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The Words You Need to Hear Today: The Power of Hope

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After Dinner Chat on When Neurotypes Collide: Attuning Our Parenting

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After launching Dinner and A Chat on the topic of Childhood and Adolescent ADHD in March, we were inspired to host an After Dinner Chat.

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Writers workshop and author visit with Natasha Khan Kazi

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Writers workshop and author visit with Natasha Khan Kazi

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After last year’s popularity, Author Natasha Khan Kazi (center) returned to our campus to work with the students in the library. This special visit was again sponsored by the PTA-DEI program. Pictured here are parent and Chair Ji Sterling and Librarian Jessica Mills holding books penned by the author.

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Black Pot Supper Club, Jr Ed. Jubilee was celebrated in February. We sold out and everyone had a great time. Photos are at the link above.

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‘KPop Demon Hunters’ Creative Team Call Out For “More Animation That Focuses on Different Cultures” – Oscars Backstage

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Maggie Kang, Chris Appelhans and Michelle Wong talk about Korean cultural impact backstage at the Oscars

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The Italian Roots of a Global Symbol

International Women's Day is about recognizing the indispensable roles women play in our lives, from our biological family to our chosen family mentorship circles, and workspaces.

The tradition of the mimosa flower as the symbol of International Women's Day began in Italy shortly after World War Il, in 1946. Organizers Teresa Noce, Rita Montagnana, and Teresa Mattei were looking for a flower that could represent the first International Women's Day celebrated in free Italy. Mimosas are among the first flowers to bloom in early March, perfectly aligning with the holiday. Although they look incredibly delicate with their feathery leaves and fluffy, globular yellow blooms, mimosa trees are surprisingly hardy and resilient. The flowers are a beautiful metaphor for the strength, endurance, and sensitivity of women.

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Brave Girls Virtual Story Time + Book Launch with Author Karen M. Greenwald

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Celebrate a special Brave Girls Virtual Story Time & Book Launch on March 13, 1:00–1:45 p.m. ET featuring The Cabbage Seed’s Colossal Secret by Karen M. Greenwald, illustrated by Alejandra Ruiz. Inspired by the true story of Katie Stagliano, this uplifting book tells the story of a young girl who discovers what matters most to her—feeding her community—and uses her own agency to take action. The program includes a read-aloud, teacher’s guide and interactive resources, and a live Q&A.

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If Anything Happens I Love You - Animated Short Film

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A man and woman struggle to come to terms with a devastating loss. An elegy on grief.

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Kenji Yoshino and David GlasgowGuest contributors

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Contributor: DEI is a path to meritocracy, not an alternative

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Advocates for diversity and inclusion should reclaim the buzzword “merit.” It’s compatible with the goal of a more egalitarian society.

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‘Legacy Project’ continues at Malaga Cove Library

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Stories of resilience resonate through ‘The Legacy Project,’ as told by Palos Verdes Peninsula students.

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Legacy Project exhibit (retrospective) at Malaga Cove thru Jan 27. It all began at Dapplegray

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Legacy Project exhibit (retrospective) at Malaga Cove thru Jan 27. It all began at Dapplegray

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Opening as the Palos Verdes Public Library & Art Gallery on June 3, 1930, the Mediterranean Revival architectural style building was designed by Architect Myron Hunt, a local resident. The five-level, 16,550-square-foot building is constructed of hollow-cast double-walled reinforced concrete covered by stucco with a red mission tile roof. The surrounding landscape was designed by well-known landscape architect, Frederick Olmsted, Jr in 1930.

In 1962, an addition was completed on the south side of the building, and in 1997 the stone patio on the east side of the building was remodeled to provide improved handicapped access. Library furnishings include reproductions of original hand-carved walnut Italian Renaissance tables, chairs, and couches from the collection of Mr. and Mrs. Frank Vanderlip. The Library completed a DOLLAR renovation of the interior restoring it to its original.

The library has been designated as a Historic Landmark and it is listed on the California Register of Historic Places and the National Register of Historic Places.

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The Legacy Project Community Celebration

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Exhibition on display December 15 - January 21 -- Diverse life experiences and perspectives enrich our schools and community. In this spirit, The Legacy Project seeks to facilitate an understanding of these experiences and perspectives, while also encouraging community reflection on diversity and inclusion, individual and community heritage, legacy, and inspiration.

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“Paper Bag Plan”: A Blueprint for Authentic Disability Storytelling

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“Paper Bag Plan” delivers authentic disability representation, heartfelt performances, and lived-experience storytelling. Here’s why the film is resonating so deeply.

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The first parent book club held on Nov 8

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The first parent book club held on Nov 8

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Sorry about the interruption, but we just need to do a quick check to make sure that you’re a human being. To do so, simply fill out the CAPTCHA below and you’ll be on our website in no time!

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Antelope Valley Indian Museum State Historic Park

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Podcasts for Kids- Dapplegray Librarian Ms. Jess recommended 

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Podcasts for Kids- Dapplegray Librarian Ms. Jess recommended 

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ALA’s recommended reading list (K-2)

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The American Library Association’s Office for Intellectual Freedom (OIF) has released new data documenting book challenges throughout the United States, finding that challenges were nearly double that of 2021, reaching the highest number of attempted book bans since ALA began compiling data about censorship in libraries more than 20 years ago.

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Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.*
Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability). The visual and verbal messages young children absorb from books (and other media) heavily influence their ideas about themselves and others. Depending on the quality of the book, they can reinforce (or undermine) children's affirmative self-concept, teach accurate (or misleading) information about people of various identities, and foster positive (or negative) attitudes about diversity. Children's books teach children about who is important, who matters, who is even visible. Consequently, carefully choosing quality children's books is an indispensable educational and child-rearing task.

It is important to offer young children a range of books about people like them and their family - as well as about people who are different from them and their family. All of the books should be accurate and appealing to young children. Fortunately, there are some good anti-bias children's books, which are available as a result of the ongoing activism of many individuals and groups over many years. However, while choices have improved over past decades, the lack of quality multicultural kid's books currently being published has frustrated many communities. The number of children of color in the United States continues to rise, but the number of books published by or about people of color stays the same or even decreases.

Check the Illustrations

Look for Stereotypes: A stereotype is an oversimplified generalization about a particular identity group (e.g., gender, race, ethnicity, class, sexual orientation, ability/disability), which usually carries derogatory, inaccurate messages and applies them to ALL people in the group. Stereotypes dehumanize people. So, too, does misinformation. ( See Box 1 below for a list of common, harmful stereotypes).

Unfortunately, all of us absorb socially prevailing stereotypes about a range of people, even if we do not consciously subscribe to them. To alert you to stereotypes in children's books, as well as other media, it is useful to list all the stereotypes you know about various groups of people as precondition for critically reviewing children's books. The books you choose should depict people compassionately and as real human beings. Also consider if images depict all people as genuine individuals with distinctive (rather than stereotypical) features. Books containing stereotypes require you to engage children in critical thinking, but should probably be eliminated from your collection.

BOX 1: Common Harmful/Undermining Stereotypes

Strong, independent girls and women are "manlike"

Book-loving or nonathletic boys and men are "effeminate"

Latino men talk funny, are lazy, gang members, or wear oversize sombreros

Latina women are earth mothers or subservient

African American men are gang members, oversexed, or underemployed

African American women are too independent, oversexed, or "welfare moms"

Arab and/or Muslim men are terrorists

Arab and/or Muslim women are voiceless and passive

All Muslims are Arab / All Arabs are Muslim

American Indians live in teepees, carry bows and arrows, or are half-naked in winter

American Indians were only significant in the past (read)

Disabled people are not independent or are to be pitied

Disabled people must "overcome" their disabilities rather than just live with their disabilities

LGBTQ+ people are invisible

Poor people are invisible

Poor people are depicted as passively needing help from others

AAPI (Asian American Pacific Islanders) are depicted as the "model minority"

AAPI are exotic or their food is exotic/abnormal

All AAPI know martial arts or are meek and compliant

AAPI are portrayed with slanted eyes or just lines to represent eyes

Jewish people are all Zionists (read)

Jewish people are wealthy and yield undue influence in the financial and political world

Look for Tokenism: This is the "one only" message. Regularly seeing only "one" person of any group in a book teaches young children about who is more or less important. Examples of tokenism include books with only one African American child among many white children or having only one book about children with disabilities among many other books. Tokenism also becomes stereotypical. It only allows children to see one view of a group of people, rather than the diversity that exists among all groups.

Look for Invisibility: What children do not see in their books also teaches them about who matters and who doesn't in our society. Invisibility in their storybooks - as well as in textbooks as they get older - undermines children's affirmative sense of themselves and reinforces prejudiced ideas about people who are not seen (See Box 2 for examples of groups who tend to be invisible). The booklists on this website include a great variety of books with groups who are often excluded. (The titles are vetted by Teaching for Change.)

BOX 2: Examples of Groups of People Who Are Often Invisible in Children's Books or Mainstream Media

Families who live in rural areas

Blue-collar workers

Musicians, artists, and writers

Families with two dads or two moms

Single mothers or fathers

Homeless families

Families with an incarcerated parent

People of Middle Eastern descent

Families who practice Islam

Transgender adults and children

Check the Story Line and the Relationships Between People

Even if a book shows visual diversity, the story line may carry biases related to how it handles power relationships among people of various identities. Are whites or male characters the central figures with people of color or female characters in essentially supporting roles? To gain acceptance and/or approval does a child of color, a girl, or child with a disability have to exhibit extraordinary qualities or be the one to understand, forgive, or change? Are the achievements of girls and women based on their own initiative and intelligence, or are they due to their looks or relationship with boys/men?

Are people of color, women, low-income families, or people with disabilities depicted as needing help or in passive roles, while whites, men, and "able-bodied" people are in leadership and action roles? How are problems presented, conceived, and resolved? Who typically causes a problem and who resolves it? Your book collection needs a balance of different people in "doer" roles.

Look at Messages About Different Lifestyles

Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life? Are negative value judgments implied about ways of life that differ from the dominant culture or economic class (e.g., people are to be pitied, or the story is about one person who "gets out" of the less desirable way of life)? Do images and information go beyond oversimplification and offer genuine insights into the lifestyle of the characters in the story? Does the setting reflect current life - or past assumptions about life? Does your book collection depict diversity among people within a specific racial/ethnic group, such as a range of family structures, living environments, socioeconomic conditions and types of work, and male/female roles within the family? (Remember that every racial/ethnic group has diversity, including people who self-identify as white).

Consider the Effects on Children's Self and Social Identities

In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure? At school, will all of the children you serve see themselves and their family's way of life reflected in your book collection? Will all children of color, including those with mixed heritage, girls, and children from the many types of family structures, children living in poverty, and children with disabilities see one or more characters with whom they can readily and positively identify? If they are visible in your book collection, are the illustrations and information accurate and respectful? Does your overall collection balance the backgrounds of all the children in your program? Does it also show diversity within the social indentity groups to which the children belong (e.g., a range of ways to be female and male, families reflecting different kinds of jobs within a racial/ethnic group). Does your book collection also include a balance between diversity within your classroom and beyond your classroom?

At home, does your book collection reflect diversity among the groups to which your family belongs? Does it have stories about people like you who have contributed to creating a more just world? Does it also include a range of books showing diversity beyond your family and neighborhood?

Look for Books About Children and Adults Engaging in Actions for Change

To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness. They also need to know about people from all social identity groups who have - and are currently - working for justice for all. In addition to previous criteria, here are more items to consider: The story line should be about children and adults working together, rather than perpetrating the myth that change happens because of special, individual people who do it by themselves. Does your book collection include a balance of people who have made important and honored contributions to American life as well as the world community - and not just the traditional white, male "heroes?" Do some of your books about important people include struggles for justice? Do they show people who were/are poor or from racial/ethnic groups of color? Are people with disabilities engaged in these struggles for justice?

Consider the Author's or Illustrator's Background and Perspective

All authors write from a cultural as well as from a personal context. In the past, most children's books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children's literature. There are now excellent books by people of color from a range of backgrounds - although not nearly enough. Consider the biographical material on the jacket flap or back of the book. What qualifies the author or illustrator to deal with the subject? If the book is not about people or events similar to the author or illustrator's background, what specifically recommends them as creators of the book? What is the author's attitude toward her/his story characters? Are the images accurate and do the illustrators respectfully render the people in the story? Do you have books reflecting a balanced range of author and illustrator identities and experiences?

Watch for Loaded Words

A word is loaded when it in any way demeans or makes people invisible because of any of their identities. One example is the generic use of the word "man" to stand for women as well as men (although the opposite never occurs). This traditional terminology is now questioned by many because of its sexist implications. Here are some examples of ways to avoid sexist language: community instead of brotherhood; firefighters inserted of firemen; human family instead of family of man; ancestors instead of forefathers; chairperson instead of chairman. Examples of adjectives applied to people of color that carry racist messages include: "savage," "primitive," "superstitious," "backward," "inscrutable" and "treacherous." Always consider the context in which a word is used and to whom it applies.

Look at the Copyright Date

Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date. Although a recent copyright date is no guarantee of a book's relevance or sensitivity, copyright dates are useful information. More children's books began to reflect the reality of a pluralistic society and nonsexist and non-ableist perspectives in the 1970s. Since then, the range of accurate, respectful, and caring books reflecting diversity has increased significantly (unfortunately the diversity of books published in the United States still does not accurately reflect the actual diversity of the people living here). When considering new books for your collection, begin with most recently published ones and then continue with descending copyright dates.

Assess the Appeal of the Story and Illustrations to Young Children

Although these guidelines focus on the messages about diversity and equality reflected in children's books, it is also important to take quality into account. Be sure the book is a "good read." If children find the story or illustrations boring, a book will not hold their attention, even if the book adds a specific kind of diversity you need. Check for active, interesting story lines where different kinds of people are integral to the people in the story, not the main topic. For example, in A Chair for My Mother, a young child tries to save money to get a comfortable chair for her waitress mother. Although the book shows a single parent, working-class family, and a resourceful girl, it is not didactic. Also look for illustrations that are colorful and recognizable to young children. Although they enjoy a range of styles, illustrations that are too subdued or abstract may not hold their attention.

Check for age appropriateness. Most booksellers list any picture book as appropriate for early childhood even if the story line is really for primary grade children. Sometimes a book for older children will work if you simplify the story or "tell" the story rather than read it. In some cases, this is the only way to get books that present specific groups of children (e.g., stories with Cambodian children or children with learning disabilities). Some additional issues to consider:

Many children's books use animal characters instead of people and there are some excellent books that explore diversity with animal characters (e.g., And Tango Makes Three or A Coyote Solstice Tale). Children enjoy these. However, such books are not a substitute for exploring issues of diversity and anti-bias fairness with people as the main characters.

Some early childhood teachers wonder if it is necessary for every book in their collection to show diversity. Every book needs to be accurate, caring, and respectful. However, you will want individual books about specific kinds of people (e.g., a biracial family or a family with adopted children). Diversity becomes essential in the balance of your book collection, where you want to avoid invisibility or tokenism of any group.

Folk and fairy tales have long been a mainstay of children's literature. In the cultures from which they come, folk and fairy tales were used to teach important lessons and values related to their culture of origin. Children love them in their original versions - not their commercially sanitized adaptations. However, folk and fairy tales also carry messages that convey sexism, classism, and racism and must be used thoughtfully as part of introducing young children to diversity and anti-bias values of quality and fairness.

Overuse of folk tales to "teach" about a specific ethnic/cultural group leads to misinformation and confusion. They are about animals and occasionally people from a mythical past and are designed to teach core values and beliefs in their culture of origin. They are not about how people actually live in contemporary society - and that is what young children need to understand. Information and images about how people really live now is what enables young children to build connections to people who are from different cultures while countering stereotypes that children have already absorbed (e.g., how American Indians really live).

Finally there is the somewhat sensitive issue of what to do about "classic" or "well-beloved" children's books. Many of these are wonderful as children's literature, but unfortunately they often convey values of sexism, racism, ableism, or even colonialism. People who love the books that pose this dilemma argue that it is OK to use them because they "reflect their times," which they imply somehow excuses their biased messages. For example, I adored the Babar series of books as a young child and was unpleasantly shocked to realize as an adult how much the images and story lines reflected messages of European colonialism in Africa. I chose not to use them with my own children, wanting them to learn accurate information about how people in Africa really live. Not sharing childhood favorites may sadden some, but it is far better than the harm caused by reinforcing messages of racism and colonialism.
In a nutshell - as you choose books or critically examine your current book selection, always keep in mind the power of books - their words and their images - to nurture or, conversely, to undermine a child's sense of self, positive attitude toward others, and motivation to act for fairness.
Additional Resources

Louise Derman-Sparks is an internationally respected anti-bias educator and author (along with Julie Olsen Edwards) of Anti-Bias Education for Young Children and Ourselves. She has co-authored several additional books with Dr. Carol Brunson Day (Teaching/Learning Anti-Racism), the ABC Task Force ( Anti-Bias Curriculum: Tools for Empowering Young Children), Dr. Patricia Ramsey (What If All the Kids Are White?), and Dr. John Nimmo and Debbie Leekeenan ( Leading Anti-Bias Early Childhood Programs: A Guide for Change). She speaks throughout the United States and abroad, and served on the NAEYC Governing Board from 1998 to 2001. Louise has a lifelong commitment to building a more just society for all people. Her children Douglass and Holly, now grown, were her inspiration. A Pacific Oaks College faculty member for 33 years - when its mission and pedagogy reflected anti-bias education principles - Louise is now retired.
*In 1980, the Council on Interracial Books for Children published the book Guidelines for Selecting Bias-Free Textbooks and Storybooks. A shorter version of the book in pamphlet form, "Ten Quick Ways to Analyze Children's Books for Racism and Sexism," followed. One of the first guides written for teachers and families, it became an invaluable tool for hundreds of thousands of people. Both the book and pamphlet have been out of print for several years. Rethinking Schools published their adaptation of the original Guidelines in 1994.

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Guide for Selecting Anti-Bias Children's Books - Social Justice Books

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By Louise Derman-Sparks Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.* Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, [...]

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Spotlight on: Iranian-American Astronaut Jasmin Moghbeli who made a virtual visit to Dapplegray on May 20th

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Spotlight on: Iranian-American Astronaut Jasmin Moghbeli who made a virtual visit to Dapplegray on May 20th

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Read 32.9k reviews from the world's largest community for readers. Athena Liu is a literary darling and June Hayward is literally nobody. White lies When ...

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Dapplegray PTA DEI is proud to announce A Virtual Astronaut Visit with Astronaut Jasmin Moghbeli, Commander of the SpaceX Crew-7 Mission, on May 20th.

Dapplegray students will have the chance to meet Astronaut Moghbeli, learn about her experience, and ask questions. We are incredibly fortunate that Jasmin and NASA have agreed to provide our students with this amazing opportunity.

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Autism spectrum disorder (ASD) is a neurodivergent condition that affects communication, behavior, and learning. Psychologists use the term spectrum disorder because symptoms and support needs vary depending on the child. Although clinically defined as a disorder, having autism does not mean something is wrong or "needs to be fixed" with a child; it means their brain is wired in a different way from what is considered more common or neurotypical.

A few common signs of autism include:

Difficulties reading and reciprocating neurotypical social cues

Intense, repetitive behaviors and interests

Sensitivity to visual, auditory, and/or other sensory stimuli

Autistic individuals make up about 2% of the population, a figure that has risen in recent years as clinicians have gotten better at recognizing symptoms and have integrated conditions that used to be considered distinct like Asperger's syndrome and PDD-NOS into one diagnosis spectrum. This means that about 1 in 36 of the children you teach will be diagnosed with autism.

Want to better support students with autism at your school? Read on to find 24 tips and lesson ideas for supporting children with autism.

Social Skills Activities for Elementary Students with Autism

Students with autism often have trouble interpreting and mirroring neurotypical social cues; the same is true of non-autistic students for interpreting and responding to autistic social cues. While both autistic and non-autistic students often feel empathy for each other, they don't always know how to communicate in a way their peers with a different neurotype understand. This is known by psychologists as the double empathy problem.

The activities below can help autistic and non-autistic students gain social skills that help them empathize with their peers and recognize emotional cues in themselves.

Remember that not all children may be comfortable speaking or sharing in groups. Follow the child's lead to see where their comfort level is.

1. Emotion Cards

These printable cards (available in Spanish here) can help your students learn how to recognize different emotions in themselves and others. Cut out each one with scissors and shuffle them in a deck. Then, go through each card and see if your student can recognize the emotion without looking at the word.

If they get stuck, that's okay-just show them the word and give them context for the emotion shown. If the card is "embarrassed," for example, you could say, "When a person is embarrassed, they might feel like they have done something silly by accident."

You can also use these behavior cards (available in English and Spanish) to help children pair emotions with actions.

2. Sharing Time

Sharing time is a classic elementary school staple, and it can also be a great social activity for kids with autism, who often have passionate interests in specific subjects. Every week, have one student bring in something that they'd like to share with the class.

Remember to lead by example. To get started, show the class something you are interested in.

This activity will not only show students how to discuss their interests with others but also how to practice active listening. And if they're fascinated by something another student brings in (or vice versa), they may even make a friend.

3. What Would You Do?

For a take-home empathy activity you can share with families, try this What Would You Do? game. Families can go through different scenarios together and decide how they would react with questions like "How would you help?" or "What would you say?"

4. Name Game

This fun group communication activity teaches students an essential skill: how to introduce themselves and learn someone else's name. To play this game, gather your students in a circle so they can all see each other. Start by pointing at yourself and saying your name ("I am Mr. or Ms. _____."). Then, ask the child on your right to share their name just like you did and then repeat your name while pointing at you. Have each child take turns saying their name, then pointing at another child in the class and repeating their name.

The Name Game is an especially fun social skills activity for children to do at the beginning of the school year. That way, they'll be able to learn their classmates' names and get a head start on making new friends.

5. "How Would It Feel to Be ____?"

Next time you read a book to your class, try asking your students how it would feel to be the main character in the story. If you're reading a picture book about Cinderella, for example, you could ask how they would feel if they had two stepsisters who were mean to them. Or if you're reading Peter Pan as a class, you could ask them what happy memories they would think about to fly with magic pixie dust.

This can help students practice empathy and see situations in their life from another perspective-a useful skill for communicating with people of a different neurotype. It can also teach them how to recognize emotional cues by encouraging them to put themselves in the perspective of another person.

Sensory Activities for Children with Autism

Children with autism are often over- or under-sensitive to sights, sounds, and other sensory stimuli. Specific sensitivities and accommodation needs vary depending on the individual. Keep these resources in mind as you get to know the students with autism in your class to help support their sensory needs.

6. Fidget Toys

Fidget toys are a well-known sensory tool for helping children with autism stay emotionally regulated and focused. Depending on your available resources, you can either stock your classroom with a few fidget toys or make some of your own.

We Are Teachers has compiled a list of fidget toys you can make on a budget with your students. From classics like fidget spinners to repurposed pipe cleaners or popsicle sticks, you're sure to find something useful for your classroom.

7. Sensory Sound Resources

When the phrase "sensory play" comes up, visual or tactile activities usually come to mind first. Autism Adventures, however, suggests including activities and resources that involve sound or aid in noise reduction-with a few examples to help you brainstorm class activities or accommodations:

Musical chairs

White noise machine

Simon Says

Noise-canceling headphones

Rhythm instruments like shakers, rain sticks, or drums

8. Sensory Bin

Sensory bins can be useful for two reasons. First, they encourage independent play, which can have academic benefits for students. And second, they're a straightforward and accessible sensory experience for students with autism.

Little Bins for Little Hands has put together a few useful tips for making your own sensory bin. Use them as a guide to set up a sensory bin that will best accommodate your students' needs.

9. Sorting with Snacks Activity

This tactile activity for children with autism can be a fun way to engage students during math time. Give everyone in your class food that is easy to sort, like chewy snacks or small crackers. Multicolored snacks are ideal, but you can also use food that comes in different shapes, textures, or sizes.

First, ask them to sort the food by color, shape, or another characteristic. Then, use the snacks to teach students basic math skills like counting, addition, or subtraction. Once they've grasped the concept you want to teach, reward your students by letting them eat the snack.

10. Scientific Slime Experiments

Slime is not only a popular craft for young children but also a great sensory activity for autism in class. There are plenty of simple slime recipes online. Look up your favorite and have fun making it with your students. You can use this as a tactile art activity if you'd like or as a STEM activity for elementary students.

Calming Activities to Help Students with Autism Regulate Emotions

Many people with autism experience difficulty with self-regulation, especially as children. This can lead to moments of emotional or sensory overwhelm known as meltdowns or moments of withdrawal known as shutdowns.

If your student with autism is experiencing distress, these activities can aid them with self-regulation.

11. Coloring

According to a partner article by The National Institute for Trauma and Loss in Children published by We Are Teachers, coloring pages can be a great mind-body exercise for calming down and focusing on the here and now.

Keep a few coloring pages on hand, and suggest them as a calm-down activity when your students are overwhelmed. For a few free coloring pages to get you started, check out these printable Waterford resources:

12. Calm-Down Cards

If your student with autism struggles with emotional regulation after experiencing strong feelings, calm-down cards can be a helpful resource. A mother of a child with autism created a how-to on creating your own calm-down cards at And Next Comes L.

Each card has a helpful idea for calming down after a stressful moment. Plus, the author notes they can also be useful for children with anxiety.

13. Mindfulness Exercises

Mindfulness is a technique that encourages children to keep their mind in the present and deal with uncomfortable emotions. If your student is struggling to calm down, try mindfulness activities like breathing exercises to help them self-regulate.

14. Grounding Techniques

Grounding techniques are designed to help us focus on the present during stressful situations. Here are a few grounding activities for kids with autism to try if they are overwhelmed:

Count to ten or recite the alphabet as slowly as you can

Listen to calming music and pay attention to the different instruments

List five different things that you can see around the room

Try stretching or simple yoga exercises and focus on how your body feels

Hold something tactile like a piece of clay or a stuffed animal

15. Student Retreat Zone

When a student with autism is overwhelmed, giving them a place where they can relax and take a break from sensory stimulation can sometimes go a long way. Designate a corner of your class as the "Student Retreat Zone" and fill it with sensory toys, picture books, comfortable seats, and calming activities that students could do on their own.

Let every student in your class know that if they feel anxious or stressed, they can always take a few minutes to decompress in the Student Retreat Zone. That way, you don't have to single out your student with autism but you can still let them know that it's an option. If your student with autism seems like they could use some time away from class, you could also ask them if they'd like to read or work on homework in the library for a while.

16. Calm Down Kit

Tactile toys can help children with autism calm down if they're overwhelmed. Fill a drawer in your classroom with toys that could help them self-regulate. When your student seems stressed or has trouble focusing, ask them if they would like to pick a toy from the calm down drawer.

Here are a few ideas for sensory toys to put in your calm down kit:

Play dough

Fidget toys

Stress balls

Weighted blankets

Aromatherapy pillows

Effective Teaching Strategies for Children with Autism

You may have heard the phrase, "If you've met one person with autism, you've met one person with autism." Every child is different, and the teaching strategies you use will need to take their support needs into consideration. That being said, these strategies can help you be mindful of common accommodations and resources that can help students with autism feel comfortable in class. Many can also be helpful to engage children without autism in your lessons.

18. Bring Special Interests into Lesson Plans

Many children with autism have an intense passion for certain topics or activities. This is often called a special interest. Take advantage of what they're passionate about and use it while teaching students with autism to help them focus in class. If a child with autism loves outer space, for example, you could plan a math assignment about counting the planets in our solar system.

19. Use Visual Learning Aids

Many, though not all, kids with autism are visual thinkers. Renowned scientist and autism advocate Dr. Temple Grandin once said, "I used to think adults spoke a different language. I think in pictures. Words are like a second language to me."

Lessons that include visual aids can help students with autism who have this learning style grasp concepts more naturally. You could, for example, teach children with autism sight words with magnet letters.

20. Create and Share a Daily Classroom Routine

Routines make children with autism feel safe and help them prepare for transitions between activities. Post your daily class schedule in your room for every student to see and, if possible, provide extra transition time to students with autism.

21. Hold a Professional Development Session on Autism for Educators

It's important to teach faculty about supporting students with autism. If you're a school administrator, hold a professional development session on teaching students with autism led by a specialist. Teachers, consider requesting a professional development opportunity so administrators know there is interest in your district.

Activities for Autism Acceptance Month in April

April is Autism Acceptance Month! Use these activities to make sure your curriculum includes autistic representation year-round and to get ideas for observing this awareness month in elementary schools.

22. Autism Bulletin Board

The puzzle piece is a popular autism awareness symbol, but many neurodiversity advocates feel that it spreads the idea that autistic people are missing something or incomplete compared to neurotypical people. Instead, the infinity symbol is used to represent the diversity in experiences of neurodivergent people.

Decorate your classroom bulletin board with a colorful infinity symbol to spark conversation on neurodivergence and help students with autism and their families feel welcome and accepted.

23. Teach Students About Famous and Historical Autistic Figures

Educate students on autistic people in history and the present day to give students with autism curriculum that mirrors their experiences and offer neurotypical students a window into experiences that are different from their own. This is important to do not just in April but throughout the year.

Here are a few well-known autistic people or historical figures believed by psychologists to have autism to get you started:

Greta Thunberg - Climate change activist

Temple Grandin - Animal behaviorist, author, and autism advocate

Thomas "Blind Tom" Wiggins - Nineteenth-century piano prodigy and composer

Sir Isaac Newton - Mathematician, physicist, astronomer, alchemist, and author

Hans Christian Andersen - Fairy tale author, artist, and storyteller

24. Read a Picture Book About Characters with Autism

Reading picture books about characters with autism is another way to help autistic students feel seen and give neurotypical students a window into different experiences. Keep these picture books about characters with autism in mind for read alouds or to include in your classroom library:

The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca

My Brother Charlie by Holly Robinson Peete

Different Like Me: My Book of Autism Heroes by Jennifer Elder

This Beach is Loud! by Samantha Cotterill

Trampoline Boy by Nan Forler

Waterford Reading Academy: A Certified Autism Resource

Waterford's early reading curriculum is a Certified Autism Resource (CAR), given by The International Board of Credentialing and Continuing Education Standards. It meets PreK-2 learners where they are and provides scaffolding to help learners gain proficiency in key literacy skills.

Follow the link here to learn more about Waterford curriculum and how it can support neurodivergent learners with explicit instruction based on the science of reading.

Andy Minshew is an educational content writer for Waterford.org. He has developed articles, ebooks, help instructions, and other Waterford resources for educators and families since 2018. He is also an Audiofile Magazine reviewer and a librarian advisor for EBSCO NoveList. He loves visiting art museums, participating as a member of the Tolkien Society, and hiking with his family.

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24 Classroom Activities for Kids with Autism | Waterford.org

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Use these activities and teaching strategies to support children with autism in your class with sensory, social skills, and emotional regulation.

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Author visit: Natasha Khan Kazi, author and illustrator of Moon's Ramadan

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Author visit: Natasha Khan Kazi, author and illustrator of Moon's Ramadan

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All Dapplegray 3rd graders had the opportunity to attend an author talk and workshop in the library!  Natasha Khan Kazi, author and illustrator of Moon's Ramadan, gave a presentation on making mistakes and turning them into opportunities, the book making process, read Moon's Ramadan to the students, and facilitated an interactive activity allowing the children to create their own character.  Thank you to Ms. Jess, our librarian, and our 3rd grade teachers (Ms. Albiar, Ms. Chapman, Ms. Erbe, Ms. Kelley, Ms. Mohit, and Ms. Roth)  for helping us make this happen!

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Natasha Khan Kazi Author Visit to Dapplegray 2025

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Sidedoor Podcast (@sidedoorpod) • Instagram photo

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49 likes, 3 comments - sidedoorpod on January 8, 2025: “Children say it every day in school, but have you ever wondered why we recite the pledge of allegiance? We journey back to the late 1800s to understand how a massive wave of immigration and sagging magazine subscriptions gave rise to this vow of patriotism. From the Civil War to anti-immigrant nativism and Cold War politics, this one pledge tells many stories. Guests:
- Debbie Schaefer-Jacobs, curator for the history of education collection at the @smithsonian’s @amhistorymuseum
- Marc Leepson, author of Flag: An American Biography Transcript available on si.edu/sidedoor 📝 Available now on all podcast streaming platforms! 🎧💛”.

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It's a beautiful summer day in Venice, California, and everyone seems to be out enjoying the beach-except for me.

I am profoundly autistic. As a result, I may jump up and down at strange moments or laugh uncontrollably. I cannot speak at all except for a few rote phrases, though I can write with the aid of a letter board or electronic device. And I am profoundly afraid of the dogs off their leashes that seem to be everywhere, especially in summertime.

It does not matter how small or large the dog is or whether it is well-behaved or not. Moreover, I'm not the only autistic person who panics around dogs. I am not sure why so many of us respond this way. I suspect it may have something to do with the fact that dogs are unpredictable and can bark loudly, sound being another sensitivity for me and most other autistics. When a dog approaches me, it inspires such anxiety that I cannot calm down for many hours afterward. My heart beats in my chest until I fear it is going to explode. My synapses flood with adrenaline, and I get unmanageably nervous. I cannot relax, no matter how hard I try.

This means that I often have to leave public spaces when dogs are present. It breaks my heart that I cannot participate in many summer outings with my family because of the ubiquitous presence of dogs. The constant presence of dogs outdoors is one more way in which my already circumscribed life as a person with autism has become even more circumscribed.

You might say my dilemma captures a clash between two ways of thinking about the public-not only the physical spaces we share but who is allowed access to them-one from pet lovers and another from the disabled. Both approaches are well-meaning: They seek to expand people's horizons, and fiercely defend the rights of their subjects. Pets help us to see that our world is not just for human beings-we share community with all sorts of non-human beings as well. The disabled show that there are many different ways to be human, all of them valuable.

In an ideal world, all would be welcome. But at present, the situation is weighted toward pets and away from the disabled. The irony is that, according to prevailing laws, dogs are not allowed in many of the places that I end up having to leave.

Take, for example, the beach, which is my happy place. The rhythm of the waves helps me feel relaxed and grounded. The sound is so soothing that I do not have to wear the noise-canceling headphones that I keep glued to my ears almost everywhere else, including when I sleep. I can spend hours playing in the waves.

It feels unfair that the onus is on me to figure out how to cope, rather than on dog owners to show some basic consideration and follow the law.

Los Angeles County law states that "A person shall not bring or maintain on any beach a dog or cat." There are large signs on many Los Angeles beaches reminding people of this statute. Yet lots of people use the beach as a giant exercise area for their dogs. Moreover, they seldom leash their dogs, meaning their pets run at me, bark at me, sniff me, and climb all over me.

Another summer space I treasure is the farmers market. I love to stroll through the stands, checking out the produce. It smells enchanting and offers a vision of small, natural farms tended by real, friendly people-often there selling their own harvest, picked only hours before. One of my favorite summer joys is eating a fresh, ripe strawberry from these markets.

Here, too, California's Health and Safety Code mandates that dogs be "kept at least 20 feet (6 meters) away from any mobile food facility, temporary food facility, or certified farmers market." Again, prominent signs are posted at the entrance to every market. Despite this, dogs roam everywhere.

Another special place for me is the park near our apartment. It is one of the few open spaces close to where we live, and one of the few places I can ride my bike or go skateboarding when the weather is nice. Dogs have their own fenced run in the park where they are supposed to play off their leashes, yet owners insist on letting them run anywhere and everywhere unleashed. When dogs come up to me and want to play, their owners often smile as if it is cute. Instead, I have to leave-or risk a full-blown panic attack.

I am sure pet owners have no idea of the dilemma that they are placing me in. Since I cannot talk, I cannot even politely engage the violators. Instead, I am the one who ends up looking strange, having a giant meltdown in front of everyone. It feels unfair that the onus is on me to figure out how to cope, rather than on dog owners to show some basic consideration and follow the law. When my parents try to explain what is going on, they are typically met with hostility. To me, it is as though dog owners think that their pets have more rights than I do.

As Nicholas Kristof discussed in a recent piece in the New York Times, a majority of dog owners now consider their animals members of their family and spend an incredible amount of money on special food, clothing, and other products for them. It is beautiful that people love their pets so much. But it should not come at the cost of downplaying the needs of the disabled.

I recognize that there is a place in the discussion for service animals. Our neighbor is blind and uses a seeing-eye dog named Ellie. She is a very smart and well-trained animal, and she is always leashed when outside. Although Ellie still makes me nervous, I can manage-in part because she is so well-behaved, and in part because I recognize that her owner has a legitimate need to use her. As another disabled person, I realize that my neighbor needs her service dog to participate fully in public life.

Even though the ordinances outlawing dogs at the beach, in farmers markets, or in public parks were not passed with disabled people in mind, they have become de facto disability rights measures. They let disabled people like myself gain access to some of the few public spaces available. This is especially true in summer, when we all want to enjoy the outdoors.

I know that dog owners do not mean to exclude us, but through their carelessness, this is exactly what they are doing.

And I understand that I don't have all the answers. One small step toward a solution might be to have lifeguards, farmers market managers, and park officials monitor peoples' behavior more closely.

More meaningful change, however, will only come with a shift in perspective: recognizing the presence of autistic people and believing that we deserve a place in society. For much of our history, we have been locked away and institutionalized-out of sight and out of mind. We are only now emerging from the shadows to join the rest of you.

It would be a joy to step into public space without fear, knowing that my fellow beachgoers who have dogs have accommodated me so that I, too, can enjoy the idle dog days of summer.

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I'm Autistic and Scared of Your Dog | Essay

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It Feels Unfair That the Onus Is on an Autistic Person to Figure Out How to Cope, Rather Than on Dog Owners Who Flout Leash Laws

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This is how autism looks different in girls and women — National Geographic

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Diagnoses have climbed by 175 percent in just the last decade—with the greatest increases in girls and women. Here’s how our understanding of autism is changing.

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Curious about heritage months in the United States? Find out heritage months 2025 and what each months celebrates.

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Charnaie Gordon | Diverse Books on Instagram: "Wondering if this account is for you?If these reasons resonate with you follow along. 

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Charnaie Gordon | Diverse Books on Instagram: "Wondering if this account is for you?

If these reasons resonate with you follow along. Or if you’ve been following for a while, consider sticking around for future content.

Cheers!

#hereweeread #childrensbooks #childrensbookstagram #picturebookoftheday #picturebooks #picturebookstagram #readeveryday #readdaily #booksforkids #picturebooksforkids #bookstagram #kidsbookstagram #booksforchildren #readingismagic #readmorebooks #readingisfundamental #weneeddiversebooks #diversebooksmatter #kidlitillustration #bookpiles #bookstacks #diversityforkids #diversityandinclusion #letschatbooks #diversebooks #diversebooksforkids #weneeddiversebooks"

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hereweeread on May 24, 2024: "Wondering if this account is for you?

If these reasons resonate with you follow along. Or if you’ve been following for a while, consider sticking around for future content.

Cheers!

#hereweeread #childrensbooks #childrensbookstagram #picturebookoftheday #picturebooks #picturebookstagram #readeveryday #readdaily #booksforkids #picturebooksforkids #bookstagram #kidsbookstagram #booksforchildren #readingismagic #readmorebooks #readingisfundamental #weneeddiversebooks #diversebooksmatter #kidlitillustration #bookpiles #bookstacks #diversityforkids #diversityandinclusion #letschatbooks #diversebooks #diversebooksforkids #weneeddiversebooks". 

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Our PTA-DEI team hosted the second annual The Black Pot Supper Club, Jr Ed. This year we had the distinct honor of hosting special guest and creator of the original Supper, James Beard-nominated Chef Martin Draluck.

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https://drive.google.com/drive/folders/1B2pXbvuutSIat-CadKK_obN0oyD3Nr2t

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In 1619, the first enslaved Africans arrived in Virginia, one of the newly formed 13 American Colonies. They had been kidnapped from their homes and were forced to work on tobacco, rice, and indigo plantations from Maryland and Virginia all the way to Georgia. According to the law, they had no rights and were not free.

Escaping to freedom was anything but easy for an enslaved person. It required courage, wit, and determination. Many fled by themselves or in small numbers, often without food, clothes, or money. Leaving behind family members, they traveled hundreds of miles across unknown lands and rivers by foot, boat, or wagon. To be captured would mean being sent back to the plantation, where they would be whipped, beaten, or killed.

Not everyone believed that slavery should be allowed and wanted to aid these fugitives, or runaways, in their escape to freedom. As more and more people secretly offered to help, a freedom movement emerged. It became known as the Underground Railroad.

How the Underground Railroad started

Americans had been helping enslaved people escape since the late 1700s, and by the early 1800s, the secret group of individuals and places that many fugitives relied on became known as the Underground Railroad.

The Underground Railroad was not underground, and it wasn't an actual train. It was a network of people, both whites and free Blacks, who worked together to help runaways from slaveholding states travel to states in the North and to the country of Canada, where slavery was illegal.

No one knows exactly where the term Underground Railroad came from. "Underground" implies secrecy; "railroad" refers to the way people followed certain routes-with stops along the way-to get to their destination. The phrase wasn't something that one person decided to name the system but a term that people started using as more and more fugitives escaped through this network.

The operators of the Underground Railroad were abolitionists, or people who opposed slavery. Many were members of organized groups that helped runaways, such as the Quaker religion and the African Methodist Episcopal Church. Often called "agents," these operators used their homes, churches, barns, and schoolhouses as "stations." There, fugitives could stop and receive shelter, food, clothing, protection, and money until they were ready to move to the next station.

A dangerous journey

The Underground Railroad was secret. Nothing was written down about where to go or who would help. So once enslaved people decided to make the journey to freedom, they had to listen for tips from other enslaved people, who might have heard tips from other enslaved people. If they were lucky, they traveled with a conductor, or a person who safely guided enslaved people from station to station.

Whether alone or with a conductor, the journey was dangerous. Slave catchers with guns and dogs roamed the area looking for runaways to capture. People who spotted the fugitives might alert police-or capture the runaways themselves for a reward. The fugitives were often hungry, cold, and scared for their lives.

To give themselves a better chance of escape, enslaved people had to be clever. For instance, fugitives sometimes fled on Sundays because reward posters could not be printed until Monday to alert the public; others would run away during the Christmas holiday when the white plantation owners wouldn't notice they were gone. The fugitives also often traveled by night-under the cover of darkness-following the North Star.

Once they were on their journey, they looked for safe resting places that they had heard might be along the Underground Railroad. A hiding place might be inside a person's attic or basement, a secret part of a barn, the crawl space under the floors in a church, or a hidden compartment in the back of a wagon. At these stations, they'd receive food and shelter; then the agent would tell them where to go next.

To avoid capture, fugitives sometimes used disguises and came up with clever ways to stay hidden. One bold escape happened in 1849 when Henry "Box" Brown was packed and shipped in a three-foot-long box with three air holes drilled in. After traveling along the Underground Railroad for 27 hours by wagon, train, and boat, Brown was delivered safely to agents in Philadelphia, Pennsylvania.

Agents of change

Runaway slaves couldn't trust just anyone along the Underground Railroad. Fortunately, people were willing to risk their lives to help them. Many were ordinary people, farmers, business owners, ministers, and even former enslaved people.

In 1826, Levi Coffin, a religious Quaker who opposed slavery, moved to Indiana. By chance he learned that he lived on a route along the Underground Railroad. Coffin and his wife, Catherine, decided to make their home a station. More than 3,000 slaves passed through their home heading north to Canada.

Frederick Douglass escaped slavery from Maryland in 1838 and became a well-known abolitionist, writer, speaker, and supporter of the Underground Railroad. He hid runaways in his home in Rochester, New York, and helped 400 fugitives travel to Canada.

Another Underground Railroad operator was William Still, a free Black business owner and abolitionist movement leader. By day he worked as a clerk for the Pennsylvania Anti-Slavery Society, but at night he secretly aided fugitives. He raised money and helped hundreds of enslaved people escape to the North, but he also knew it was important to tell their stories.

That's why Still interviewed the runaways who came through his station, keeping detailed records of the individuals and families, and hiding his journals until after the Civil War. Then in 1872, he self-published his notes in his book, The Underground Railroad. It's one of the clearest accounts of people involved with the Underground Railroad.

The most famous conductor of the Underground Railroad was Harriet Tubman, who escaped from slavery in 1849. Determined to help others, Tubman returned to her former plantation to rescue family members. Later she started guiding other fugitives from Maryland. Tubman made 13 trips and helped 70 enslaved people travel to freedom. William Still even provided funding for several of Tubman's rescue trips.

Fugitive slave laws

Americans helped enslaved people escape even though the U.S. government had passed laws making this illegal. In 1793, Congress passed the first federal Fugitive Slave Law. This law gave local governments the right to capture and return escapees, even in states that had outlawed slavery. Plus, anyone caught helping runaway slaves faced arrest and jail.

But the law often wasn't enforced in many Northern states where slavery was not allowed, and people continued to assist fugitives. Politicians from Southern slaveholding states did not like that and pressured Congress to pass a new Fugitive Slave Act in 1850 that was much harsher.

This law increased the power of Southerners to reclaim their fugitives, and a slave catcher only had to swear an oath that the accused was a runaway-even if the Black person was legally free. So slave catchers began kidnapping any Black person for a reward. No place in America was safe for Black people. Many enslaved and free Blacks fled to Canada to escape the U.S. government's laws.

But the 1850 law only inspired abolitionists to help fugitives more. Widespread opposition sparked riots and revolts. In 1851, a group of angry abolitionists stormed a Boston, Massachusetts, courthouse to break out a runaway from jail. Other rescues happened in New York, Pennsylvania, and Wisconsin.

It wasn't until June 28, 1864-less than a year before the Civil War ended-that both Fugitive Slave Acts were finally repealed by Congress.

Future generations

The Underground Railroad successfully moved enslaved people to freedom despite the laws and people who tried to prevent it. Exact numbers don't exist, but it's estimated that between 25,000 and 50,000 enslaved people escaped to freedom through this network.

The Underground Railroad was a social movement that started when ordinary people joined together tomake a change in society. It's an example of how people, regardless of their race or economic status, united for a common cause.

As the late Congressman John Lewis said, "When you see something that is not right, not fair, not just, you have to speak up. You have to say something; you have to do something." That's why people today continue to work together and speak out against injustices to ensure freedom and equality for all people.

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The historic movement carried thousands of enslaved people to freedom. This is their journey.

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Parent Anna Littleford hosted a yule log lunchtime activity to celebrate the winter solstice.

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Dapplegray Native American Heritage Month 2024- Wildhorse Association Singers Assembly

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Dec 2 Assembly on campus (students only)

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Dec 2 Assembly on campus (students only)

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Photo album coming soon

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Our school's first Día de los Muertos celebration this Friday, November 1st, from 4:00 PM to 6:00 PM.

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What is Día de los Muertos? A colorful Mexican holiday- celebrated around the world- that honors loved ones who have passed away. It's a time to remember and celebrate their lives, rather than mourn their loss. Families create colorful ofrendas (altars) decorated with photographs, food, and flowers to honor their loved ones.

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Featured author and guest Dara Henry at our Family Reading Night

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Featured author and guest Dara Henry at our Family Reading Night

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Family Reading Night

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When curly headed Ruthie gets her own wonderful “Pajamakkahs” to wear at her pale-skinned family’s Hanukkah pajama party, she in…

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Dapplegray parents Nattaly Licon catered a small meal and spoke on the cultural importance of and history of Mexican food and Yvette D’Elia presented and discussed her photography series “The Casting Call”

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Colts Connect-Harvest series with Ms. Ji: Korean Thanksgiving (Chuseok) 

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Colts Connect-Harvest series with Ms. Ji: Korean Thanksgiving (Chuseok) 

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Kids learned about Korean Thanksgiving (Chuseok) during Colts Connect. Along with traditional foods, games, and clothing, they also got an opportunity to play Korean drums and learn the fan dance.

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Sensory Friendly Fridays | Skirball Cultural Center

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Sensory Friendly Fridays | Skirball Cultural Center

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Enjoy the Noah’s Ark experience specially designed for guests with sensory-processing disabilities.

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This year we asked current family participants to come together for an early evening reception honoring all past year’s legacy stories. Families were encouraged to speak about their loved ones. We filled the beautiful Dapplegray garden with even more beauty. There was something special in the air. The project is currently up on display in front of the school and we encourage all students to visit. Till next year! 

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‎Here Wee Read: Trailer on Apple Podcasts

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‎Show Here Wee Read, Ep Trailer - Aug 3, 2020

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Many (new!) countries represented this year. Our students collect stickers when they get their “passports” stamped at each country booth. It’s one of the best days on campus.

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For students, Monday, March 18th at lunchtime 

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For students, Monday, March 18th at lunchtime 

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Photos can be accessed here: https://photos.app.goo.gl/2gft4day9JR1fM8j8

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💜 Our very own Black Pot Supper Club, Junior Edition inspired by Chef Martin Draluck 

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💜 Our very own Black Pot Supper Club, Junior Edition inspired by Chef Martin Draluck 

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Access the photo album by tapping on the photo.

Inspired by the Black Pot Supper Club created by Chef Martin Draluck of Netflix’s “High on the Hog“ series, we gathered and our students served a six-course meal along with poetry, Africa-American history and musical performances.

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💜 Black Pot Supper Club, Jr. Edition. March 1 💜

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💜 Black Pot Supper Club, Jr. Edition. March 1 💜

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Inspired by West LA Chef Martin Draluck on Netflix’s “High on the Hog” series, we’re celebrating Black History Month in a beautiful way. Please join us!

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Photos can be seen here (please register with the Dapplegray Facebook group to view)
https://www.facebook.com/groups/dapplegraypta/permalink/3820979578121716/?mibextid=W9rl1R

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Black Inventors and Innovators table at our awesome library 

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Black Inventors and Innovators table at our awesome library 

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Has your child visited?

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A special evening organized by Dapplegray parents and sponsored by PTA Council- DEI. 

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A special evening organized by Dapplegray parents and sponsored by PTA Council- DEI. 

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Photos are here:  https://photos.app.goo.gl/ki9PPkx7QAw1PtSa6

The power of education and honoring people, indigenous persons, and their history, which is also part of our American history, is important. We started with a simple DEI book club idea for “Killers of the Flower Moon” and found out we had local ties to the Osage tribe. The book club gathering grew and last night over a hundred educators and leaders in our PVPUSD community showed up for a discussion with the Osage family while they enjoyed a native-inspired menu and watched the Wildhorse Native Association dance. To our fellow Osage and native neighbors, Wahzhazhe.

Thank you to everyone who stepped up, showed up, volunteered, sponsored. Our moderator Anna littleford, caterer Nattaly Licon, owner of The Palace in San Pedro: Katie Buckley, DEI leaders Ji Sterling, Mary Grisard, and Judy Chang, PTA council president Jean Christen, PTA Council DEI Chair, Michelle Aleixo- you’re aces.

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Check out our school library site regularly for updates and resources curated and maintained by our fantastic librarian, Ms. Jess. It’s DappleGREAT.

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Lunchtime Winter series, spotlight on Sinterklaas

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Lunchtime Winter series, spotlight on Sinterklaas

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Parent Tracy Smith taught the kids about SinterKlaas Day! Colts were taught about the celebration where children are transformed into Kings and Queens and honored as the bringers of the light at the darkest time of year. The tradition of Sinterklaas comes all the way from the Netherlands, brought by Dutch settlers over 300 years ago.

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Diversity, Equity, and Inclusion Resources for Classrooms | Common Sense Education

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Diversity, Equity, and Inclusion Resources for Classrooms | Common Sense Education

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Diversity, Equity, and Inclusion Resources for Classrooms is a list of 36 apps, games, and websites curated by Common Sense Education editors.

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Harvest Traditions series: spotlight on Dia de Los Muertos 

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Harvest Traditions series: spotlight on Dia de Los Muertos 

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Harvest Traditions series: spotlight on Chuseok (Korean Thanksgiving)

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Harvest Traditions series: spotlight on Chuseok (Korean Thanksgiving)

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Why Pronouncing Names Correctly Is More Than Common Courtesy : Life Kit

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Ruchika Tulshyan says she has had her name mispronounced her whole life. And, for most of that time, she didn't correct people. Sometimes she even made restaurant reservations under the name Rachel to avoid the pain and shame. But in the past few years, she has begun speaking up - and even correcting friends who have been mispronouncing her name for years.

If you're not sure how to pronounce someone's name, the best solution is to simply ask, Tulshyan wrote in Harvard Business Review last year. She recently spoke with Life Kit host Noor Wazwaz about her ideas - for correcting your own mistakes and for correcting others. If someone you know has been mispronouncing your name for years, she says, it's not too late to bring it up.

Listen to Life Kit's interview with Tulshyan by pressing play on the audio above or here.

Pronouncing names correctly is "one of those ways that you can really practice anti-racism and practice allyship in the moment," says Tulshyan, the founder of Candour, an inclusion strategy firm. It's "one of those very subtle but extremely important ways to get engaged and really stand up ... for communities that are nonwhite and largely have faced marginalization."
Have you had your name mispronounced? Leave us a voicemail at 202-216-9823, or email us a voice memo at The podcast and digital versions of this episode were produced by We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.Clare Lombardo. Josh Newell provided engineering support. LifeKit@npr.org. A producer may be in touch with you.

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Why Pronouncing Names Correctly Is More Than Common Courtesy : Life Kit

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Our names are an extension of who we are. And if your name is mispronounced all the time, you know how painful that can be. In this episode, we're talking about why getting names right is so important - and how to correct others and rectify your own mistakes.

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Welcome to the PTA - Diversity, equity, and inclusivity happenings page. Here we’ve listed some of the things that have caught our interest as well as info on upcoming events and resources for our school community.

Our commitment to DEI means that we celebrate and are inclusive and equitable to ALL students. This Padlet is updated and endorsed weekly by PTA parents for parents and isn’t meant to be exhaustive.

We welcome your own recommendations and insights to interesting, educational, local, and global resources. Send them to any member of the DEI team.

To learn more about any entry, simply click on the photo and you’ll be directed to the respective website.

Ji Sterling jimoney@gmail.com

Erica Thomas emonique77@gmail.com
For Padlet inquiries: Yvette D’Elia ygdelia@gmail.com

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Kicking off Hispanic Heritage Month 2023

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Kicking off Hispanic Heritage Month 2023

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On 9/15 we celebrated by sharing school-friendly cultural mocktails representing various Hispanic and Latin countries with our awesome teachers and admin

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To become more diverse, equitable, and inclusive, many companies have turned to unconscious bias (UB) training. By raising awareness of the mental shortcuts that lead to snap judgments-often based on race and gender-about people's talents or character, it strives to make hiring and promotion fairer and improve interactions with customers and among colleagues. But most UB training is ineffective, research shows. The problem is, increasing awareness is not enough-and can even backfire-because sending the message that bias is involuntary and widespread may make it seem unavoidable.

UB training that gets results, in contrast, teaches attendees to manage their biases, practice new behaviors, and track their progress. It gives them information that contradicts stereotypes and allows them to connect with colleagues whose experiences are different from theirs. And it's not a onetime session; it entails a longer journey and structural organizational changes.

In this article the authors describe how rigorous UB programs at Microsoft, Starbucks, and other organizations help employees overcome denial and act on their awareness, develop the empathy that combats bias, diversify their networks, and commit to improvement.

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To become more diverse, equitable, and inclusive, many companies have turned to unconscious bias (UB) training. By raising awareness of the mental shortcuts that lead to snap judgments-often based on race and gender-about people's talents or character, it strives to make hiring and promotion fairer and improve interactions with customers and among colleagues.

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We are thrilled that the Legacy Project is growing! Mira Catalina debuted their inaugural series complete with a reception and inspired storytelling by the family participants. The project was installed in the front garden area of their campus.

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Differently Wired: Raising an Exceptional Child in a Co... 

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Our parent book club met in person and over zoom with the NYC-based author Debbie Reber. We were thrilled and grateful that she offered to meet with us virtually.

We fully support our neurodivergent community! If you’re looking for additional resources, please reach out.

Photos from our gathering can be found here:
https://photos.app.goo.gl/C4jQUS8BArGRGf827

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Differently Wired: Raising an Exceptional Child in a Co...

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Read 155 reviews from the world's largest community for readers. Today millions of kids are stuck in a world that doesn't respect, support, or embrace who ...

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Dinner with James Beard-nominated Chef Martin Draluck of Netflix’s “High on the Hog” documentary series 

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Dinner with James Beard-nominated Chef Martin Draluck of Netflix’s “High on the Hog” documentary series 

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Dapplegray parents and our principal, Gina Stutzel, together with our friends at sister school Mira Catalina attended this four-hour historical dinner. We HIGHLY recommend attending a Blackpot Supper Club dinner with Chef Draluck when dates are available (presently a few times per year). Photos from the evening can be seen here:

https://photos.app.goo.gl/XXsG8kAYU3e753Mr9

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Blackpot Supper Club is a series of tasting menus created by Chef Martin Draluck, intended to shed the light on the untold stories of Black and African American chefs and hospitality workers.

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The Colts Connect (Creative Colts!) art program focus on Japanese artist Yayoi Kusama 

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The Colts Connect (Creative Colts!) art program focus on Japanese artist Yayoi Kusama 

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In the Colts Connect lunchtime art program, students studied works by Japanese artist Yayoi Kusama, the world’s most successful living artist. Haven’t heard of her? We encourage reading about the artist at home and providing opportunities to your kids to paint and draw in the Kusama style. We further celebrated Kusama by installing an obliteration “room” on campus for the students and staff to obliterate with thousands of dots during the school’s annual Arts Alive day.

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Neurodiversity event for students during lunchtime April 28

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Neurodiversity event for students during lunchtime April 28

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Field Trip! Bunka-Sai Japanese festival April 15 and 16th

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Field Trip! Bunka-Sai Japanese festival April 15 and 16th

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For more info: https://www.japanese-city.com/calendar/events/index.php?eID=35249

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Live more freely with autism, and nurture inclusivity

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Autistic people are constantly forced to suppress who they are as a means of pleasing a neurotypical world. Social psychologist Devon Price not only wants to give them permission to take off that mask and be themselves, but believes that doing so allows everyone to lead happier lives.

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Live more freely with autism, and nurture inclusivity

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Check out this great listen on Audible.com. Autistic people are constantly forced to suppress who they are as a means of pleasing a neurotypical world. Social psychologist Devon Price not only wants to give them permission to take off that mask and be themselves, but believes that doing so allows ...

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Women’s History Month - Bingo and Trivia event

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Women’s History Month - Bingo and Trivia event

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Colts Connect and DEI partnered to throw a lunchtime event for the students in honor of Women’s History Month. The students played Bingo cards tailor made to highlight women in history. They also played a trivia game centered on the (sometimes funny) responses from the many beloved women (teachers and staff) at Dapplegray. About 150 kids were in attendance.

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The PVP Council of PTAs DEI arranged for this community first (and much needed) evening with The Trevor Project. Please scan the QR code to learn more about it.

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FIELD TRIP with Miracatalina Elementary for Black History Month excursion and private tour at the Museum of Tolerance

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FIELD TRIP with Miracatalina Elementary for Black History Month excursion and private tour at the Museum of Tolerance

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On February 23, 2023, we enjoyed a private visit of the Explore immigration and migration to America exhibit, a two-hour tour for elementary age children. Photos can be seen here:
https://photos.app.goo.gl/AZ3oHwkfjFv9ih2x7

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Finding Our Families, Finding Ourselves, showcases the diversity within the personal histories of several noted Americans: poet, best-selling author, historian and educator Dr. Maya Angelou; award-winning actor, comedian and director Billy Crystal; multiple Grammy winner and Rock and Roll Hall of Famer Carlos Santana; and National League MVP and former Manager of the 27-time World Series Champions, the New York Yankees, Joe Torre. Their individual, distinctive, and illuminating journeys examine the stories, lives and dreams of those family members that inspired them.

Finding Our Families, Finding Ourselves also includes the participation of other outstanding American sports and literary figures including NBA athlete and Basketball Hall of Famer Kareem Abdul-Jabbar; award-winning author, poet, and screenwriter Sherman Alexie; figure skating champion Michelle Kwan; noted journalist, talk show host and author Cristina Saralegui; and NFL Player of the Year and Super Bowl champion quarterback of the San Francisco 49ers, Steve Young. The exhibition ultimately celebrates the shared experiences common to being part of an American family and encourages visitors to seek out their own histories, mentors and heroes.

Click on any of the images below to learn more about these individuals.

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Finding Our Families, Finding Ourselves, showcases the diversity within the personal histories of several noted Americans: poet, best-selling author, historian and educator Dr. Maya Angelou; award-winning actor, comedian and director Billy Crystal; multiple Grammy winner and Rock and Roll Hall of Famer Carlos Santana; and National League MVP and former Manager of the 27-time World Series Champions, the New York Yankees, Joe Torre.

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A Daughter Grieves Her Mom, And Finds Herself, In 'Crying In H Mart’

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JANUARY BOOK CLUB: (for parents) "Crying in H Mart" 

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JANUARY BOOK CLUB: (for parents) "Crying in H Mart" 

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We met at the home of Dapplegray parent Ji Sterling to discuss the book over an epic Korean BBQ dinner and drinks

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By the time I came to know Michelle Zauner as a writer, when The New Yorker published her personal essay "Crying in H Mart" in August 2018, I had been following her as a musician for five years.

I first saw her perform in Philadelphia as the frontwoman of emo band Little Big League in 2013; when she emerged with her poppy shoegaze solo project Japanese Breakfastin 2016, I recognized Zauner only in her soaring, searching voice.

Psychopomp, the first record Zauner released as Japanese Breakfast,hinted at where she had been in between: escorting her mother from the world of the living to that of the dead. The first track "In Heaven" tells some of the story of the aftermath of her mother's death of cancer in 2014: "The dog's confused / She just paces around all day / sniffing at your empty room / I'm trying to believe / When I sleep it's really you / Visiting my dreams / like they say that angels do." Those lyrics break me a little each time I hear them, reminding me of my own grief, of my own sweet childhood dog who looked for my mother and father after they both died of cancer when I was a teenager.

But where Psychopomp and her 2017 record Soft Sounds from Another Planet explore death and grief in sparse lyrics over upbeat synths, in "Crying in H Mart" Zauner digs much deeper. The essay meditates on how shopping at the Korean American supermarket H Mart brought her mother back to her but still made her loss sting. At H Mart, Zauner writes, "you'll likely find me crying by the banchan refrigerators, remembering the taste of my mom's soy-sauce eggs."

"Crying in H Mart," stood out to me as a representation of grief that I could relate to - one that doesn't reach for silver linings, but illuminates the unending nature of loss: "Every time I remember that my mother is dead, it feels like I'm colliding into a wall that won't give...a reminder of the immutable reality that I will never see her again."

That essay became the first chapter of Zauner's new memoir, also titled Crying in H Mart, which powerfully maps a complicated mother-daughter relationship cut much too short. Stories of Korean food serve as the backbone of the book, as Zauner plumbs the connections between food and identity. That search takes on new urgency after her mother's death - in losing her mother, she also lost her strongest tether to Korean culture.

Zauner was born in Seoul, the daughter of Chongmi, a native of the city, and Joel, a white American. When she was a year old, the family relocated to Eugene, Oregon, where her mother ruled with an exacting nature. Chongmi was a woman in pursuit of perfection in everything, and of course this prodding extended to her only child. At a young age, Zauner realized that one way she could get her mother's approval was demonstrating an adventurous appetite. On trips to Seoul, they bonded over midnight snacks on jet-lagged nights, when they "ate ganjang gejang...sucking salty, rich, custardy raw crab from its shell."

Zauner's food descriptions transport us to the table alongside her. On a college break, when her mother prepares galbi ssam, the relief of being cared for with a meal attuned to one's tastes radiates off the page: "Blissfully I laid my palm flat, blanketed it with a piece of lettuce, and dressed it just the way I liked - a piece of glistening short rib, a spoonful of warm rice, a dredge of ssamjang, and a thin slice of raw garlic...I closed my eyes and savored the first few chews, my taste buds and stomach having been deprived of a home-cooked meal."

It is this kind of care that Zauner attempts to repay for her mother when she is diagnosed with stage IV squamous-cell carcinoma in her stomach at age 56. After her mother's diagnosis in May 2014, Zauner, then 25, moves home, ready to bolster Chongmi through chemotherapy with Korean cooking.

But chemo wrecks the appetite - I recall my mother being plagued with everything tasting as though it were laced with metal. During the first round of chemo, her mother can't keep food down; during the second round, she develops mouth sores that make eating painful. When the chemo fails to shrink her tumor, Chongmi decides to forgo further treatment, having learned a lesson from her younger sister Eunmi, who died of colon cancer following 24 chemo treatments. In this, Crying in H Mart is a rare acknowledgement of the ravages of cancer in a culture obsessed with seeing it as an enemy that can be battled with hope and strength.

Zauner carries the same clear-eyed frankness to writing about her mother's death five months after her diagnosis. One chapter recounts her mother's last days, unconscious at home, her breathing "a horrible sucking like the last sputtering of a coffeepot." It is rare to read about a slow death in such detail, an odd gift in that it forces us to sit with mortality rather than turn away from it.

Also notable is that Chongmi's death does not fall at the end of the book. It comes just past halfway through, allowing Zauner ample space to grapple with the immensity of her loss. One balm that emerges is reconnecting with her Korean identity through finally learning to cook the dishes she longed to make for her mother.

As a teen, Zauner drifted away from her Koreanness, effacing that side of her heritage for fear of being seen as other. In those same years, she shrunk from her mother's need for control and constant wheedling. Just as they established their adult relationship - just as Zauner begun to embrace her mother's culture - her mother died: "What would have been the most fruitful years of understanding were cut violently short, and I was left alone to decipher the secrets of inheritance without its key."

Cooking becomes the key. Her teacher is Maangchi, described by The New York Times as "YouTube's Korean Julia Child." In cooking, Zauner conjures ghosts: her aunt Eunmi munching on Korean fried chicken, her mother ordering more kimchi to go with knife-cut noodle soup in Seoul, her grandmother slurping black-bean noodles.

Near the end of the book, Zauner meditates on the process of fermenting kimchi, and how it allows cabbage to "enjoy a new life altogether." She realizes that she needs to tend to her memories and heritage in the same way: "The culture that we shared was active, effervescent in my gut and in my genes, and I had to seize it, foster it so it did not die in me...If I could not be with my mother, I would be her."

What Crying in H Mart reveals, though, is that in losing her mother and cooking to bring her back to life, Zauner became herself.

Kristen Martin's writing has also appeared in The New York Times Magazine, The Believer, The Baffler, and elsewhere.

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A Daughter Grieves Her Mom, And Finds Herself, In 'Crying In H Mart'

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Michelle Zauner's new memoir, built on her 2018 New Yorker piece of the same name, powerfully maps a complicated mother-daughter relationship cut much too short, with Korean food as a guide.

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FIELD TRIP in honor of Native American Heritage month. Abalone Cove Shoreline Park - Tongva Monument in RPV

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FIELD TRIP in honor of Native American Heritage month. Abalone Cove Shoreline Park - Tongva Monument in RPV

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November 22nd DEI Field trip was both Virtual and in Person!

Students watched two educational videos  to learn about the Gabrielino/Tongva who are the indigenous people of Los Angeles and Orange County. We met at the Tongva Monument at Abalone Cove Shoreline Park, discussed what we learned from the Tongva Experience virtual field trip video, and did some fun beach cleanup.

Video on the Gabrielino/Tongva Tribe Exhibit: https://youtu.be/E4b1N3OJCBM

Tongva Experience: Virtual Field Trip with Julia Bogany (Hermosa Beach Historical Society): https://youtu.be/An7A_zOA494

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The My Unsung Hero series, from the Hidden Brain team, shares the stories about people whose kindness left a lasting impression on someone else.

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Introduction

As our world becomes more accepting of broader and more diverse identities, you may have questions about how you can better support the LGBTQ+ community, or what LGBTQ+ even stands for.

Every person has their own journey in understanding what it means to support LGBTQ+ people, whether you're LGBTQ+ or not. We hope this resource can help you begin that journey.
You might be reading this resource because you want to provide guidance for LGBTQ+ people in your role as a teacher, counselor or religious leader. Maybe your child, best friend or parent just came out to you, and you have no idea what that means. Maybe you're already a member of the LGBTQ+ community, and you want to make sure you're supporting all of the parts of the community that you can. Or maybe you're reading this resource because you're just trying to be a better ally. No matter what brought you here, you have come to the right place.

This resource is designed to help build understanding and comfort. If you are new to LGBTQ+ issues, we will answer many of your questions. Or, if you have known LGBTQ+ people for years and are looking to find new ways to show your support, you can skim this resource and take the pieces that are relevant to you. It's ok to not know everything - we're here to help.

The Human Rights Campaign Foundation hopes this resource can help you build understanding of LGBTQ+ identities and issues, and that you can use this newfound knowledge to be an ally to the LGBTQ+ community as a whole. Thank you for reading. We're glad you're here.

What is LGBTQ+?

We'll start with the basics: what does LGBTQ+ stand for?
LGBTQ+ stands for "lesbian, gay, bisexual, transgender, and queer and more." Many people and organizations use "LGBTQ+" as a catch-all term for the non-cisgender and non-straight community, but the acronym varies depending on culture and style. For example, some groups may add "I" for intersex (LGBTQI), "2" for two-spirit (LGBQT2) or "A" for asexual or aromantic (LGBTQA). HRC uses LGBTQ+, with the plus sign representing all of the many identities on the queer spectrum.
We Have Multiple Identities
Being lesbian, gay or bisexual refers to a person's sexual orientation, or who they are attracted to. Being transgender refers to a person's gender identity, or their internal sense of gender. People may refer to themselves as queer if their sexual orientation and/or gender identity is outside of the mainstream. These labels are not mutually exclusive. For example, a person can be a transgender woman and a lesbian - a woman who was assigned male at birth and is attracted to other women. This person might also refer to themselves as queer because their sexual orientation and gender identity are counter to the mainstream.

Every single person has their own sexual identity and sexual orientation, and there is no right or wrong way to define either. While most people who use a specific sexual identity (e.g., lesbian) use it to refer to a specific sexual orientation (e.g., a woman who is attracted to other women), others may use different identity labels to describe that same sexual orientation-and others still may use the same identity label to convey different sexual orientations.

Similarly, everyone's gender journey is unique, and the ways one person may define their gender and gender identity, and/or choose to express or present their gender, may not match with what is listed below. You should not make assumptions about a transgender or non-binary person's transition goals, feelings of gender dysphoria, current anatomy, experience with misogyny or how they were socialized growing up based on their gender identity, and/or assigned sex at birth.

It is also important to keep in mind, that everyone has their own gender and sexual identity journeys.

Being LGBTQ+ is nothing new. Documentation of LGBTQ+ people dates back to the start of written history, and we've existed across the globe. Here are a few examples:

According to some records, same-sex relationships were widely accepted in several regions of the country among indigenous communities in North America.

In South Asia, the term Hijra includes transgender, intersex and non-binary people. These individuals, who have been well documented since antiquity, are officially recognized today by governments in Bangladesh, India, Nepal and Pakistan.

In China, the Golden Orchid Society (Jinglanhui) was a women's organization that celebrated "passionate friendships" and embraced same-sex relationships between women during the Qing dynasty (1644-1912). Additionally, many regard Guanyin, the Chinese Goddess of Mercy, to be a transgender deity.

In Senegal, Gor-Digen were a group of individuals assumed male at birth who dressed as women and were viewed as a crucial part of the community.

In Peru, archaeological discoveries of several erotic ceramics led scholars to study the role of same-sex relationships in the Moche community, a pre-Inca civilization.

What is Coming Out?

Coming out is understood by many to mean the act of disclosing one's non-straight sexuality or non-cisgender gender identity to others. It is a term that has only come to be commonly used in the past 100 years, originally referring to gay men "coming out" into gay society in the 1930s. Now, the tradition has evolved, and coming out refers to the process by which an individual tells people in their life about their gender identity and/or sexual orientation.

Coming out is often framed in media and culture as a necessary step to acceptance and well-being. But for some, coming out may be worse than holding that information in. It is important not to pressure anyone to come out, as the timing of that decision rests solely with the person coming out and what feels right to them.

Likewise, who a person comes out to is a decision to be made only by the person coming out. There are countless factors considered when deciding who to come out to, so it is important to not take it personally if someone does not come out to you. Remember that it is not about you - it's about them - so respect their decision and know that they will share that information with you if and when the time is right.

You may be able to indicate that it is safe to come out to you by publicly showing your support for LGBTQ+ people and issues.

"Coming Out" vs "Inviting In"

"Coming out" has been the common term for someone who acknowledges being LGBTQ+, and it is used throughout this resource. However, it is important to note that this language centers those that someone is coming out to, rather than the person coming out. It can give the impression that LGBTQ+ people are hiding something from society, rather than acknowledging how homophobia, biphobia and transphobia create an unwelcoming environment. When publicly identifying as part of the LGBTQ+ community, someone is inviting people into a part of their life, which should be protected and celebrated. We ask you to think about the perspective of "inviting in," and consider also using language about being invited in to learn about someone's identity.

Having Conversations

Having conversations about life as an LGBTQ+ person may feel strange at first, especially if these aren't conversations you're used to. It is normal to feel a little awkward, or to be a little afraid of saying the "wrong thing" and making it "weird."

Here are some ways to help start an open dialogue:

Ask respectful questions to show you are interested:

What was it like growing up?

How did you know it was the right time to come out?

What has the coming out process been like for you?

How are you holding up?

What can I do to support you?

How would you like me to refer to you?

Have you told anyone else?

Would you like me to keep this between us?

Be honest:

Tell them that this is new for you - and if you feel awkward, say so.

Ask them to be honest with you if something you say or do makes them uncomfortable.

Be as open and honest as you would like them to be with you.

Tell them if you need a little time to process the information.

Be reassuring:

Explain to them that revealing their sexual orientation or gender identity has not changed how you feel about them, even if it takes a little while for you to digest what they have told you.

Remind them that you still care for and respect them as much as you ever have or more.

A NOTE ON OUTING

Most LGBTQ+ people prefer to come out in their own ways and in their own time. Unfortunately, an LGBTQ+ person's sexual orientation or gender identity may be exposed without their knowledge or consent. "Outing" takes the decision-making out of the individual's hands, which can be painful, awkward and even harmful for everyone involved.

If someone has not come out to you, do not assume that they do not trust or care for you. The person may not be ready, may not feel safe, or may still be coming to terms with their own sexual orientation or gender identity.

Showing your support, acceptance and respect for an LGBTQ+ person who has been outed can help the healing process and may help both of you build a stronger, more genuine relationship.

Dealing With Your Feelings

Now you have some sense of what it feels like to come out to others, but what about how you feel?
Straight and/or cisgender people who have just had someone come out to them have reported feeling:

You may feel many of these seemingly contradictory emotions at once, leaving you feeling uncertain.

Feeling confused or uncomfortable doesn't make you a bad person. It doesn't mean you are homophobic, biphobic or transphobic. It does mean, however, that you should take the time to work through your feelings, on your own, fully and honestly so that you can reach a place of support for your friend, loved one or acquaintance without reservation.

It is important to remember that this individual who came out to you is searching for support and acceptance. Before you begin to ask questions to settle your own uncertainty about the situation, it is key that you make the other person feel that they made the right decision to come out to you. You might respond by saying, "Thank you for being honest" or "I appreciate your trust."

Then, use your emotions as the basis for an honest conversation. Ask the questions you need to ask. Have a real talk. And when it's over, you're likely to find that your relationship is stronger and richer than ever.

For People of Faith
After a friend or loved one has come out to you, you might find yourself needing, and perhaps struggling, to come out as a person of faith who supports LGBTQ+ rights.

While an ethic of justice, inclusion and radical love is at the core of every religion, and many denominations and faith traditions are open and welcoming of LGBTQ+ people, there are many others that are not. If you come from a religious background that teaches that non-straight sexual orientations or gender variance are wrong or immoral, look back to your texts and history and take time to learn from people of faith who have become allies because of their faith, not despite it. You may also visit HRC's religion and faith resource page and Straight for Equality's faith communities page for more guidance in this process..

If you come from a more affirming tradition, challenge yourself, your congregation and your community leaders to take the next steps in building an even more supportive spiritual home for LGBTQ+ people of faith. You might be surprised to find your own faith deepened and your community strengthened by your actions.

Ways to Show Your Support

There are many different ways that you can show your support for the LGBTQ+ people in your life. There is no one "right" way to do so.

Here are some easy ways to demonstrate support that fit naturally into most people's lives:

When socializing with straight, cisgender friends and family

Create social settings that bring your straight, cisgender and LGBTQ+ friends and family together.

Find opportunities to talk openly with your straight and/or cisgender friends about your LGBTQ+ friends and family and the issues they face.

Casually mention a news item about an LGBTQ+ issue in a positive way.

Mention other LGBTQ+ friends or family you might have in open conversations.

When socializing with LGBTQ+ friend and family

Talk openly and honestly with your LGBTQ+ loved ones about their lives.

Make sure that you include the partners of your LGBTQ+ loved ones in events and activities, just as you would any other friend's spouse or significant other.

Attend pride celebrations and other LGBTQ+ community events.

Suggest a get-together to watch a movie or show with LGBTQ+ topics or characters.

At work

Add your pronouns to your email signature or share your pronouns when introducing yourself to new friends or colleagues. For guidance on using pronouns, view HRC's Pronouns 101 resource.

If you hear an anti-LGBTQ+ comment or joke, speak up and explain why such comments or jokes are harmful and offensive.

Integrate inclusive language into your regular conversations, professional interactions and/or spiritual life.

Put a supportive symbol or sign in your office or home, or on your vehicle. For example, you could wear an LGBTQ+ ally button, add a rainbow sticker on your name badge at work, or put the Human Rights Campaign equal sign sticker on your car.

On your own

Read an LGBTQ+ publication.

Post a message in support of LGBTQ+ issues on social media.

Get involved with pro-LGBTQ+ groups and campaigns and contact your elected officials about LGBTQ+ rights.

Join pro-LGBTQ+ causes or groups on social media and through other social networking opportunities.

Visit the website for PFLAG (formerly known as Parents and Friends of Lesbians and Gays), a national organization that unites parents, families and allies with people who are LGBTQ+. You can go to pflag.org for information on local meetings and PFLAG public education programs across the country.

Stand up for LGBTQ+ issues in every aspect of your life - even if there are no LGBTQ+ people there to watch.

Will people think I'm LGBTQ+?
This is a question that many people have - and are often afraid to ask out loud. The simple answer is: yes, it is possible that some people may wonder if you are LGBTQ+ if you show your support for LGBTQ+ issues.

At the same time, many people understand that supporting fairness and equality for LGBTQ+ people does not mean that a person is LGBTQ+ - it means that a person values respect and acceptance for all people.

Also consider taking the time to work through any feelings of discomfort about being perceived as LGBTQ+. Recognizing that being seen as LGBTQ+ is nothing to be ashamed of will allow you to support your LGBTQ+ friends, loved ones or acquaintances more fully.

By being an advocate and supporter of LGBTQ+ people, you are leading by example. Odds are others will follow.

Many civil rights movements are successful because people from nearly every part of society stood shoulder to shoulder in fighting bias. The work to make the world safer and fairer for LGBTQ+ people will take the effort and understanding of all people from all walks of life, of all genders and sexual orientations. That is why it is so important that you are reading this resource and taking the next step toward supporting LGBTQ+ people.

Show Support For Different Identities

As no person is identical to any other, neither is any identity. While we have provided broad recommendations on ways to support LGBTQ+ people, we want to focus on a few of the often marginalized parts of our community and provide examples of how you can better support us.

LGBTQ+ People of Color

1. No experience or journey is the same. Queer people often have experience as part of multiple marginalized communities. We may also be Black, indigenous or a person of color (BIPOC). We may be part of the disability community or face poverty or homelessness. The struggles of these groups often intersect with those of the queer community. To be an ally, take the time to listen to the experiences of marginalized people and help us to live openly and authentically. Take the time to learn about the unique experiences of LGBTQ+ communities of color.

2. Support and advocate for our most marginalized communities. The LGBTQ+ community will not achieve full equality as long as LGBTQ+ people of color face oppression and marginalization on the basis of race. Transgender women of color continue to face blatant discrimination and an epidemic of violence simply for being who they are. The HIV epidemic disproportionately impacts Black and Latinx gay and bisexual men and transgender women. LGBTQ+ refugees and asylum seekers experience discrimination as both immigrants and queer people. Be an active and fierce advocate while still providing space for LGBTQ+ people of color to be heard.

3. Embrace LGBTQ+ BIPOC leadership, share their stories and highlight their contributions to racial justice and LGBTQ+ movements. To be an ally means listening to and elevating all LGBTQ+ voices, including and especially LGBTQ+ BIPOC voices, who have historically been ignored or subject to ridicule in popular culture. Recognize and call out media that portrays LGBTQ+ BIPOC people negatively, or leaves them out entirely. Elevate LGBTQ+ BIPOC voices by promoting their art, hiring and promoting them at your job, voting for LGBTQ+ BIPOC candidates and allies who push for pro-equality and racial justice platforms, and spotlighting their voices whenever possible. Continue to share the rich and diverse narratives that highlight their unique experiences.

Bisexual (or Bi+) People

1. See the individual in the bi+ person. The bi+ umbrella encompasses a wide range of identities based on sexual orientation, including bisexual, pansexual, queer, fluid and all non-monosexual identities (see the glossary of terms at the end of this guide). Bi+ people can also have a variety of gender identities, including cisgender, transgender and non-binary. Every bi+ person may define bi+ identity differently. Remember that every bi+ person is an individual with their own unique experiences, and there is no one way to be a bi+ person.

2. Believe bi+ people when they tell you their sexuality. When a bi+ person comes out to you, don't assume it's just a step on the way to another identity, like gay or lesbian. Being bi+ is a valid identity on its own - it's not a fad or a phase. No bi+ person needs to "prove" their sexuality to be bi+. When someone tells you that they are bi+, take them at face value, and work to overcome false assumptions and stereotypes you may have about bi+ people.

3. Don't erase the bi+ community and bi+ people's experiences. Bi+ people face discrimination and biphobia, both from straight people, cisgender people and from gay and lesbian communities. This can be seen by the use of "gay and transgender" as an umbrella term for the entire LGBTQ+ community, assumptions that are made about bi+ people's sexuality in certain spaces or based on the gender of their partner(s), and the erasure of bi+ people from LGBTQ+ history. The 'B' in LGBTQ+ must not be erased.

4. Don't hypersexualize bi+ people. Often, upon hearing that someone is bi+, people may ask questions about sex because they don't understand bi+ identity. Bi+ identity is about more than sex, just like gay, lesbian and straight identities. Learning someone's bi+ identity does not give you the license to ask about their sex or dating history. Don't reduce bi+ people to their sexuality and challenge others who do.

Transgender and Non-Binary People

1. Listen. It is important to listen to transgender and non-binary people, especially when it comes to their own experiences. Even if you think you can't empathize, it is important to try your best to understand what your transgender and non-binary friends and loved ones are experiencing. We are looking for people who support us and trust us - the best way to start is by listening.

2. Respect boundaries. Learn and respect the boundaries of your transgender and non-binary friends and loved ones. Some transgender and non-binary people love to share our stories, and others of us prefer that you first educate yourself. Certain topics, such as someone's plans for surgery or about the name they used prior to their transition (often referred to as someone's deadname), should not be raised without them first initiating that conversation. Respect is one of the first and most powerful steps toward allyship.

3. Be an active supporter. Publicly support transgender and non-binary people, especially the ones you know personally. Be our advocates, especially when we're not around - that's usually when we need it the most. Advocate for more transgender and non-binary people in leadership positions and trust us to lead.

4. Normalize pronouns. It is important to normalize the use of your pronouns when you introduce yourself to others, follow up by asking for others' pronouns, and correct people when they use incorrect pronouns for someone else - even if that person is not in the room. These simple actions will send a message that one cannot assume someone's gender or pronouns. We also recommend putting your pronouns in your email signature, on your nametag and other places where you introduce yourself in writing. For guidance on using pronouns, view HRC's Pronouns 101 resource.

Other Coming Out Guides

About the Human Rights Campaign Foundation
The Human Rights Campaign Foundation improves the lives of lesbian, gay, bisexual, transgender and queer (LGBTQ+) people by working to increase understanding and encourage the adoption of LGBTQ+-inclusive policies and practices. We build support for LGBTQ+ people among families and friends, co-workers and employers, pastors and parishioners, doctors and teachers, neighbors, and the general public. Through our programs and projects, we are enhancing the lived experiences of LGBTQ+ people and their families, as we change hearts and minds across America and around the globe. The HRC Foundation is a nonprofit, tax-exempt 501(c)(3) organization.

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Introduction Every person has their own journey in understanding what it means to support LGBTQ+ people, whether you're LGBTQ+ or not. We hope this resource can help you begin that journey. You might be reading this resource because you want to provide guidance for LGBTQ+ people in your role as a teacher, counselor or religious leader.

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Creating an Inclusive Environment: Embracing Diversity in Our School Community - California State PTA

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Creating an Inclusive Environment: Embracing Diversity in Our School Community - California State PTA

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by the Family Engagement Commission When families, schools, and communities effectively work together as partners, family engagement is a powerful strategy that boosts student achievement and better prepares our children to lead healthy, happy, and productive lives. That’s the thinking behind PTA’s National Standards for Family-School Partnerships. As research-based family engagement standards, they provide a […]

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Did you know that the Palos Verdes Library District offers FREE language education? Rosetta Stone is just one of many incredible, FREE resources available to all members.

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First time user?
1.) Enter your e-mail address.
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Forgot your password?

Rosetta Stone and EBSCO Information Services have combined to offer your library the Rosetta Stone Library Solution with 30 different languages available.

You may study more than one language. Switching from one language to another language must be performed only on this page.

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First time user? 1.) Enter your e-mail address. 2.) Choose a password (must be at least 6 letters plus at least one number) Forgot your password? Rosetta Stone and EBSCO Information Services have combined to offer your library the Rosetta Stone Library Solution with 30 different languages available.

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All Saints Day/All Souls Day/Día de los Muertos - 11/1-11/2 Commemorates those who have passed away in the Mexican and Aztec communities. On November 2nd, 2022 Azucanela (located at 26344 S Western Ave, Lomita, CA 90717) hosted a Kids Happy Hour in honor of Dia De Los Muertos and to benefit the PVP Council of PTAs DEI. There were Muertos face painting, churros, speciality coffees and kids drinks. Students and families from all over PV attended!

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The Day of the Dead (el Día de los Muertos), is a Mexican holiday where families welcome back the souls of their deceased relatives for a brief reunion that includes food, drink and celebration.

A blend of Mesoamerican ritual, European religion and Spanish culture, the holiday is celebrated each year from October 31-November 2. While October 31 is Halloween, November 1-2 is All Souls Day or the Day of the Dead. According to tradition, the gates of heaven are opened at midnight on October 31 and the spirits of children can rejoin their families for 24 hours. The spirits of adults can do the same on November 2.

Origins of Day of the Dead

The roots of the Day of the Dead, celebrated in contemporary Mexico and among those of Mexican heritage in the United States and around the world, go back some 3,000 years, to the rituals honoring the dead in pre-Columbian Mesoamerica. The Aztecs and other Nahua people living in what is now central Mexico held a cyclical view of the universe, and saw death as an integral, ever-present part of life.

Upon dying, a person was believed to travel to Chicunamictlán, the Land of the Dead. Only after getting through nine challenging levels, a journey of several years, could the person's soul finally reach Mictlán, the final resting place. In Nahua rituals honoring the dead, traditionally held in August, family members provided food, water and tools to aid the deceased in this difficult journey. This inspired the contemporary Day of the Dead practice in which people leave food or other offerings on their loved ones' graves, or set them out on makeshift altars called ofrendasin their homes.

Day of the Dead vs. All Souls Day

In ancient Europe, pagan celebrations of the dead also took place in the fall, and consisted of bonfires, dancing and feasting. Some of these customs survived even after the rise of the Roman Catholic Church, which (unofficially) adopted them into their celebrations of two Catholic holidays, All Saints Day and All Souls Day, celebrated on the first two days of November.

In medieval Spain, people would bring bring wine and pan de ánimas (spirit bread) to the graves of their loved ones on All Souls Day; they would also cover graves with flowers and light candles to illuminate the dead souls' way back to their homes on Earth. In the 16th century, Spanish conquistadores brought such traditions with them to the New World, along with a darker view of death influenced by the devastation of the bubonic plague.

How Is the Day of the Dead Celebrated?

El Día de los Muertos is not, as is commonly thought, a Mexican version of Halloween, though the two holidays do share some traditions, including costumes and parades. On the Day of the Dead, it's believed that the border between the spirit world and the real world dissolves. During this brief period, the souls of the dead awaken and return to the living world to feast, drink, dance and play music with their loved ones. In turn, the living family members treat the deceased as honored guests in their celebrations, and leave the deceased's favorite foods and other offerings at gravesites or on the ofrendas built in their homes. Ofrendas can be decorated with candles, bright marigolds called cempasuchil and red cock's combs alongside food like stacks of tortillas and fruit.

The most prominent symbols related to the Day of the Dead are calacas (skeletons) and calaveras (skulls). In the early 20th century, the printer and cartoonist José Guadalupe Posada incorporated skeletal figures in his art mocking politicians and commenting on revolutionary politics. His most well-known work, La Calavera Catrina, or Elegant Skull, features a female skeleton adorned with makeup and dressed in fancy clothes. The 1910 etching was intended as a statement about Mexicans adopting European fashions over their own heritage and traditions. La Calavera Catrina was then adopted as one of the most recognizable Day of the Dead icons.

During contemporary Day of the Dead festivities, people commonly wear skull masks and eat sugar candy molded into the shape of skulls. The pan de ánimas of All Souls Day rituals in Spain is reflected in pan de muerto, the traditional sweet baked good of Day of the Dead celebrations today. Other food and drink associated with the holiday, but consumed year-round as well, include spicy dark chocolate and the corn-based drink called atole. You can wish someone a happy Day of the Dead by saying, "Feliz día de los Muertos."

Movies Featuring Day of the Dead

Traditionally, the Day of the Dead was celebrated largely in the more rural, indigenous areas of Mexico, but starting in the 1980s it began spreading into the cities. UNESCO reflected growing awareness of the holiday in 2008, when it added Mexico's "Indigenous festivity dedicated to the dead" to its list of Intangible Cultural Heritage of Humanity.

In recent years, the tradition has developed even more due to its visibility in pop culture and its growing popularity in the United States, where more than 36 million people identified as being of partial or full Mexican ancestry as of 2016, according to the U.S. Census Bureau.

Inspired by the 2015 James Bond movie Spectre, which featured a large Day of the Dead parade, Mexico City held its first-ever parade for the holiday in 2016. In 2017, a number of major U.S. cities, including Chicago, Los Angeles, San Antonio and Fort Lauderdale, held Day of the Dead parades. That November, Disney and Pixar released the blockbuster animated hit Coco, a $175 million homage to the Mexican tradition in which a young boy is transported to the Land of the Dead and meets up with his long-lost ancestors.

Though the particular customs and scale of Day of the Dead celebrations continue to evolve, the heart of the holiday has remained the same over thousands of years. It's an occasion for remembering and celebrating those who have passed on from this world, while at the same time portraying death in a more positive light, as a natural part of the human experience.

Sources

Día de los Muertos: A Brief History, National Hispanic Cultural Center
Giardina, Carolyn, "'Coco': How Pixar Brought its 'Day of the Dead' Story to Life," Hollywood Reporter, December 12, 2017
Dobrin, Isabel, "Día de los Muertos Comes to Life Across the Mexican Diaspora," NPR, November 2, 2017
Scott, Chris. "Day of the Dead parade - Life imitates art," CNN, October 28, 2016
Mictlantecuhtli, Ancient History Encyclopedia

Fact Check

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Day of the Dead (Día de los Muertos) - Origins, Celebrations, Parade

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On the Mexican holiday known as the Day of the Dead, families welcome back the souls of their deceased relatives for a brief reunion that includes food, drink and celebration.

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PVP Council of PTAs DEI hosted a screening of “Coco” at Rancho Vista Elementary complete with a taco truck, aguas, conchas, and treats. In keeping with tradition of Dia de los Muertos, Dapplegray parents built an ofrenda and sold hand-crafted flower crowns (a la catrina).

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Reach out!

Yvette @ ygdelia@gmail.com
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Mary @ drboktor@gmail.com

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Family Resource Center - Child Mind Institute

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Find information to help you support children who are struggling with mental health, behavior or learning challenges.

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Find information to help you support children who are struggling with mental health, behavior or learning challenges.

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Family Resource Center - Child Mind Institute

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Find resources and information to help you support children who are struggling with mental health, behavior or learning challenges.

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Do you want to talk to your kids about issues related to diversity, equity and inclusion, but are not sure where to start? Check out these episodes our National PTA podcast Notes from the Backpack.

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A Podcast for Parents, by Parents

PTA is working to ensure our public schools provide a high-quality and equitable education for every child to reach their full potential. Notes from the Backpack is a PTA podcast designed for millions of parents and the decisionmakers they influence.

Through the unique combination of expert, parent and educator guests, each episode features engaging conversations that offer real-life advice and ideas on how to support children's learning and development-all in parent-friendly language.

Real Experts. Real Parents. Real Conversations.

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Wednesday, Nov. 8, 2023

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Notes from the Backpack is a PTA podcast designed for millions of parents and the decisionmakers they influence. Through the combination of expert, parent and educator guests, each episode features conversations that offer advice and ideas on how to support children's learning and development.