Belonging Means...
From The Department of Student Services, Equity & Inclusion
June includes four observances on the calendar: LGBTQ+ Pride, Immigrant Heritage, Eid-El-Adha and Juneteenth. The points below may help families to understand what can be expected during the month of June:
School Bulletin Board displays may include prominent LGBTQ, Immigrant, Muslim and Black American figures.
Resource Centers will have a display of books that align with the observances of the month, as has occurred throughout the school year.
Library collections vary by school and are shared with families in principal newsletters as well as the “Belonging Means” newsletter.
The Inclusion of LGBTQ+ Pride, on the list of Monthly Observances is not synonymous with K-8 instruction relating to sexuality or sexual identity but rather a recognition of contributions of those in the LGBTQ+ Pride community.
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.
Our observances are designed to build awareness, respect, and understanding among students from all backgrounds and family structures. These celebrations help us teach the values of inclusion, empathy, and shared humanity that are foundational to our educational mission.
As part of our commitment to fostering a welcoming, inclusive, and educational environment for all students, the District highlights Monthly Observances that reflect the diverse histories, identities, and contributions within our school community and broader society. These observances are grounded in our values of respect, empathy, and belonging for every child and family. Families can read more about our commitment to equity and inclus
We know that feeling needed is a key to belonging and that wanting to feel valued by others and considered an indispensable member of the community is acutely felt by our middle school students at Washburne. Helping students navigate the social dynamics of middle school is essential, and we purposefully work as a team to create connections and build an environment where all members feel like they can contribute and benefit others at Washburne.
Advisory - The advisory program at Washburne is specifically designed to build connections and create a “home base” for students. Students stay together with their advisory throughout their two years at Washburne and participate in a number of activities and lessons focused on the 4 R’s of Responsibility, Reflection, Relationships and Resilience. With smaller groups, students are able to share aspects of who they are in a safe environment and be accepted as unique individuals.
Mental Health - One of the key components of a middle school philosophy is the conscious recognition and allowance for healthy social emotional development. With the growth and expansion of Erika’s Lighthouse named after a Washburne student who lost her battle with depression in 2004, we have begun using one of their most recently developed curricula, “Teen Depression: Stories of Hope and Health.” Through this program, we continue to address mental health, depression, stigma, treatment and suicide prevention. As we educate students in this area, one of our goals is to eliminate stigmas associated with mental health and help students feel accepted within our school community.
The richest forms of community are marked by a real reciprocity among all members. Every person is seen as having skills, talents, and strengths that can benefit others and the broader community. The same is true in schools—every student should be seen as a significant member and recognized for the contributions they can and do make. To be needed involves being valued by others and considered an indispensable member of the community. It is not uncommon, however, for some students to feel less needed than others. Students with significant cognitive disabilities are often viewed as being in need of support and assistance from others. Rarely are they acknowledged as individuals whose presence and contributions enrich and enliven the learning community. When students with disabilities are known personally and seen for their strengths, schools are in a much better position to find ways for them to contribute meaningfully within and beyond the classroom. When others come to need you, your absence is missed. And when you are missed, you can be certain you belong.
What Does It Look Like?
- Whenever Grayson was absent from school, he was definitely missed by his peers. The members of the Robotics club all rely on Grayson’s insights into coding, and they count on his wry humor to brighten up their conversations.
- Aria has become the unofficial “tech support” for Ms. Sedgewick’s 7th grade science class. She loves to distribute the tablets, set up the projector, adjust the lighting, and troubleshoot the interactive white board. No one is surprised anymore that someone with a visual impairment can play such a helpful role.
- Although Chloe was the first student with Down syndrome to be elected to the Bledsoe Middle School student council, it was the creative proposals she put forth for Spirit Week that garnered the most attention. Her clever ideas for the pep rally and pre-game celebration were a hit with all of her schoolmates.
- Yusuf was quite proud to be one of the two students from his school to be picked to present at the state education conference. Using a switch to activate his slides and voice narration, he gave a stellar speech about the impact of inclusion at Grassmere Elementary School.
- Whenever his group met in class to work on their history project, Xavier was always picked to serve as timekeeper and chief encourager. He has a real knack for keeping everyone on track and motivated.
What Can You Do?
- Provide leadership opportunities for students with significant cognitive disabilities within and beyond the classroom. Likewise, teach students the skills needed to carry out any of these activities well.
- Help connect every student to at least one extracurricular activity in which they can play an active role and contribute to the group.
- Involve students with disabilities in service-learning projects. This allows them to meet the needs of others and showcase their talents and contributions to the community, all while learning and serving alongside their peers.
- Make a list of the classroom roles responsibilities that students tend to value or enjoy. Identify the adaptations and supports that students with significant cognitive disabilities will need in order to assume these same responsibilities.
- Use cooperative learning activities that require and reward interdependence. As students work together and rely on each other, they come to recognize each person’s district contributions.
- Make sure students with significant cognitive disabilities are considered for schoolwide recognitions and superlatives available to any student.
Questions for Reflection
- Think about a community in which you play an active part. How does having valued roles in that community shape your sense of membership and belonging?
- Create a list of all the ways that students at your school take on leadership roles or important responsibilities. To what extent are students with significant cognitive disabilities also contributing in any of these ways? Why or why not?
- Throughout society, individuals with significant cognitive impairments are often seen first and foremost as the designated recipients of assistance and support, rather than as people who can provide assistance and support to others. Are similar views evident among students and staff at your school? What could you do to shift these perspectives in more affirming directions?
- Who do teachers at your school tend to turn to when they need help or assistance from students? Identify a few practical ways that you could help them consider a broader range of students who might have something to contribute.
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.