Infusing Equity & Culturally Sustaining Practices In SWPBIS · Infusing Equity & Culturally...

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Infusing Equity & Culturally Sustaining Practices

In SWPBISMoving From Theory to Practice

Dr. Ruth Payno-Riddle

APBS 2017

During This Session

We will explore a framework that

considers PBIS and the underlying

values identified in the research on the

race and culture that can be

implemented in PBIS schools and

vetted as outcomes.

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• There are a lot of us working to address equity in the

educational experiences of all students and especially those

who are historically marginalized.

• How many of you are engaged specifically in this work?

• Fist to 5 – Fist being I know very little about Culturally

Sustaining SWPBIS and 5 being I can teach someone about it.

• Talk with a Partner: My relationship to culturally nuanced and

culturally sustaining PBIS is…

THANK YOU FOR THE CONTRIBUTIONS THAT YOU ARE MAKING!

3

Acknowledgments

1. It is a part of an integrated multi-tiered systems of support (MTSS) (Sugai &

Homer , 2009; Horner, Sugai, and Anderson 2010; Belser 2016; Freeman et al.,

2016).

2. Implemented with high fidelity & reliable measurement tools are used to evaluate its level of fidelity & efficacy (Bradshaw, Reinke, et al., 2008;

Bradshaw, Debnam, et al. 2009; Kaufman et al., 2010; Mass- Galloway et al.,

2008; Sadler & Sugai, 2009; Bradshaw, Mitchell, & Leaf, 2010; Simonsen et al.,

2012).

3. Barriers perceived or real are removed or addressed for teachers (Bambara et

al., 2009; Bradshaw, Koth, et al., 2008, Bradshaw, Koth, et al., 2009, Chitiyo &

Wheeler, 2009; Kincaid, Childs, Blasé, & Wallace, 2007; Miramontes, Marchant,

Heath, & Fischer, 2011, Sullivan, Long, & Kucera, 2011, Tillery, Varjas, Meyers, &

Collins, 2010).

4. Schools systematically review disaggregated behavior data and build action plans that addresses disproportionality (Vincent et al., 2009, Boneshefski &

Runge, 2014, McIntosh, Barnes et al., 2014).

SWPBIS is Effective When… Handout 1

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PBIS as a Stand Alone

Despite documented success of School-Wide Positive

Behavior Supports (SWPBIS), there continues to be

significant disproportionality in discipline referrals of

African American students.

• African American preschool children are 3.6 times as likely to

receive one or more out-of-school suspensions as white

preschool children.

• African American K-12 students are 3.8 times as likely to receive

one or more out-of-school suspensions as white students

• African American K-12 students are 2.3 times as likely to receive

a referral to law enforcement or be subject to a school-related

arrest as white students.

U.S. Department of Education, Civil Rights Data Collection, 2013-14 (Released June 2016)

National Data Released in 2016

Handout 2

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Contrary to the prevailing assumption that African American boys are just getting “what they deserve” when they are disciplined, research shows:

• That boys do not “act out” in the classroom any more than their White peers.

• African American students are referred to the office for less serious and more subjective reasons.

(McFadden, et al.,1992; Skiba, 2000; Skiba et al. 2002; Carter,

Skiba et al. 2017)

Disproportionality

Discipline Issues

The disproportionate representation of

African Americans in office referrals,

suspension and expulsion is evidence of a

pervasive and systematic bias that may

well be inherent in the use of

exclusionary discipline (Skiba, 2000).

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Disproportionality

Discipline Issues

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Media

This Model is based on the work of James Scheurich and Michele Young, 2002

Socio-Historical Context &

Racial Bias

Individual

Institutional Racism

THIS IS YOU!!!

Civilizational Racism

Societal Racism

Handout 3

• Unconscious, automatic• Based on stereotypes about a specific race• We ALL have it, even those most effected by it• Implicit bias is a result of automatic preferences (automatic associations)

• Race Implicit Association Test (IAT), measures unconscious bias, you can

go online and take it.

• Over five million people have taken it.

• Research findings of the IAT revealed:

o 70% of white people taking that test prefer white.

o 50% of black people taking that test prefer white.

o Automatic White preference is pervasive in American society

What Is Implicit Racial Bias?

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Teacher & Adult

Beliefs

Teacher & Adult Deficit

Thinking

Harmful/Oppressive Practices

Scripting, Labeling, Major out of Minors, Scapegoating,

Silencing, Lying, Falsely

Accusing,Punitive

Consequences

Negative School Culture

Habit Forming

Harmful Narratives

Figure6.1

HarmfulCyclicalOppressivePractices

(HCOPS)

How Implicit Racial Bias Leads to

Harmful School Practices

Harmful Cyclical Oppressive Practices Riddle 2014

Imp

licit

Bia

s

• Biases are the stories we make up about

people before we know who they

actually are (Verna Myers, 2014).

• Racial biases are also the stories that are told

to us.

• Sometimes we embrace these narratives

because we have not spent time outside of

our own cultures.

• We have different ways of knowing, problem-

solving, believing, behaving, valuing etc.

• In schools all of these cultural differences

come together and often they clash

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• What is cultural mismatch

• How might adults involved in

decision-making about

schools at all levels be

culturally different from

African American and Latino

students?

• How might that play out in

classrooms and in schools?

• Talk Large Group Share

13

Quick Talk with a Partner

The dominant culture of power

influences all functions of school and

excludes the voices of historically

marginalized children and their realities

D. Carter, 2003; P. Carter, 2005; Delpit, 1995b; Douglassetal.,2008;Fruchter's,2007;Kirkland, 2013; Ladson-Billings, 1995, 1997; Lareau,1987;Noguera, 2003a, 2003b, 2008;

Paris, 2009, 2012; Valenzuela, 1999a

Cultural Mismatch

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Cultural Mismatch

Carter (2009); Delpit (1995a, 1995b); Fruchter (2007); Gay (2000); Ladson-Billings (1994, 1995); Lang (2013); Lareau (1987); Noguera (2003a 2003b); Valenzuela (1999)

Cultural Mismatch in

Schools

Historically Marginalized

Students

White Teachers, Staff &

Administrators

Curriculum Other Stakeholders

Institutional Practices

Riddle 2014

Handout 4

Cultural Mismatch

• Affects language learning, delivery of curriculum, school culture,

and student behavior

• Creates experiences that disenfranchise Black and Latino

students and contributes to increased discipline issues

• Plays a major role in race-based opportunity gaps in schools

• Students resist:

• Uncaring and nonresponsive schooling; not education

• When teachers lack connections with them

• Giving up their non-dominant capital or when it is diminished

by adults in schools

Carter (2009); Delpit (1995a, 1995b); Fruchter (2007); Gay (2000); Ladson-Billings (1994,

1995); Lang (2013); Lareau (1987); Noguera (2003a 2003b); Valenzuela (1999)

Handout 5

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Cultural Mismatch

Schools have to: • Be more open to understanding the nuances within and across

various ethnic groups to provide appropriate caring and

respectful support and relationships

• Build on their students' cultural, linguistic, and community-

based knowledge

• Equitable systems & practices should not only be culturally

relevant but should also be culturally sustaining for Black and

Latino students.

Carter (2009); Delpit (1995a, 1995b); Fruchter (2007); Gay (2000); Ladson-Billings (1994,

1995); Lang (2013); Lareau (1987); Noguera (2003a 2003b); Paris (2012) Riddle, (2014);

Valenzuela (1999)

A Challenge

Positive

Behavior

Supports

& Multi-tiered

Systems of

Support

Culturally

Relevant &

Sustaining

Practices

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Positive

Behavior

Supports

&

Multi-tiered

Systems of

Support

One Solution - Discuss

Culturally

Relevant &

Sustaining

Practices

Overlapping A

pproach

Preliminary Literature

Review Findings

0ver 53 peer reviewed articles between 2003-2017 (14 years)

• Research studies (qualitative and quantitative)

• Pilots

• Frameworks

• Models with recommendation of practices that can be piloted

• Scholarly articles, briefs, and reports

• Theoretical frameworks with recommendations

• Four Themes:

• Infusing Culturally Relevant Pedagogy

• Models/Frameworks/Pilots supportive of Black Students’ Success

• Constructing and Navigating Black Racial Identities

• Equitable School Climate

Handout 7

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Preliminary Literature Review Findings

Them

e#1

In

fusi

ngCu

ltur

ally

Rel

evan

t Ped

agog

y

Studies Focus Areas /ContributionsTurner 2005, Culp and Chepyator-

Thomson 2011, Wallace and Brand

2012, McIntyre and Hulan 2013,

Codrington 2014, Lavar, Sherri Ann

et al. 2014, Council, Cartledge et al.

2016

Culturally relevant practices in

content areas. Enacting border

crossing curriculum, making strategies

& skills of good readers transparent

and connecting text to students’ lives

for comprehension, use of texts

w/social focus w/ explicit teaching of

reading skills,

Gay and Kirkland 2003, Cholewa,

Amatea et al. 2012, Cholewa,

Goodman et al. 2014, Paris and Alim

2014, Wyatt 2015, Jett, McNeal Curry

et al. 2016

CRP Tenets: contextualization & funds

of knowledge; relational processes

(emotional & connectedness) ;

student voice; cultural critical

consciousness

Griner and Stewart 2013, Boon and

Lewthwaite 2015, Debnam, Pas et al.

2015

Culturally relevant tools: measurements, practice

Sleeter 2011, Achinstein and Ogawa

2012, Sleeter 2012, Ford 2014,

Borrero, Flores et al. 2016, Coffey

and Farinde-Wu 2016)

Implementation successes & barriers to culturally relevant pedagogy

(tensions , misconceptions &

perceptions)


Them

e #2

Mod

els/

Fram

ewor

ks/P

ilots

Studies Focus Areas /ContributionsFenning and Rose 2007,

Vincent, Randall et al. 2011,

Boneshefski and Runge

2014, Cramer and Bennett

2015, Betters-Bubon,

Brunner et al. 2016

SWPBIS - The role of counselors in integrating

CRPBIS; Addressing bias managing student behavior

in culturally sensitive ways; Reshaping school policy

& exclusionary practices using PBIS; Using

disaggregated discipline data & CRP; Integrations of

SWPBIS CRP

Dukes 2006, Klingner and

Edwards 2006, Brown 2007,

Cartledge and Kourea 2008,

Schellenberg and Grothaus

2011, Castillo 2013, Cramer,

Gonzalez et al. 2014, Belser,

Shillingford et al. 2016,

Carter, Skiba et al. 2017

Integrating Programs & Initiatives - Strength-based

approach using school based counseling; CR MTSS;

CRT; Discussing race in schools; MTSS & counseling;

CRT & an integrated services model for dropout

prevention; Integrated CR counseling service &

academic content areas standards; Restorative

Justice as an alternative to suspensions; school-based

support system

Eberly, Joshi et al. 2010,

Gregory, Hafen et al. 2016,

Powell, Cantrell et al. 2016

Professional Development - Cross cultural

communication PD pilot; CR Instruction Observation

Protocol (CRIOP) PD; Program Teacher/Coaching

Gay and Kirkland 2003, Endo

2015, O'byrne and Smith

2015, Villagómez, Easton-

Brooks et al. 2016

Preservice Teachers - Cultural Critical Consciousness;

Integrating Direct Instruction & Multicultural

Education; Service Learning to build CRP; Recruiting &

retaining teachers of color

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Them

e#3

Equi

tabl

e Sc

hool

Clim

ate

Studies Focus Areas /Contributions

Cholewa and West-

Olatunji, 2008

Bottiani, Bradshaw et

al. 2014, Bottiani,

Bradshaw et al. 2016,

• Students Perceptions of

School Support: Caring &

Supportive Relationships;

Cultural Discontinuity, The

Impact of Psychological

Distress on Academic

Outcomes; Supportive

School Climate and

Organizational Health

Finding: (High levels of org

health associated with

widening the racial gaps in

student’s experiences of

equity


Them

e#4

Cons

truc

ting

and

Nav

igat

ing

Raci

al Id

entit

ies Studies Focus Areas /Contributions

Carter 2003,

Rodriguez and Park

2004, Carter 2008,

Johnson and

Whitcomb 2016, Oeur

2016

The Impact of Strong Racial

Identities on Black Students;

Promoting Racial Identities to

Combat Racial Discrimination

and Depression in Black Youth;

Recognizing Dignity & Young

Black Men; Dominant and Non-

Dominant Cultural Capital &

Schooling Conflicts for Black

Students; Promoting Racial

Identity Development among

culturally diverse students to

increase engagement


Handout 8

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Key Preliminary Findings

• We are in the infancy stage of piloting models that seek to address equity and

disproportionality.

• Valid tools and checklists for implementing cultural responsive practices and

research-based measures for evaluating culturally responsiveness are being

developed and tested.

• Aligning and integrating programs and services are needed to enhance

culturally relevant practices and outcomes for Black and Latino students.

• Building positive and strong racial identities in Black students supports higher

academic and behavioral outcomes for students and helps them to combat

racial discrimination in schools.

• Schools cannot take a race neutral approach when addressing equity and

disproportionality.

• Teachers who understand our socio-historical context & societal constructions

of race develop profit based beliefs about Black students needs & behaviors.

• Exposing preservice teachers to service learning in diverse school settings can

build CRP that are sustained when they enter the field.

A Framework for Moving to a Culturally Sustaining SWPBIS

A part of an integrated

multi-tiered systems of

support.

Barriers perceived or

real are removed or

addressed for teachers

Implemented

w/ high fidelity &

reliable tools are used

to evaluate its level of

fidelity & efficacy

Disaggregated

behavior data review &

action plans that

addresses

disproportionality

Start with SWPBIS

(Bradshaw, Debnam, et al., 2009; Bradshaw, Reinke, et al., 2008; Bambara et al., 2009; Bradshaw, Koth, et al., 2008; Bradshaw, Koth, et al.,

2009; Chitiyo & Wheeler, 2009; Kaufman et al., 2010; Kincaid, Childs, Blasé, & Wallace, 2007; Mass-Galloway et al., 2008; McIntosh et al.,

2014; Miramontes, Marchant, Heath, & Fischer, 2011; Nersesian et al., 2000; Sadler & Sugai, 2009; Scott, 2001; Simonsen et al., 2012; Sullivan,

Long, & Kucera, 2011; Tillery, Varjas, Meyers, & Collins, 2010; Vincent et al., 2009, 2011).

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Culturally Sustaining & Responsive Teaching Culturally Sustaining & Responsive PBIS

Demonstrates cultural relevance and connects

pedagogy curriculum to students’ cultural and

linguistic backgrounds (Banks 1991, 2003; Gay

2000; Ladson-Billings 1994, 1995, 2001; Sleeter and

Grant 1999; Villegas and Lucas 2004).


3 Dimensions of CRT







Behavioral norms & school culture considers and

understands: dominant & non-dominant cultural

capital, as well as students’ cultural & linguistic

backgrounds. Profit-based thinking


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Engages communities of learners where students

socially construct knowledge in classrooms that

embrace all students (Brown and Campione 1990;

Nieto 2000; Villegas and Lucas 2004).
















Values & uses input from staff, parents, and

students when establishing behavioral norms &

school culture. Systemically collect’s feedback

and perception data (with the ability to

disaggregate by ethnicity) to improve the school’s

culture over time.


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Values & uses input from from staff, parents, and





culture over time.

Reflects a social justice perspective which makes

the "hidden curriculum’’ explicit, names instances

of inequity, challenges assumptions, and supports

students in questioning and challenging the status

quo (Anyon 1994; Banks et al. 2005; Cochran-

Smith 2004; Nieto 2000, 2002; Sleeter and
















Values & uses input from from staff, parents, and





culture over time.

Reflects a social justice perspective which makes

the "hidden curriculum’’ explicit, names instances

of inequity, challenges assumptions, and supports

students in questioning and challenging the status

quo (Anyon 1994; Banks et al. 2005; Cochran-

Smith 2004; Nieto 2000, 2002; Sleeter and

Reflects a social justice stance that works to

interrogate & change policies and practices that

perpetuate racial inequities and engages students

in the process.


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Moving to Culturally Sustaining PBIS Is Not

Moving to Culturally Sustaining PBIS Is Really About Changing the System

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Build Awareness of

Social & Cultural

Reproduction & the

Culture of Power

Examine & Address

Adult Beliefs

Habits of MindBuild Real

Relationships &

Connections with

Students

Matters of the Heart and Mind

Model based on Riddle 2014

Build Awareness of Social &Cultural Reproduction & the

Culture of Power• Implicit Racial Bias

Understanding of our Socio-

Historical Context

• Positionality

• Racial microaggressions

• Embracing the Truth

• Addressing White Fragility



Handout 6

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Examine and Address Adult Beliefs

• What you believe about Black

and Latino kids /families

• What you believe about

how/why they

misbehave/struggle with

learning

• How you came to believe that

wayMatters of the

Heart and Mind


Teacher & Adult Beliefs

Teacher & Adult Profit

Thinking

Liberating PracticesBuilding Positive Relationships

Layers of SupportContact & Connections

Trust & RespectCulture of Caring: Creating Safe

SpacesWatching for Students’ Wellbeing

Honoring Students' Voices

Positive School Culture

Habit Forming

Figure 7.1

Helpful Cyclical Liberating Practices (HCLPS)

Counter Narratives

Helpful Cyclical Liberating Practices – (HCLPS)Copyright © 2014 Riddle.

How Profit Thinking Leads to

Equitable Practices

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Habits of Mind• Kids bring strengths to the table

that are culturally situated

• Discipline issues: Is it the child, adult, system, cultural mismatch?

• Positively shaping students

identities via Positive racial

socialization

• Shift from fixed to a growth

mindset (adults and students)

• Teacher self-reflection



Specific Recommendations for Positive Racial

Socialization of Black Males (Carter 2016)

Schools can nurture the healthy identity development of adolescent Black

boys and ensure their academic success by:

• Encouraging self-efficacious beliefs.

o Self-efficacy is a key factor in resilience.

o When Black male students feel self-efficacy, they gain resilience to push

through and inequitable practices occurring in schools related to racial

bias.

• Ways to build self-efficacious beliefs in Black male students:

o Encourage them to keep success journals so that they can record their

successes and list the skills talents and strategies used to reach those

successes.

o Nurture a growth mindset (Dweck, 2007) in Black boys by helping them

understand that intelligence is not fixed but is developed with hard work

and effort. Be sure to praise effort rather than intelligence.

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Recommendations of Questions for Teacher

Self-Reflection (Cartledge & Kourea 2008 ):

• What is the racial or gender breakdown of the students that I typically send from my class

for disciplinary actions?

• How often do I send the same students for disciplinary actions?

• What messages am I communicating to the students who are the recipients of of these

actions?

• What messages in my communicating to their classmates?

• Is the behavior of my students getting better?

• How do I know? If it is not getting better, why not?

• Do I dispense disciplinary referrals fairly based on on the basis of race and gender?

• Are disciplinary actions therapeutic or simply punitive?

• Do I distinguish culturally specific behaviors from behavioral in adequacy's?

• If students have substantial behavioral differences, have a talk them the skills that they

need to know?

• Am I punishing students for my lack of skill and affective behavior management?

• Do I put her students because of my lack of skill and effective instruction?

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Build Real Relationships & Connections with Students

• Profit-based thinkingo Adult self-interrogation & problem-posing

o Build on students’ knowledge

• Create layers of supporto Mentoring & multiple positive relationships

o Multiple places to solve problems

• Respect and Trusto Understand students’ emotional &cultural

locations

• Contact and Connectionso Challenge adult deficit thinking

o Create multiple brief positive interactions

• Create a culture of caringo Watching out for students' wellbeing

o Honoring student voices



Students shared feeling:

safe, important, cared for,

liked, heard, surprised,

proud, confident,

respected, supported, and

successful (Riddle, 2014)

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Remove Oppressive/Bias

Language & Practices

From School Structures

Infuse Cultural Sustaining

Practices in School

Systems

Implement Cultural

Relevant Curriculum,

Resources and

Instructional Practices

Job Embedded

Professional

Development on Our

Socio-Historical Context,

Implicit Racial Bias &

Cultural Understanding

Socially Just Policies and Institutional

Practices


Remove Oppressive/Bias Language & Practices From

School • Language in student data

systems

• Language on behavior

referral forms

• Labeling students

• Zero tolerance polices

• Three Strikes

• Suspension practices


Practices


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School discipline policies based on the Zero Tolerance Framework:

• Have not reduced suspensions or expulsions as initially

intended. Instead, these policies have resulted in more students

being excluded from the classroom due to reactive disciplinary

action (Skiba, 2014).

• Are increasing the educational achievement gap (Opportunity

gap) and negatively impacting the development of students of

color (Bernstein, 2014).

• Have created a pipeline from schools to prisons where

exclusion from the educational environment and criminalization

of student misbehavior contribute to school dropout and

involvement with the juvenile justice system (Fowler, 2011).

The Impact of Zero Tolerance on

Discipline Disproportionality

Example

Removing Oppressive &Bias Language

Skyward – Discipline Module RFE

Submitted by Holt Public Schools, September 26, 2013

Recommendation: Specific language throughout the Skyward

Discipline Referral system should be updated to reflect current

knowledge and practice of Positive Behavior Intervention and

Supports (PBIS). The Behavior Referral should also provide space

to identify “cause” or “motivation” for the incidence, which

encourages the adults involved to reflect upon their roles in why

the student had an issue. This recommendation is for revising the

following terms. We would be happy to provide deeper analysis

and research basis for comprehensive language revisions beyond

this initial list:

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Example


Current Language Appropriate PBIS Language“Discipline” – heading that describes a punitive consequence system

Behavior

“Officer” – describes an adult responsible for managing the referral

Responsible Adult or Referral Manager or Employee

“Offense” – describes an incidence or action being documented

Incident

“Demerit History” – describes cumulative infractions in a punitive system

Reteaching History or Behavior Intervention History

Currently there is no field to capture the cause or motivation of a behavior. Without this, it remains a negative consequence process rather than identifying antecedents for behaviors.

Cause or Motivation

Example


Rationale: The language we choose is important for student and adult learning

because it has the ability to change our consciousness. Our consciousness

changes our behavior. The language Skyward chooses to revise on its platform

improves its client market position by aligning its products with states deeply

engaged in PBIS implementation.

Language Changes CultureThe terms in the left column sound prison-like and reflect a “school-to-prison

pipeline” that is heavily documented by research. School systems’ roles are not

to excuse kids from accountability, but to develop responsibility in them. Simply

changing negative language even on what seems merely a processing form or

business tool, has the ability to change behavior. Bad things are going to

happen. Kids will make mistakes. Developing responsibility in children for their

behavior begins with changing the behavior of adults. Changing behavior of

adults begins with changing their language, in even subtle, unconscious ways.

The language we use does subconsciously inform our behaviors, so unless we

make small changes to forms and hallway conversations, educators risk losing

touch with their mission…to lift others up to their potential.

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Example


• Skyward Market Alignment with PBIS

• As early as October 2008, thirty-one states were implementing

PBIS in their K-12 education systems. As of September 2013,

Skyward has clients in twenty states. Of the 31 states

implementing PBIS, only 12 have Skyward clients. This

represents a substantial market share of states with potential

clients whose needs could be further met by a platform that

supports the work they have prioritized; an authentic selling

point for Skyward’s clientele. The table below compares PBIS

to Skyward clients.

Example


States PBIS Implementation* Skyward Client**Alaska YESArizona

ColoradoConnecticut

Florida YESGeorgiaIllinois YESIowa

LouisianaMarylandMichigan YES

Minnesota YESMissouri YESMontanaNevada

New HampshireNew Mexico YES

New YorkNorth CarolinaNorth Dakota

OhioOklahoma

OregonPennsylvania YES

South CarolinaSouth Dakota YES

Utah YESVirginia

Washington YESDistrict of Columbia

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Example


Background Literature on PBIS

What is PBIS?

A decision making framework that guides selection, integration, and

implementation of the best evidence-based academic and behavioral

practices for improving important academic and behavior outcomes for

all students.

What Does School-Wide PBIS Emphasize?

In general, SWPBS emphasizes four integrated elements: (a) data for

decision making, (b) measurable outcomes supported and evaluated by

data, (c) practices with evidence that these outcomes are achievable,

and (d) systems that efficiently and effectively support implementation

of these practices.

Example


These four elements are guided by six important principles:• Develop a continuum of scientifically

based behavior and academic interventions and supports

• Use data to make decisions and solve problems

• Arrange the environment to prevent the development and occurrence of problem behavior

• Teach and encourage pro-social skills and behaviors

• Implement evidence-based behavioral practices with fidelity and accountability

• Screen universally and monitor student performance & progress continuously

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Example


SampleofAreasNeedingRevision

Example



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Example



Example



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Infuse Cultural Sustaining Practices in School Systems

• District & School improvement

plans

• Use CRT tool to evaluate &

guide CR System

• Survey students & parents

experiences in schools

• Hiring practices

• Involve students & parents in

shaping PBIS

• Purchases CR-Curriculum

Resources

• Allocate resources & FTE that

supports equity work


Practices


Cultural Relevant Curriculum & Pedagogy• Infuse multicultural & global learning

• Highlight students’ strengths

• Balance between skill & process

• Promote developing cultural critical

consciousness & self-reflection

• Promote interrogation 0f oppressive

systems & practices

• Include representation of race & cultures

in the curriculum across content areas

• Allow students to use their native

language/code switching

• Promote a community of learners

• Encourage students to embrace their

culture and develop a love of learning


Practices


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Multicultural Education

• Content integration – Using content from a variety of cultures.

• Knowledge construction – Help students understand the

culture of power and how it plays out in schools

• Equity pedagogy – Modifying pedagogy to increase

achievement of diverse students

• Prejudice reduction – teaching methods that work to modify

the racial attitudes of students

• Empowering school culture – Examining school programs &

extra curriculum activities to create a school culture that

empowers students from diverse racial, ethnic, & gender

groups

(Banks 2009)

Multicultural Education

SWPBIS

SWPBIS

SWPBIS

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Example of Culturally

Relevant Pedagogy

5th Grade Exploring Freedom Unit

• District Pacing Guide/Scope & Sequence

• Focus on skills and students’ interest

• Teacher questions

• Students’ questions

• Anchor text

• Multiple texts with varying cultural perspectives


Relevant Pedagogy


• What is freedom?

• Students wanting me to give them the answer

• Opportunities to examine the meaning of

freedom

• Students shifting from wanting me to give to

answer to questioning Webster’s definition

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Relevant Pedagogy


• “Just because Webster defined freedom to mean… doesn't’t

mean that that is the true meaning”

• “There are different kinds of freedom”

• “Harriet is not free”

• “Well, she is not physically free, but she is mentally and

spiritually free”

• “A person can be mentally free and not physically free”

• “There is physical freedom, mental freedom, emotional

freedom, and spiritual freedom”


Relevant Pedagogy

5th Grade Exploring Freedom UnitQuestioning the way knowledge is constructed and the way

the information is transmitted:

Text: “The slaves came to America…”T: What do you think when you read this?

S: That Black people came to America willingly.

T: Is that a true representation of history?

S: No, slaves were forced to come here in chains and in

inhuman conditions

T: How could this sentence be rephrased/rewritten to reflect

what actually happened?

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Relevant Pedagogy


Questioning the way knowledge is constructed and the

way the information is transmitted:

Students’ reconstructed sentence:

“Black Africans were forced into slavery and brought

to America against their wills”

Original Text: “The slaves came to America…”

Activities during this unit included but not limited to:• Daily assigned reading from the anchor text

• Opportunities to read any of the other texts

• Reading/writing conferences

• Daily small group instruction based on skill needs and the pacing

guide

• Writing prompts connected to the anchor text & the writing

process

• Student interest research on current oppressive situations tied to

themes in the unit

• Students made movies about their findings and presented in

multiple venues including the state tech conference

• Field trip to the African American Museum in Detroit


Relevant Pedagogy

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67

Job Embedded Professional Development Ongoing professional development & coaching

aimed at increasing staff cultural awareness,

competency, & sustainability in schools

implementing SWPBIS that engages staff in

learning, conversations and critical reflection on:

1. Our Socio-historical context , issues of

positionality & how racism has been

institutionalized and socially & culturally

reproduced

2. Implicit racial bias

3. Understanding of dominant and non-

dominant cultural capital & issues of identity

4. Culturally sustaining & relevant pedagogy

5. Using culturally relevant pedagogy

curriculum resources


Practices

A Framework for Moving to a Culturally Nuanced and Sustaining SWPBIS

Carter, Skiba et al. 2017

Recommendation

Schools Must Take a Race Conscious Approach

• Race-neutral approaches to diversifying schools are not effective

in reducing segregation and can lead to increased school

segregation (McDermott, Furstenbeg & Diem 2015; Gullen, 2012;

Reardon, Yun, and Kurleander 2006).

• Race-neutral approaches have not been effective in reducing

racial/ethnic disparities in school discipline (Vincent, Sprague, &

Gau, 2015; Vincent & Tobin, 2011).

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Acknowledge and Address Issues of Race

Practical Application of Professional Development:

1. Set the tone for this work by engaging in thorough analysis of our socio-historical

context via reading scholarly articles and engaging in dialogue race issues

2. Professional learning can then be centered around conversations about specific

disciplinary incidents and and habits of discipline at the school and her: that can

include positionality, reflection on the experiences and ideas that have shaped

teachers implicit bias regarding students, teachers reflect on ways to create

culturally sustaining spaces were both teachers and students can code switch.

3. Use the literature to create race conscious interventions and ways to evaluate

them. Relationships with community centers and community universities who

specialize in this work can be helpful.

4. Hiring staff who can spend time in the literature and connecting strategies to the

findings of data review can be helpful

Riddle, 2014; Carter, Skiba et al.

2017 Recommendation

Process & Next Steps

1. Developing, implementing and refining the 8 categories

through practice and research (2014-2017)

2. Literature Review (peer reviewed articles and research) all

work done in the last 17 years (2017-Present)

3. Refine categories to include more tangible practices that

practitioners can implement and use within their systematic

problem solving process (2017-Present)

4. Pilot practices and collect data to understand efficacy levels

in terms of fidelity, adult, and student outcomes (Next Steps)

5. Publish articles and case studies of implementation process,

outcomes, and implications for future practice and research

(Next Steps)

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Contact Information

71

Dr. Ruthie Riddle

Consultant, CEO

RLR Educational Impact LLC.

[email protected]

517.256.3990

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