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3 Tiers of Intervention - Attendance Works

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Attendance Works recommends a tiered approach that starts with foundational supports for the whole school. These foundational supports are followed by prevention-oriented supports for attendance (Tier1), more personalized outreach or early intervention (Tier 2), and intensive intervention (Tier 3).

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The National Child Traumatic Stress Network

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Creating, Supporting, and Sustaining Trauma-Informed Schools: A System Framework

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Presents a tiered approach to creating a trauma-informed school environment that addresses the needs of all students, staff, administrators, and families who might be at risk for experiencing the symptoms of traumatic stress.

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The overlooked importance of teacher to teacher relationships | Peter Ulrich

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How a Community School Helps ELLs Succeed

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It's a common experience: some families of color feeling unwelcome and not being heard at school. And some teachers not being aware of biases that affect the way they interact with students and families.

This situation can make it harder for parents and teachers to communicate when a child is struggling in school. Some families may find it difficult to raise concerns about their child and have the school listen and address them.

We know that everyone's experience is different. So, we reached out to six Understood experts and Teacher Fellows. Here's some general advice for educators and parents on how to help make sure families of color are heard.

Tell us what interests you

About the author

About the author

Tara Drinks is an associate editor at Understood.

Reviewed by

Reviewed by

Timothy King, EdD is the statewide program director for the Multiagency Network for Students with Emotional/Behavioral Disabilities, University of South Florida St. Petersburg.

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Implicit Bias: Breaking Down Parent-Teacher Communication Barriers

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It's a common experience: some families of color feeling unwelcome and not being heard at school. And some teachers not being aware of biases that affect the way they interact with students and families. This situation can make it harder for parents and teachers to communicate when a child is struggling in school.

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Teacher Bias: The Elephant in the Classroom

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The principle is the same—whether it’s gender or race, student preference or handwriting, any factor that causes a teacher to have higher…

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Bias Blind Spot: Oops Didn't See That -- Cognitive Biases Series | Academy 4 Social Change

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Implicit Bias

Implicit bias, also known as hidden bias, refers to the numerous ways in which we organize patterns “thus creating real-world implications.” Exposure to structural and cultural racism has enabled stereotypes and biases to penetrate deep into our psyches. Implicit bias is one part of the system of inequity that serves to justify racist policies, practices and behaviors that persist in mainstream culture and narratives.

Current research on implicit bias also provides some promise that individual neural associations can be changed through specific practices (debiasing). If those biases can be changed at the individual level, by defi [...]

Research and Analysis

Title

Author

Organization

Healing Otherness: Neuroscience, Bias, and Messaging

Alyson Reimer and john a. powell

Institute for New Economic Thinking; Haas Institute for a Fair and Inclusive Society

Implicit Bias and the Pushback from the Left

Jerry Kang

Saint Louis University Law School

Implicit Bias in the Courtroom

Jerry Kang, Judge Mark Bennett, Devon Carbado, et al.

UCLA Law Review

Implicit Bias Insights as Preconditions to Structural Change

john powell and Rachel Godsil

Poverty and Race Research Action Council (PRRAC)

Implicit Bias, Racial Inequality, and Our Multivariate World

Andrew Grant-Thomas

Poverty and Race Research Action Council (PRRAC)

Racial Disproportionality in School Discipline: Implicit Bias is Heavily Implicated

Tom Rudd

Kirwan Institute

Racism and the Narrative of Biological Inevitability

Rodolfo Mendoza-Denton and Amanda Danielle Perez

Othering & Belonging: Expanding the Circle of Human Concern

Social Science Literature Review: Media Representations and Impact on the Lives of Black Men and Boys

Janet Dewart Bell, Eleni Delimpaltadaki Janis, et al.

Topos Partnership; The Opportunity Agenda

That Lion Made a Monkey Out of Me: Taking Implicit Bias By the Tail

Dan Losen

Charles Hamilton Houston Institute for Race and Justice, Harvard Law School; Kirwan Institute

The New Science of Racial Bias Series

Greater Good Science Center (GGSC), UC Berkeley

Transforming Perception: Black Men and Boys

Alexis McGill Johnson, Rachel D. Godsil, et al.

American Values Institute; Black Male Re-Imagined II

“We have come to accept the current inequitable conditions – it’s the water we swim in. But the current conditions are NOT NATURAL and are not normal. We created them through laws and policies that have created advantage for some, particularly white people, and disadvantage for others, particularly people of color. By default, we accept these structural inequities as normal and we mostly try to help kids and families of color survive, and maybe do a little bit better, while living under inequitable conditions in a system that was not designed for their success.”

~ Kathleen Osta and Hugh Vasquez, National Equity Project

SPOTLIGHT

Peanut Butter, Jelly and Racism – Saleem Reshamwala, Who, Me? Biased? The New York Times

Also in this section:

Communicating for Racial Justice

Using Social Media

Framing and Messaging

Working with the Media

GLOSSARY

Anti-Racist

An anti-racist is someone who is supporting an antiracist policy through their actions or expressing antiracist ideas. This includes the expression of ideas that racial groups are equals and do not need developing, and supporting policies that reduce racial inequity.

SOURCE:  Ibram X. Kendi, How To Be An Antiracist, Random House, 2019.

Caucusing (Affinity Groups)

A caucus is an intentionally created space for those who share an identity to convene for learning, support, and connections. Caucuses based on racial identity are often comprised, respectively, of people of color, white people, people who hold multiracial identities, or people who share specific racial or ethnic identities.

To advance racial equity, there is work for white people and people of color to do separately and together. Caucuses provide spaces for people to work within their own racial/ethnic groups. For white people, a caucus provides time and space to work explicitly and intentionally on understanding white culture and white privilege and to increase one’s critical analysis around these concepts. A white caucus also puts the onus on white people to teach each other about these ideas, rather than placing a burden on people of color to teach them. For people of color, a caucus is a place to work with peers to address the impact of racism, to interrupt experiences of internalized racism, and to create a space for healing and working for individual and collective liberation. At times, people of color may also break into more specific race-based caucuses, sometimes based on experiences with a particular issue, for example police violence, immigration, or land rights. Groups that use caucuses in their organizational racial equity work, especially in workplaces and coalitions, generally meet separately and create a process to rejoin and work together collectively.

SOURCE:  RacialEquityTools.org (ACT / Strategies / Caucus and Affinity Groups)

Related Resources:  Caucus and Affinity Groups

Location: ACT / Strategies

Implicit Bias

Also known as unconscious or hidden bias, implicit biases are negative associations that people unknowingly hold. They are expressed automatically, without conscious awareness. Many studies have indicated that implicit biases affect individuals’ attitudes and actions, thus creating real-world implications, even though individuals may not even be aware that those biases exist within themselves. Notably, implicit biases have been shown to trump individuals’ stated commitments to equality and fairness, thereby producing behavior that diverges from the explicit attitudes that many people profess. The Implicit Association Test (IAT) is often used to measure implicit biases with regard to race, gender, sexual orientation, age, religion, and other topics.

SOURCE:  Cheryl Staats, State of the Science: Implicit Bias Review 2013, Kirwan Institute, The Ohio State University.

Related Resources:  Implicit Bias

Location: ACT / Communicating

Microaggression

The everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership.

SOURCE:  Derald Wing Sue, PhD, “Microaggressions: More than Just Race” (Psychology Today, 17 November 2010).

Related Resources:  Racism (scroll down alphabetically to the box for “Interpersonal Racism”)

Location: FUNDAMENTALS / Core Concepts

Multicultural Competency

A process of learning about and becoming allies with people from other cultures, thereby broadening our own understanding and ability to participate in a multicultural process. The key element to becoming more culturally competent is respect for the ways that others live in and organize the world and an openness to learn from them.

SOURCE:  Paul Kivel, “Multicultural Competence” (2007).

Related Resources:  Multicultural Competency

Location: ACT / Strategies

Power

1. Power is unequally distributed globally and in U.S. society; some individuals or groups wield greater power than others, thereby allowing them greater access and control over resources. Wealth, whiteness, citizenship, patriarchy, heterosexism, and education are a few key social mechanisms through which power operates. Although power is often conceptualized as power overother individuals or groups, other variations are power with (used in the context of building collective strength) and power within (which references an individual’s internal strength). Learning to “see” and understand relations of power is vital to organizing for progressive social change.

2. Power may also be understood as the ability to influence others and impose one’s beliefs. All power is relational, and the different relationships either reinforce or disrupt one another. The importance of the concept of power to anti-racism is clear: racism cannot be understood without understanding that power is not only an individual relationship but a cultural one, and that power relationships are shifting constantly. Power can be used malignantly and intentionally, but need not be, and individuals within a culture may benefit from power of which they are unaware.

3. (A) The ability to name or define. (B) The ability to decide. (C) The ability the set the rule, standard, or policy. (D) The ability to change the rule, standard, or policy to serve your needs, wants, or desires. (E) The ability to influence decision makers to make choices in favor of your cause, issue, or concern. Each of these definitions can manifest on personal, social, institutional, or structural levels:

Personal Power - 1. Self-determination. 2. Power that an individual possesses or builds in their personal life and interpersonal relationships.

Social Power - 1. Communal self-determination. 2. A grassroots collective organization of personal power. 3. Power that social groups possess or build among themselves to determine and shape their collective lives.

Institutional Power - 1. Power to create and shape the rules, policies, and actions of an institution. 2. To have institutional power is to be a decision maker or to have great influence upon a decision maker of an institution.

Structural Power - To have structural power is to create and shape the rules, policies, and actions that govern multiple and intersecting institutions or an industry.

SOURCE:

1. Intergroup Resources, “Power” (2012).

2. Alberta Civil Liberties Research Centre, “Racism and Power” (2018) / “CARED Glossary” (2020).

3. Our Shared Language: Social Justice Glossary, YWCA (2016).

Racial Reconciliation

Reconciliation involves three ideas. First, it recognizes that racism in America is both systemic and institutionalized, with far–reaching effects on both political engagement and economic opportunities for minorities. Second, reconciliation is engendered by empowering local communities through relationship-building and truth-telling. Lastly, justice is the essential component of the conciliatory process—justice that is best termed as restorative rather than retributive, while still maintaining its vital punitive character.

SOURCE:  The William Winter Institute for Racial Reconciliation, Position Statement on Reconciliation (2014).

Related Resources:  Racial Reconciliation

Location: ACT / Strategies

Restorative Justice

Restorative Justice is a theory of justice that emphasizes repairing the harm caused by crime and conflict. It places decisions in the hands of those who have been most affected by a wrongdoing, and gives equal concern to the victim, the offender, and the surrounding community. Restorative responses are meant to repair harm, heal broken relationships, and address the underlying reasons for the offense. Restorative Justice emphasizes individual and collective accountability. Crime and conflict generate opportunities to build community and increase grassroots power when restorative practices are employed.

SOURCE:  The Movement for Black Lives (M4BL), “Glossary.”

Related Resources:  Conflict Transformation and Restorative Justice

Location: ACT / Strategies

White Supremacy Culture

1. White Supremacy Culture refers to the dominant, unquestioned standards of behavior and ways of functioning embodied by the vast majority of institutions in the United States. These standards may be seen as mainstream, dominant cultural practices; they have evolved from the United States’ history of white supremacy. Because it is so normalized it can be hard to see, which only adds to its powerful hold. In many ways, it is indistinguishable from what we might call U.S. culture or norms – a focus on individuals over groups, for example, or an emphasis on the written word as a form of professional communication. But it operates in even more subtle ways, by actually defining what “normal” is – and likewise, what “professional,” “effective,” or even “good” is. In turn, white culture also defines what is not good, “at risk,” or “unsustainable.” White culture values some ways of thinking, behaving, deciding, and knowing – ways that are more familiar and come more naturally to those from a white, western tradition – while devaluing or rendering invisible other ways. And it does this without ever having to explicitly say so...

2. An artificial, historically constructed culture which expresses, justifies, and binds together the United States white supremacy system. It is the glue that binds together white-controlled institutions into systems and white-controlled systems into the global white supremacy system.

SOURCE:

1. Gita Gulati-Partee and Maggie Potapchuk, “Paying Attention to White Culture and Privilege: A Missing Link to Advancing Racial Equity” (The Foundation Review vol. 6: issue 1, 2014).

2. Sharon Martinas and the Challenging White Supremacy Workshop, 4th revision (1995).

Related Resources:  Organizational Change Process (see the first section: “Addressing White Dominant Culture”)

Location: ACT / Strategies

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Implicit bias, also known as hidden bias, refers to the numerous ways in which we organize patterns “

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POV | Implicit Bias: Peanut Butter, Jelly and Racism | PBS

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What does implicit bias have to do with peanut butter?

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Vernā Myers: How to overcome our biases? Walk boldly toward them

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Our biases can be dangerous, even deadly - as we've seen in the cases of Michael Brown in Ferguson, Missouri, and Eric Garner, in Staten Island, New York. Diversity advocate Vernā Myers looks closely at some of the subconscious attitudes we hold toward out-groups. She makes a plea to all people: Acknowledge your biases.

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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

On the IAT, you may find it easier to pair certain attributes with one group of people compared to another. Your IAT results may depart from your personal beliefs.

Note: This site is designed for adults, aged 18 or older.

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Important disclaimer: In reporting to you results of any IAT test that you take, we will mention possible interpretations that have a basis in research done (at the University of Washington, University of Virginia, Harvard University, and Yale University) with these tests. However, these Universities, as well as the individual researchers who have contributed to this site, make no claim for the validity of these suggested interpretations. If you are unprepared to encounter interpretations that you might find objectionable, please do not proceed further. You may prefer to examine general information about the IAT before deciding whether or not to proceed.

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Email: irbsbshelp@virginia.edu
Website: https://research.virginia.edu/irb-sbs
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I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed using a touchscreen OR using a keyboard.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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Susan TerLouw takes a proactive approach to fostering collaboration with her students' parents.

"I have found texting to be an amazing way to get connected with parents," says the high school special education teacher. "After not having calls returned, I tried texting and got immediate responses."

Texting parents allows TerLouw to update them on their child's progress before waiting for an issue to arise. It's quick and easy, and TerLouw says the constant flow of contact with parents has done wonders for her own parent-teacher relationships.

"I have been able to move past it to actual conversations, face-to-face meetings, and a trusting relationship."

It's that communication and trust that are key to fostering student success, yet connecting with parents still remains a challenge for many educators. Fortunately, savvy teachers are always discovering ways of creating meaningful parent-teacher relationships, from opening a clear channel of communication with their household to drawing parents into the school community through events and programs. Here are some other ideas gathered from your colleagues about how they engage parents.

Focus on the Positive

Middle school teacher Maxine Taylor says that a great way to build a successful parent-teacher relationship is to contact parents before there's a problem.

"I call or email parents whenever a student does a particularly nice job or has been exceptionally helpful in class," she says.

The extra effort only takes her a few minutes and does wonders for her relationship with parents. By focusing on their child's successes, Taylor is able to equate parental interaction with positive news, ensuring that parents will be more willing to hear her out when there's an issue.

"It helps the parents not cringe when we come into contact because they don't just expect to hear bad things."

Jenna Bower, a middle school teacher who's in her first year teaching, also stresses the positives with the negatives when it comes to contacting parents.

"As a new teacher I've begun sending out 'HI-LO' notes on my students' homework packets," Bower says. "The weekly note begins with 'Your Student's Success,' and I include two things in this section. The next section is 'Still Working On,' and one item goes here."

By emphasizing successes, Bower is able to get students to willingly share their school experiences with their parents.

"The best part is I have the students read to their parents, so they get to share their successes with parents," says Bower. "Many times the parents send it back with a thank you note attached. I send out 30 notes a week and it only adds 20 minutes to my Tuesday evenings."

Share School Experiences

"How was school today?"

"Fine."

Too often, this is the extent of the conversation students have with their parents about school, so parents love it when teachers go out of their way to fill in the missing experiences.

"In order to keep parents current on classroom milestones, activities and events, and to meet the technology goals of my students, I have my students create a classroom newspaper," says high school special education teacher Heather Vanover says. "It consists of topics such as sports schedules, upcoming events like picture day and prom, school news, and classroom topics."

And, because students write the columns and help produce the newspaper, Vanover doesn't have to spend much time working on it outside the classroom. The end result is a successful product for parents that shows off their children's skills while keeping them up-to-date on school happenings.

"Each edition has my contact information and a current report of any classroom issues or rewards," Vanover says. "It's a fun way to communicate with parents and publish students' writing."

Kindergarten teacher Martha Richardson uses disposable cameras (yes, they still exist!) to share experiences with parents.

"I have my kids bring in a disposable camera with their school supplies," Richardson says. "I snap special moments that happen during the school year (things that parents miss). When it's filled, I send it home. Parents can have it developed and send in another if they wish. It's a great way to capture school experiences."

Find Common Ground

If you show a willingness to learn more about your students from their parents, then they'll be more willing to work with you throughout the school year. To accomplish this, you need to be ready to open up to parents and listen to what they have to say. Show an interest in them, and they'll return the favor.

Mellanay Auman, a middle school language arts teacher, uses the beginning of the year as a time to get to know both parent and student better.

"The first week of school, I send home a fill-in-the-blank letter in English and Spanish for the parents to write to me about their son/daughter," says Auman. "They get a chance to tell me about what they want their child to accomplish in my class, and about their child's strengths, hobbies and interests."

Since you're asking the parents for input about their children-treating them as partners-they'll be more willing to communicate with you throughout the year.

"The parents love bragging about their child, and this letter opens the lines of communication for the rest of the year."

Many educators also find it helpful to include students in parent conferences.

L. Cavel Wilson, a middle school geography teacher, says that parents often bring their child with them to school conferences, so Wilson uses the opportunity to have the student discuss their class behavior and performance.

"During the conference, I ask the student direct questions, leading him to explain to his own parents what he is doing in the class," Wilson says. "This takes the focus off teaching styles, content, or even communication issues and puts it squarely on the shoulders of the student, who has ultimate responsibility for his own success."

And, more often than not, Wilson says the approach allows him to find some common ground with the parents.

"Unless there is a major behavioral problem or a moral issue at stake, you should be able to find common ground with parents - if nothing else, there is always your concern and caring for their child and your desire to help him succeed in your class and in life."

Entice Parents into School

Retired teacher Karen Clark works as a Parent Educator in one of the Atlantic City School District's 9 Parent Resource Centers, where she helps organize a number of district-wide programs designed to draw in and support the entire family unit.

"The goal is to try and provide a link between the school and home," Clark says. "We really want to provide parents a place where they can feel comfortable going. We have workshops and classes for the parents, computers and fax machines they can use to apply to jobs or check their email, resources for families who have lost their homes or are in danger or losing them, and a whole bunch of other programs to support families."

While the Parent Resource Centers are funded through Title-1 funding, there are many ways teachers can use the same basic principle in their own schools. Delynn McCash uses an informal after-school ESL course to bring students and parents into the classroom.

"Every Tuesday Night, I invite my students and their parents into my room," McCash says. "To prepare, I borrow all the iPads I can. Students sit on one end of the room using iPads and parents are on the other side learning English on the Smartboard. They have increased PTO attendance and the students are participating in more school functions. I am out a few hours of personal time, but I gain an immensely rewarding true teaching experience and personal satisfaction."

Visit Parents Directly

If all else fails, sometimes the best approach is to offer parents the option of meeting with you in their home. Not only will most parents appreciate the effort, but you might even learn a bit more about the lives of your students and their families.

"Home visits are the best thing I ever did," says elementary school teacher Kathy Dowd. "I am humbled by how hard our families work, and how little they have to show for it. It makes me realize why involvement is so hard for so many of them."

When it comes to interacting and working with parents, always consider how you would respond in their situation. Understanding is one of the keys to unlocking a successful relationship with your students' parents.

"Think of every kid as if they were your own child," teacher Tanya Wilson-Smith says. "What would you want for your child if he or she were facing a particular situation? Every parent loves their child, but not every parent knows how to be a parent. Be gentle, be caring, be honest, but do what you do best and educate the parent too."

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Educators share their best ideas for communicating and partnering with parents.

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20 Tips for Developing Positive Relationships With Parents

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Blogger Elena Aguilar shares 20 tips to help teachers better connect with parents.