beginning to examine universal practice through a culturally responsive practices lens andreal davis...
TRANSCRIPT
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Beginning to Examine Universal Practice
Through a Culturally Responsive Practices Lens
Andreal DavisMichelle Belnavis
Kent Smith
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Take a few minutes to complete the personal profile. (Make sure you score the
columns and not the rows)
True Colors
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Setting the Stage: What is the purpose behind this work?
Culturally Responsive Practices
Begin to Incorporate CRP into PBIS Framework
Questions, comments or scathing rebuttal
Agenda
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Whatever you see in a child is what you will produce – “I don’t become what I think I can; I don’t become what you think I can; I become what I think YOU THINK I can.”
"Educational researchers have proven time and again that culturally responsive teaching methods increase student engagement. So if our teaching is not culturally relevant, then we as educators are not relevant."
- Chike Akua
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“Students with disabilities are almost TWICE as likely to be suspended from school as nondisabled students, with the highest rates among black children with disabilities.”
NYTimes, M. Rich Aug 7 2012
National Data• 13% with disabilities are suspended
from school versus 7% of students without disabilities
• 1 in 4 Black K-12 students are suspended from school at least once
High suspension is correlated with:• Low achievement• Dropout• Juvenile incarceration
Students with greater than one suspension per year:• 1 in 6 Black students• 1 in 13 American Indian students• 1 in 14 Latino students• 1 in 20 White students
Not correlated with the race of staff writing referrals.
Dan Losen & Jonathan GillespieCenter for Civil Rights Remedies at UCLA – Presented by George Sugai (8/12)
State by state data found at Dignity in Schools Campaign Fact Sheet:www.dignityinschools.org
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Federal guidelines issued January 9, 2014 from the US Dept. of Education and US Dept. of Justice recommending use of PBIS and Cultural and Racial Equity to: alter school climate, reduce use of exclusionary practices and decrease discipline disproportionality
Copies of Federal Guidelines and additional resources at the end of presentation
As a result of these trends and data…
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• How do these tendencies impact you in your work ?
• In your family?
Personal Style
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Students and Schools
• In our traditional systems, which color do you think would be the most successful?
• Which color(s) would be more disconnected from our traditional systems?
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These outcomes continue because our systems are not designed to meet the needs of or examine outcomes for ALL groups of students.
Institutions and systems have not changed substantially in the last 100 years.
These outcomes are reinforced by policy at every level; Federal, State and Local.
Unintentional Reinforcement of Trends
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Cultural Behaviors Spectrum
Traditional school norms
Low movement
Turn-taking
Quiet & rule-driven
Norms specific to under-served students
High movement
Overlap
Preference for variation/spontaneity
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We see the world not as it is, but as we are…
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Risk Ratio
Relative risk (RR) is the ratio of the probability of an event occurring (for example, developing a disease, being injured) in one group to the probability of the event occurring in a comparison group
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An example of Risk RatioRisk of Getting a Speeding Ticket
Average Driver Volkswagon gti Mercedes-Benz CLS-63 Hummer0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
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Link Risk back to Education….
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In Wisconsin, it’s another story(Retrieved from DPI website, 3/31/14)
Asian
Black
Hispan
ic/Lati
no(a)
Native
American
White
0
10
20
30
40
50
60
70
80
% of total enrollement 11-12% of enrolled group with suspension 11-12
Asian Black Hispanic/Latino(a)
Native American
White0
2
4
6
8
10
12
Risk Ratio compared to white 11-12
Risk Ratio compared to white 11-12
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Calculation
Automatic calculator available by going to:
http://tinyurl.com/pb3qg74
Formula
% of an enrolled subgroup with particular outcome__________________________________________
% of enrolled majority subgroup with same outcome (white)
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Once data shows a pattern, teams need to consider: What knowledge and skills the staff need How to deliver that (short term) How to support that (long term) How to monitor the effects and impact Where resources will come from Align to blueprint
Planning
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Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
Content Expertise
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Examine your own values/norms…
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Ways to evaluate the effects of norms/values on your system: Disaggregate Discipline data Disaggregate Suspension data Compute Risk Ratio: http://tinyurl.com/pb3qg74
If negative trends are visible: Problem solve at the SYSTEMS level (i.e. not just one classroom/teacher at a time)
What knowledge and skills the staff need How to deliver that (short term) How to support that (long term)
We must change the educational setting to reach all students, NOT simply expect the student to assimilate
Norms/Values and their Effects
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Gloria Ladson-Billings (UW-Madison) coined the term “cultural relevancy” in 1994.
It is a way of teaching that “empowers students intellectually, socially, emotionally, and politically by
using culture to impart knowledge, skills, and attitudes.”
Cultural Relevancy
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Teachers and staff who… are culturally competent, know about their students’ cultural beliefs
and practices; think of all of their students as capable learners, have high expectations
for them, and help the students set short and long term goals for themselves;
know each student and draw on the students’ own experiences to help them learn;
have a wide variety of teaching strategies and skills to engage the students;
can help the students deal with the inequitable treatment of students of color and other underserved populations by helping them become critically conscious and knowledgeable about the students' culture; and
can create a bridge between the students’ home and school lives while meeting district and state curricular requirements.
Key components of Culturally Responsive Practices:
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Teachers who can create a bridge between the students’ home and school lives while meeting district and state curricular requirements.
Concept 1
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ValidateAffirmBuildBridge
Where can I…
Whip Around
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Validate – Affirm – Build – Bridge
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This involves building and nurturing relationships, established through
honest self-reflection and having an open mind about what factors
might be contributing to a student’s success and struggles in the
classroom.
Keeping Relationships at the Center
Validating and Affirming
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Teachers who are culturally competent know about their students’ cultural beliefs and practices.
Concept 2
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Know the students’ family, interests and culture. Plan for culturally responsive teacher/student/parent
opportunities for strengthening relationships Welcome students by name as they enter the classroom. Learn, use and display some words in students’ heritage
languages. Acknowledge all students’ comments, responses, questions and
contributions by affirming, validating, probing. Use students’ real life experiences to connect school learning to
students’ lives.
Establishing Relationships
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Teachers who think of all of their students as capable learners, have high expectations for them, and help the students set short and long term goals for themselves
Concept 3
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Does your body language, gestures and expressions convey a message that all students’ questions and opinions are important?
Do your VISUALS (bulletin boards, instructional materials etc.): reflect the racial, ethnic and cultural backgrounds of ALL
students? Do you create class team-building opportunities that
promote peer support for academic achievement?
Identity Development
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Strategies to Build a Culturally Responsive System of PBIS
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Family Engagement
Teachers who can create a bridge between the students’ home and school lives while meeting district and state
curricular requirements.
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Keep in mind: Representation of community cultures Representation of diverse family values and systems
Family representatives and family engagement opportunities can: Ease in validating, affirming, building relationships Enhance sense of belonging and communication
Family Engagement
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1. Parenting: Helping homes support children as students2. Communicating: Designed to facilitate communication
about programs and progress3. Volunteering: Parents as helpers and supports4. Learning at home: How to help students with
homework & other curriculum related activities, etc.5. Decision making: Involving families in school decisions6. Collaboration with community: Strengthen
home/school/community
Epstein’s 6 Types of Parent Engagement
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School-wide expectations
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Respectful
Responsible
Safe
School-wide Behavior Expectations
(activity)
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GETTING OUR VABB ON!!!
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EXPECTATIONS
Classroom Procedures/Routines
Class-Wide ArrivalCooperative
LearningGroups
IndependentSeat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
•Use kind words & actions•Follow adult directions
• Enter/exit classroom prepared• Use inside voice
so others may learn
• Listen to others• Acceptdifferences• Use kind words• EncourageOthers• Wait your turn to
speak (this may disengage some students unless capital taught)
• Follow directions
• Create for yourself and be proud
• Be honest in your work
• Eyes/ears on speaker (is this distancing?)• Raise hand to
speak (is this distancing? Options?)
• Contribute to learning
Be Responsible
•Take proper care of all personal belongings & school equipment
• Place materials in correct area• (practice ORDER)• Begin warm-up
promptly
• Use Time Wisely• Contribute• Complete your
part
• Be a TASK master• Use your
neighbor/community
• Follow directions• Take notes• Meet your
goals
Be Safe
•Keep hands, feet & objects to self•Use all equipment & materials appropriately
• Walk • Use Materials Carefully
• Respect community resources
• Keep hands, feet, and objects to self
• Stay at seat• Keep hands,
feet, and objects to self
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Personal Matrix
Teach behavior expectations Have students define what those expectations would look like:
• At school• At home• In the community
For example: what does it look like to be Responsible when someone is bothering you?
• At school: Tell an adult• At home: Walk away (telling an adult annoys your parents)• In your neighborhood: Stand up for yourself (or get your butt kicked)
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Acknowledgment & Environment
Do your VISUALS: (bulletin boards, instructional materials, etc.)
• reflect the racial, ethnic and cultural backgrounds of ALL students?
Teachers have a wide variety of teaching strategies and skills to engage the students.
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5:1 acknowledgement to correction rate will help build behavior fluency
Begin each class period with a celebration or affirmation (Harambee time – “come together”) Chant, song, celebration Builds community, belonging and group identity
Your first comment to a child establishes behavioral momentum “Interspersed requests” Behavioral priming
Provide multiple paths to success/praise. Group contingencies, personal contingencies, etc.
Establish a Positive Environment
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Review whose experience is on display: What reading material is available and who is shown in it? What music is used?
Review range of instructional and work options: How are students expected to complete work (in a small group,
individually, etc.)? What type of instruction is provided (lecture, call and respond,
movement based)?
Positive Environment
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Types of Practice
Traditional Responsive Culturally Responsive
Teacher centered (eyes on me)
One way
High Affective Filter (nervous if you don’t do it)
Student centered (teacher holds up fingers, students
repeat)
Two way interaction
Lowered affective filter (compliance without fear)
Call and Response
IndigenousAy’go, Ay’me
Se Puede, Si Su Puede
RhythmicPeace-QuietHolla-Back
Are you ready?- Totally
LyricalI know I Can – Be What I
Wanna Be
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Acknowledgement: Is an important part of how behaviors are taught Builds behavioral fluency faster Helps teach cultural capital (code switching) when cultural
differences exist Develops positive connections between student and school
Teaching and Using Acknowledgement
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Objectives for this session included: Define CRP and how it fits with PBIS Offer practical short term ideas to start the
conversation with staff Guide how to start long term professional
development (resource section)
Wrap up
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Andreal Davis [email protected]
Michelle Belnavis [email protected]
Kent Smith [email protected]
Questions, comments or scathing rebuttal?
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Resources
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Black Students 3.5x more likely to be expelled than white students Latino/Latina students 2x more likely to be expelled than white
students American Indian students 1.5x more likely to be expelled than white
students LGBTQ students 1.4x more likely to be expelled than heterosexual
identified youth Students in foster care 3x more likely to be suspended or expelled
than students living with parents or guardians Youth who do not finish High School are 8x more likely to be
incarcerated
Across the Nation…(Dignity in Schools Campaign, retrieved January 2014)
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http://www.ed.gov/school-discipline/ http://www/justice.gov http://www/dignityinschools.org
Federal Guidelines on School Discipline
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Vincent, Claudia; et al. (2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavior Interventions (13:219).
Professional Development Long-term Vision