Redwood City School District Courageous Equity Leadership Module IV

1. RedwoodCity School District Courageous Equity LeadershipModule IV Getting an “A” in Equity™ Presented by Dr. Edwin Lou Javius President/CEO EDEquity, Inc. November 3, 2008

2. Purpose of the day • The participants will… • Review of Equity In Action Reflections • Develop the knowledge and skills to facilitate deep implementation of school wide initiatives • Understand and utilize collaborative processes and equity based professional learning communities • Develop grade level/department structures and strategies to ensure targeted student population are successful • Understand Culturally Conscious Instructional Principles

3. Key Principles of Equity Mind-Set Strategies Awareness Attitude Analysis Action Accountability

4. Equity Corner Article Review 3 3 3 3 2 2 2 2 1 1 1 1 3 2 1

5. Equity Corner Article Review In the 4 quadrants record the following information. The information will be from the assigned section from the reading. Record 3 big ideas from your section of the article. Record 2 applications; how can the information be applied or may have application to your current position? Record 1 question your group has from the section read. Outer quadrants

6. In the inside box, have the entire group synthesize the entire article and record the information in the inside box: Record 3 big ideas from entire article. Record 2 applications; how can the information be applied or may have application to your current position? Record 1 question your group has from the article. Synthesizing Information

7. Equity Cycle of Improvement Plan-Do-Study-Act Templates

8. Equity Improvement PlanGrade Level Protocol (2 to 4 weeks) Date From ________ to _________ Grade Level Plan Name the activity or strategy Review data before revising the plan or strategy What will be our measurable instructional plan? Do Instructional Focus Act Based on the data, what is the instructional focus for the plan? What classroom strategy(ies) will we implement? What did we learn from the data? What will do next based on the data? Study Opportunity to use formative data to indicate the focus. Do not fill in this box until the data in the “study” box has been reviewed. What data will be used to validate the strategy?

9. Grade Level 5th Grade Equity Improvement PlanGrade Level Protocol(2 to 4 weeks) Sample Date From ________ to _________ Plan Increase by 50% the # 5th grade African Am students scoring 75% or above on standard masters in vocabulary development 1.3 Name the activity or strategy Review data before revising the plan or strategy Develop Do Instructional Focus Act Implement personal thesaurus and teach 10 utility words Develop a different strategy/approach for students that did not meet the instructional focus 1.3 Vocabulary and Concept Development: understand and explain frequently used synonyms, antonyms and homographs Implement What did we learn? Study Review student writing samples Standards Masters data (vocabulary standard) Review Data

10. Equity Improvement PlanGrade Level Protocol (2 to 4 weeks) Date From ________ to _________ Grade Level Plan Do Instructional Focus Act Study

11. Have each group share their graphic organizer to the entire group. Listen for common themes from each group Questions that will need to be addressed Questions or statement that extend the learning of the group Have entire group perform a gallery walk. Group Sharing

12. Understanding Culturally Conscious Instruction

13. “Culture is to humans, as water is to fish.” Dr. Wade Nobles

14. Culture is … the values, norms, attitudes and behavior that are characteristic of a particular social group or organization

15. Salt water fish Fresh water fish Making Cultural Connections Black & Brown Culture School Culture

16. Culturally Conscious Teaching Principles Conscious teaching is about being… Intentional Deliberate Purposeful The outcome of Culturally Conscious Teaching (CCT) is to have students demonstrate knowledge/skills of the identified California content standards. Don’t let the activities/materials of the lesson over-shadow the skills that need to be taught. Culturally Conscious Teaching (CCT) is an engagement strategy to access standards.

17. Culturally Conscious Teaching Principles CCT is more than just the student’s culture, it is also about the learning preferences of the students and relational strategies. The design of Culturally Conscious lessons need to have explicit examples of what strategies would look like in instruction (throughout the lesson not just at the beginning). Be explicit with students (the intentional approach) including culture in the lesson.

18. Culturally Conscious Teaching Principles Don’t assume culture is understood by students in the lesson. You may need build cultural knowledge Add rigor to instruction. Look to fortify positive racial identity development in students with instructional materials and highlighting main characters. Be willing to supplement materials to add “Lawrys” to the lesson.

19. Implementing Culturally Conscious Teaching • We need to check for understanding throughout the lesson, not just at the end. • We need to know the responses that we expect from our students before we ask them in order to push rigor (think about advanced responses). • When thinking about culturally conscious teaching, we need to have more than a hook at the beginning of the lesson. We need to hook them throughout the lesson.