1. High-Leverage Practices Establish a Consistent, Organized, and Respectful Learning Environment (High-Leverage Practice 7) and Teach Social Behaviors (High-Leverage Practice 9)
Good afternoon everyone, and welcome to our second session of the High-Leverage Practices professional learning! We are thrilled you have chosen to join us today! Before we dive deep into the content, we would like to take a moment to introduce ourselves.

2. Facilitator Introductions

3. High-Leverage Practices
High-leverage practices (HLPs) are identified as specific teacher practices that are likely to result in improved student outcomes.

4. High-Leverage Practice 7: Establish a consistent, organized, and respectful learning environment.
To build and foster positive relationships, teachers should establish age-appropriate and culturally responsive expectations, routines, and procedures within their classrooms that are positively stated, explicitly taught, and practiced throughout the school year. When students demonstrate mastery and follow established rules and routines, teachers should provide age-appropriate specific performance feedback in meaningful and caring ways. By establishing, following, and reinforcing expectations of all students within the classroom, teachers will reduce the potential for challenging behavior and increase student engagement. When establishing learning environments, teachers should build mutually respectful relationships with students and engage them in setting the classroom climate (e.g., rules, routines); be respectful; and value ethnic, cultural, contextual, and linguistic diversity to foster student engagement across learning environments.

5. High-Leverage Practice 9: Teach social behaviors.
Teachers should explicitly teach appropriate interpersonal skills, including communication and self-management, aligning lessons with classroom and schoolwide expectations for student behavior. Prior to teaching, teachers should determine the nature of the social skill challenge. If students do not know how to perform a targeted social skill, direct social skill instruction should be provided until mastery is achieved. If students display performance problems, the appropriate social skill should initially be taught; then emphasis should shift to prompting the student to use the skill and ensuring that the “appropriate” behavior accesses the same or a similar outcome (i.e., is reinforcing to the student) as the problem behavior.

6. Overview
The U.S. student population continues to diversify racially and culturally.
The U.S. teaching population remains predominately White, middle class, and female.
All teachers need to have self-awareness and preparation to provide learning opportunities that take into account student backgrounds, including diverse races, cultures, and abilities.

7. Who Are You?
Complete the cultural identity wheel diagram to reflect aspects of your cultural identity make-up.
Use words and illustrations as appropriate to make it uniquely you.
Be prepared to share your diagram with others.
Have participants use the wheel diagram in the resource folder. Show participants slide 8 so that they can see several examples. 

8. Slide 8 Some Examples What are the commonalities?
What are the differences?

9. Culture
Culture refers to the ways of living: shared behaviors, beliefs, customs, values, and ways of knowing that guide groups of people in their daily life and are transmitted from one generation to the next.
Culture affects how people learn, remember, reason, solve problems, and communicate; thus, culture is part of students’ intellectual and social development. Understanding how aspects of culture can vary sheds light on variation in how students learn.
Source: Gay (2010).

10. Conceptions of Culture
Culture is a blueprint for perception, evaluation, behavior, feeling, thinking.
Culture is in us, around us, like the air we breathe.
Culture appears to be natural and “how things are.”
Culture is a framework that guides and bounds life practices a set of possibilities from which to choose.
Everyone has a culture. Many different people and researchers have looked at culture and defined it differently (Hall, 1976; White, 1959).
Culture previously meant refined ways of the elite and powerful: opera, art, fine wine, and food. Now we have better definitions.
Learning about our own culture as individuals and professionals in special education will begin our journey to cultural competence and help avoid some of the unfortunate experiences for children in the United States. We will begin learning about multicultural education and ourselves this week.
Sources: Hall (1976); White (1959).

11. Culture Is Dynamic
Glenn (1989) warned that “we need an approach to education that takes seriously the lived culture of children and their families, not the fiestas and folklores that had meaning for their grandparents but are not part of the lives of families coming to terms with the losses and gains of immigration” (p. 779).

12. Assets: Personal, Cultural, Community
“They are existing or emerging interests and preferences, motivational inclinations, passions and commitments, attitudes, beliefs, opinions, self-perceptions, personal or collective identities, and prior experiences, knowledge, understanding, skills and competencies. When asset focused factors are present in the classroom, they are likely to lead to gap closing outcomes.”
Source: Boykin & Noguera (2011, p. X).

13. Culture Is . . .
clothing
food
music
What Can Easily Be Seen
holidays
homes
traditions
attitudes
beliefs
values
relationships
Edward T. Hall’s (1976) iceberg model continues to be popular in all of its variations. The point is that aspects and differences of culture are visible and obvious, whereas other elements are hidden from limited observation but no less important. These below-the-surface values and characteristics can help us understand the depth of human individuality.
What Remains Hidden From View
world view

14. How Your “Who” Affects Your “Do”
An important point for you and your students to know is that we all have a cultural identity—not just ethnically/linguistically diverse groups all groups have a cultural identity. You have to be aware of your identity to understand and value another group’s identity. By creating culturally inclusive lessons, you will show your students that you value who they are and where they come from, which goes a long way toward curtailing behavior problems and building strong relationships with your students. As the saying, “Physician heal thyself” goes, so should “Teachers know thyself so that you can know your students.” Model appreciation for different cultures and languages for your students and teach them how to appropriately ask others about their cultures without offending.

15. The Teacher
The U.S. educator workforce lacks the diversity of the student population.
Recent research shows the importance of having a diverse workforce: those individuals who bring unique funds of knowledge and represent the backgrounds of students.
How could your “who” affect your “do”?
Let’s revisit our cultural identity wheels: How do the attributes/values on your wheel provide potential for dis/connect with students?

16. Culturally Responsive and Relevant Pedagogy
As you watch this short video, jot down the following:
3 actionable steps you can take
2 questions you have
1 “aha” or insight
Video:
Video:

17. Culturally Relevant Pedagogy
Educators enacting culturally relevant pedagogy . . .
Emphasize preparing students for lifelong learning through interactions that lead to individual and collective academic achievement and empowerment.
Focus on cultural competence and equip students to navigate systems not designed to enable their success.
Develop sociopolitical consciousness, identify root causes of injustice, increase self-awareness, and incorporate these issues in instruction from an informed stance so that students are able to understand and critique systems and society.
Sources: Howard (2012); Ladson-Billings (1995).

18. Culturally Responsive Teaching
Culturally responsive teachers . . .
Empower students socially and academically by setting high expectations and demonstrating commitment to students’ success.
Engage cultural knowledge, experiences, contributions, and perspectives.
Use students’ cultural capital and funds of knowledge to build on strengths to develop/enhance curricula and provide instruction.

19. Culturally Responsive Teaching
Seek to see, acknowledge, and teach the whole child socially, emotionally, and politically.
Transform schools and societies through student-centered approaches to curriculum, instruction, and assessment.
Explicitly engage students in critical thinking, reflection, and action to spur emancipation and liberation for the community through the students.
Sources: Gay (2002, 2010); Villegas and Lucas (2002).

20. Culturally Sustaining Pedagogy
Educators enacting culturally sustaining pedagogy . . .
Seek to “perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling” (Paris, 2012, p. 93).
Seek to sustain “heritage and community” language, literacy, and cultural ways of knowing and being and offer “access to dominant cultural competence” (Paris, 2012, p. 95) while embracing the fluidity of culture and community.

21. Culturally Relevant Education: Curriculum
Content, materials, and lesson plans reflect the diversity of students, families, and global community.
The hidden curriculum is exposed so that students are equipped to navigate various systems.
Students are empowered and taught to think critically about what is taught and why.
See Anyon (1980) for a deeper discussion of the hidden curriculum and the implications for student outcomes.

22. Reshaping the Curriculum
The curriculum should be integrated, interdisciplinary, and meaningful.
The curriculum should include topics related to students’ background and culture.
The curriculum should challenge students to develop higher order thinking skills.
Source: Villegas (1991).

23. Considering Curriculum: Teacher Practices
Use resources other than textbooks for learning.
Allow students to interview people and research topics in their community.
Develop activities that foster students’ cultural differences.
Allow students the choice of working alone or in groups.
Develop integrated units around universal themes.
Source: Padron, Waxman, and Rivera (2002).

24. Considering Curriculum
In what ways does your current curricula reflect the diversity of your school, community, and society at large?
In what ways do you/could you make the curriculum and learning opportunities more culturally relevant?

25. Culturally Relevant Education: Instruction
Learning opportunities are designed to tap students’ funds of knowledge and are student centered and focused on long-term gain.
Teachers vary instructional moves to meet the needs of learners in the class.
Assessments serve to inform instruction and adjustments to instruction.
Lessons incorporate students to substantiate an informed stance and connection to their lived experiences.
For more on funds of knowledge, see Gonzalez, Moll, and Amanti (2005), who conceptualized funds of knowledge: “People are competent, they have knowledge, and their life experiences have given them that knowledge” (pp. ix–x).

26. Reflection
Reflect on your own K–12 learning experience. Did you have experiences with teachers from cultures other than your own? Consider how your experience has shaped your perspective and may impact your interactions with students who are culturally and linguistically diverse students.
Self-awareness activity. The objective of this reflection is to allow students to be aware of their own learning experience and how it has shaped their perspective. Most teachers teach the way teachers taught them. Being aware of the worldview we bring to the classroom and considering how it may hinder our ability to connect with and learn from students is important.

27. What Do Teachers Need to Know?
Their students (who they are, where they come from, their hopes, their interests, their assets, their talents)
Their students’ communities—become engaged in the community
Learn to say students’ names correctly
Have books and other materials around the classroom that reflect students’ backgrounds
Reflection: How do you get to know your students and their communities?

28. I “Heart” You Race Ethnicity Culture Language Gender Experiences with?
Interview with student
Reflection Questions 
What is one surprising thing you learned about this student?
What is the student’s strongest identify?
What kinds of authentic experiences does this student engage in?
Teachers can use this activity to get to know their students. At the end of the activity, have teachers think about the three reflection questions. 
Source: Cone and Meyers (2019).

29. Equality Versus Equity
This picture explains the difference between equality and equity. 

30. Equality Versus Equity: Reflection
Can you have equity without equality? Explain your thoughts.
How does inclusion impact equity and equality? Explain your thoughts.
Describe equality and equity in your own classroom.
Have the teachers reflect on these questions. 

31. Accountability
Our goal is for teachers to remove barriers for all students. 

32. Accountability: Reflection
How should administration, faculty, and staff be held accountable for equity in schools?
How can administration, faculty, and staff impact the student body by modeling equitable practices?
What are the procedures for addressing equity in your school? How are administration, faculty, and staff held accountable for implementing these procedures?

33. Develop and Teach Expectations
Teach two to five classrooms expectations that are linked to the values and cultures of children, teachers, and families.
Expectations should be positively stated and developmentally appropriate. 
Expectations need to be consistently emphasized to prevent challenging behavior.
Teach, model, and reinforce expectations throughout the day.
Verbally acknowledge students when they demonstrate expectations.

34. Develop Procedures Explain classroom procedures clearly.
Rehearse classroom procedures until they become routines.
Reinforce a correct procedure and reteach an incorrect one.

35. Examples of Classroom Procedures
When the tardy bell rings . . .
Be in your seat ready to work quietly.
Place your homework assignment on your desk so it is ready to be collected.
Begin the opening activity (directions are on the board/overhead projector each day).
Wait quietly for the teacher's instruction.
When the dismissal bell rings . . .
At the sound of the bell, close your book and stop working.
Stay in your seat until you hear the teacher dismiss you.
Leave quietly and in an orderly manner.

36. Your Turn
With your partner, list the top 10 routines and procedures that you anticipate teaching to your students and describe what your policy for each will be.

37. Feedback
Feedback is an essential part of education and training. It helps learners maximize their potential at different states of training, raise their awareness of strengths and areas for improvement, and identify action(s) to be taken to improve performance.

38. This Is Not Feedback Great Job! Fantastic A F ✔️ X -7  √ √+ √-
right/wrong grades

39. Task Level Feedback
Source: Hattie (2012).

40. Process Level Feedback
Source: Hattie (2012).

41. Self-Regulation Level Feedback
Source: Hattie (2012).

42. Self Level Feedback
Source: Hattie (2012).

43. How to Give Feedback
Select: One or two things that the student did very well.
Specific: Tell the strategy that the student used.
Set Goals: Give a next step.
Standard Based: The standards are always referenced.

44. Nonverbal Strategies
Nonverbal strategies are beneficial because of a single key factor: They allow teachers to communicate to students regarding behavior without interrupting instruction!
Activating Activity: Use a K-W-L chart. Fill out the K and W portions of the graphic organizer. What do you know about nonverbal strategies? What do you want to know about nonverbal strategies?

45. Opportunities to Respond
Slide 45
Opportunities to Respond
Click on the hyperlink to see a great resource on opportunities to respond (OTRs). 
OTRs-Tips.pdf

46. Opportunity to Respond
As you watch the video, pay close attention when you see feedback (verbal and nonverbal) and OTRs. How did the teachers use them to impact participation, behavior, and academics?
HLP 7: Establish a Consistent, Organized, and Respectful Learning Environment: Video

47. Social-Emotional Learning
Source: Collaborative for Academic, Social, and Emotional Learning (CASEL; 2017).

48. Self-Awareness
Self-awareness is the ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. It is the ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mind-set.”
Identifying emotions
Accurate self-perception
Recognizing strengths
Self-confidence
Self-efficacy
Video
Have teachers watch the video. 
Source: CASEL (2019).

49. Self-Management
Self-management is the ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations—effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.
Impulse control
Stress management
Self-discipline
Self-motivation
Goal-setting
Organizational Skills
Video
Have teachers watch the video. 
Source: CASEL (2019).

50. Social Awareness
Social awareness is the ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. It is the ability to understand social and ethical norms for behavior and recognize family, school, and community resources and supports.
Perspective-taking
Empathy
Appreciating diversity
Respect for others
Video
Have teachers watch the video. 
Source: CASEL (2019).

51. Relationship Skills
Relationship skills involve the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups—to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.
Communication
Social engagement
Relationship building
Teamwork
Video
Have teachers watch the video. 
Source: CASEL (2019).

52. Responsible Decision Making
Responsible decision marking is the ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. It involves the realistic evaluation of consequences of various actions and a consideration of the well-being of oneself and others.
Identifying problems
Analyzing situations
Solving problems
Evaluating
Reflecting
Ethical responsibility
Video
Have teachers watch the video. 
Source: CASEL (2019).

53. Reflection
What classroom practices promote equity, high expectations, and academic achievement for all students?

54. References
Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67–92. Boykin, A. W., & Noguera, P. (2011). Creating the opportunity to learn: Moving from research to practice to close the achievement gap. Alexandria, VA: ASCD. Collaborative for Academic, Social, and Emotional Learning. (2017). Core SEL competencies. Retrieved from Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106– Gay, G. (2010). Glenn, S. S. (1989). Verbal behavior and cultural practices. Behavior Analysis and Social Action, 7(1–2), 10–15.

55. References
Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Erlbaum. Hall (1976). Hattie (2012). Howard (2012). Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.

56. References
Padron, Y. N., Waxman, H. C., & Rivera, H. H. (2002). Educating Hispanic students: Effective instructional practices (Practitioner Brief #5). Berkeley: University of California, Graduate School of Education, Center for Research on Education, Diversity & Excellence. Retrieved from Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41, Villegas, A. M. (1991). Culturally responsive pedagogy for the 1900s and Beyond (Trends and Issues Paper No. 6). Washington, DC: ERIC Clearinghouse on Education. Retrieved from Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. White (1959).

57. Authors
The HLP Induction Professional Development Series was created by the following individuals:
Wina Low, Karen Suddeth, & Karen Wyler, Georgia Department of Education
Flavia Gordon-Gunter, Georgia Professional Standards Commission
Lisa Hill, East Georgia Learning Resources System
Jessica Simpson & Kristy Brown, Augusta University
Stacy Arnold, Jefferson County Schools
Michele Sherman, Columbia County Schools
Meg Kamman & Amy Colpo, CEEDAR Center
Melissa Driver, DaShaunda Patterson, Kate Zimmer, & Pam Wetherington, materials adapted from the Georgia’s High-Leverage Practices Webinar Series