to minimize their identities in order to be successful. (CRSE, pg. 27)

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Provide students with opportunities to present to their peers through project based or stations-based learning to leverage student experience and expertise. (CRSE, pg. 27)

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Provide homework, projects, and other classroom materials in multiple languages. (CRSE, pg. 28)

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Connect instructional content with the daily lives of students by using culturally specific examples (e.g., music, movies, text) that tap into their existing interests, knowledge, and youth culture.  (CRSE, pg. 28)

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Co-create explicit classroom expectations that meet the needs of all students. (CRSE, pg. 27)

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Incorporate cooperative learning activities to encourage understanding of diverse perspectives; support students in working cooperatively toward goals; and highlight students’ unique strengths in the group (e.g., public speaking, note-taking, writing, drawing, etc.).  (CRSE, pg. 28)