Culturally Responsive Instruction in the Era of the Maryland Education Reform Act. Baltimore County Public Schools’ Office of Equity and Assurance in collaboration with: Department of Professional Development World Languages Special Education Title I Instructional Technology
Baltimore County Public Schools’
Office of Equity and Assurance in collaboration with:
Department of Professional Development
Student Support Services
Having Educational practices significantly relevant to engender intrinsic motivation in all students
Enables a staff to demonstrate cultural competence
that mediate in the instructional process….
Through the BPP
and our demographic trends…
How close are we to All means All?
School Value System
Home Value System
"Special education is not aplacewhere children go for services, but services children receive in accordance with their Individual Education Plans (IEPs) in the least restrictive environment."
Least Restrictive Student GroupsMost RestrictiveCulture Clash
Continuum of Service Options
Least RestrictiveEnvironment…according to who?
Public Separate Day School
Service Delivery Models for SWD
Parental Involvement and Perceptions
One example of potential culture clash is the situation of the English language learner new to Baltimore County and possibly to United States’ schools
Conflict for the student may arise between
what is being emphasized at home
(English for negotiating world of work, helping the family, communicating in the community)
what is expected by the school
(English for academic achievement)
Students born in the US (number 1 country of origin for ELLs)
Students recently immigrated into the US
access to interpreters