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Whatever you see in a child is what you will produce I dont become what I think I can; I dont 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 achievement. So if our teaching is not culturally relevant, then we as educators are not relevant." - Chike Akua

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Identity Development Symbol and personal connection Unity Circle Name, job, symbol, and reason

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Working Agreements 1. What you share within the context of the conversation is confidential, honored, and respected. 2. Use "I" statements. No one speaks for another or for an entire group of people. 3. Avoid critiquing other's experiences; focus on your own experiences. 4. Be honest and willing to share. Be brief. 5. Listen with curiosity and the willingness to learn and change. Resist the desire to interrupt. 6. Try not to take comments personally. Ask for clarification. Assume positive intent. 7. Suspend judgment. Be open to the kernel of wisdom in each person's story. IM IN

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Develop an initial understanding of two area of CLRT Practice CLRT techniques Analyze classroom vignettes with a CLRT lens Reflect on student engagement with a CLRT lens regarding Extended Math Classrooms at MS Collaboratively plan a CLRT lesson for Extended Math Leave with a renewed sense of hope. Be willing to take a risk. Use the session contents to take away something to try the very next day..

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~Premise One- Focus on classroom management school of thought and style-Is your current system working? ~Premise Two- Focus on cultural behaviors-Is it misbehavior or cultural behavior? ~Premise Three- Focus on instruction- Is the best lesson plan an engaging culturally relevant and responsive lesson?

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Management Language 1. Responsive Classroom Management 2. Responsive Academic Vocabulary Instruction

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From The Center for Culturally and Linguistically Responsive Teaching CLR is the validation and affirmation of the home (indigenous) culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society. Validate, Affirm, Build and Bridge through: 1. Responsive Classroom Management 2. Responsive Academic Literacy Instruction 3. Responsive Academic Vocabulary Instruction 4. Responsive Academic Language Instruction http://www.youtube.com/watch?v=W3AbBFzIokg&feature=colike From CLRT&L by Dr. Sharroky HolliePg. 23 Sara

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Attention Getting Signals Listen~Up Aygo~ Ayme Peace~Quiet Si~Se Puede Voice Check~1-2,1-2 When I Move You Move~Just Like That Holla, Holla~Im A Math Scholar Im In Ways of Responding Whip Around, Give a Shout Out, Pick A Stick, Moment of Silence, My Turn~Your Turn, Turn and Talk, Think-Pair- Share Ways of Discussing Musical Shares, Greet and Respond Tea Party

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Turn and Talk Raise a Righteous Hand WHY: WHAT: HOW:

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The NAEP data suggest that many minority students are not experiencing instructional practices consistent with the recommendation suggested by the National Council Teachers of Mathematics (NCTM). Math Doctor Shahid Muhammad mathdr12@aol.com www.themathdr.com

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4 th grade

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K-12 Math Proficiency on the 3-8 th Grade State Assessment Exam

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Include the degree to which a schools programs, practices, procedures, and policies account for and adapt to the broad diversity of its students race, language, and culture. Source: WI RtI Center, Response to Intervention in Wisconsin Glossary

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Relevant is Having a connection to your life and the way that you learn

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2012 Second Semester Data All MMSD Schools

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20 minutes per ODR 11,411 ODRs for African American students X 20 minutes = ~228,220 minutes = ~3,803 hours = ~585 days

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3% 7% 90% 0-1 referral 2-5 referrals 6+ referrals

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1% 3% 96% 0-1 referral 2-5 referrals 6+ referrals

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