Action Plan Presentation Escobar EDUC 735
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Georgia Southern University *
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735
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Date
Feb 20, 2024
Type
pptx
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Culturally Responsive Teaching in the Classroom
Haideline Escobar
School of Education, Liberty University
EDUC 735
Pearson Elementary School Demographics
(GADOE CCRPI, 2022)
Academic Gaps: ELA GMAS Test Results
Beginning
Developing
Proficient
Distinguished
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
32.52%
38.21%
21.14%
8.13%
38.55%
32.53%
19.28%
9.64%
31.43%
37.14%
25.71%
5.71%
19.80%
31.68%
34.65%
13.86%
Hispanic
EnglishLearners
Black
White
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Academic Gaps: Math GMAS Test Results
Beginning
Developing
Proficient
Distinguished
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
21.14%
47.15%
23.58%
8.13%
24.10%
42.17%
24.10%
9.64%
31.43%
34.29%
25.71%
8.57%
8.91%
45.54%
31.68%
13.86%
Hispanic
EnglishLearners
Black
White
What does this data mean?
With the increase in our diverse student population, it means that our classrooms are becoming more diverse. This means more cultures, languages, customs, and traditions are being brought into the classroom. The data demonstrates that there is a need for a change in instruction for our diverse student population. At this rate, our diverse student population are the ones who are falling through the cracks and showing the least amount of growth or academic achievement.
What are some of the challenges faced by our diverse students?
One of the most significant challenges faced by our diverse student population is isolation. Isolation can be demeaning to our students and can prevent academic growth and achievement. This can also cause a cultural identity crisis for our diverse students and can make them feel as if they are not “I was always eager to go home from school and would get upset when I knew I had to go back.” She continued by stating that there was “No diversity at the school, and I didn’t really feel that I fit in” (Interview with “Helena,” 12/15/2020). (Antunes, 2021, p. 43).
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What are some of the challenges faced by teachers of diverse students?
Many teachers of diverse students feel as if they are not prepared to teach diverse student populations. This is due to differences of culture, languages, customs, and traditions. Some teachers do not come from diverse backgrounds or come from schools where they were in frequent contact with diverse populations.
“New and veteran teachers admit that effectively educating non-White students is a key challenge in today’s schools” (Bonner et al., 2018, p. 698).
How do we address these needs?
A start to begin addressing these needs is to provide professional development for teachers and administration for cultural awareness and culturally responsive teaching. Teachers without cultural awareness can have negative preconceptions on diverse students that affect their instruction and how they interact with these students (Bonner et al., 2018). “In order to develop the dispositions necessary for engaging students in Community Cultural Wealth (CCW) informed pedagogy, teachers need to engage in collective dialogue and deep reflection as a way to develop CCW aligned ideologies and to develop their pedagogical outlook” (Lomeli, 2021, p. 123).
Culturally Responsiv
e Teaching
Culturally Responsive Teaching is a research-based methodology that has been proven to increase student engagement and achievement (Lomeli, 2021). Culturally Responsive Teaching is used to ensure that student strengths based on their culture, language, traditions, and customs, are being used and celebrated in the classroom (Harmon 2012; Muñiz, 2019).
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Detailed Timeline
The timeline will reflect events that will begin occurring during Spring of 2024 and will continue into the beginning of the 2024-2025 school year.
Timeline
Action Step
Individuals or Groups Responsible
Cost
January 8-
April 26, 2023
The team will meet up once a week between these months to come up with a survey for the teachers. The survey will consist of experiences with diverse students, the effectiveness of instruction, etc. For the last two meetings, the administration will approve the questions and give a final note of approval for the survey to be sent out. -Curriculum Coach for PES
-ESOL Coordinator
-Administration
-School Counselor
-General Education Teacher
No additional costs were incurred. (All meetings were held during contract hours)
May 1-29, 2024
Teachers will be sent the survey and be expected to complete it by May 24, 2024. During post planning, the team will meet again to identify and analyze the data on the surveys. They will also plan the dates for the professional developments for the next school year. -Teachers and Staff
-Administration
No additional costs were incurred. July 22-23, 2024
Teachers will be expected to participate in cultural awareness and culturally responsive teaching professional development
-50 Teacher Textbooks
-50 copies of Teacher Lesson Plans for different grade levels
-15 classroom sets of diverse reading books
-Teachers and Staff
-Administration
-Curriculum Coach
-School Counselor
$3,000 from Curriculum fund
July 24-31, 2024
Teachers will meet with their grade levels to plan how to implement culturally responsive teaching in their classrooms. (These meetings will be expected to continue throughout the year).
-Teachers
No additional costs. August 12-
August 16, Students will take reading and math benchmarks. Teachers will meet during this week to discuss the needs -Students
-Teachers
No additional costs.
Cost of Action Plan
Financially, the cost of the action plan should be no more than $3,000 if the plan is effective. The $3,000 will be the cost of the initial training and professional development for teachers that they will do during their pre-planning. The trainings and professional development will provide teachers with resources to begin implementing culturally responsive teaching such as textbooks, lesson plans, and diverse books for their classes. The professional development funds will be used from the Curriculum funds allotted for Pearson Elementary School.
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Thank you!
Any Questions?
References
•
Antunes, M.A. (2021). The impact of loss and alienation in English Language Learners. Radical Teacher: Anti-Racist Journal on Theory and Practice of Teaching. 120,
42-49.
•
Bonner, P. J., Warren, S. R., & Jiang, Y. H. (2018). Voices from urban classrooms: Teachers’ perceptions instructing diverse students and using culturally responsive teaching. Education and Urban Society, 50
(8), 697-726. •
Georgia Department of Education. (2022). 2022 College and Career Ready Performance Index (CCRPI).
https://ccrpi.gadoe.org/Reports/Views/Shared/_Layout.html
•
Harmon, D. A. (2012). Culturally responsive teaching through a historical lens: Will history repeat itself? Interdisciplinary Journal of Teaching and Learning, 2
(1), 12-22.
•
Lomeli, R. S. (2021). Critical praxis círculos: The impact of culturally responsive teacher development. Scholarly Journal, 20
(2), 120-141.
•
Muñiz, J. (2019). Culturally responsive teaching: A 50-state survey of teaching standards. New America. https://www.newamerica.org/education-policy/reports/culturally-responsive-teaching/understanding-cul
turally-responsive-teaching
/