Transcript Facilitating a Meeting

National Center for
Culturally Responsive
Educational Systems
Shelley Zion, Project Coordinator
University of Colorado, Denver
Purpose
Provide technical assistance and
professional development to
• close the achievement gap between students from
culturally and linguistically diverse backgrounds
and their peers, and
• reduce inappropriate referrals to special education.
Critical Foci
Culturally responsive
practices
Early intervention
Literacy
Positive behavioral
supports
Outcomes
increase the use of prevention and
early intervention strategies,
decrease inappropriate referrals to special
education, and
increase the number of schools using effective
literacy and behavioral interventions for
students who are culturally and linguistically
diverse.
General & Special
Education Audiences
–Students
–Families
–Practitioners
–Administrators
Products
–Researchers
– Research syntheses
–Teacher Educators
– Policy briefs
–Policy Makers
– Public service announcements
– Research-based articles
– On Points for Practitioners
– Virtual Professional Development
Modules
– Activities and curricula for
culturally responsive practice
– Web-based Data Maps
– Virtual State-wide “campuses”
– Meta-tagged Library
Mission
Supporting state education agencies
and local school systems to assure a
quality, culturally responsive
education for all students.
Value Added
NCCRESt supports the implementation
of the Individuals with Disabilities
Education Act as it extends the goals of
the No Child Left Behind Act of 2001
Key Activities
• Determine status for each state in collecting data
required in Section 618(c) of IDEA.
• Develop a web-based sensitive and responsive
continuous improvement cycle for each participating
SEA.
• Synthesize culturally responsive research-based
practices that support learning and development for all
students
• Assist SEAs in developing plans to address
disproportionality that focus on widespread screening
and effective early intervention, literacy, and positive
behavioral support.
• Link change impact to specific PD and improved teacher
quality
• Engage sites in examining patterns in impact of change
efforts.
• Evaluate impact of change efforts on stakeholders and
organizations
What are Culturally Responsive
Educational Systems?
Culturally responsive educational systems are
grounded in the belief that students from
culturally and linguistically diverse backgrounds
excel in academic endeavors when
–their culture, language, heritage, and
experiences are valued and used to facilitate
learning and development; and
–they are provided access to high quality
teachers, programs, curricula, and
resources.
Culturally responsive educational
systems are concerned with instilling
ethics of care, respect, and
responsibility in the professionals
who serve culturally and
linguistically diverse students.
Culturally
responsive
educational
systems benefit all
students.
Assumptions About the Causes of
Disproportionate Representation
What it is not:
intrinsic or family-based
deficits
Contributors
Beliefs
•Practices
•Disproportionality
•Policies
Intersections
•Learning
•Disability
•Culture
Socio-cultural Contexts
Regulation
Productivity
Socio-cultural Histories
Background Assumptions about
Learning and Development
Individual
agency
Contextual
factors
•family
•community
•school
•society
Conceptual Framework for Understanding
Disproportionality: Beliefs, Policies, and Practices
Disability
Culture
Learning
Background Assumptions about the
Solutions to Disproportionality
•Beliefs about
Culturally Responsive
Educational Systems
•Improved
general ed
instruction
•Intersection of culture,
language, disability
•Enhance students
opportunity to learn
•Support teacher
learning
•Evidence- based
practice
Culturally Responsive Practice
Federal and State Policies
Teacher and
administrator
quality indicators
and procedures for
working
collaboratively
with universities
and school
districts to
improve
preparation and
professional
development
programs.
Legal requirements at
federal and state levels
concerning the
determination of
eligibility for special
education.
Re-examine
& Revise
Governmental
policies and
mandates related
to school
financing and the
allocation of
resources.
Accountability measures,
including how high stakes testing
results are used to evaluate
schools.
District Level Policies and Practices
Collaboration and
Partnerships
PRIORITIES
•Curricula
•Tracking
Special &
General Ed
Community
Agencies
•Testing
•Discipline
•Resource
Allocation
Local
leaders
•Hiring
Teacher
education
programs
Professional Development
Confronting
Challenges,
persistence
Changing thinking,
transforming contexts
Top- down
Bottom-up
Ongoing
professional
development
Beliefs,
efficacy,
attitudes,
perceptions
School Leadership
Interpersonal &
management skills
Leadership
“sí se puede”
Beliefs, values, philosophies
Culturally Responsive Teachers
cultural organizers, mediators,
and orchestrators
of social contexts
caring,
belief in their students’
committed,
abilities
and respectful
and desire to learn
Sense of
responsibility
Validate, affirm,
Explicitly teach skills
facilitate, liberate,
and
and empower
cultural capital
experts in instruction
& management
Challenge &
support students
Quality Literacy Instruction
Early instruction
& interventions
Emphasize
cultural relevance
Build on prior
knowledge & interests
Direct instruction,
rich materials,
meaningful contexts
Behavior Supports
Understand
perceptions
Involve families
& communities
Connect
with students
climate
Provide
continuum
of support
Teach expected
behaviors
Early Intervention
Intensive assistance,
as part of
General Ed
support system
Third
Tier
Second Tier
What is
considered
to be
Special
Education
First Tier
Quality instruction
in
General Ed
Classroom
Families and
Communities
Professional Development
For
Understanding and Responding to
Cultural Differences
Family/School Partnerships
Funds of Knowledge
Students
Desire to learn
Potential
Experiences
Students
Strength Promise
Activity Arenas
Continuous Improvement
Research and Development
Networking and Dissemination
Professional Development
Who’s on Board?
• Kayte Fearn, Council for Exceptional Children
• Ronald Felton, Miami-Dade County Public Schools
• Beth Harry, University of Miami
• Judith Heumann, The World Bank
• Asa Hilliard, Georgia State University
• Stephanie Hirsh, National Staff Development Council
• Dixie Jordan, Parent Advocacy Coalition for Educational Rights
• Joy Markowitz, Project Forum, National Association of State Directors of
Special Education
• Festus Obiakor, University of Wisconsin at Milwaukee
• Delia Pompa, National Association of Bilingual Education
• Kristin Reedy, Northeast Regional Resource Center
• Virginia Roach, Teachers for a New Era
• Anthony Sims, Illinois State Board of Education
• Brenda L. Townsend, University of South Florida
• Stanley Trent, University of Virginia
• Edward Lee Vargas, Hacienda La Puente Unified School District
NCCRESt Personnel
Principal Investigators
Alfredo J. Artiles, Vanderbilt University
Janette K. Klingner, University of Colorado at Boulder
Elizabeth B. Kozleski, University of Colorado at Denver
Cheryl A. Utley, Juniper Gardens Children’s Project, University of Kansas
Project Officer
Grace Zamora Durán, Office of Special
Education Programs, U.S. Department
of Education
Project Coordinator
Shelley Zion
University of Colorado at Denver
Director, Networking and
Dissemination
David P. Riley, Education Development
Center, Inc.
Continuous Improvement Data
Analysts
David Gibson, VIMST
Michael Knapp, VIMST
Project Staff
Carolyn Ottke-Moore,
Materials & Event Developer
Rhona Jackson, Project Administrator
Steve Kennedy, Policy Analyst
Jennifer Quinlan, Web Master
Carolyn Jefferson-Jenkins,
Professional Development Coordinator
Jenn Light, Instructional Technology
Heraldo Richards, Researcher
Support Staff
•Laura Barletta •Olu Adesola
•Ayanna Brown •Alexandra Schroeder
•Kristy Martinez, •Aimee Wride