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 • 17 th largest district in the USA • 2 nd 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
Resilience and Self-Efficacy Academic and Behavior Specialized Assessment Support Model for Specialized Instruction Family Support African American Males Formal Conferences Academic and Behavior Relationship Building Restorative Practices J. Peterson, E. Wilson 2016 Targeted Support (A/B) Informal Conferences Conflict Resolution Peer Mediation Mentoring Behavior Schoolwide Systems Academics Social Skills Classroom Systems Quality Instruction Racial, Ethnic Pride Family Engagement Racial Identity Coping skills Performance Feedback Relevant Interpersonal Skills Issues of Self Curriculum Interpersonal Relationships Universal Screener Culture Immersion Social Support Positive Examples Critical Thinkers Culturally Competent School Staff Awareness Knowledge Skill Action
IMMEDIATE ULTIMATE INPUTS PROCESSES OUTCOMES OUTCOMES Professional Development Staff Consistency Reduce harm for A-A Males Positive Behavior due to disparate educational Effective Teaming Reduced Discipline Referrals Intervention and outcomes Behavioral Prevention Increased Instructional Time Support (PBIS) Behavioral Intervention Positive school climate for ALL Effective Interventions Data Based Decision stakeholders Reduced SPED Referrals Making Increased Instructional Time Coaching of Skill Mastery Repairing Harm for Victims Reduced Conflicts Repair harm for A-A Males Restorative Practices due to community stressors Accountability for Supportive Relationships Offenders Positive interpersonal Community Conflicts Coaching of Skill Mastery relationships for ALL students Professional Development Teacher Self-Efficacy Prevent harm for A-A Males Culturally Relevant/ by building resilience Knowledge Acquisition A-A Male Self-Efficacy Responsive Instruction Culturally Relevant Actions A-A Male Achievement Improved academic achievement for ALL students Coaching of Skill Mastery Parent Engagement
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 only my surroundings, themselves or figments of Racial Identity Development their imaginations, indeed, everything and (William Cross) anything except me.” - Ralph Ellison, Invisible Man 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 Acceptance (circle keeper is compassionate and attempts to understand); Positive rapport (friendly tone); Empathy (verbal or non Responsiveness) verbal empathetic responses). Belonging (Student to Student Respect Acceptance (students understand and show compassion, they have attentive body language; Positive rapport (students listen to and Responsiveness) one 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
Other Highlights: 30% of the classrooms had ● 67.19% 0 Behavior Specific Praise 57% 73% of the teachers were ● frequently Calm, Consistent, and Brief when providing error corrections 20% of the classroom had 0 15.63% ● 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)
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