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Access pages 11-13 of the Leading for Equity Workbook, or on pages 6-8 of the Extra Packet at http://7ev.co/4AGL 

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Access pages 11-13 of the Leading for Equity Workbook, or on pages 6-8 of the Extra Packet at http://7ev.co/4AGL 

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Step 1 - Read Dawoud's scenario on page 11 ONLY! Discuss question #1 and post your ideas on the padlet below question #1

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Step 1 - Read Dawoud's scenario on page 11 ONLY! Discuss question #1 and post your ideas on the padlet below question #1

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Step 2 - Read Dawoud's scenario on page 12 ONLY! Discuss question #2 and post your ideas on the padlet below question #2

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Step 2 - Read Dawoud's scenario on page 12 ONLY! Discuss question #2 and post your ideas on the padlet below question #2

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Step 3 - Read Dawoud's scenario on page 13. Discuss question #3 and #4 and post your ideas on the padlet.

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Step 3 - Read Dawoud's scenario on page 13. Discuss question #3 and #4 and post your ideas on the padlet.

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Institutional Bias Concept Bank Pages from PIPE Extra Packet 2021-10-27 mp

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Institutional Bias Cases Pages from PIPE Extra Packet 2021-10-27 mp-2

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We suspect that Dawoud will not perform well in the business/IT class, and that he will continue to exhibit behaviors in class due to his being removed from a preferred class/setting. We also suspect parents will see increased erratic behavior at home.

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By pulling the student out of the elective, the identified student may continue to act out and behaviors could get worse. Was there a language barrier when dicussing concerns and behavior.

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We feel that what may happen by pulling the student out of the class is that Dawoud's behaviors may exacerbate instead of getting better.

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The school's expectation is that he conforms to expected behaviors without considering the causes for behavior. We can't tell if intervention was attempted prior to testing for special education.
Scheduling conflicts impact accessibility to "needs" and preferred courses.
Has mental health service been engaged?
What about his IPS?
Compliance culture...

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Group 7 (Ruth, Shannon, Tyson and McNemar)

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Group 7 (Ruth, Shannon, Tyson and McNemar)

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The students schedule will be changed to not meet his needs but to place the student in a more restrictive setting. to meet the needs of the building. Student and parents should be frustrated and need to speak up. Are there cultural cconcerns that may not have been addressed.

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He will be labeled due to isolation, causing a larger divide. He could miss out on his true interests in CTE, which could affect his future career.

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We should probably tap into the principal's trepidation about the IEP. Have home or cultural norms been considered? Possibly Culturally appropriate classroom assessment? Is the classroom curriculum culturally inclusive?

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Making changes with out proper documentation. Looking at non complaince as a disablility but not getting to the root cause. The system is valuing complaince verus the needs of the student.

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Talked about tying services and support around the classes the student has interest in. Finding was to connect with the family so that they feel apart of the team making the decisions.

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In the past I worked at a school with a predominantly hispanic population. CTE programs were critical as many of the family's of these students put expectations on working to support the family directly after high school. Partnering with the local community college to offer these students hands on technical training and certificates during their school day was very beneficial to student success and opened many doors for them.

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Give parents and Dawoud a true voice in the process (they "comply with the school's recommendations and depend on the school's IEP team to manage his behavior issues and schedule." p.7)
Ensure that parents' concerns are addressed and that there is no "trepidation" before engaging in evaluation.
Engaging mental health services and school counselors to identify and support Dawoud and his family regarding underlying concerns. Focus on student/family strengths and building school culture that is welcoming to each student and family.
Working with the student's INDIVIDUAL Plan of Study to support the student in developing necessary academic and technical skills.

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Initial reaction - why would a student want to be successful if they are removed from their favorite class?
Were there safety concerns in the construction class?
Have they evaluated his English Language proficiency to make sure he is comprehending the material in his other classes? Has he shut down because he does not understand the material, so he is choosing to act out instead?

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Could test him on his English Language proficiency. That data paired with his assessments in his classes could prove that he needs intervention with an ELL coordinator.
It could also be a culture issue with his parents who might have come from a collectivist culture that trusts the authority and is going on with it because of that culture for them. What draws him to construction? Does his family have a background in construction?
From an institutional standpoint, the school is doing "what it's supposed to do" with the IEP which has put him in an rigid system.

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Talk with the student about their experiences in class and why they are acting the way they are.

We assume that a student is not their best advocate because they are not aware of where their behaviour stems, so we don't ask for their perspective. He might be able to share his insights. They could get him engaged instead of treating him like a he's at mercy of impulses rather than making active decisions around a situation he is in.