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

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Step 1 - Read Celestina'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 Celestina'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 Celestina'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 Celestina'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 Celestina's scenario on page 13. Discuss question #3 and #4 and post your ideas on the padlet.

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Step 3 - Read Celestina'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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Academic Dean will take the request and give to appropriate persons (MTSS, support team, etc).

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Academic Dean will take the request and give to appropriate persons (MTSS, support team, etc).

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Room 2 (Theresa, Darrel, Julie & Kimberly)

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Room 2 (Theresa, Darrel, Julie & Kimberly)

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*Student may feel confused, frustrated, or have lower self-concept
*Student probably wants help, but isn't able to get it
*Family may view this as punitive, not supportive
*School is making assumptions

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Classroom teacher still have not connected with the student. Teacher work on building individual relationships with students.  Teacher needs more conversations to understand, etc.

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Classroom teacher still have not connected with the student. Teacher work on building individual relationships with students.  Teacher needs more conversations to understand, etc.

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Follow building protocol and create a plan for supports. (SIT, MTSS, GEI, etc...)

May cause Celestina to feel isolated and hesitant to access supports.

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* she will not be able to participate in CTE course because she will be in intervention classes
*I wonder if they are adjust the language level of the students performance on the outcome. She might be preforming on level if using language acquisition level.

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Room 2 (Darrel, Theresa, Julie & Kimberly)

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Room 2 (Darrel, Theresa, Julie & Kimberly)

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*There is an implication that "normal" has a set of higher expectations than ELL classes.
*There is a message that just because she cannot stay after school, she isn't normal.

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The decision was reactionary but not necessarily data driven.

She may be put in remedial classes based on inaccurate measures.

Feels punitive rather than supportive.

Student may feel like giving up rather than asking questions.

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What is normal?  from school to school? culture to culture? language to language? 

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What is normal?  from school to school? culture to culture? language to language? 

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*Some people are quick to label and not individualize.
* they might not account for her funds of knowledge and where she is currently at.
*Cultural differences- Parents respect schools in home country they might not object.
* was there a translator at the meeting
* do the parents feel safe to support and advocate for their child?

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What is normal to the student? Have they moved lots? Are they behind? Are they closed due to movement? What is their normal vs the school normal? What is the social emotional impact for the student? How am I going to go forward and on my own? Coping with change?

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What is normal to the student? Have they moved lots? Are they behind? Are they closed due to movement? What is their normal vs the school normal? What is the social emotional impact for the student? How am I going to go forward and on my own? Coping with change?

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Room 2 (Darrel, Theresa, Julie & Kimberly)

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Room 2 (Darrel, Theresa, Julie & Kimberly)

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*Sit down with family and get background information
*Think through the cultural lens
*Evaluate her English language proficiency
*Provide support for her and anyone else who is having difficulty with the English language as the scenario shows she's relying on her friends in the class to get support
*Train teachers how to respond in this situation

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* school provided translator
* Teacher PD on: 1) language and how to modify assignments and tests for Language level of the student 2) use of native language is supportive to student's learning and is considered to be a fund of knowledge.
* Encourage a discussion on what barriers need to be addressed to support tutoring
* can we provide at-risk tutoring during the day or at a different time ie lunch before school etc. so the student can participate?

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Adding additional support persons such as counselors, translators, etc.

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Adding additional support persons such as counselors, translators, etc.

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Educating parents on issues, future education, careers, etc.

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Students are often asked to interpret at conferences for their parents.

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What is the teacher/school doing to actively differentiate learning?

Is this an isolated situation/interaction with one teacher?

What can be done differently to encourage students with various needs.

Look at the resources available and provide training to the teacher. The teacher could have utilized the peer support.

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Covid has had students in their own "box" for the last 2 years as procedure and routine was disrupted.  Setting routine is important and help with understanding.

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Covid has had students in their own "box" for the last 2 years as procedure and routine was disrupted.  Setting routine is important and help with understanding.

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Training from admin to welcome students seeking refuge from other countries.

Utilize quality data that is not culturally biased.

Get to know the student and build on assets.

One size does not fit all!

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* how can we restructure learning so it can remove the time variable ( hours of the day, or school days) to support all learners.