1

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 3

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

Facilitators: Date:

REMINDER

• This training focuses on SYSTEM components

• You are presented with big ideas that apply to your practice, but have cultural examples to illustrate how these concepts play out in practice

• It is your team’s responsibility to translate these ideas: To learn about the cultures your school serves and how these concepts can be applied to your school

Four Agreements of Courageous Conversations Activity

• Listen Fully with Your Ears, Eyes, and Heart

• Speak Your Truth Without Blame or Judgement

• Notice Moments of Discomfort and Stay Curious

• Be Open to the Experience and Each Other –Accept and Expect Nonclosure

Glenn E. Singleton

2

OVERVIEW

Review Day 1 and 2

As a team:

• Review who your underserved students are

• Discuss what is going to be different/change in your building by implementing culturally responsive practices

• Identify a couple of people to share out new ideas to the whole 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 classroom4. 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

3

Material Organization for the Next Two Days

Each concept presented will be organized in the following way:

–Presentation of the culturally responsive practice concept

–Reflection on the role that IDENTITY plays in affirming or isolating culturally diverse students

–Presentation of practice examples–Application activities– Team planning time The egg timer denotes

team planning time.

Agenda

• Review from days 1 and 2

• Understanding VABB

• Classroom Practice Components

Fill: Understand we all have unique identities & world views

Statewide: Student voice

Handout 3.1

Racism Forum 2017 - Student PanelImportant to Me

Videos

4

Skill Building:The How and Why of Teaching

Skill IS:– being responsive-adaptive

– the ability of the staff to tailor their practices to the needs of the students they serve

– effective teaching in every classroom

– classroom management, long-term planning, and use of materials

– human relations and knowledge of content as well as instructional skill

– responsive instructional practice structured around the norms and cultures of the students

• Are culturally competent

• Know about their students’ cultural beliefs

• Think of all of their students as capable learners

• Have high expectations of all students

• Help students set short- and long-term goals for themselves

• Know each student

• Draw on students’ own experiences to help them learn

Culturally Responsive Practitioners:

• Engage all students using a wide variety of teaching strategies and skills

• Help students deal with inequitable treatment of students of color

• Teach students to be critically conscious and knowledgeable about all students’ cultures

• Create a bridge between the students’ home and school lives - while meeting district and state curricular requirements

Adapted from the Washington Department of Education and the work of Liang and Zhang, March 2009

Equity:Wisconsin’s Model to Inform Culturally Responsive Practices

Handout 3.2

5

GETTING OUR VABB* ON

*Validation, Affirmation, Building, and Bridging

Seven Experiences

School VisitsBook Studies

Coaching & Modeling

Guest Speakers

Community Site Visit

Conferences & Workshops

Articles

“Culturally responsive” means:

Teachers can create a bridge between the students’ home and school lives while meeting district and state curricular requirements

6

VALIDATE AFFIRM

BUILD BRIDGE

They Ask, “Where Can I?”

VALIDATE AFFIRM

BUILD BRIDGE

Validate | Affirm | Build | Bridge

Handout 3.3

If She Only Knew Me

VALIDATE

Validate

Validate –To make legitimatethat which the institution (academia) and mainstream has made illegitimate.

7

Affirm

Affirm –To make positivethat which the institution (academia) and mainstream media has made negative.

AFFIRM

Build

Build –To make the connectionsbetween the home culture and languageand the school culture and language through instructional strategy and activity.

BUILD

Bridge

Bridge –To give opportunitiesfor situational appropriateness or the utilization of the appropriate cultural or linguistic behavior.

BRIDGE

8

Relationship and CRP

• Culturally responsive practices does not mean the student “moves to where the teacher is”

• CRP means the teachers manage the dynamics of difference, seeing the student and family for who they are and their experiences

• Getting their “VABB on” to educate

CULTURE and CULTURAL VALUES

Norms and Relationships

Culture, Cultural Values and Norms, and Relationships

• Education is based on the belief that all students will learn – Learning occurs during interaction between people:

Parent and Child |Teacher and Student |Student and Student

• Interactions and relationships between teachers and students provide students with the motivation to do their best

• Harness student relationships outside the classroom to create a common context that learning and connections can be built on

9

• How does the educator’s identity impact the will and fill building sections of the culturally responsive practices model?

• How does the student/family and community identity show up in the will and fill building sections of the culturally responsive practices sections of the model?

• How can the educator be mindful of their identity and the identity of their students/families in implementing the five sections of will and fill building?

Identity Discussion

REMINDER

• Cultural precepts are values that tend to be shared within a particular culture

• The degree to which they are shared vary based on the individual – not everyone from a particular culture will identify with all precepts

Examples of Cultural Precepts

• Cultural differences between collaboration and communalism

• The role of the person (individual vs. part of something bigger)

• Definitions of success, education, and respect

10

Video Share:

Latino Culture & Cultural Values

Lunch - yum

LunchPlease be back at 12:45

11

• Nguzo Saba

• Ma’at

• Seven Grandfathers

• Comparative Values and Characteristics

• The Essence of Hmong Identity

• Sharroky Hollie’s Cultural Relativity Matrix and Continuum Chart pg. 71

Handouts 3.4 – 3.5 – 3.6 – 3.7 – 3.8 – 3.9

CULTURAL VALUES Gallery Walk

Reflect on the gallery walk and elements of culture activity; identify points of cultural…

• agreement between how your classrooms/practices operate and how students are served.

• divergence between how your classrooms/practices operate and how students are served.

Team Planning

Interactions are Based on Culture

• Staff have cultural identity

• Students and families served have cultural identity

• If unattended, staff culture guides the interactions

• The teacher needs to identify, understand, and build a common classroom context that embraces dynamics of difference

12

Example Classroom Activities

• Multiple activities exist requiring student collaboration to accomplish joint outcome

• Joint activities are matched to time available to successfully accomplish them

• Environment is arranged to facilitate student needs (individual and/or group) to communicate and work jointly

• Staff engage in learning activities with the students

• Student groupings are organized based on factors such as friendships, mixed abilities, language, project, interest, or promoting interactions

• Student collaboration is monitored and supported in positive ways

Activity/Application

Reflecting on the cultural gallery walk, the elements of culture activity

• Identify how “points of cultural agreement” and “joint or interactive learning” can be used when cultural divergence is present.

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

13

CODE SWITCHING

Teaching Cultural Capital

Cultural Capital

The

language and

skills needed to be

successful in the academic setting

Definition:

Teaching Situational Appropriateness

Educators teach academic knowledge, skills, and habits to fluency…

…with the understanding that the student has learned knowledge, skills, and habits to fluency at home first.

14

Bridging Home and School

• Think of this as “Cultural Capital” or the language, behaviors, and skills needed to succeed in the ACADEMIC setting.

• Academic culture is best thought of as an additional culture for students to learn, NOT to supplant or replace home/community culture.

• Academic language/literacy is built through interaction, conversation, and teaching (and re-teaching) students to “code switch.”

Identity Discussion

• How does the educator’s identity impact academic language and academic literacy development with students?

• How does the student/family and community identity show up in student behavior and language when they come to the academic setting?

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

• Develop orally and create opportunity for performance (Explanation, narratives, presentations, and other forms of public talk).

• Represent culturally familiar experiences, roles, and situations.

Jamila Lyiscott

Video Share…

15

Activity:The Power of Prior Learning

Relating what students

already know from home, and aligning it

with school expectations…

The Power of Prior Learning

Respectful

Responsible

Safe

____________

____________

____________

What You Were Raised With:

School Expectations:

Handout 3.10

Activity: Playspent

Find a person you don’t know well

and pair up.

Make sure you have one laptop.

http://playspent.org/

16

Playspent Processing(with your Playspent Partner)

• What are your initial thoughts about the experience?

• What prior knowledge did you use to resolve the situations you faced in Playspent?

• How did your family culture/teaching/values impact your thinking and actions in the situations?

• How does this connect back to community mapping?

Meaning-Making Practices• Models use of graphic organizers

• Identifies students’ current knowledge before instruction

• Asks higher-order questions equitably of high- and low-achieving students

• Pre-teach vocabulary

• Have a variety of ways for students to reflect on, and/or demonstrate what they learned

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

17

Examples of Academic Language Concepts

Hawthorne bridges the gap between home and school languagethrough posters that reflect school expectationsin the student’s family language.

Example Activities

• Student conversations about home and community topics are frequently linked to classroom topics. Student first and second languages are incorporated.

• Student preference for interaction is regarded by teacher in terms of eye contact, wait time, turn taking, spotlight, etc.

• Student prior knowledge is connected to literacy and content areas whenever possible.

• Students are encouraged to use content vocabulary to express understanding.

• Frequent opportunity is given for students and teachers to interact during instructional activities.

Cultural Behavior Example

=

18

Activity/Application: VABB

• Considering the indicators of language/literacy development and the need to utilize students’ cultural knowledge, prior knowledge, and experiences:

– Identify how students’ cultural knowledge, prior knowledge, and experiences are currently evaluated and utilized in your practices

– Identify where this is absent from your practices

– Identify two strategies for incorporating prior knowledge and experiences to bridge to academic learning

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

STUDENTS SEE THEMSELVESWINDOWS AND MIRRORS

Making the School Environment Responsive (or Reflective)

19

CULTURAL IMAGING

Affirming Student Cultural Identities

Students See Themselves DAILY

• Educators link teaching and pedagogy to students’ identities, experiences, and home and community culture

• Not only does this highlight students’ culture as an important part of their identity, but builds on prior fluencies as a base for new learning

• Making this a part of the daily environment is essential, not just on “celebratory months” or days

Identity Discussion

• How does the educator’s identity impact contextualization, or utilization of “familiar objects” in the classroom?

• How does the student/family and community identity appear in the classroom and instruction in terms of what is familiar?

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

20

Collective memory is how a people experience their present

in light of the past…

Menominee Clan SystemMenominee students making a birch-bark canoe

Hmong Traditional Collage Image & Attire

Photos taken by Eau Claire Hmong Association, 2014Traditional Hmong Necklace

Traditional Hmong women hats

21

Cultural Library

Children can see

themselves in a book.

What is Your School’s Heritage?

Addressing Identity Practices

• On the part of the teacher, these are actions and arrangements that encourage and elicit productive self-exploration and self-definition in the context of meaningful rich inquiry about the world.

• On the part of the learner, these are actions that involve trying out different roles, representations, and expressions of self by discourse, stance, dress, and - particularly - language.

22

Identity Development Practices

• Ensure visuals in the classroom reflect the racial, ethnic, and cultural backgrounds that are representative of your students

• Develop oralcy and create opportunity for oral performance(Explanation, narratives, presentations, and other forms of public talk)

• Represent culturally familiar experiences, roles, and situations

• Propose credible role models in culturally recognizable and significant context

• Create pathways into the instructional activity for enabling self definition where students find a sense of place within the learning community

• Use students’ real life experiences to connect school learning to students’ lives

• Explain and model positive self-talk

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

Handout 3.12

What Is Identity Development,and How Is It Related to CRP?

Possible selves: the lives students might live once they leave school

Example: Possible SelvesMore Than Anything Else

23

Example Activities• Students begin activities with an inventory of what they

already know - from home, school, and community -related to the topic

• Students participate in activities that are meaningful to them - that link content to local community norms and knowledge

• Staff acquire information about local norms and knowledge by talking with students, families, community members, and by understanding community resources

• Staff plan joint activities with students that focus on community-based learning activities

• Parents, families, and community members are involved in instructional activities

24

Activity/Application

Considering the importance of prior knowledge, inclusion of home and community in the academic setting, and high expectations for students; identify ways

– Prior knowledge can be included in two or three content activities (increase each year)

– Community resources can be utilized to enhance academic context

– Home and community can be included routinely in academic activities

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

“Addressing Assumptions and Beliefs”

25

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

Technical Assistance Sessions & Resources

• 7 Experiences Professional Development Model: Steps Towards Breathing New Life Into Our Instructional Practices

• Strengthening the Will Through the Inside Out Process

• Culturally Responsive Multi-level System of Support: Data Use

• Identity Development and Culturally Responsive Practices