Clarifying The Culturally Responsive Framework
October 14, 2021
Explaining the Culturally Responsive-Sustaining Education Framework: Dr. Alexandria Connally, CEO & Founder of Culturally Responsive Environments and Discipline (CREAD)
Implementing DEI Initiatives: Peekskill City Schools Administrators Dr. David Mauricio (Superintendent), Dan Callahan (Assistant Superintendent of Secondary Education) and Dr. Margie Daniels (Director of Diversity and Equity)
Board Policies Supporting DEI: Jay Worona, Deputy Executive Director & General Counsel, New York State School Boards Association
Communicating About the CRF: Jackie Burton, Owner & President, Concordant Communications
What is the Culturally Responsive-Sustaining Framework?
The Culturally Responsive-Sustaining Framework (CRF) was developed under the direction of the NYS Board of Regents to help education stakeholders provide a student-centered learning environment to educate all students effectively and equitably. The four guiding principles of the framework are:
- Welcoming and Affirming Environment
- High Expectations and Rigorous Instruction
- Inclusive Curriculum and Assessment
- Ongoing Professional Learning & Support
All education stakeholders (includes boards, administrators, teachers, families and students) have a role to play in creating and sustaining culturally responsive education. Educators need an awareness of the different “cultures” students identify themselves with – based on race, religion, gender, age, socio-economic background and other factors. (How many adults understand the TikTok cultural norms?) Student engagement and learning is improved when students perceive positive role models that are like themselves in some way.
What do DEI initiatives look like in schools?
Diversity and inclusion are embedded in the operations of Peekskill City Schools as an integral part of the strategic plan and the Peekskill Promise. With the support of the Board of Education and the administration of the district, DEI is considered in many aspects of the educational practice and school operations – including recruitment, curriculum, multicultural ecology, restorative practices, professional learning, family engagement, social-emotional learning, and student and teacher voice.
Over the past ten years, Peekskill’s administrators and board have inculcated DEI into all that they do, including the hiring of a Director of Diversity and Equity, to ensure that there is always a voice in the room considering plans and practices from a DEI perspective. Specific initiatives are tied to the guiding principles of the CRF. There have been bumps along the road, necessitating the recalibration of plans to ensure the school community is united and comfortable with openly discussing diversity issues.
How can Board policies create a foundation for DEI initiatives within the district?
Boards of Education have a role to play in equity and inclusion efforts of their school districts, along with Superintendents and the entire school community. NYSSBA has offered all boards a sample policy focused on Diversity, Equity and Inclusion that begins with a statement of generally accepted beliefs on the value and need for equitable education, and goes on to outline potential goals and accountability suggestions that districts can tailor to their own needs. Boards of Education can also look at current policies with an equity lens and determine what amendments are appropriate for their districts’ needs and plans. For example, Peekskill’s Board of Education passed a Diversity Recruitment Policy in 2019 to guide the district’s plans for increasing diversity in new hires.
How can Boards and Superintendents communicate and engage with school communities on DEI initiatives?
There is no “cookie cutter” approach to presenting DEI to a community. Clearly demonstrating how DEI work is consistent with the mission and vision of the district, fits with the “portrait of a graduate’ and the SEL and other programs in the district is a first step. Communicating the principles of DEI, for all forms of diversity within the district, and the specifics of inclusion plans for your district is critical. District leaders need to be visible, earn trust and engage with the community. Telling compelling stories (with data) to internal and external audiences through a variety of communications channels is effective and builds trust. When plans and programs need to change, that trust will be needed as district leaders will have to articulate why changes are being made and what new plans are progressing.
