KIBSD strives to incorporate tradition, culture into curriculum
Infusing SEL with cultural considerations — CRESEL — adds classroom curriculum content that is relevant to diverse students’ lives. It makes compatible the behavioral norms of schools and students’ home cultures. It is inclusive of the language of instruction and students’ home language, and it connects classroom curriculum and the traditional teaching methods familiar to students.
- To establish district and school infrastructure to support social and emotional learning.
- To increase connectedness of KIBSD staff with each other, with families, with community leaders and with students.
- To increase opportunities to develop and use social and emotional learning and employability skills.
- To establish thriving student-led social and emotional learning environments.
- Increase Communication, Connection and Collaboration for SEL and Cultural Integration
- Increase Opportunities for Staff and Students to Consistently Use and Model SEL
- Enhance Partnership with Parents and Across District to Support SEL and Thriving Students
- Increase Student and Staff Connectedness Within Schools, Community, and Across the District
- Increase District Leadership and Support Structures for SEL Practice & Teaching
- Increase Unity and Sense of Belonging Among Students
- Increase Student Leadership, Decision Making and Peer Mentoring for SEL
The initial community conversations at Main, North Star and Akhiok schools identified strengths and weaknesses found in each school with regard to the role played by culture and tradition in the education of students. Community members also discussed the ways in which they felt the school conflicted with Native ways of life and in what ways they felt the two were aligned. Finally, the conversations focused on how schools can be strengthened through the incorporation of Alutiiq values, as well as what they next steps are to begin the process. (See the accompanying Community Conversation Dialogue documents for specifics from each discussion.)
Though the CRESEL work has just begun, Bryant, Grassgreen and Xiláay Gatti all agree the foundational steps have been fruitful. “We are asking what the areas are in which we can get meaningful work done,” says Xiláay Gatti. “In Kodiak, if the district is trying to teach Alutiiq lessons, then it helps to have community members as part of the conversation.”