CLRI Curricula

The purpose of the CLRI Curricula is to share the value and best practices of culturally

and linguistically responsive practices in order to support and respond to the growing

needs of our diverse student population. The main components of the CLRI curriculum

include the Emancipation Lessons, Rising Voices Text Library, 1619 Project, Brownies

Literature, Puerto Rican History and Culture Course Curriculum, and

National Heritage Lesson Packets. The curriculum provides supports, resources,

exemplars, and a framework for stakeholders to receive lifelong meaningful learning

experiences that inform, train, and support systemic culturally and linguistically

responsive practices.

Arab American Heritage Month

womens history month lesson compendium

Peace Talks Lesson Packet to Support Education of Israel and Palestine War 2023

Asian American and Pacific Islander Heritage Month 23

Black History Month Lesson  Packet

Arab American Heritage Lesson Packet Cover Page 23

Women's History Month Lesson and Resource Packet 2023

Ketanji Brown Jackson Supreme Court Justice Lesson and Resource Packet 23

Latinx Heritage Month Lesson and Resource Packet 23

PRIDE Month Lesson and Resource Packet 2023

Social Justice Lesson and Resource Packet 2023

National Indigenous Heritage Lesson and Resource Packet 2023

Juneteenth Lesson and Resource Packet 2023

Healing Guide Resource Packet for Dealing with Buffalo Massacre May 14 2022

"Participating in culturally relevant teaching essentially means that teachers create a bridge between students' home and school lives, while still meeting the expectations of the district and state curricular requirements. Culturally relevant teaching utilizes the backgrounds, knowledge, and experiences of the students to inform the teacher's lessons and methodology.

Gloria Ladson-Billings  


"Whatever the environment, school leaders play an important role in developing the kinds of relationships that foster academic rigor. One model that I developed--reality pedagogy--supports this work. It recognizes that academically rigorous teaching and learning are deeply personal; it begins with the understanding that a school's approach to teaching is unlikely to meet student needs unless students' cultures, backgrounds, and experiences are reflected in the curriculum. When students see themselves in the curriculum, they develop stronger relationships with both their teachers and peers--and with the content as well."

Christopher Emdin  


"Historically Responsive Literacy is when teaching, learning, and leadership beliefs and practices authentically respond to: students' cultural (and other) identities; the cultural (and other) identities of others; the social times (historical and current)."

Gholdy Muhammad