Culturally Responsive Practices

Culturally Responsive Practices

Taisha and Candee

Open Ended

What does CRP Stand for?

​Things that YOU do already...

• ​Holding high expectations for ALL students

• ​Using students' culture and experience to enhance their learning

• ​Providing ALL students with access to effective instruction and adequate resources for learning

​5 Components of CRP within the PBIS Framework

1. ​Identity

2. ​Voice

3. ​Supportive Environment

4. ​Situational Appropriateness

5. ​Data for Equity

​Including all 5 of these components will make education more equitable.

​This may require CHANGE.

Multiple Select

Select 2 of the Components of CRP within the PBIS Framework.

• Data for Equality

• Situational Appropriateness

• Strict Environment

• Voice

Multiple Choice

Which example do you think shows situational appropriateness?

• Teacher reminds student about expectations without explicit instruction. 

• Teacher delivers corrective consequences without first engaging in explicit instruction.

• When expectations reflect the dominant culture, teacher teams include explicit teaching and logic rationale in lessons.

​Situational Appropriateness

​Realistic Expectations that Result in Positive Outcomes

• ​Behavior needs to be EXPLICITLY taught and appropriate for various situations

• ​Code Switching

• ​Honor and Respect initial instruction kids get from their families (even if you don't agree)

​Situational Appropriateness

​Realistic Expectations that Result in Positive Outcomes

​The OPPOSITE of "Kids Should Know How to Behave"

• ​Seek to understand behaviors rather than make assumptions

• Allows schools to move from tolerating differences to embracing differences

• Explaining how expected behaviors result in achieving goals/success

Multiple Choice

Which example shows situational appropriateness?

• Teachers teach that inappropriate behaviors in school are "wrong" even though they may be appropriate in other settings.

• Teachers provide materials for families so that they can define and teach behavior expectations in the home in ways that fit their needs. 

• Teachers provide a complete home matrix for families and expect them to teach predefined rules.

Multiple Select

In what ways might a student's identity show in their actions?

• Not giving an adult eye contact in a one-on-one conversation.

• Talking while anyone is talking in any situation.

• Delayed responses.

• Standing more than sitting.

Fill in the Blanks

Supportive Environment

​

• ​Explicitly teach desired behaviors 

• ​Students should feel valued

• ​When cultural mismatches occur, reteach the desired behavior

Open Ended

What did you learn yesterday that could help you create a supportive environment?

Multiple Select

How can we engage families and hear our students' voices?

• Include parents on the BLT (Building Leadership Team).

• Giving students options on how they present what they know.

• Setting classroom expectations before students come.

Multiple Choice

CRP: Example or non-example?

Rules are linked to the dominant culture and assume common experiences. (e.g.,The Golden Rule, Fancy restaurant manners,)

• Example

• Non-example

Multiple Choice

CRP: Example or non-example?

Staff delivers corrective consequences instantly on the first day.

• Example

• Non-example

Multiple Choice

CRP: Example or non-example?

Examine the discipline data for any inequities monthly.

• Example

• Non-example

Multiple Choice

CRP: Example or non-example?

Give students a voice on the design of the expectations and the matrices used.

• Example

• Non-example

Multiple Choice

CRP: Example or non-example?

Expectations describe what students SHOULD do instead of they SHOULD NOT do.

• Example

• Non-example

Multiple Choice

CRP: Example or non-example?

When expectations are not being implemented in the manner the teacher prefers, reteach.

• Example

• Non-example