Denver Public Schools A Closer Look the Revised Framework LE1: Demonstrates knowledge of, interest in, and respect for diverse students’ communities and cultures in a manner that increases equity
The Name Game • Down the left margin of chart paper boldly write your first name or nickname with the letters spelled vertically. With each letter of your name create a word that describes the essence of who you are. • Be as creative and artistic as you would like. Feel free to use the multi-colored markers and stickers provided. • After you have finished your acrostic poem describing yourself we will share.
Agenda • Engage • Opener (Names, Objectives, Norms (25 min.) • Rationale for LE.1: A look at the data (15 min.) • Explore • Defining culturally responsive teaching and equity (15 min.) • Dissecting LE.1 (10 min.) • Explain • Intent of LE.1 (8 min.) • Elaborate • Connecting LE.1 to DPS values (12 min.) • Evaluate • Evidence of LE.1 (10 min.) • LE.1 in my classroom (20 min.) • Reflection (5 min.)
Content Language Objective 1 • Participants will explain orally and in writing the rationale for and intent of LE.1 and how it communicates DPS Core Values using complete sentences with the whole group: • using sentence frames • referencing anchor charts • using a guided note catcher KEY FUNCTION = RED FORM = GREEN CONTENT = BLACK SUPPORT = BLUE
Content Language Objective 2 • Participants will apply their understanding of evidence for LE.1 in the classroom orally and in writing using framework language through creation of individualized lesson plans: • using guided questions • using an anchor chart, “Evidence of Le.1" • using a graphic organizer to capture thinking KEY FUNCTION = RED FORM = GREEN CONTENT = BLACK SUPPORT = BLUE
Permissions/Norms • Give yourself permission not to know • Work on barriers that may prevent you from experiencing, feeling, and incorporating • Ask for help • Consciously utilize self • Monitor hegemony • Watch power, privilege, and entitlement inhibitors
Disclaimers • Culturally responsive teaching is a process which takes time, practice, and conscious thought • We all have thoughts and feelings we are ashamed of—the key is to deconstruct, challenge, and acknowledge that those feelings are present • Culturally responsive work is hard and each person must proceed at their own pace • Understand that this is just the beginning, you will leave this training with additional questions and many feeling to reflect upon
Why is LE.1 in the framework? A look at the data...
Why is LE-1in the framework? Relative Risk of Referral to Special Education by Ethnicity
Why is LE-1in the framework? • Group share of observations and questions…
From Lisa Delpit’sOther People’s Children “I don’t see color, I only see children.” What message does this statement send? That there is something wrong with black or brown, that it should not be noticed? I would like to suggest that if one does not see color, then one does not really see children. Children made “invisible” in this manner become hard pressed to see themselves worthy of notice.
Words from a fellow teacher… • http://bit.ly/rrOxuJ
What are the classroom conditions that close the gap? What might be happening in teachers’ classrooms to move student achievement from A to F? What might be some of the teachers’ beliefs to move students from A to F? Take 3 minutes to write your ideas.
The Foundations of Culturally Responsive Teaching • Rigor • Relevance • Relationships Think Triangulated!
What Do Our Students Say? • http://bit.ly/qZ17E5 • http://bit.ly/nFAMS8
SUHUPU 2 • Find a partner and answer this question, “What examples of LE.1 did students in the videos provide?”
Stand Up, Hand Up, Pair Up • Take 1 minute , Respond individually to the question, “What is equitable access to learning of content?” • Take 3 minutes, share your response with a partner using the sentence frame, “I think equitable access is ______ because _____________________.
Equityvs. Equality • Equality: Treating people/students exactly the same • Equity: Treating students in accordance with their differentiated needs (treating students different in order to demonstrate fairness)
A Closer Look at LE.1 • Take 1 minute , read through the Effective column of LE.1 and highlight three words in each descriptor that capture the essence of that descriptor (bullet). • Take 3 minutes and share the words you highlighted. Include rationale for your choices. • We will take 5 minutes and create a room chart of the key words you identified and relate them back to the conditions for closing the achievement gap.
What is the Intent of LE-1? • Turn and Talk with a partner: what you see as the intent of LE.1. “Why is LE.1 a part of the Framework for Effective Teaching?” • Group Share…
Intent of LE-1 • Emphasizes equal access to all content for all students. • Emphasizes the importance of teaching all students respect for cultures and others’ experiences that may be different than their own. • Emphasizes the importance of creating an environment that celebrates all students’ cultures and background experiences. • Emphasizes the importance of students connecting what they learn at school to their individual cultures and background experiences.
LE- 1 Connections to DPS Core Values • Students First • Equity • Integrity • Collaboration • Accountability • Fun • Count off so each participant is designated a number from 1 to 6 • Form groups that include like numbers. • Each group is assigned the DPS Core Value corresponding to their group number. • Groups discuss how LE.1 communicates the DPS Core Value they are assigned. • Each group needs to assign a spokesperson to share their explanation with the whole group.
What Might Be Some Evidence of LE-1? • Divide into affinity groups by age of SS you teach: early elementary, upper elementary, middle school, high school. • Using the framework as a reference, brainstorm what evidence for LE.1 would look like in your classroom. • Group Share…
Applying LE-1 • Select a lesson or topic you will be teaching in an upcoming lesson. • Plan for how you will ensure equal access to the lesson content for all students. • Handout 3, Reflection and Planning Questions for LE.1, may be used to guide your planning.
If we want to grow as teachers—we must do something alien to academic culture: we must talk to each other about our inner lives—risky stuff in a profession that fears the personal and seeks safety in the technical, the distant, the abstract. ~ Parker J. Palmer, The Courage to Teach: Exploring the inner landscape of a teachers life.
Closing • Thank you so much for being here! • Please take a moment to give us some feedback on this evening so we can improve our practice! There should be some feedback forms at your table. • There are upcoming events through the CRT speakers bureau…