||Examples Cited by Research and Experience
|Create and nurture a familial environment
- Students were given respect.
- Counselors, nurses, social workers and family liaisons worked together to ensure that students’ basic needs were met.
- The sense of family was all inclusive among students, parents and school staff. Each staff member was highly valued as an individual.
- Everyone who came in contact with students participated in ensuring their success.
- Everyone on the campus was involved in the students’ learning process.
- The school was considered to be a family more than just a system for learning.
- School staff ensured that students knew they were held in high esteem.
|Educate the “whole” child
- Each teacher’s priority was the student’s total development, not only performance on standardized tests.
- Emphasis was placed on ensuring positive academic achievement for every child.
- Failure was not tolerated, expectations were not lowered.
- Emphasis was placed on positive achievement rather than negative.
- Teachers avoided stigmatizing students and categorizing or labeling them.
- All accomplishments were praised and recognized.
- Students were allowed to become actively involved in decisions relating to their school experiences.
- Strategies such as cooperative learning and peertopeer tutoring allowed students to take possession of their learning.
|Celebrate cultural and linguistic diversity
- Cultural and linguistic diversity was integrated into school activities and curriculum.
- Teachers and staff provided a school environment similar to that of the local community.
- The home culture of minority families was respected and valued.
- Students were encouraged to use their native language in order to communicate effectively.
- Teachers utilized students’ native language to help them develop proficiency in the new language.
|Assume responsibility for teaching
- Teachers created their own assessment tools to determine which methods would contribute positively to higher academic achievement.
- Academic success for every child was the highest priority when teachers developed lessons.
- Curriculum was aligned with standardized test objectives.
- Teachers experimented with creative activities in an effort to improve student success while maintaining high expectations.
- Teachers practiced team teaching.
- Once particular goals were achieved, higher goals were defined.
- A stable environment was provided through continuum of classes.
- LimitedEnglishproficient (LEP) students were not segregated from native Englishspeaking students.
- Students practiced literacy development activities.
- Schools created a program that assists LEP students with language acquisition.
- Schools had a strong, integrated curriculum.
- Administrative leadership was strong.
- Campuses practiced shared decision making.
- Schools advocated high morale and schoolwide support for students’ academic achievement.
- Schools provided master teacher tutoring and reading, writing and math labs.
|Communicate and involve parents
- Parents were highly valued members of the school environment, and they knew they were an important part of the school family.
- It was important to school staff that parents were able to communicate their views and concerns. Educational jargon was avoided and parents were not spoken to in condescending ways.
- Teachers avoided forcing parents into traditional parenting roles.
- Outreach to parents was extensive, ensuring high parent participation.
- Schools maintained open door policies and created a welcoming environment, especially for parents.
- The cultural and linguistic diversity of office staff enabled LEP parents to feel more comfortable and a part of the team.
Developed by IDRA from research conducted by IDRA, the Charles A. Dana Center, at the University of Texas at Austin, and Beverly McLead.