2. Tier 3, Equity, and Culturally Responsive Practices:  Supporting Students and Families in a Way that Makes Sense to THEM!
Rachel Saladis
@rspbis

3. Assessment Connection
The content of this session connects to TFI – Tier 3

5. Brain Tricks
Frontload about the video (religious references)-dominant culture and belief systems are embedded in what we teach. (if it made you uncomfortable, what made you uncomfortable, students…)
Click the image to view: Brain Tricks – This Is How Your Brain Works (

6. Gender-Career Implicit Association Test
In this test you will see words that represent family, career, male, and female
Family-garden, kitchen, marriage, laundry, home, children, relatives
Career-office, manager, salary, job, briefcase, professions, employees
Male-man, he, men, him, boy, his, gent
Female-woman, she, women, her, girl, hers, lady
Source: Banaji, M. R., & Greenwald, A. G. (2016). Blindspot: Hidden biases of good people. Bantam. (page 113)
Source: Banaji, M. R., & Greenwald, A. G. (2016). Blindspot: Hidden biases of good people.

7. FEMALE or family MALE or career
Sort
FEMALE or family MALE or career
MEN
manager
salary
home
SHE
MAN
BOY
WOMAN
children
marriage
HIM
WOMEN
garden
office
kitchen
office HE
HER
garden
SHE
laundry
GIRL
HIS
briefcase
WOMAN
profession
HIM
job
Click once for animation, it will continue to play.

8. FEMALE or career MALE or family
Sort
FEMALE or career MALE or family
MEN
manager
salary
home
SHE
MAN
BOY
WOMAN
children
marriage
HIM
WOMEN
garden
office
kitchen
office HE
HER
garden
SHE
laundry
GIRL
HIS
briefcase
WOMAN
profession
HIM
job
Click for animation

9. Think-Pair-Share What did you notice about completing the activity?
How might patterns of responses on this activity relate to real world interactions?

10. Examining Cultures Tool
Facilitators: complete Facilitator Culture for yourself
Tier 3 Teams: complete School Culture together
SELF
TEAM
Take some time to individually identify your own expectations/culture/values around some things that may be issues for Wrap team meetings. Feel free to change things in the column on the left, those are just ideas to get you started.
As a team, determine if you’re going to change the left hand column at all, choose where you’d like to focus, and then individually complete the first column. Once you’ve completed that, move on to complete the second column as a team. Try to imagine how these mismatches might have impacted work with families in the past and really dig in to what’s seen as “appropriate” in your building.

11. Examining Cultures Examples
See norms re: cancelling or postponing meetings
Text
Yes
On-time over prepared
Prepared over on-time
On-time & prepared expected
This is a good spot to talk about the value judgements that we often assign to people when they’re not timely. Point out that valuing being prepared over on-time is another way to look at people being late for something, and adding a positive spin to it. It’s very likely that there’s a reason behind people making different choices than the choices WE would make, and we can’t decide that different automatically = wrong.

13. 10 Principles of Wraparound
Family voice and choice/Self-determination
Team-based
Natural supports
Collaboration
Community-based/Flexible resources
Culturally responsive
Individualized
Strengths-based
Unconditional care
Outcome-based
NWI standardized the 10 principles in 2004; 2008–revised persistent to unconditional; revised 2018 to include RENEW/youth centered language

14. Putting the Pieces Together
What does this mean for your engagement with families, at all tiers, but especially in your work at Tier 3? How will you utilize this information? What are 1-2 actions that you can complete when you return to your school/district?

15. csession.questionpro.com