2. The Fill Needed to Correct for Implicit Bias
Lori Cameron
Paula Fernandez
wisconsinrticenter.org
Martha Lopez
Kao Moua Her
4th Grade Bilingual Teacher, Milwaukee Public Schools
M.S in Educational Psychology (UWM)
Ph.D Student in Educational Psychology (UWM)

3. Review Implicit Bias and Vulnerable Decision Points
Review 2 step Neutralizing Routine
Test you Mastery, Expand your Fill
There are assumptions we are making:
This is not a starting point. Clear class matrixes and teaching of expectations is assumed. We are reviewing points that we could spend an hour on.

4. How we will do this work today
Can we commit to..
Experience Discomfort
Stay Engaged
Speak your truth
Accept and expect non-closure
Facilitators: [model to how stick with the norm]
Kml: Articulate the agreements
Expand on each of these agreements:
Notice moments of discomfort and stay curious: (Heidi E.-expand on the 6 Conditions, etc. )
Listen fully, with your ears, eyes and heart: (Paula)
Speak your truth without blame or judgment: (Kao Moua)
Focus on personal, local and immediate
Be open to the experience and each other. (Kao Moua)
Accept and expect non-closure: (Kao Moua)
Will be touching on aspects, beginning of the journey.
Participants share in dyad the agreement that they picked and why
************below the line notes********************************
Short term: How will you use the 4 agreements as a team throughout this training?
How will you use these 4 agreements back in your building as a team?
Long term: How will you teach the four agreements to staff and ensure their use?
These agreements open the door to having courageous conversations, invitational
Stepping stone to leaning in to become proactively doing the work
Example: Build in existing norms
Pacific Education Group

5. The Basics Implicit Bias Vulnerable Decision Points
Validate Affirm Build and Bridge
Two Step Neutralizing Routine

6. Implicit Bias is… Unconscious, automatic Based on stereotypes
We all have it (even those affected by it)
Generally not an indication of our beliefs and values
More likely to influence:
Snap decisions
Decisions that are ambiguous
Snap decisions are sometimes made when we get “hooked” by students. But sometimes the “hook” activates our implicit bias.
Implicit bias is unconscious and automatic. It is based on stereo-types that we all grew up with. Implicit bias is generally not an indication of our beliefs and values. For example, a white, female teacher can strongly believe in the importance of valuing and respecting students from all cultures. Yet when faced with a black, male student that is assertively expressing themselves, may end up labeling the behavior “dis-respectful”.
Implicit bias most often comes into play during snap decisions, or when decisions or judgement are ambiguous (such as disrespectful behavior) Ambiguous: Example – What constitutes respect? Eye contact? Honesty? Deference? Expected behaviors that are not clearly defined.

7. Vulnerable Decision Points from National ODR Data
Subjective problem behavior
Defiance. Disrespect, disruption
Major vs minor
Non-classroom areas
Hallways
Afternoons
Ambiguity
Lack of Contact
Here is what the research it telling us about vulnerable decision points. They occur:
When the problem behavior requires a subjective assessment, such defiance or disrespect or disruption. Or in determining if the behavior is a major or minor infraction. These behaviors introduce ambiguity, and thus are more influence by implicit bias. KNOW THE STUDENT, BUILD RELATIONSHIPS with students.
Behaviors occurring in non-classroom areas, such as the hallway. The difficulty here is a lack of relationship between the adult and student. When we don’t know the student, our bias more heavily influences our judgements.
Finally, in the afternoon, when teachers are more tired.
Fatigue

8. Two-Step Neutralizing Routine for Staff:
When you see problem behavior, stop and ask yourself:
1. Is this a VDP?
Situation
Decision state
Is the behavior cultural or is it wrong*?
* Sharroky Hollie
How can we neutralize the influence of our implicit biases?
By pausing, much as we did when defusing power struggles, and giving ourselves to time to ask these 2 questions?

9. VDP’s?
To begin with, it’s a good idea to identify you personal Vulnerable Decision Points. Beginning with the national data shared in slide 15, what are your personal VDP’s?

10. Sharroky Hollie
Your first thought may be…. But it shouldn’t be your last thought, the thought you act on.
Dr. Sharroky Hollie, in his book “Culturally and Linguistically Responsive Teaching and Learning”, says our first thought may be (biased)… But it shouldn’t be your last thought, the thought you act on.

11. Four Focus Words
Validate Making legitimate that which the institution (academia) and mainstream have made illegitimate Affirm Making positive that which the mainstream media have made negative
Build Making the connections between the home culture/language and the school culture/language through instructional strategy and activity Bridge Giving opportunities for situational appropriateness or utilizing appropriate cultural or linguistic behavior
If, once we give ourselves time to reflect, we decide that the behavior is a cultural mis match for our class, we respond with VABB: Validating Affirming, Building and Bridging.
When we validate and affirm, we are legitimizing what mainstream academia has made illegitimate, and we make positive that which has been made negative.
The next step is building; making connections between the home culture/language and the school culture/language.
In the case of the assertive black male, it might sound like: I appreciate that you care enough about what we are doing in this classroom to honestly share your thoughts. I can tell you are passionate about this.
Finally, we bridge or give the student opportunities to learn and practice the cultural norms of the classroom. This is building the cultural capital of our students, and helping them code switch.
“In this setting, however, I will feel more respected if you lower your voice, and use different words to express yourself. (Give an example)”.
The Scenario notes give more examples and explanations of how to VABB.
One more notes about building. Teachers should always look for ways to alter their educational format to lnclude legitimate times for cultural reponses. This can be done most easily in our use of attention signals, movement, discussion and opportunities to respond.
Dr. Sharroky Hollie, p.36

12. Defusing Statement to defer to discuss at a later time
Neutralizing Pathway
Student Action:
Teacher feels attacked/disrespected
Cultural or Wrong?
VDP?
Pause: Is it…
Wrong? Cultural? VDP?
Student
Impulsive
Refusal to cooperate
Acting-out
Student
Culturally appropriate in another setting, but not school
Defusing Statement to defer to discuss at a later time
Validate, Affirm
Build and Bridge
Cultural or Wrong comes from Sharroky Hollie.
Assumption: Wrong has been taught through Class matrix and teaching of appropriate behaviors. Also through clear procedures that have been taught and practiced.
Let’s look at how we can transform the Hostility Cycle into a Neutralizing Pathway by adding a few questions to ask ourselves when students misbehave: Is this a vulnerable decision point? Is their behavior cultural, or is it wrong?
In the hostility cycle, we assumed that behavior was due to a student being impulsive or angry. We are now adding another possibility: that the behavior is not wrong, but cultural.
At the beginning of the Neutralizing Pathway, we add our 2 questions.
It this a VDP?
Is the behavior wrong or is it cultural?
If we are not sure, using a defusing statement will give us time to reflect. Our actions will be determined by how we answer those questions.
If we determine that the behavior is cultural, we then validate, affirm, build and bridge. We use specific positive feedback to affirm cultural behavior, and we teach alternative behaviors to increase the student’s cultural capital. It is important to remember that almost any social behavior is a set of procedures, which can be taught using the Cool Tool format.
Use specific positive feedback
to affirm cultural behavior
Teach procedures to increase
Cultural Capital
Problem solve with student
Possible Consequence

13. KEY

14. WILL
FILL
SKILL
The power of making a reasoned choice or having control of one’s own actions.
- Dr. Anthony Muhammad
The learning we do as individuals and as a school to know and understand who our students are as culturally and linguistically diverse people.
- Andreal Davis & Lynn Winn
Specific action to bring vision into reality.
- Dr. Sharroky Hollie
Read and Reflect (Pages 2-10)
Say:
As we build will and skill, the heart of our work is fill building: Read “Fill” section with a Choral Read. Fill bridges the will and the skill. Often times when we think about student achievement we talk about filling in gaps for opportunities, attitude gaps and racial achievement gaps. We can parallel our thinking as we think in terms of our learning in this work. Frequently, we as educators, move first to will building or our own determination to make student learning and success a priority. We then tend to jump immediately to skill building or taking action to bring vision to reality. However, there is a gap or step in between that is equally as important which is FILL BUILDING, or learning more about the students and families we serve, to help make the learning relevant and ensure success in school and beyond.
HOW ARE WE ENGAGING ONE ANOTHER AS A STAFF AND PROVIDING OPPORTUNTIES TO REIGN IN AN UNDERSTANDING OF THE UNIVERSAL DESIGN FOR LEARNING, TO BUILD CULTURE. DESIGN ACCESS AND OPTIONS FOR GROWTH.
Desire and Passion!
Believe and Know!
Lead and Do!

15. Apply you Understanding
Within the time limit (__min for each culture):
Read scenarios and respond on Kahoot
Discuss responses with partner
Group dialogue
Handouts: Is It Cultural or Is It Wrong Scenarios
Neutralizing Pathway

16. Let’s Test your Knowledge: Kahoot
You’ll be asked to log onto Kahoot.
Once the game begins:
First we will ask you to read a scenario from the handout.
Then we will ask you to choose a response from Kahoot that is culturally responsive.
Take 10 minutes to read the scenarios.
When you are done, log onto Kahoot
Give time for people to read the scenarios, or read them out load while they read them silently. Once the Kahoot starts, the timer starts, and they will not have enough time to read the scene. Recommend practicing before launching this.

17. What Statements Work for You?
Read the scenarios (A-E) Test your knowledge: Play Kahoot!!! Use Notes page to create your own.
In introducing the Kahoot:
There may be answers that are good classroom management responses, but we are assuming there is a cultural component to the student’s behavior.
Our link on the bottom launches the game. Once the game is launched, it will provide the code for the game, which participants need to enter to get set up.
Our Link

18. What will you take with you?

19. Resources
Wisconsin PBIS Network: Classroom Management

20. session-a.questionpro.com