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Presented By: Rachel Snider
Samantha HolmesYuri Thornton
Impacting Literacy Through Culturally Responsive Teaching
Practices
An Initiative of Closing the Achievement Gap (CTAG) at the
2:30-2:45 Introductions, Ice Breaker Activity2:45-3:15 CMSD and CTAG Overview3:15-4:00 The Wizard of Ed Related to
Literacy
4:00-4:20 Taking the Next Step4:20-4:30 Q&A, Evaluations
Content Overview
CulturePovertySchool/Classroom Climate
This workshop will highlight strategies employed by the Cleveland Metropolitan School District’s Race to the Top initiative Closing the Achievement Gap (CTAG). CTAG is a targeted intervention program designed to address the needs of “at risk” minority males in an effort to reduce/eliminate educational disparities. This session will highlight the promising practices of CTAG’s newest initiative the Diversity Component, a professional development training module exploring culturally responsive teaching practices.
Objective
Be impeccable with your words.
Don’t take anything personally.
Don’t make assumptions.Always do your best.
The Four Agreements
Based on the book The Four Agreements by Don Miguel Ruiz
Do not operate from a deficit minded model or framework. (The glass is always half full.)
Be open to all input and information, not evaluative or judgmental.
Believe that the power to close and ultimately eliminate the achievement gap lies within us collectively. (There is no Superman.)
Respect and appreciate the opinion of others.
The 4 CTAG Agreements
Vision Statement
The Cleveland Municipal School District envisions 21st Century Schools of Choice producing excellence in graduates through a rigorous and challenging curriculum taking into consideration the learning styles, program preferences and academic capabilities of each student; with high quality and committed educators, administrators and support staff.
CMSD At A Glance
District Statistics99 Schools Elementary/Middle Schools: 68 High Schools: 2640,871 students served Black 67.6% Hispanic 13.8% Caucasian 14.6%7,264 professional positions Teachers 3,106Graduation Rate 56.1%Specialized Services Special Education 24%Multilingual 6.4%Free and Reduced Lunch 100%
CMSD At A Glance
2011-2012
Began in July 2007 under Ohio Governor Ted Strickland as a statewide initiative to Close the Achievement Gap amongst minorities.
When funding ran out after 2 years, districts were expected to sustain the program.
CMSD received a $1.5 million grant to continue from Kaiser Permanente
CTAG is now funded through Race To The Top Area E: Turning Around the Lowest Achieving Schools
CTAG At A Glance
Ohio Revised Code 3306.31 requires school districts that have a 3 year overall average graduation rate of 80% or less to have CTAG Linkage Coordinators.
Target population: 9th grade at risk minority males
Risk factors determined by the Ohio Department of Education:1)Failed 2 or more classes in 8th grade2)Absent more than 36 days 3)Received 5 or more days suspension4)Over age for grade level
CTAG Tier I: Student Mentoring
CTAG Tier I: Student Mentoring
Linkage Coordinators Impacting Literacy
Book ClubsJournalsSummer Bridge ProgramExposure Trips
Mission StatementClosing the Achievement Gap (CTAG) Diversity
Component is dedicated to providing high quality professional development opportunities.
Our primary objective is to link educators with the tools and knowledge through a motivational framework surrounding Culturally Relevant Pedagogy, in an effort to promote academic achievement within the Cleveland Metropolitan School District.
CTAG Tier II: Educator PD
Diversity Coordinators are responsible for the execution and monitoring of the culturally relevant initiatives at the building, district, and citywide level as it relates to the diversity initiatives of the CTAG program.
Diversity Coordinators are facilitators and trainers that provide educators with the tools and skills needed to enhance their abilities as a culturally responsive educator.
Continuously research, benchmark, and development of diversity strategies, external best practices and trends relative to culturally relevant pedagogy; aligning such with CTAG mission and core beliefs.
The Role of a Diversity Coordinator
CTAG Tier II
Yuri Thornton
Thomas Jefferson 9th Grade Academy
John Marshall HSJames Ford Rhodes
HS
Samantha Holmes
East Tech HSLincoln West HS
Martin Luther King HSWashington ParkJohn Marshall 9th
Grade Academy
Rachel SniderCollinwood HSGlenville HS
John Adams HSJohn F. Kennedy HS
The CTAG Diversity Team
District Wide InitiativesEducator Symposiums:The Beginning of the Road: Introduction to Becoming a Culturally
Responsive EducatorBoys in Poverty
Annual Hispanic Symposiums:10 Steps to the Head of the Class with Dr. Samuel BetancesNon-Academic Barriers for Hispanic Males with Dr. Pedro Noguera
Methods of Reaching Educators
School Based Professional Development
The Wizard of Ed:Monthly professional development held in the 12
CTAG high schools to address student diversity and social emotional learning competencies.
Methods of Reaching Educators
CTAG Tier II: The Wizard of Ed
Guides educators through a series of steps that model the famous movie “Wizard of Oz”. Educators are guided down the yellow brick road, an 8 month training process designed to prepare educators for incorporating and implementing Culturally Relevant Pedagogy (CRP) in their schools and classrooms.
What are some outside factors that can have an impact on literacy and
academic achievement?Culture Poverty
School and Classroom Climate
CTAG Tier II: The Wizard of Ed
Culture refers to not only the racial or ethnic groups we are born into but also groups that we choose to belong to– such as religious groups or organizational groups.
Culture is a combination of thoughts, feelings, attitude, beliefs, values, behaviors, and patterns that are shared by racial, religion, social, or organizational groups.
What is Culture?
www.teachingtoleraance.org
What is Culture?
Big CRaceEthnicityGenderGroup
Identity
Little CPersonality
TraitsCharacteristics Individual
Identity
www.teachingtoleraance.org
Activity #11.Write down 4 descriptors of your culture.2.Cross 1 descriptor off of the list. 3.Share the remaining descriptor and describe your thoughts/feelings on this process.
What is Culture?
Repeat this process 2 times.
Generational PovertyWhen a family has been in poverty for two generations or more.
Poverty
Situational PovertyDevelops when there is an unforeseen act such as death, divorce, or illness and the resource base is temporarily depleted.Teaching with Poverty in Mind by Eric Jenson
Poverty
Black 43.4%
Hispanic
43.6%
Cleveland 51.3% of children are in
Poverty
United States Census Bureau 2010www.city-data.com
White 21.9%
Effects of Poverty on LearningChildren raised in poverty rarely choose to behave
differently, but they are faced daily with overwhelming challenges that affluent children never have to confront.
E.A.C.H.Emotional and Social Challenges Acute Chronic StressorsCognitive LagHealth and Safety Issues
Poverty
Hispanic Symposium with Dr. Betances
Poverty Impacting Literacy
Turn and Talk1.With a neighbor, discuss the impact of
vocabulary on literacy and academics.
2.What are some strategies that can be implemented to assist students?
Poverty Impacting Literacy
School ClimateRefers to the quality and character of school life Based on patterns of students', parents' and school personnel's experience of school life Reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures
What is School Climate?
Instructions1. On your post it note write one characteristic that you see, hear, or feel in a culturally responsive classroom.2. Put your post it on the corresponding chart in the room.
Y-Chart Activity
Copyright: Video Education America
Pictures are worth a thousand words…
School Climate
Classroom Transformation
School Climate
Classroom Transformation
School Climate
Classroom Transformation Print Rich (books, ACT/SAT vocabulary, quotes)Infused Technology (Twitter board, There’s an App for That)Culturally Relevant (flags, maps, posters, class meetings)
School Climate
Making the Classroom Culturally Relevant to African American Males
School Climate
BARBER SHOPHardy greeting-barber is familiar with regular customerHealthy social interactionCaptures and builds on aspects of black culture such as communalism, oral tradition, verve, and movement A visit is empowering and transformative- customers feel good when leaving Culturally relevant music and sound is played
SCHOOLSometimes educators may not greet their studentsTaught to behave in a proper mannerRewards Eurocentric ways of knowing and communication Students of color and disadvantaged students can often feel disempowered. Most classrooms are sterile and absent of music
Boutte, Gloria. African American Communities: Implications for Culturally Relevant Teaching. Benedict College, Vol. 2:311, 2006
School ClimateMaking the Classroom Culturally Relevant to African American Males
PhysicalAttraction Arrangement Atmosphere
Color and
ArtifactsMusic Cooperative
SpaceInterest Centers Creativity Multi-
Media
Creating Culturally Responsive Classrooms by B. Shade, C. Kelly, and M. Oberg
School ClimateCreating a Culturally Learning Environment
Instructions1. On your post it note write one characteristic that you see, hear, or feel in a culturally responsive classroom.2. Put your post it on the corresponding chart in the room.3. Compare and contrast.
Y-Chart Activity
Copyright: Video Education America
Celebrations
CRP Lesson Plans: Critically Reading Advertisements
Interdisciplinary lesson plans that incorporated student centered learning in the subjects of ELA, science, social studies, math, etc.
Rent-A-Center
Food Labels
What’s Next?
Educator’s SymposiumJune 2013Two Days District wide (250 educators)Application Based
What’s Next?
Summer InstituteJune – August 2013District wideTwo workshops per week
Your Yellow Brick RoadCMSD EducatorsDiversity Book ClubBudget Reallocation
Your First BrickUnions (if applicable)Advisory BoardSymposiums
Questions
Evaluations
"A teacher affects eternity; he can never tell where his
influence stops."
-Henry Brooks Adams
Contact InformationYuri C. Thornton Regional, CTAG Diversity Coordinator [email protected] Snider CTAG Diversity Coordinator [email protected] R. Holmes CTAG Diversity Coordinator [email protected]
