Culturally Responsive Approaches to Engaging Families
10/6/2015
Culturally Responsive Approaches to Engaging Families October 14, 2015 Ms. Winsome Parke, Principal Ms. Erin Williams, Reading Specialist Ms. Nikole Hollins, Educational Consultant
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
1
10/6/2015
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure
Individualized Education Program (IEP)
teams begin with the general
education setting with the use of
Supplementary Aids and Services
before considering a
more restrictive environment.
2
10/6/2015
Objectives/Agenda • Share practices and strategies to effectively engage ALL families in the school community. • Discuss specific strategies regarding how to build upon community assets. • Explore incorporating cultural knowledge into family engagement efforts.
National PTA Standards
Welcoming All Families Into the School Community
Collaborating with Community
Communicating Effectively
Shared DecisionMaking
Supporting Student Success
Speaking Up for Every Child
6
3
10/6/2015
Connecting with PTA Standard • This session most closely aligns with the following National PTA Standards: – – – –
Standard 1: Welcoming All Families Standard 2: Communicating Effectively Standard 3: Supporting Student Success Standard 6: Collaborating with the Community
Culturally Responsive Approaches
“A pedagogy [practice] that empowers students [staff] intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills and to change attitudes”
• • • • • • • •
Culturally responsive pedagogy Culturally compatible teaching Culturally relevant teaching Culturally connected teaching Culturally responsive learning Culturally matched teaching Culturally proficiency Culturally appropriate teaching
(Ladson-Billings, p. 36 as cited in Hollie, S., 2012).
8
4
10/6/2015
Melrose Elementary School Harrisburg School District www.hbgsd.k12.pa.us
• Grades K-4th; Approx. 600 students • Title I – Focus School • Engaged in an opportunity around Culturally Responsive PBIS (Positive Behavior Interventions and Supports)
Welcoming ALL Families
Pennsylvania Training and Technical Assistance Network
5
10/6/2015
Welcome! • Melrose strives to make the physical climate of the school welcoming: – Landscaping – Accessible Sign-In Sheets – Behavioral Matrix is visible
• Proposed physical climate improvements: – Flags in the foyer representing the ethnicities in the building. – Behavior Matrix and Expectations posted in various languages.
6
10/6/2015
Welcome! Events/Activities 2014-15 • Literacy Night • Math Night • Grandparents Event • Friday Night Event
Events/Activities 2015-16 • Literacy Night • Math Night • Monthly Cultural Speakers • Career Speakers
Communicating Effectively
Pennsylvania Training and Technical Assistance Network
7
10/6/2015
Hello! Bonjour! Hola! Hallo! Ciao!
Color-Coded Materials Per Grade
Hello! Bonjour! Hola! Hallo! Ciao! • Melrose School currently serves students who
speak over 16+ languages.
• Currently, the student handbook and behavioral expectations are being constructed to include a variety of languages. • School climate surveys are also being provided in various languages or with the support of an interpreter, if available. • Running record of communication structured
around discipline.
8
10/6/2015
Supporting Student Success
Pennsylvania Training and Technical Assistance Network
Culturally Responsive – PBIS (CR-PBIS) • Melrose School was awarded the SBBH grant opportunity in Winter 2015. • Grant Priorities: – – – – – – – – –
PBIS Framework Engage Family & Community Liaisons Data System Disaggregated Data Action Plan School Climate and Culture Surveys Community Resource Mapping Evaluation of LEA’s core resources (handbook, code of conduct) Professional Development around Cultural Proficiency Continuum Social Marketing Plan
9
10/6/2015
Positive Social Culture
Standards used to identify acceptable and unacceptable behavior.
Universal Language
Common Vision/Values
Common Experience
Membership
http://www.pbis.org/common/cms/files/pbisresources/hornersocialculture.pdf
19
Calculating Disproportionality
Risk Index • Proportion of a group that is at risk of a particular outcome.
Risk Ratio • Relative risk of a target group compared with the risk of a comparison group.
Example: # of Latino students receiving one or more ODRs Total # of enrolled students who are Latino = Risk Index
Example: Risk Index of Latino students receiving one or more ODRs Risk Index of White students receiving one or more ODRs = Risk Ratio
Boneshefski & Runge, 2013
10
10/6/2015
The Cultural Proficiency Continuum 1. Cultural Destructiveness
See the difference, stomp it out
2. Cultural Incapacity
See the difference, make it wrong
3. Cultural Blindness
See the difference, act like you don’t
4. Cultural Pre-Competence
See the difference, respond inadequately
5. Cultural Competence
See the difference, understand the difference that difference makes
6. Cultural Proficiency
See the difference, respond positively and affirming
Adapted from:: Cultural Proficiency for School Leadership by Lindsey, Robins & Terrell, 2009
Vulnerable decision points • A specific decision that is more vulnerable to effects of implicit bias. • Two parts: – The person’s decision state (internal state) – The situation
• Filter data set to determine potential VDP’s. – – – – –
Location Time of Day Behavior Motivation Precise Problem Statement •
Ex: African-American students are receiving ODRs in the hallway at 2:30pm; Referrals are for disrespect and are motivated by peer attention.
– Compare Statement •
Ex: Remove all filters and subgroups to determine if this is unique to African-American students.
(McIntosh, University of Oregon, 2014)
11
10/6/2015
Culturally Responsive – PBIS (CR-PBIS)
• Melrose is in the process of receiving training and technical assistance around the grant priorities, in partnership with PaTTAN and the Capital Area Intermediate Unit (CAIU).
• Families are an integral part of the success of PBIS implementation. • The support of families and cultural brokers is essential for the implementation of Culturally Responsive – PBIS.
Collaborating with Community
Pennsylvania Training and Technical Assistance Network
12
10/6/2015
Community Resource Mapping • Melrose’s CR-PBIS team completed a community resource mapping tool to determine available connections and potential partnerships. • “Cultural Brokers” were recommended to serve as liaisons for the various ethnicities represented at Melrose.
Sample Community Resource Mapping Tool
13
10/6/2015
What’s Next? Questions?
Resources • Mid-Atlantic Equity Center http://www.maec.org/ • Equity and PBIS http://www.pbis.org/school/equity-pbis • Hollie, S., (2012). Culturally and linguistically responsive teaching and learning. Huntington Beach, CA: Shell Education. • McIntosh, K., Girvan, E. J., Horner, R. H., Smolkowski, K., & Sugai, G. (2014). Recommendations for addressing discipline disproportionality in education. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.
14
10/6/2015
Contact Information
www.pattan.net
Melrose Elementary School Name: Ms. Erin Williams Email: [email protected] Phone: (717) 703-4200 Commonwealth of Pennsylvania Tom Wolf, Governor
PaTTAN Consultant Name: Ms. Nikole Hollins Email: [email protected] Phone: (717) 901-2283
Pennsylvania Department of Education Pedro Rivera, Secretary of Education Pat Hozella, Director Bureau of Special Education
15
Culturally Responsive Approaches to Engaging Families October 14, 2015 Ms. Winsome Parke, Principal Ms. Erin Williams, Reading Specialist Ms. Nikole Hollins, Educational Consultant
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
1
10/6/2015
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure
Individualized Education Program (IEP)
teams begin with the general
education setting with the use of
Supplementary Aids and Services
before considering a
more restrictive environment.
2
10/6/2015
Objectives/Agenda • Share practices and strategies to effectively engage ALL families in the school community. • Discuss specific strategies regarding how to build upon community assets. • Explore incorporating cultural knowledge into family engagement efforts.
National PTA Standards
Welcoming All Families Into the School Community
Collaborating with Community
Communicating Effectively
Shared DecisionMaking
Supporting Student Success
Speaking Up for Every Child
6
3
10/6/2015
Connecting with PTA Standard • This session most closely aligns with the following National PTA Standards: – – – –
Standard 1: Welcoming All Families Standard 2: Communicating Effectively Standard 3: Supporting Student Success Standard 6: Collaborating with the Community
Culturally Responsive Approaches
“A pedagogy [practice] that empowers students [staff] intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills and to change attitudes”
• • • • • • • •
Culturally responsive pedagogy Culturally compatible teaching Culturally relevant teaching Culturally connected teaching Culturally responsive learning Culturally matched teaching Culturally proficiency Culturally appropriate teaching
(Ladson-Billings, p. 36 as cited in Hollie, S., 2012).
8
4
10/6/2015
Melrose Elementary School Harrisburg School District www.hbgsd.k12.pa.us
• Grades K-4th; Approx. 600 students • Title I – Focus School • Engaged in an opportunity around Culturally Responsive PBIS (Positive Behavior Interventions and Supports)
Welcoming ALL Families
Pennsylvania Training and Technical Assistance Network
5
10/6/2015
Welcome! • Melrose strives to make the physical climate of the school welcoming: – Landscaping – Accessible Sign-In Sheets – Behavioral Matrix is visible
• Proposed physical climate improvements: – Flags in the foyer representing the ethnicities in the building. – Behavior Matrix and Expectations posted in various languages.
6
10/6/2015
Welcome! Events/Activities 2014-15 • Literacy Night • Math Night • Grandparents Event • Friday Night Event
Events/Activities 2015-16 • Literacy Night • Math Night • Monthly Cultural Speakers • Career Speakers
Communicating Effectively
Pennsylvania Training and Technical Assistance Network
7
10/6/2015
Hello! Bonjour! Hola! Hallo! Ciao!
Color-Coded Materials Per Grade
Hello! Bonjour! Hola! Hallo! Ciao! • Melrose School currently serves students who
speak over 16+ languages.
• Currently, the student handbook and behavioral expectations are being constructed to include a variety of languages. • School climate surveys are also being provided in various languages or with the support of an interpreter, if available. • Running record of communication structured
around discipline.
8
10/6/2015
Supporting Student Success
Pennsylvania Training and Technical Assistance Network
Culturally Responsive – PBIS (CR-PBIS) • Melrose School was awarded the SBBH grant opportunity in Winter 2015. • Grant Priorities: – – – – – – – – –
PBIS Framework Engage Family & Community Liaisons Data System Disaggregated Data Action Plan School Climate and Culture Surveys Community Resource Mapping Evaluation of LEA’s core resources (handbook, code of conduct) Professional Development around Cultural Proficiency Continuum Social Marketing Plan
9
10/6/2015
Positive Social Culture
Standards used to identify acceptable and unacceptable behavior.
Universal Language
Common Vision/Values
Common Experience
Membership
http://www.pbis.org/common/cms/files/pbisresources/hornersocialculture.pdf
19
Calculating Disproportionality
Risk Index • Proportion of a group that is at risk of a particular outcome.
Risk Ratio • Relative risk of a target group compared with the risk of a comparison group.
Example: # of Latino students receiving one or more ODRs Total # of enrolled students who are Latino = Risk Index
Example: Risk Index of Latino students receiving one or more ODRs Risk Index of White students receiving one or more ODRs = Risk Ratio
Boneshefski & Runge, 2013
10
10/6/2015
The Cultural Proficiency Continuum 1. Cultural Destructiveness
See the difference, stomp it out
2. Cultural Incapacity
See the difference, make it wrong
3. Cultural Blindness
See the difference, act like you don’t
4. Cultural Pre-Competence
See the difference, respond inadequately
5. Cultural Competence
See the difference, understand the difference that difference makes
6. Cultural Proficiency
See the difference, respond positively and affirming
Adapted from:: Cultural Proficiency for School Leadership by Lindsey, Robins & Terrell, 2009
Vulnerable decision points • A specific decision that is more vulnerable to effects of implicit bias. • Two parts: – The person’s decision state (internal state) – The situation
• Filter data set to determine potential VDP’s. – – – – –
Location Time of Day Behavior Motivation Precise Problem Statement •
Ex: African-American students are receiving ODRs in the hallway at 2:30pm; Referrals are for disrespect and are motivated by peer attention.
– Compare Statement •
Ex: Remove all filters and subgroups to determine if this is unique to African-American students.
(McIntosh, University of Oregon, 2014)
11
10/6/2015
Culturally Responsive – PBIS (CR-PBIS)
• Melrose is in the process of receiving training and technical assistance around the grant priorities, in partnership with PaTTAN and the Capital Area Intermediate Unit (CAIU).
• Families are an integral part of the success of PBIS implementation. • The support of families and cultural brokers is essential for the implementation of Culturally Responsive – PBIS.
Collaborating with Community
Pennsylvania Training and Technical Assistance Network
12
10/6/2015
Community Resource Mapping • Melrose’s CR-PBIS team completed a community resource mapping tool to determine available connections and potential partnerships. • “Cultural Brokers” were recommended to serve as liaisons for the various ethnicities represented at Melrose.
Sample Community Resource Mapping Tool
13
10/6/2015
What’s Next? Questions?
Resources • Mid-Atlantic Equity Center http://www.maec.org/ • Equity and PBIS http://www.pbis.org/school/equity-pbis • Hollie, S., (2012). Culturally and linguistically responsive teaching and learning. Huntington Beach, CA: Shell Education. • McIntosh, K., Girvan, E. J., Horner, R. H., Smolkowski, K., & Sugai, G. (2014). Recommendations for addressing discipline disproportionality in education. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.
14
10/6/2015
Contact Information
www.pattan.net
Melrose Elementary School Name: Ms. Erin Williams Email: [email protected] Phone: (717) 703-4200 Commonwealth of Pennsylvania Tom Wolf, Governor
PaTTAN Consultant Name: Ms. Nikole Hollins Email: [email protected] Phone: (717) 901-2283
Pennsylvania Department of Education Pedro Rivera, Secretary of Education Pat Hozella, Director Bureau of Special Education
15
