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Take yourself on 7 experiences to learn about different groups (Fill)

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Take yourself on 7 experiences to learn about different groups (Fill)

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Center on PBIS | Resource: PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches

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PDF: This field guide outlines an integrated framework to embed equity efforts into school-wide positive behavioral interventions and supports (SWPBIS) by aligning culturally responsive practices to the core components of SWPBIS. The goal of using this guide is to make school systems more responsive to the cultures and communities that they serve. This guide is part of a 5-point intervention approach for enhancing equity in student outcomes within a SWPBIS approach.

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This evaluation brief describes how Wisconsin is implementing an equitable multi-level system of supports (MLSS) framework, also known as a multi-tiered system of supports (MTSS), and how schools implementing this framework with both a behavior and reading focus have shown positive outcomes for all students. The data analyzed in this brief were derived from a small, Wisconsin RtI Center staff directed project. The focus was on the impact of an equitable multi-level system of supports (MLSS).

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PBIS.org | Resource: Do Wisconsin Schools Implementing an Integrated Academic and Behavior Support Framework Improve Equity in Academic and School Discipline Outcomes?

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PDF: This evaluation brief describes how Wisconsin is implementing an equitable multi-level system of supports (MLSS) framework, also known as a multi-tiered system of supports (MTSS), and how schools implementing this framework with both a behavior and reading focus have shown positive outcomes for all students.

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Need to get more student involved; form student group that is representative of student body. Students say they want to get involved but then don’t show up. Why??

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Need to get more student involved; form student group that is representative of student body. Students say they want to get involved but then don’t show up. Why??

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Resource List from Dr. Payno-Simmons (titles are direct links!)

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Resource List from Dr. Payno-Simmons (titles are direct links!)

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School - Family Partnerships

Lorne Balmer, Jada Phelps, James Kigamwa, Erin Macey, This edition of the Equity Dispatch explores how to create democratic and responsive school communities

Who's Not Coming Back to School? The Pushout

This edition of the Equity Dispatch states that on their own, students often fail to realize the systemic nature of school problems and internalize the belief that they are to blame for school failures. Without the guidance and support of advocates to transform the system, they may engage in self-defeating resistance—the behaviors we typically see, interpret, and track before labeling them as dropouts, including defiance, failure to complete assignments, and truancy. These are symptoms of a systemic problem that will only be resolved when we stop pushing out and subtracting and begin inviting our young adults to the table to chart a course for their high school experience and determine for themselves the symbolic value of their high school diploma.

The Consciousness Gap In Education - An Equity Imperative | Dorinda Carter Andrews | Tedxlansinged

In this talk, Dorinda Carter Andrews challenges us to consider how gaps in critical consciousness and mindsets for adults and students in schools prevent us from providing equitable schooling experiences for all students. Specifically, Carter Andrews urges educators to consider how increased critical consciousness about the role of race and culture in teaching and learning can be fostered through educator professional development and student curriculum and can ultimately strengthen teacher-student relationships. A shifted focus on closing consciousness gaps can address the equity imperative embedded in the larger discourse about achievement gaps.

No Small Matters: Reimagining the Use of Research Evidence From A Racial Justice Perspective

David E. Kirkland, December 2019

Reframing the Achievement Gap: Ensuring All Students Benefit from Equitable Access to Learning

M. Nickie Coomer, Robin G. Jackson, Tiffany S. Kyser, Seena M. Skelton, Kathleen King Thorius

In this issue of Equity Dispatch, we rethink how the “achievement gap” is conceptualized. We can begin moving away from describing the achievement gap as a persistent disparity of educational measures between groups of students defined by race, ethnicity, socioeconomic status (SES) and gender (Hidden Curriculum, 2014), to understanding it as the outcome of historical and intergenerational marginalization of students of color and students living in disinvested communities.

From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools by Gloria Ladson-Billings.

Teaching Towards Understandings of Intersectionality

Robin G. Jackson, M. Nickie Coomer, Erin Sanborn, Cesur Dagli, Zelideh R. Martinez Hoy, Seena M. Skelton, and Kathleen King Thorius

In this edition of Equity Dispatch, we seek to emphasize the criticality of intersectionality, or the ways in which social, economic, and political identity-based systems of oppression and privilege connect, overlap, and influence one another, as a powerful construct and tool for strengthening culturally responsive and sustaining practices in the educational environment. We offer its importance because when we collapse students’ identities into separate categories (e.g. English Language Learners, LGBTQ+, Black/African American), we run the risk of not attending to the complexities and oppressions that exist at the nexus of these diverse student groups.

Centering Equity in Educator Effectiveness: Critical Reflections on Intersectionality

This presentations objectives were to help participants explain their own identity(ies), connect how those identity(ies) provide power and privilege, examine the concept of intersectionality, and identify intersectionality in school based examples.

Intersectionality is Crucial for Culturally Responsive and Sustaining Environments

Diana R. Lazzell, Robin G. Jackson, & Seena M. Skelton

In this issue of Equity Digest, we explore why it is important for educators to understand the concept of intersectionality. Educators must understand the myriad ways in which their students experience the world in order to inform culturally responsive and sustaining practices in the classroom. In this manner, they can better serve their students and ensure an equitable, responsive education for all.

With Different Eyes" Conference 2017 Keynote Speaker Django Paris

Our keynote speaker, Django Paris, who pushes against the status quo respect for standardized English—and goes a lot further. Apparently there’s a broad continuum between teaching informed by deficit views and ... Culturally Sustaining Pedagogies. What does it really mean to honor what our students bring with them, their languages, world views, ways of interacting with others?

Equity Fellow Spotlight: David Hernandez Saca

In this video, Equity Fellow Dr. David Hernandez Saca provides a critical lens to the field of learning disability studies, including situating learning disabilities as impairments situated "in the individual," the importance of centering student voice, and intersectionality in making meaning of learning disabilities.

Understanding and Redressing Intersecting Oppressions of Racism, Sexism, and Classism

In this webinar concepts related to identity, positionality, and intersectionality are defined and unpacked. Extending these constructs, the webinar addresses how intersecting oppressions play out for various student groups, and provides strategies for engaging in conversations about race, class, and sex without erasing or privileging one identity over another.

Developing Critical Consciousness through Professional Learning

Dr. Sharon Radd talks about the importance of critical consciousness for transformative professional learning.

Developing Critical Consciousness through Professional Learning

Critical consciousness, defined as an active state of seeking to identify the beliefs and language that obscure systemic inequities, is a central component of transformative professional learning. Practitioners can use the two tools described in the brief - reflection journals or blogs and critical communities of practice - to create psychologically safe spaces in which to examine assumptions and alter practices.

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Equity: Wisconsin's Model to Inform Culturally Responsive Practices

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Equity: Wisconsin's Model to Inform Culturally Responsive Practices

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Possible bike thief caught in the act | What Would You Do? | WWYD

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Our district isn't very diverse. We see the biggest implicit bias with students who struggle the most with behavior.

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Has anyone ever done a Cultural Night to share all the heritages of the district?  I have an idea to try this with food and traditions.  Thoughts?

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We want to bridge and build between home and school Cultures!

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We'd like to hear other responses to the last activity if anyone would be willing to share here.

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We'd like to hear other responses to the last activity if anyone would be willing to share here.

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Good morning everyone! Feel free to post any thoughts that you have about the presentation or questions for other schools here on the padlet.

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Good morning everyone! Feel free to post any thoughts that you have about the presentation or questions for other schools here on the padlet.

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Can we create a list of books, online, video resources that could be useful in our PBIS journey?

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Welcome to the Padlet for our High School Hangout Session!

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Welcome to the Padlet for our High School Hangout Session!