African American Male Resilience and Self Effjcacy Model - - PowerPoint PPT Presentation

Creating Predictable Host Environments to Support African American Male Students

African American Male Resilience and Self Effjcacy Model

Presentation Objectives

1) Provide an overview of the African-American Resilience and Self Effjcacy Model 2) Review data collection systems and tools utilized 3) Discuss implementation successes and hurdles

Charlotte Mecklenburg Schools 2019-2020

• 17th largest district in the USA
• 2nd largest in North Carolina
• Enrollment : 148,887
• Total number of schools: 176
• 95 Elementary Schools
• 46 Middle Schools
• 32 High Schools
• 3 Specialty schools

Charlotte Mecklenburg Schools

Demographics by Race

• African-American: 36%
• White: 26.8%
• Hispanic: 26.6%
• American Indian: 0.2%
• Asian: 7%
• Multiracial: 3.2%
• Pacific Islander: 0.1%

CMS Fast Facts 2018-2019

What Have We Implemented?

Changes in: Leadership State/Federal Mandates Public Outcry

• 2004-2010: PBIS implementation in approximately 70% of CMS schools.
• 2010-2012: Early Intervening Services for elementary schools.
• 2012-2014: Response to Intervention (RTI).
• 2015 – Present: MTSS Integrated Model.
• 2016 - Present: Restorative Practices for select schools.
• 2016- Present: Instructional Leadership Teams (ILT) for all district stafg.
• 2016 - Present: Cultural Proficiency for select schools.

The African American Male Resilience and Self-Efficacy Model

Academic and Behavior Targeted Support (A/B) Informal Conferences Conflict Resolution Peer Mediation Mentoring

Resilience and Self-Efficacy Support Model for African American Males

Academics Quality Instruction Racial Identity Relevant Curriculum Culture Immersion Positive Examples Critical Thinkers Behavior Schoolwide Systems Classroom Systems Family Engagement Performance Feedback Issues of Self Universal Screener Social Skills Racial, Ethnic Pride Coping skills Interpersonal Skills Interpersonal Relationships Social Support Culturally Competent School Staff Awareness Knowledge Skill Action

Academic and Behavior

Specialized Assessment Specialized Instruction Family Support Formal Conferences

Restorative Practices Relationship Building

• J. Peterson, E. Wilson 2016

Positive Behavior Intervention and Support (PBIS)

Professional Development Effective Teaming Behavioral Prevention Behavioral Intervention Data Based Decision Making Coaching of Skill Mastery Staff Consistency Reduced Discipline Referrals Increased Instructional Time Effective Interventions Reduced SPED Referrals Increased Instructional Time

Reduce harm for A-A Males due to disparate educational

• utcomes

Positive school climate for ALL stakeholders

Restorative Practices

Repairing Harm for Victims Accountability for Offenders Coaching of Skill Mastery Reduced Conflicts Supportive Relationships Community Conflicts

Repair harm for A-A Males due to community stressors Positive interpersonal relationships for ALL students

Culturally Relevant/ Responsive Instruction

Professional Development Knowledge Acquisition Culturally Relevant Actions Coaching of Skill Mastery Teacher Self-Efficacy A-A Male Self-Efficacy A-A Male Achievement Parent Engagement

Prevent harm for A-A Males by building resilience Improved academic achievement for ALL students

INPUTS PROCESSES IMMEDIATE OUTCOMES ULTIMATE OUTCOMES

African-American Male Resilience and Self-Effjcacy Model

Defined: Customized school instructional model which builds the cultural competence of school stafg to deliver relevant instruction based upon the social, emotional and behavioral needs of African-American male students.

• Integrates District Initiatives:

> Culturally Relevant/Responsive Instruction (Academics) > Positive Behavior Intervention and Support (Behavior) > Restorative Practices (Interpersonal Relationships)

What is Resilience…?

Psychological resilience …is defined as an individual's ability to properly adapt to stress and adversity. Stress and adversity can come in the shape of family or relationship problems, health problems, or workplace and financial worries, among others.

In other words resilience is one's ability to bounce back from a negative experience with "competent functioning".

Why is Self-Efficacy Important?

Social Cognitive Theory (Bandura, 1977) … suggests that preservice teachers’ beliefs about their abilities to effectively execute CRT strategies and project subsequent positive outcomes may predict whether they actually implement these culturally responsive teaching practices once they enter the classroom.

African American Male Resilience and Self-Efficacy Model

CMS Fall 2018 – Spring 2021

Coach Professional Development

Coaches were trained and then expected to build capacity in schools through providing professional development, modeling, and coaching.

Adaptive Leadership Data Drill Down Root Cause Analysis Cultural Proficiency Restorative Practices PD Development/Presenting Creating/Presenting Data Reports

We often find it hard to look beyond the symptoms… Have honest, non-defensive and non-blaming conversations about issues that affect those who experience disparities directly, e.g., Race, Gender, Culture, Disability be part of

• conversations. Transform these conversations

into systemic changes.

• Dr. David Osher

“I am invisible, understand, simply because people refuse to see me. Like the bodiless heads you see sometimes in circus sideshows, it is as though I have been surrounded by mirrors of hard, distorting glass. When they approach me they see

• nly my surroundings, themselves or figments of

their imaginations, indeed, everything and anything except me.”

• Ralph Ellison, Invisible Man

Racial Identity Development

(William Cross)

Male Reference Group (Jay C. Wade)

Invisible Man Syndrome

(Anderson J. Franklin)

Invisible Man Syndrome

(A. Franklin, N. Boyd-Franklin)

Data Collection

TFI Data

Restorative Practices Domains: A Framework for High-Quality Restorative Circles

Safety (Circle Agreements) Agreements are stated, reviewed,(or seem understood; Fairness and consistency (circle keeper displays fair treatment); Response to broken agreements (agreements are efgectively re-established). Belonging (Adult-Student Respect and Responsiveness) Acceptance (circle keeper is compassionate and attempts to understand); Positive rapport (friendly tone); Empathy (verbal or non verbal empathetic responses). Belonging (Student to Student Respect and Responsiveness) Acceptance (students understand and show compassion, they have attentive body language; Positive rapport (students listen to

• ne another); Empathy (verbal or non verbal empathetic responses).

Belonging (Relevancy) Meaningful circle content (topics connected to students’ meaningful life events); Personal opinions (students encouraged to discuss their personal perspectives). Voice (Student Ownership) Student ownership of the process (student-driven or student-led); Circle keeper use of the power (keeper participates and responds to group needs with flexibility); Authentic choice (students have a ‘voice’ in circle topics and process). Voice (Risk Taking) Appropriate personal disclosure (students share personal experiences and perspectives in a deep and meaningful way; students take appropriate “risks” in sharing emotional material) Voice (Problem Solving) Not all circles will include problem solving. If it is present, use of problem solving steps (problems are clearly identified and solutions authentically considered); Collaborative efgorts (a true collaborative efgort amongst students and minimal prompting from the circle keeper). Opportunities for Learning (SEL) Social Emotional skill building is present in the circle with adult modeling.

• Self Awareness
• Self Management
• Social Awareness
• Relationship Skills
• Responsible Decision Making

Student Circle Commitment Student focus/engagement (positive attitude, participation, and buy-in); Enthusiasm (as shown in body language, content of sharing, focused attention, and tone of voice) Safety (Circle Agreements) Agreements are stated, reviewed,(or seem understood; Fairness and consistency (circle keeper displays fair treatment); Response to broken agreements (agreements are efgectively re-established).

Restorative Practices Data

57% 15.63% 67.19%

Other Highlights:

• 30% of the classrooms had

0 Behavior Specific Praise

• 73% of the teachers were

frequently Calm, Consistent, and Brief when providing error corrections

• 20% of the classroom had 0

Opportunities to Respond

A-B-C of Equity (Data Dashboard)

Quotes (Boys Group, Focus Group, Coaches)

What Have We Learned So Far?

Hurdles and Lessons

• Coach capacity makes a difference
• Alignment with other school and district initiatives
• Expand disparity discussions to include academically gifted/honors
• Not many models which integrate PBIS, Restorative Practices, Cultural Responsiveness
• Difficult to define key areas of practice. (locus of control at HS vs. K-6)
• Developing a system for valid data can be difficult. (gender & race)
• Prior PBIS installation facilitates Restorative Practices implementation
• Many opinions about African American male performance needs
• Elevating the topic above “schoolin” (institutional learning)

What’s Next...

Year 2- 3 MTSS Goals:

Goal 1: Teams will increase TFI scores to 80% or higher Goal 2: Teams will hold 8-9 Tier 1 meetings next year with technical assistance as needed from the Coach Goal 3: Supplemental teams will be established with focus

• n implementing Check and

Connect

https://bit.ly/NIJStudy

For more information contact:

jacquelineb.peterson@cms.k12.nc.us edwin.wilson@cms.k12.nc.us

www.projectlead2020.org