Building Latino Community at Sherwood Githens Middle School: Year One in a Longitudinal Study

Justine LaMantia

NC State University

Curriculum and Instruction

Rational: Why a Latino Community?

Southern Poverty Law Center’s pending lawsuit against DPS

(“DPS has failed to comply with its legal obligations to ensure that language minority children and their parents have equal access to public education.”)

Observations of school community: teachers, parents, students

(What do I see when I view my school from the perspective of a non-teacher?)

Experiencing culture first hand (Action-Research Mexico Trip)

Southern Poverty Law Center

The complaints are as follows:

Limited access to language Interpreters

Inadequate translation

NCLB parental notification requirements

Hostile environment

What’s The Problem?Teacher Surveys:

Little to no home communication Preconceived notions/ hidden racisms

Student Focus Groups (6th-8th)Inaccurate student translations Uncomfortable in role as translator No celebrations, no communityCultural conflicts/ stereotypes

Parent Focus Group (11 parents)Little to no communication/ no invitationsUnwelcoming environment/ intimidatedBridge from elementary to middle

Establishing THE QUESTION Through Data Collection & Analysis

*ECI 550: James Garbarino

*ECI 508: Having the courage to be a leader

*ECI 523: The Teacher Research Process

What are the teachers thinking/feeling?

What do our teachers need?

How are our students thinking/feeling?

What do our students need?

What are our parents thinking/feeling?

What do our parents need?

The Research Question

Longitudinal Study:

Year 1: How can Latino Community be built at Githens Middle School?

Year 2: What communication methods are best for establishing a Latino community?

Year 3: Does building community affect Latino students’ academic and behavioral performances?

2011-2012 Year One InterventionsTeachers’ Needs:• Faculty Share Drive (Translated Forms)

• Print vs. Non-print (mid-year survey)

• Constant feedback/suggestions

• Acquired a school translator (Ms. Brown)

Parents’ Needs: • Translated communication forms (volunteers forms as well)

• Bilingual signs in the school

• Displays by Latino Ambassadors

• Invitations to attend events

• Latino Parent Night

• Translators and Spanish Resource Center rep @ open house

• Community Liason: El Centro Hispano

• Parent focus group #2 (May 24th 6:30-7:30pm)/ follow-up

2011-2012 Year 1 Interventions Contd. Students’ Needs:• Established Latino Ambassadors Club (increased from 25 to 37).

• Cinco De Mayo teacher luncheon (5/7/12)• T-shirts (GMS Latino Ambassadors) • Decorating school (bulletin boards & bilingual educational quotes) • Spanish film series (3 films this year) • Ongoing: Welcome to Githens video for upcoming 6th graders • We Aren’t So Different (Connecting Stories Video Project)

• Welcoming décor around school • Who are the Latino Ambassadors? Latino doesn’t just mean Mexican!• Things We Learned in Mexico (teacher research display board)

• 1st celebration of Hispanic Heritage Month• School-wide door decorating contest • Hispanic Heritage Month dance (traditional dance presentations) • Fact of the day during the whole month (Sept-October)

• Student Focus Group #2 • Held with students while parents were in presentations during Latino Parent Night• New insights/new directions: Video Project born

Professional Transformation & What I Learned

1. You cannot work in isolation2. Being a leader in big & small ways 3. You don’t know unless you try4. Assess and recreate 5. Use data as a guide6. Some questions cannot be answered

in a year 7. A dedication to this 3 year process8. I understand advocacy

NEXT STEPS: 6th grade EOGs VS. 7th grade EOGs

7th grade EOGs VS. 8th grade EOGs

Parent Classes (DPS translator 2012-2013 school year)

Free workshops from El Centro Hispano

Increased guided conversations

Parent panel involving grade level team leaders

(TWDs beginning of school year)

Referrals written in 6th VS. 7th grade

Referrals written in 7th VS. 8th grade

*How will you determine academic and behavioral progress?

Compare pre & post survey of parents, teachers, & students

More quantitative data collection (academics and behaviors)

Examples of Doors:

2011-2012 Latino Ambassadors