02-05-2025
New Framework Champions Belonging and Systemic Growth in K-12 Education
Contextually Responsive Intersectional Systems White Paper
Southern California - May 1, 2025 - Education practitioners and researchers Tamra Simpson, M.A. ELL, and Valery Dragon, M.A. ELL, announce the launch of the Contextually Responsive Intersectional Systems (CRIS) Framework and its practical methodology, Contextually Responsive Intersectional Analysis (CRIA) — a new approach to advancing belonging and continuous improvement in K–12 education.
Born from empathy interviews with Black women educational leaders, CRIS and CRIA center real-world leadership experiences to inform smarter, more human-centered system change.
Combining system thinking and improvement science with an intersectional lens, CRIS helps schools and districts create environments where all leaders and learners feel a true sense of belonging. CRIA serves as the step-by-step method for applying these principles to real initiatives and practices.
Highlights of the CRIS Framework and CRIA Methodology:
'We designed CRIS and CRIA to translate powerful leadership experiences into practical action,' said Tamra Simpson. 'At its heart, this work is about creating systems where belonging is not an add-on, but a foundation.'
'Through listening deeply, we uncovered the kinds of shifts that build stronger, more supportive education communities,' added Valery Dragon.
Simpson and Dragon will offer professional development, research collaborations, and implementation resources for educators, leaders, and organizations interested in adopting CRIS and CRIA. Their 'Contextually Responsive Intersectional Systems' White Paper can be found here.
For more information or media inquiries, please contact:
Tamra Simpson M.A. ELL, [email protected]
Valery Dragon M.A. ELL, [email protected]
Media Contact
Company Name: L.E.A.D
Contact Person: Tamra Simpson
Email: Send Email
State: California
Country: United States
Website:
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To view the original version on ABNewswire visit: New Framework Champions Belonging and Systemic Growth in K-12 Education
