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Presented By: Rachel Snider Samantha Holmes Yuri Thornton Impacting Literacy Through Culturally Responsive Teaching Practices An Initiative of Closing.

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Presentation on theme: "Presented By: Rachel Snider Samantha Holmes Yuri Thornton Impacting Literacy Through Culturally Responsive Teaching Practices An Initiative of Closing."— Presentation transcript:

1 Presented By: Rachel Snider Samantha Holmes Yuri Thornton Impacting Literacy Through Culturally Responsive Teaching Practices An Initiative of Closing the Achievement Gap (CTAG) at the

2 2:30-2:45 Introductions, Ice Breaker Activity 2:45-3:15CMSD and CTAG Overview 3:15-4:00The Wizard of Ed Related to Literacy 4:00-4:20Taking the Next Step 4:20-4:30Q&A, Evaluations Content Overview  Culture  Poverty  School/Classroom Climate

3 This workshop will highlight strategies employed by the Cleveland Metropolitan School District’s Race to the Top initiative Closing the Achievement Gap (CTAG). CTAG is a targeted intervention program designed to address the needs of “at risk” minority males in an effort to reduce/eliminate educational disparities. This session will highlight the promising practices of CTAG’s newest initiative the Diversity Component, a professional development training module exploring culturally responsive teaching practices. Objective

4  Be impeccable with your words.  Don’t take anything personally.  Don’t make assumptions.  Always do your best. The Four Agreements Based on the book The Four Agreements by Don Miguel Ruiz

5  Do not operate from a deficit minded model or framework. (The glass is always half full.)  Be open to all input and information, not evaluative or judgmental.  Believe that the power to close and ultimately eliminate the achievement gap lies within us collectively. (There is no Superman.)  Respect and appreciate the opinion of others. The 4 CTAG Agreements

6 Vision Statement The Cleveland Municipal School District envisions 21st Century Schools of Choice producing excellence in graduates through a rigorous and challenging curriculum taking into consideration the learning styles, program preferences and academic capabilities of each student; with high quality and committed educators, administrators and support staff. CMSD At A Glance

7 District Statistics 99 Schools Elementary/Middle Schools: 68 High Schools: 26 40,871 students served Black 67.6% Hispanic 13.8% Caucasian 14.6% 7,264 professional positions Teachers 3,106 Graduation Rate 56.1% Specialized ServicesSpecial Education 24% Multilingual 6.4% Free and Reduced Lunch 100% CMSD At A Glance 2011-2012

8  Began in July 2007 under Ohio Governor Ted Strickland as a statewide initiative to Close the Achievement Gap amongst minorities.  When funding ran out after 2 years, districts were expected to sustain the program.  CMSD received a $1.5 million grant to continue from Kaiser Permanente  CTAG is now funded through Race To The Top Area E: Turning Around the Lowest Achieving Schools CTAG At A Glance

9 Ohio Revised Code 3306.31 requires school districts that have a 3 year overall average graduation rate of 80% or less to have CTAG Linkage Coordinators. Target population: 9 th grade at risk minority males Risk factors determined by the Ohio Department of Education: 1) Failed 2 or more classes in 8 th grade 2) Absent more than 36 days 3) Received 5 or more days suspension 4) Over age for grade level CTAG Tier I: Student Mentoring

10 Linkage Coordinators Impacting Literacy  Book Clubs  Journals  Summer Bridge Program  Exposure Trips

11 Mission Statement Closing the Achievement Gap (CTAG) Diversity Component is dedicated to providing high quality professional development opportunities. Our primary objective is to link educators with the tools and knowledge through a motivational framework surrounding Culturally Relevant Pedagogy, in an effort to promote academic achievement within the Cleveland Metropolitan School District. CTAG Tier II: Educator PD

12  Diversity Coordinators are responsible for the execution and monitoring of the culturally relevant initiatives at the building, district, and citywide level as it relates to the diversity initiatives of the CTAG program.  Diversity Coordinators are facilitators and trainers that provide educators with the tools and skills needed to enhance their abilities as a culturally responsive educator.  Continuously research, benchmark, and development of diversity strategies, external best practices and trends relative to culturally relevant pedagogy; aligning such with CTAG mission and core beliefs. The Role of a Diversity Coordinator

13 CTAG Tier II Yuri Thornton  Thomas Jefferson 9 th Grade Academy  John Marshall HS  James Ford Rhodes HS Samantha Holmes  East Tech HS  Lincoln West HS  Martin Luther King HS  Washington Park  John Marshall 9 th Grade Academy Rachel Snider  Collinwood HS  Glenville HS  John Adams HS  John F. Kennedy HS The CTAG Diversity Team

14 District Wide Initiatives Educator Symposiums: The Beginning of the Road: Introduction to Becoming a Culturally Responsive Educator Boys in Poverty Annual Hispanic Symposiums: 10 Steps to the Head of the Class with Dr. Samuel Betances Non-Academic Barriers for Hispanic Males with Dr. Pedro Noguera Methods of Reaching Educators

15 School Based Professional Development The Wizard of Ed: Monthly professional development held in the 12 CTAG high schools to address student diversity and social emotional learning competencies. Methods of Reaching Educators

16 CTAG Tier II: The Wizard of Ed Guides educators through a series of steps that model the famous movie “Wizard of Oz”. Educators are guided down the yellow brick road, an 8 month training process designed to prepare educators for incorporating and implementing Culturally Relevant Pedagogy (CRP) in their schools and classrooms.

17 What are some outside factors that can have an impact on literacy and academic achievement? CulturePoverty School and Classroom Climate CTAG Tier II: The Wizard of Ed

18  Culture refers to not only the racial or ethnic groups we are born into but also groups that we choose to belong to– such as religious groups or organizational groups.  Culture is a combination of thoughts, feelings, attitude, beliefs, values, behaviors, and patterns that are shared by racial, religion, social, or organizational groups. What is Culture? www.teachingtoleraance.org

19 What is Culture? Big C  Race  Ethnicity  Gender  Group Identity Little C  Personality Traits  Characteristics  Individual Identity www.teachingtoleraance.org

20 Activity #1 1. Write down 4 descriptors of your culture. 2. Cross 1 descriptor off of the list. 3. Share the remaining descriptor and describe your thoughts/feelings on this process. What is Culture? Repeat this process 2 times.

21 Generational Poverty When a family has been in poverty for two generations or more. Poverty Situational Poverty Develops when there is an unforeseen act such as death, divorce, or illness and the resource base is temporarily depleted. Teaching with Poverty in Mind by Eric Jenson

22 Poverty Black 43.4% Hispanic 43.6% Cleveland 51.3% of children are in Poverty United States Census Bureau 2010 www.city-data.com White 21.9%

23 Effects of Poverty on Learning Children raised in poverty rarely choose to behave differently, but they are faced daily with overwhelming challenges that affluent children never have to confront. E.A.C.H.  Emotional and Social Challenges  Acute Chronic Stressors  Cognitive Lag  Health and Safety Issues Poverty

24 Hispanic Symposium with Dr. Betances Poverty Impacting Literacy

25 Turn and Talk 1. With a neighbor, discuss the impact of vocabulary on literacy and academics. 2. What are some strategies that can be implemented to assist students? Poverty Impacting Literacy

26 School Climate  Refers to the quality and character of school life  Based on patterns of students', parents' and school personnel's experience of school life  Reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures What is School Climate?

27 Instructions 1. On your post it note write one characteristic that you see, hear, or feel in a culturally responsive classroom. 2. Put your post it on the corresponding chart in the room. Y-Chart Activity Copyright: Video Education America

28 Pictures are worth a thousand words… School Climate

29 Classroom Transformation School Climate

30 Classroom Transformation School Climate

31 Classroom Transformation  Print Rich (books, ACT/SAT vocabulary, quotes)  Infused Technology (Twitter board, There’s an App for That)  Culturally Relevant (flags, maps, posters, class meetings) School Climate

32 Making the Classroom Culturally Relevant to African American Males School Climate BARBER SHOP Hardy greeting-barber is familiar with regular customer Healthy social interaction Captures and builds on aspects of black culture such as communalism, oral tradition, verve, and movement A visit is empowering and transformative- customers feel good when leaving Culturally relevant music and sound is played SCHOOL Sometimes educators may not greet their students Taught to behave in a proper manner Rewards Eurocentric ways of knowing and communication Students of color and disadvantaged students can often feel disempowered. Most classrooms are sterile and absent of music Boutte, Gloria. African American Communities: Implications for Culturally Relevant Teaching. Benedict College, Vol. 2:311, 2006

33 School Climate Making the Classroom Culturally Relevant to African American Males

34 Physical Attraction ArrangementAtmosphere Color and Artifacts Music Cooperative Space Interest Centers Creativity Multi- Media Creating Culturally Responsive Classrooms by B. Shade, C. Kelly, and M. Oberg School Climate Creating a Culturally Learning Environment

35 Instructions 1. On your post it note write one characteristic that you see, hear, or feel in a culturally responsive classroom. 2. Put your post it on the corresponding chart in the room. 3. Compare and contrast. Y-Chart Activity Copyright: Video Education America

36 Celebrations CRP Lesson Plans: Critically Reading Advertisements Interdisciplinary lesson plans that incorporated student centered learning in the subjects of ELA, science, social studies, math, etc.  Rent-A-Center  Food Labels

37 What’s Next? Educator’s Symposium  June 2013  Two Days  District wide (250 educators)  Application Based

38 What’s Next? Summer Institute  June – August 2013  District wide  Two workshops per week

39 Your Yellow Brick Road CMSD Educators  Diversity Book Club  Budget Reallocation Your First Brick  Unions (if applicable)  Advisory Board  Symposiums

40 Questions

41 Evaluations

42 "A teacher affects eternity; he can never tell where his influence stops." - Henry Brooks Adams

43 Contact Information Yuri C. Thornton Regional, CTAG Diversity Coordinator yuri.c.thornton@cmsdnet.net Rachel Snider CTAG Diversity Coordinator rachel.j.snider@cmsdnet.net Samantha R. Holmes CTAG Diversity Coordinator samantha.r.holmes@cmsdnet.net


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