Belonging Means...

Jewish American Heritage Month:

This month we celebrate Jewish American Heritage month that originated in the 1980’s with the hope that Amercans will learn more about Jewish heritage and the important contributions to the U.S.Jewish Americans have given to their communities and this nation as loyal and patriotic citizens, always grateful for the safe harbor that America provided for them. Jewish Americans have served in government and the military, have won Nobel prizes, headed universities and corporations, advanced medicine, created and performed in enduring works of performing and visual art, written great American novels, and become emblems of justice as members of the Supreme Court, and so much more. Perhaps most importantly, American Jews have always pushed America to live up to its promise as a nation that upholds freedom and justice for all.

Monthly Dimension of Belonging | Befriended:

At Crow Island, our 4th graders lead our school community through the Pledge of Allegiance every morning. As part of this routine, our staff has worked with our 4th graders to add in weekly activities that occur every Wednesday (we call it Welcoming Wednesday). On those days, after the pledge, the 4th graders will lead the school in a common activity (for example: say “hi” to 3 people today that you normally don’t talk with). The goal is for older students to model for our younger students ways to connect, make friends, and show kindness.

The Department of Communications, Safety & Security exists to support the safety well-being of all students and staff, as well as communicate with our families and staff in a variety of ways in a variety of circumstances. Building relationships and helping our staff and families feel “befriended” is key to helping us effectively work to ensure safety and well-being in our school community. Building relationships amongst our fellow staff members helps us feel more accountability for each other, understand the unique needs in each building and helps staff, families and students know we are friendly faces in the District. Modeling kind adult relationships helps students understand that the colleagues in our buildings care about one another and care about them.

• What Does It Look Like?

  • Nikita was so thankful to have a friend like Reagan. Reagan just seemed to really “get” her. They met at an inclusive service-learning club at their school in 6th grade, and now, two years later, they remain inseparable.
  • Drew’s parents were worried about whether he would make friends in kindergarten because his classmates might notice he was “different.” Drew’s teacher, however, was committed to fostering a culture of inclusion in her classroom. Drew was never without a friend—in the classroom, playground, or lunchroom.
  • Alejandro would help Deandre out when his wheelchair got stuck, when he couldn’t reach something, or when he struggled with an assignment. But their relationship was really more of a friendship. No one could make Alejandro belly laugh like Deandre, and Alejandro loved having Deandre over to play after school.

  What Can You Do?

  • Promote a classroom culture of inclusion and acceptance. For younger children, incorporate a “morning meeting” during which students with and without disabilities can talk about friendship, learn valued social skills, and get to know one another better.
  • Ask students with significant cognitive disabilities which peers they would like to get to know better. Then, identify ways the students could spend more time together. Friendships usually develop when students have multiple opportunities to spend time and have fun with one another during shared activities (for example, working on a project, playing, eating lunch, joining the same club, doing a classroom job).
  • Be mindful of the roles you ask peers to take on in their relationships with students with significant cognitive disabilities. Although there is nothing wrong with giving and receiving help, a friendship is quite different from a “helping” relationship. Encourage peers to be friends and classmates rather than teachers or helpers.

  Questions for Reflection

  • Think back to your own friendships when you were in school. How would you describe what it meant to you to have (and be) a good friend? How did these relationships change as you moved through school? How did friendships impact your sense of belonging?
  • Take time to learn about the peer relationships of students with significant cognitive disabilities at your school by observing and talking with students. To what extent are peer relationships marked by qualities of friendship? For example, do students talk, play, and spend time together across settings? Are the benefits mutual? Do students feel like they can be themselves in these relationships?
  • Work with educators at your school to brainstorm a list of the practices at your school that are supporting or hindering the development of friendships among students with and without disabilities. Choose 1-3 practical things you can do together to provide greater opportunity and support for students to become and strengthen friendships.

Crow Island's resources for this month can be found below:

JAHM Slide Presentation

Resources from Crow Island (slide)