Belonging Means...
From The Department of Student Services, Equity & Inclusion
As we approach March, we are excited to announce our celebration of Women’s History Month at Greeley School. This month provides a special opportunity for our students to learn about the incredible contributions women have made throughout history, and we are eager to honor the women who have shaped our world.
In order to bring these important stories to life, we are tapping into the rich resources of our own community. This year, we are thrilled to host a series of presentations by parent volunteers during a special assembly. These volunteers will share their knowledge about influential women who have made a significant impact in areas such as science, politics, the arts, and more. Through these engaging presentations, our students will not only learn about historical figures, but also discover the inspiring stories of women from our very own community.
We believe that recognizing and celebrating women’s accomplishments helps to empower all students to envision themselves as leaders, innovators, and changemakers. Our goal is to foster a deeper appreciation for the diverse contributions of women while inspiring our students to strive for greatness in whatever they pursue.
A true sense of belonging is built on the foundation of feeling supported—knowing that resources, guidance, and collaboration are in place to help every educator and student thrive. When teachers feel confident in their instructional practices and have access to meaningful professional learning, they are better equipped to create engaging, inclusive classrooms where all students can succeed. The Department of Innovation, Teaching & Learning works to provide this support by providing coaching, professional development, and instructional resources that strengthen teaching and learning across the district.
For example, the Math Leadership Team has been instrumental in ensuring that support is woven into the K-8 math curriculum review. Through thoughtful evaluation of instructional resources and best practices, members are working to create a cohesive, high-quality math learning experience for all students. Similarly, as the district continues on its first year of implementing the American Reading Company (ARC) and CommonLit literacy curriculums, support is being provided to help teachers integrate research-based literacy instruction effectively, reinforcing student engagement and academic growth.
Beyond curriculum efforts, the department continues to provide coaching, professional learning, learning walks, and instructional tools and resources, ensuring that educators have the resources to meet the diverse needs of their students. By fostering a culture of continuous learning and shared expertise, the district is committed to building an environment where both educators and students feel supported in their journey toward success.
Literacy Support for ALL
A supported approach to learning enables everyone to fully participate. The new foundational skills program for literacy, IMSE, provides teachers with assessment tools that allow them to gather student learning information that may be used to identify instructional scaffolds to put into place. As an example, during dictation or word writing one group of students may be instructed to spell a word while others are instructed to use it properly in a sentence. Just as learning in the classroom should be designed in response to student needs, professional learning for educators should look the same in that it is practical and responsive to educator needs. To further the example, last month’s Institute Day program featured IMSE sessions for teachers based upon the key components of the program they identified as an area of growth.
What Does It Look Like?
- Andi always works with Brittany and Gretchen, two classmates who are part of her peer support arrangement. Ms. Davis, a paraprofessional, provides periodic support to all three students as they work together during English class. Andi prefers working with her classmates “just like anyone else,” rather than always sitting next to an adult.
- Mr. Walker enjoys getting to know each of his 3rd grade students at a personal level. When he learned that Joseph loves drawing, he worked with Joseph’s autism support teacher, parents, and the principal to make sure that support was in place so that Joseph could be part of the afterschool art club.
- Treshon and his friends love to play basketball during recess. With input from the physical education teacher and Treshon’s physical therapist, the students made some simple changes to the way they play so that Treshon could fully participate while using his wheelchair.
- Ms. Bowman never wants to haphazardly plan students’ supplementary aids and services. She conducts observations, gathers feedback from team members, and has conversations with the student to learn what support is working and where more support is needed. All of this work helps the IEP team carefully plan the individualized system of support that meets each student’s needs and helps students reach their full potential.
What Can You Do?
- Rather than relying primarily on paraprofessional or adult support, consider how peers can provide natural support to students with significant cognitive disabilities. Be sure to encourage peers to provide support as a classmate or friend, not as a teacher or “helper.”
- Identify support that would be beneficial to all students in a classroom (sometimes called “universal supports”) and support individual students might need (sometimes called “individualized supports”). Combining universal and individualized support can help teachers more feasibly meet the educational needs of all of their students.
- Learn how to use an ecological assessment to individualize support planning in inclusive school settings, such as classrooms, cafeterias, or playgrounds. An ecological assessment helps educational teams identify needed support by examining the demands in specific settings and comparing them to students’ individualized strengths and challenges.
- Ask students about their goals for school and the support they think would help them reach these goals. Use visual supports (such as pictures) as response options for students who may have trouble communicating their ideas on their own.
Questions for Reflection
- Reflect on a time when you felt deeply supported and on a time when you did not. What distinguished these two experiences? What impact did each have on your sense of belonging?
- This week, look for instances when students seem to be receiving just the right amount and types of support. What lessons can you learn from these situations that could be applied to other students, activities, or goals?
- Some types of support can be stigmatizing and stand in the way of belonging. Talk with other teachers or service providers at your school about their approach to supporting students with significant cognitive disabilities throughout the day. How can support can be provided that enhances belonging without increasing stigma?
