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4 Core Beliefs Survey - Family Partnerships Department

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GROUP READ & REFLECT! Valenzuela: Subtractive Schooling

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GROUP READ & REFLECT! Valenzuela: Subtractive Schooling

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"Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston."

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u.s. - mexican youth and the politics of caring

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GROUP READ & REFLECT! Auerbach: "Learning from Latino Families"

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GROUP READ & REFLECT! Auerbach: "Learning from Latino Families"

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"When schools offer small-scale activities and outreach with a personal touch, families respond with more open participation."

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May 2011 | Volume 68 | Number 8
Schools, Families, Communities Pages 16-21

Susan Auerbach

When schools offer small-scale activities and outreach with a personal touch, families respond with more open participation.

A principal needs every possible resource, and we can't overlook the resources of the parents," noted Principal Marie Kramer, leader of a high-poverty, predominantly Latino elementary school in Los Angeles. Kramer's school is known for its dedication to meeting the needs of low-income immigrant families-and for the ways in which parents give back to the school. Administrators, office staff, and most teachers (including several from the neighborhood) are bilingual; an outreach coordinator assists parents with food, housing, and health care needs. Kramer pursues grants for social services, leads parents on learning walks through classrooms, and works with parents and community groups to oppose expansion of a nearby landfill.

Parents take classes not only in English as a second language, but also in vocational skills, such as child and elder care. "We're the community center here," Kramer said. Parents feel safe coming to the school and thus comfortable volunteering. Fathers turn out to help on school beautification days, and mothers cook hundreds of tacos and tamales for fund-raisers. "We spend a lot of time showing how thankful we are to have our lovely community" through certificates, ceremonies, and celebrations, Kramer explained.

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May 2011 | Volume 68 | Number 8 Schools, Families, Communities Pages 16-21 Susan Auerbach When schools offer small-scale activities and outreach with a personal touch, families respond with more open participation. A principal needs every possible resource, and we can't overlook the resources of the parents," noted Principal Marie Kramer, leader of a high-poverty, predominantly Latino elementary school in Los Angeles.

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Do 4 Core Beliefs Survey with your School Staff

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Do 4 Core Beliefs Survey with your School Staff

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In a team meeting, school staff take the 4 core belief survey for family-school partnership and then the staff discuss the importance of each core belief.
https://goo.gl/6jTk1g

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4 Core Beliefs Survey - Family Partnerships Department

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Building relationships with linguistically-diverse families requires cultural competency on the part of staff.  Use this short training to start the conversation.
You for Youth
https://goo.gl/82wakR

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School Checklist: Respecting All Cultures and Families

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School Checklist: Respecting All Cultures and Families

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Use this checklist to determine where your school can improve its respect of families from all cultures and backgrounds.
Working Together Toolkit
Click on the image below to view the strategy.

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Submit a Suggestion for the Toolbox.
https://goo.gl/i4Y3Za