beginning to examine universal practice through a culturally responsive lens linda stead kent smith
TRANSCRIPT
BEGINNING TO EXAMINE UNIVERSAL PRACTICE THROUGH A CULTURALLY RESPONSIVE LENS
Linda Stead
Kent Smith
Session Description
This session will identify key culturally responsive practice concepts that can be embedded within systems. This will include activities and tools for staff and teams to begin to examine systems and discipline practices from a culturally responsive lens.
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.”
Go beyond Relevant to Responsive
Cultural Relevancy
Teachers must create a bridge between the students’ home and school lives in order to successfully meet district and state curricular requirements.
"Our children are victims of identity theft. Someone has stolen their identity of excellence, intelligence, and achievement and made them believe they're supposed to be pimps, playas, thugs, and criminals. Identity determines activity. Education, therefore, is about identity restoration.” Chike Akua
“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.”
Dignity is a non-negotiable.
VABB
VALIDATE: To make legitimate that which the institution and
mainstream have made illegitimate
AFFIRM: To make positive that which the institution and mainstream
have made negative
BUILD: Make connections between home culture and language with
the school culture and language
BRIDGE: Give opportunity for situational appropriateness (code
switching) or utilize the appropriate culture or linguistic behaviors
“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 onceHigh 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
Wisconsin Suspension Data (Retrieved from DPI website, 3/31/14)
Asian
Black
Hispan
ic/La
tino(
a)
Nativ
e Am
erica
n
Whi
te0
10
20
30
40
50
60
70
80
% of total enrollement 11-12% of enrolled group with suspension 11-12
Asian
Black
Hispan
ic/La
tino(
a)
Nativ
e Am
erica
n
Whi
te0
2
4
6
8
10
12
Risk Ratio compared to white 11-12
Risk Ratio compared to white 11-12
2013 NAEP Data
White Black Hispanic Asian American Indian/Alaskan Native
00.20.40.60.8
11.21.41.61.8
2
Grade 4 MathRisk of scoring below proficient
WisconsinNational
White Black Hispanic Asian American Indian/Alaskan Native
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
Grade 4 ReadingRisk of scoring below proficient
WisconsinNational
As a result of these trends and data…
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
Federal Guidelines available at: http://www.ed.gov/school-discipline/
Unintentional Reinforcement of Trends
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 (think about Brown v. Board of Ed…)
These outcomes are reinforced by policy at every level; Federal, State, and Local.
We see the world not as it is, but as we are…
Norms/Values and their Effects Ways to evaluate the effects of norms/values on your system:
Complete value assessments to identify cultural differences between staff and student culture
Disaggregate Discipline data Disaggregate Suspension data Disaggregate Academic data Compute Risk Ratio: http://tinyurl.com/pb3qg74
If negative trends or mismatches with student culture are visible: Problem solve at the SYSTEMS level (i.e. not one classroom/teacher at a time)
What knowledge and skills do 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
Planning
Once data shows a pattern, teams need to consider: Whether not bias exists in current policies 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 School Improvement goals
Culturally Responsive Systems
Acknowledgement/Environment
School-wide Expectations
Family Engagement
Family Engagement
Schools that engage families: Honor family voice, values, histories, languages, cultures Allow for and elicit feedback and input during decision making Partner with families and the community to determine priorities Allow families ownership (not just the PTO/PTA president)
Family engagement in schools leads to: Increased academic performance of students and schools Increased family empowerment Increased collaboration (school/families and within schools) Improved staff morale Increased completion rates Increased trust between families and school staff
CRITICAL at higher tier supports Increased volunteer pool within the school Increased and diverse voices and perspectives
School-Wide Expectations
Link expectations and rules to community and family values
Teach to fluency within each setting in the school Teach situational appropriateness
Brief Activity
Respectful ResponsibleSafe
Personal Matrix
Teach students to differentiate behavior expectations (code-switch)
Students define what expectations 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
Acknowledgement/Environment
5:1 acknowledgement to correction rate Community Building (Increase belonging and
build group identity) Begin each class period with a celebration,
affirmation, chant, or song (Harambee time – “come together”)
Your first comment to a child establishes behavioral momentum Interspersed requests Behavioral priming
Provide multiple paths to success/praise Group contingencies, personal contingencies, etc.
Teaching and Using Acknowledgement
Acknowledgement: Is an important part of how behaviors are
taught Builds behavioral fluency faster Helps cultural capital (code switching)
when cultural differences exist Develops positive connections between
student and school
Positive EnvironmentReview whose experience is on display year-round: What reading material is available? Who is shown in materials and around the
classroom? 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, etc.
LOCUST LANE ELEMENTARY
PBIS Tier I
RHRS
Eau Claire Area School District Enrollment: 11, 125 Grade Levels: P K- 12
PK Sites (15), Elementary (13), Middle (3), High (2), Alt. Learning
Economically Disadvantaged: 43% Ethnicity:
American Indian/Alaskan Native ~ .6% Black or African American ~ 2.4% Hispanic/Latino ~ 4.2% Multi-racial ~ 4.3% Asian ~ 9.2% White ~ 79%
Locust Lane: Our Population2013 - 14
Enrollment: 289 (12/15/14 - 284)
Grade Levels: Kindergarten – 5th
Economically Disadvantaged: 64% Ethnicity:
Hispanic/Latino ~ 1.7% American Indian/Alaskan Native ~ 2% Black or African American ~ 2.7% Multi-racial ~ 5.8% Asian ~ 23.5% White ~ 64%
RespectfulHonestResponsibleSafe
RHRS
Teaching Expectations
Kick Off Staff ~ Student ~ Family
1st 6 weeks Morning Meetings Boosters following breaks
(winter and spring) When our data shows a
need Golden Broom Golden Spatula
Acknowledgments
PAW StampPost CardsAll School CelebrationsStaff Celebrations
Our Learning
District Wide Professional Development Courageous Conversations About Race by Glenn E.
Singleton Beyond Diversity Culturally Responsive Instruction Professional Learning Communities (PLC) Classroom Instruction That Works by Dean, Hubbell,
Pitler & Stone PBIS Trainings
Locust Lane Professional Development Teaching with Poverty in Mind by Eric Jensen Engaging students with Poverty in Mind by Eric
Jensen Joel Raney, ECASD Culturally Relevant Coach
Changing Our Practices:Family Engagement
Communication Newsletter, email, Facebook, personal phone call
invites
Family Kick Off PBIS Station at our Welcome Back Event Interpreters
Family Nights Expectations Taught & Practiced Family Matrix Changed Menu
Hmong Culture Day Parents Co-facilitate
Changing Our Practices:School-wide Expectations
Linking Expectations/Rules to Community and Family Values Morning Meetings Cool Tool Practice Scenarios ODR’s/Fix-it Plans
Code Switching
Changing Our Practices:Acknowledgments
Environment
Acknowledgments Added Post Cards
Community Building Morning Meetings Morning Announcements Family Nights Hmong Culture Day
Environment Instruction Protocols
Attention, Engagement, Response, Discussion Materials Collaboration
How do we know we’re on the right track?
2011 National Blue Ribbon Award from the United States Department of Education for academic achievement over a three year period
2011-2014 Locust Lane has been named a School of Recognition by the Wisconsin Department of Public Instruction for the last four years
2013-14 Locust Lane was recognized as a School of Distinction by the WI RtI Center and the WI PBIS Network through our work with creating a safe and positive learning environment for all students
Data Reduction in the number of ODR’s Reduction in Suspensions
Questions or Comments
Jodi [email protected]
Kent Smith [email protected]
Linda Stead [email protected]
RESOURCES
Federal Guidelines on School Discipline
http://www.ed.gov/school-discipline/ http://www/justice.gov http://www/dignityinschools.org
Types of PracticeTraditional 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
True Colors
Take a few minutes to complete the personal profile. (Make sure you
score the columns and not the rows)
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
DATA
Across the Nation…(Dignity in Schools Campaign, retrieved January 2014)
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
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
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
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)
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
Content Expertise