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The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this

document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

RtI Center Building Culturally Responsive Systems

Day 4

http://www.wisconsinrticenter.org/crcp-html

Facilitator: Date:

Review Day 3

As a team:

• Review your notes• Create IMPACT POSTERS• Include key takeaways

of your most impactful learning from Day 3

• Share out to large group

Learning ObjectivesParticipants will be able to create understanding of “Fill Building”

1. Gain a deeper understanding of one’s self

2. Create movement towards thinking, behaving, and being

3. Reflect on their own contributions to the district, school, and classroom

4. Use a culturally competent process - with a problem solving team - to provide culturally and linguistically responsive support to students and families

5. Learn how individual and group identities intersect

6. Develop and/or cultivate an appreciation for different perspectives

7. Understand how cultural competency (or lack of it) impacts student achievement

8. Use self awareness skills to recognize, reflect, and work on how one’s own ethnicity, culture, and life experiences may affect others

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ENGAGING STUDENTS

Not only can all students learn, but will also achieve

Challenging Ability

Challenging ability also means providing student voice in:

– Collaboration

– Performance

– Demonstration

Identity Discussion

• How does the educator’s identity impact this component of culturally responsive practice?

• How does the student/family and community identity show up in this aspect of culturally responsive practice?

• How can the educator be mindful of their identity and the identity of their students in implementing this component?

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Engagement Practices

• On the part of the teacher, these are actions and arrangements that encourage and promote the interest, engagement, and participation of students - with each other and with the learning activity

• On the part of the learner, these are strategies and means by which the learner mobilizes himself or herself to engage, put forth effort, and participate in the activities of learning

• Provide options for self-regulation

• Provide options for sustaining effort and persistence

• Provide options for recruiting interest

Engagement and Participation Practices

• Uses eye contact with low and high achieving students as student culture allows

• Uses proximity with ALL students equitably as student culture allows

• Uses body language, gestures, and expressions to convey a message that ALL students’ questions and opinions are important

• Uses a variety of visual aids and props to support student learning

• Uses random response strategies

• Uses cooperative learning structures

A Resource for Equitable Classroom Practices, 2010, Montgomery County Public Schools, Maryland

Video Share…

Teacher engaging students in the classroom at the Culture and Language Academy of Success

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Example Activities

• Teachers make sure students see the whole picture, as a basis for understanding the parts (academic and behavior)

• Students are presented challenging standards for performance

• Instructional tasks advance student learning to higher levels

• Students receive clear and direct feedback regarding their performance compared to the challenging standards

Activity/Application

Considering identity, engagement, and rigorous expectations:

– Identify ways that student identities are relevant in material

– Focus understanding on the big picture of the content before focusing on the parts

– Identify ways to make sure that performance feedback is clear, supportive, reflective, and encourages students to achieve high levels of performance

Thinking about this section, what you learned, and the activities:

• How will you take this information back to your school and teach staff?

• Begin to devise your action plan

• Begin to plan for SHOW and GLOW

Team Planning

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ENGAGING FAMILIES AND COMMUNITIES

Bringing it all together

Instructional Conversation

• Instruction happens by the teacher linking formal/academic knowledge and concepts to students’ prior knowledge (family and community)

• Educators engaging in this skill understand that students have more to share than the formal concept

• The educator listens and modifies instruction based on student response

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Identity Discussion

• How does the educator’s identity impact this component of culturally responsive practice?

• How does the student/family and community identity show up in this aspect of culturally responsive practice?

• How can the educator be mindful of their identity and the identity of their students in implementing this component?

Click to Access:

College of Menominee

Nation Resources

Click to Access:College of Menominee Nation Resources

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Click to Access:College of Menominee Nation Resources

Click to Access:

College of Menominee

Nation Resources

Click to Access:

College of Menominee

Nation Resources

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Incorporating Cultural Themes

Application

• Staff can gain cultural knowledge from the community to develop materials that help incorporate the cultural knowledge gained from connecting with the community into daily instruction.

• Example in action

Moving Beyond Involvement to Engagement

• Engagement means moving beyond schools leading with their mouths

• Schools lead with their ears

• Schools honor a space for family voice, values, histories, languages, and cultures

• Schools give some ownership to their families(and NOT just the PTO/PTA president)

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READ YOUR HEART OUT 2019

The Sankofa Bird looks backward with the egg of the future in her beak,

constantly checking as she moves into the future…

Handout 4.1

Read Your Heart Out is a day where thoughtful consideration of the past and future can take place through food,

musicality and rhythm, community and family engagement, books, and children’s performances.

This programming encourages reflection, particularly generated by works by and about

people of African descent.

Example Activities

• Classroom is arranged to accommodate conversation between teacher and groups of students on regular and frequent basis

• Conversation guided by content goal

• Student talk occurs at a higher rate than teacher talk

• Conversation includes student views, opinions, rationales that use content material to back them

• Student understanding is frequently assessed

Video Share…

Dr. Gloria Ladson-Billingshttps://youtu.be/GIXAMmBy_cs

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Lunch - yum

LunchPlease be back at 1:00

Activity/Application

Considering identity and engagement principles regarding instructional conversation:

• Identify how home and community knowledge, values, and culture can be brought into instructional conversations and support in the classroom

• Identify how instructional conversations can be enhanced in the classrooms from current practices

Musical Shares

We Spoke the Right Things

Handout 3.11

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OUR OWN EVALUATION

Before Your Final Team Time

Evaluation Completion

What makes this evaluation unique & special?

1. Used as both formative and summative data

2. Two types of questions for you to consider: • Questions related to this trainings content and…• Questions related to your school’s current

knowledge and beliefs around implementing an equitable, multi-level system of support

Learning ObjectivesParticipants will be able to create understanding of “Fill Building”

• Gain a deeper understanding of one’s self

• Create movement towards thinking, behaving, and being

• Reflect on their own contributions to the district, school, and classroom

• Use a culturally competent process - with a problem solving team - to provide culturally and linguistically responsive support to students and families

• Learn how individual and group identities intersect

• Develop and/or cultivate an appreciation for different perspectives

• Understand how cultural competency (or lack of it) impacts student achievement

• Use self awareness skills to recognize, reflect, and work on how one’s own ethnicity, culture, and life experiences may affect others

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Formative Feedbackon Sessions 3 & 4

Please take a few minutes to provide feedback. Your input is valuable in helping us determine the effectiveness of this training.

Please complete the evaluation ONLY if you have attended days 3 and 4 of this training.

http://bcrs4.questionpro.com/

More resources are available on our website!

www.wisconsinrticenter.org

Thinking about this section, what you learned, and the activities:

How will you take this information back to your school and teach staff?

Team Planning

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Stay connected, join the conversation

@WisconsinRtICenter

@WisRtICenter

Tips to Your Inbox: http://bit.ly/WisRtICenter

@Wisconsin RtI Center/PBIS Network

Live webinars and networking events

BEFORE THE LAST SESSION

• Identify two concepts discussed over the last two days that you can easily begin to work on including PERSONALLY

• Before you leave, identify someone from this training that you will check in with for the next two months -review your progress to include in your practice

• Begin to identify ways you will share what you have learned about your practice changes with your colleagues on May 15 – Session 5 for SHOW and GLOW Handout 4.3

Prepare for Show and Glow

• Show and Glow participation is required for all teams.

• Prepare to present – Your team’s district/school information– Share what you’ve learned and how your practice has

changed– A description of your Show and Glow artifact– Minimum of 30 minute presentation

• Share your presentation with higleyk@wisconsinrticenter.org and estimate length of time