AGG Educational Framework
Here at ACCESS Global Group, we believe in a comprehensive approach to creating educational solutions and based on this idea, the Diversity and Inclusion for Community Equity (D.I.C.E.) Series was developed. D.I.C.E., a collaborative program that invites leadership to look inward in order to lead outward.
The needs of each student, family, and community are unique and different, but ultimately converge to be met or neglected based on the cultural awareness and competency of their environment. A champion of education, Dr. Shanelle believes that the skills to better communicate and build stronger relationships can be learned and strengthened through intentional reflection, cultural exposure, and person-specific practices.
D.I.C.E. – Diversity and Inclusion for Community Equity (AGG Equity Framework)
T.I.P.S. – Trauma Informed Person Specific (AGG Inclusive Communication Strategy)
C.A.R.D.S. – Counselor. Advocate. Role Model. Disciplinarian. Surrogate Parents (AGG Educator Professional Development)
A.R.E.A. – Authentic Relationships, Building Equity for All (AGG Community Education Equity Strategy)
1. Diversity – Social Awareness & Reflection: We start with observation and reflection work because cultural competency requires our ability to name and identify our different identities and biases, so we are able to recognize our learning points and communication needs for better relationship building.
2. Inclusion – Professional Development: This scope of identifying and applying different skills to the distinct cultural and power dynamics using C.AR.D.S. for direct student educators.
3. Community – Empowerment and Engagement: This work is to develop collaborative projects between educational leaders and community partners to better organize and meet student and their caregivers’ needs.
4. Equity – Systems of Relationship:
Educating students from diverse backgrounds and situations successfully is a complex process involving big-picture considerations and specific instructional strategies; at the very least, these students need to know adults in their lives are aware of the cultural and social situations they encounter on a consistent basis and truly care about their personal and academic success. From this foundation, trusting relationships develop and serve as an essential context for learning. While this bridge from awareness and caring to learning and achievement is necessary for a successful school career, it is vitally important for students from disenfranchised backgrounds, who tend to experience more challenges in their personal and academic lives.
Students from diverse backgrounds and communities benefit from educational support that nurtures emotional growth while simultaneously providing optimal conditions for effective learning and based on this knowledge, the “CARDS Method” was created (Benson-Reid, 2009).: The C.A.R.D.S., AGG’s Pedagogical Method (way of being and teaching) is based on the historical roles of educators and hinges on educators being more than content providers.
· The Counselor
· The Advocate,
· The Role Model,
· The Disciplinarian, and
· The Surrogate Parent
This Professional Development Method provides optimal conditions for effective learning.
Our newly created, trauma informed community dialogue and engagement initiative, developed to empower different communities to share their experiences and provide critical feedback and input for organizational learning and programming in organic ways, focuses on building budling bridges between the school district and the broader community.
Authentic – open and honest dialogue; we cannot build a better future without considering the different perspectives and experiences of our community members.
Relationship – mutual respect that builds trust; we must build strong positive relationships between our schools and community in order for our students and society to succeed.
With Equity – meeting everyone’s needs; the point of these conversations is to understand the actionable solutions that will most efficiently meet our community needs and help foster authentic relationships.
For All – everyone deserves a safe learning environment.
AGG D.I.C.E. & New York State
Culturally Responsive Education Core Competencies
New York State’s Board of Regents recently released a new framework with core competencies necessary to provide a culturally responsive sustaining education for students regardless of demographic composition. ”Culturally responsive, sustaining education is grounded in the cultural view of learning and human development in which multiple expressions of diversity are recognized and regarded as assets for teaching and learning instead of barriers”. New America released a federal study of culturally responsive teaching competencies, which included both California and New York best practice into 8 core competencies Based on both professional and personal experience, AGG promotes these skills as teachable and applicable practices with pedagogical experience, self-reflection, and professional development.
New York State: 8 Core Competencies
Here you will find the 8 Core Competencies for culturally responsive teaching with a brief explanation on how the competencies connect to the AGG Professional Development Series and model best teaching practices.
1: Reflect on One’s Cultural Lens
DICE - Self-reflection and cultural competency to avoid microaggressions and relying on stereotypes
2: Recognize and Redress Bias in the System
DICE & CARDS - Understand institutional and structural barriers that keep students’ academic development from being valued and similarly supported
3: Draw on students’ culture to share curriculum and instruction*
CARDS - Cultural scaffolding + integrating student input
4: Bring Real-world Issues into the Classroom*
CARDS - Contextually relevant - demonstrate how education is valuable to their lives, families, communities, civic responsibility & future change
5: Model High Expectations for All Students
CARDS - Believe, communicate, and advocate all students are capable and desire to achieve high levels of success
6: Promote Respect for Students Differences
DICE & CARDS Awareness of students’ differing classroom experiences is affirmed and encouraged through student reflection and social responsibility)
7: Collaborate with Families and the Local Community*
DICE & AREA: Assume that parents and community members are interested in being involved in their children’s education and remove barriers to family engagement
8: Communicate in Linguistically and Culturally Responsive Ways
Making the Connections: C.A.R.D.S. and the Eight Core Competencies
- Counselor – 1. Reflect on One’s Cultural Lens; 6. Promote Respect for Students Differences
- Advocate – 2. Recognize and Redress Bias in the System
- Role Model – 5. Model High Expectations for All Students; 3. Draw on students’ culture to share curriculum and instruction*; 4. Bring Real-world Issues into the Classroom*
- Disciplinarian – 8. Communicate in Linguistically and Culturally Responsive Ways
- Surrogate Parent – 7. Collaborate with Families and the Local Community*