Belonging Means...

From The Department of Student Services, Equity & Inclusion

Belonging Means... From The Department of Student Services, Equity & Inclusion

OCTOBER 2024

Introduction

We are committed to promoting a sense of belonging within our community, knowing the important link this has to well-being, mental health and personal safety. Students, staff and families who feel represented and welcomed in the community are more likely to remain engaged, feel safe and supported. Goal Area 2 of the District’s Strategic Plan focuses on positive culture and well-being, with specific language committing us to promote an inclusive culture and understanding of others. The Monthly Observances were adopted in Fall 2023 as a means to promote belonging by acknowledging the diversity of representation in our community and a variety of representative identity groups as modeled by similar calendars developed by Harvard and Northwestern Universities. In addition this school year, The Winnetka Public Schools will take each month to further explore what it means to have a sense of belonging using the Vanderbilt University research-based Ten Dimensions of Belonging which offers 10 ways schools can foster belonging for all. Districtwide, one Dimension of Belonging will be highlighted each month. The points below have been written to provide clarity for families regarding the ways in which the Dimensions of Belonging and Monthly Observances will be acknowledged in our district:

  • As a public school district, we have a responsibility to acknowledge the contributions of individuals representing a broad range of identity groups as dictated by Illinois School Code at all of our public schools.

  • Observances will include acknowledgment of current and/or historic contributors representing that month’s observance in a manner that is developmentally appropriate.

  • Staff, students and administrators work together to plan for ways in which the monthly observances will be acknowledged in the schools. Information regarding book collections, assemblies, or visual displays will be previewed in the district and principal newsletters to provide parents with insight into how the observances might be acknowledged in advance of the particular month.

  • Staff and administration utilize this checklist when considering a presenter or resource for a group of students.

  • Observances will not include the addition of learning standards which are not already a requirement for that grade level.

  • June includes three observances on the calendar, LGBTQ+ Pride being among them. The Winnetka community includes students, families and staff who are represented by this observance, and many others who have advocated for the representation, well-being and safety of this identity group within our district community.

    • Including the observance on the district calendar is not synonymous with K-8 instruction relating to sexuality or sexual identity.

Sexual health education is taught in fifth and seventh grades, and remains isolated to the existing content and standards in those grades alone. Parents of students in those grades are provided with a preview of the content and able to review materials at their request prior to those units being taught in the spring.

October's Dimension of Belonging: INVITED

Definition:

Invited - The way people are invited signals their value and fosters a sense of belonging.


Essential Question: How are we pursuing all staff and students’ presence and actively extending new invitations?


Sample Indicators for Students

  • Asking peers to play

  • Peers extending invitations to others for extracurricular events and clubs Modeling inviting behavior

Sample Indicators for Staff

  • Inviting colleagues to meetings and professional learning events

  • Extending invitations to colleagues for other professional opportunities (advising, club sponsorship, etc.)


Excerpt from TIES:

There is something quite powerful about being picked by someone else. It is encouraging to know that others want to be in your midst; that your company is desired or even needed. To be invited is to have your presence or participation sought out by another person. Being invited involves being considered—and then pursued—by others. Invitations should abound for students with significant cognitive disabilities at your school. This might involve being asked by peers to sit together at lunch, to join in games at recess, to collaborate on a project, to come to a birthday party, or to attend a sleepover. Likewise, students with disabilities should be invited by teachers to join extracurricular clubs, to attend inclusive field trips, to contribute on service projects, and to take part in other school activities. Each of these ordinary gestures communicates to students that their presence matters. Yet such invitations are far too rare for some students. Whether inadvertent or intentional, students with significant cognitive disabilities are often left out of the experiences that so many other students in their school enjoy. Belonging begins when these powerful invitations become an everyday occurrence—from peers, from teachers, and from others at the school.


What Does It Look Like?


Knowing Elena loves animals and the outdoors, Ms. Johnson made sure to invite her to the kick-off meeting of the school’s 4-H club. She assured Elena and her parents that all of the needed support and assistance would be in place.

The principal personally asked Sam to be one of three student delegates to represent Beech Middle School at the upcoming School Board meeting. Sam programmed his presentation into his communication device and proudly donned his school colors as he shared what he was learning in his civics class.

Lunch was the absolute best part of Gigi’s school day. She was always asked to join a group of girls from her science class. She loved sitting at the “cool” table, laughing and talking with her friends.

The abundance of names on Fiona’s birthday invitation list certainly did not surprise her mom. As she helped Fiona stuff envelopes with invitations, they reminisced on the numerous parties Fiona had herself attended since the start of the school year. Fiona was excited to finally reciprocate with a party of her own.


What Can You Do?


  • Encourage peers to reach out to fellow students in their classes or school who may feel excluded.

  • Create opportunities for students with and without disabilities to meet and get to know one another. Invitations are more likely to come when students already know one another.

  • Ask general educators to actively encourage the involvement of students with significant cognitive disabilities in the programs, clubs, and activities they lead outside of the classroom.

  • Make sure that all school events are announced and shared in ways that will reach students with significant cognitive disabilities and their families. Follow-up with personal invitations to individuals who do not respond.

  • Find creative ways of connecting the parents of students with and without disabilities. Parents are the ones who facilitate play dates and other out-of-school get-togethers among younger children.


Questions for Reflection


Think back to your own elementary or middle school experiences.


  • What did it feel like when you were invited to another child’s party or social activity?

  • What did it feel like when that invitation never came?

  • How did each of these experiences impact your sense of belonging?


Notice whether students with significant cognitive disabilities are participating in the same breadth of class and school activities as other students. To what extent is the presence or absence of invitations impacting this involvement?


Ask fellow teachers what (if anything) makes them hesitant or resistant to having students with significant cognitive disabilities in their classes or programs. What steps could you take to address or alleviate those concerns?


Develop a list of activities, clubs, or programs at your school. What are some ways you could share these opportunities with students with disabilities and their families in ways that would encourage greater involvement?


Carter, E. W., & Biggs, E. E. (2021). Creating communities of belonging for students with significant cognitive disabilities (Belonging Series). Minneapolis, MN: University of Minnesota, TIES Center.

School Feature: GREELEY

In a first-grade class at Greeley School, families have been invited into the classroom to share their unique family traditions. One family visited to celebrate Rosh Hashanah, sharing the book Once Upon an Apple Cake to the students and brought their family Shofar, a ceremonial ram’s horn used during Rosh Hashanah and Yom Kippur. The students enjoyed hearing its sound. The family also discussed their tradition of reflecting on their achievements from the past year and setting goals for improvement, a practice linked to the Jewish concept of Tikkun Olam. As Rosh Hashanah is the Jewish new year, the students were encouraged to share their own reflections and goals for the future. We look forward to learning more from our Greeley families this year!

Department Feature: SUPERINTENDENT'S OFFICE

One of the best parts of my job as Superintendent is the opportunity to be engaged at every level of the District community. This past summer, much of the work in my office centered around preparing our campuses for the return of students and staff at all five of our schools following major construction and renovation. At The Skokie School, many of the most significant improvements made the building more accessible to students, families and visitors with physical limitations that may make a multi-level building difficult to navigate and/or access. While we worked closely with our architects, construction management team and ADA advisers, the most valuable insights for us came through conversation and consultation with Winnetka families. Our ability to best serve our community as a whole is by modeling a willingness to be in constant assessment of who is and is not being served by our facilities and practices. This means demonstrating a willingness to listen, learn and change course when needed. I am proud of the tangible changes we have been able to make in buildings that were designed at a time when consideration for physical needs was not top of mind for those designing public spaces. Most importantly, I am grateful for those willing to share insights, perspectives and personal experience in an effort to help us grow and better serve our community.

Books/Literature

Click on the available links below to view curated book collections by school:




The Greeley, Skokie and Washburne Collections will be shared in upcoming Principal Newsletters.

Project Based Learning Group: Belonging and Inclusion

Staff are invited to complete the form linked here if interested in participating in a new Project Based Learning Group focused on engaging staff and students to improve belonging and inclusive practices in The Winnetka Public Schools.


Below is a brief introduction and the guiding question for this PBL:


Imagine a school where everyone feels welcome, valued, and included, no matter who they are. Your mission is to figure out how we can make our schools in the Winnetka School District a place where everyone belongs.


Driving Question:


How can we help every student, teacher, and family member feel like they are welcome and belong in our school and community?
The Winnetka Public Schools
www.winnetka36.org