creating predictable host environments to support african … · resilience and self-efficacy...
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Creating Predictable Host Environments to Support African American Male Students
African American Male Resilience and Self
Efficacy Model
Presentation Objectives
1) Provide an overview of the African-American Resilience and Self Efficacy 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 SchoolsDemographics 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 staff.• 2016 - Present: Cultural Proficiency for select schools.
The African American Male
Resilience and Self-Efficacy Model
Academic and BehaviorTargeted Support (A/B)Informal Conferences
Conflict ResolutionPeer Mediation
Mentoring
Resilience and Self-EfficacySupport Model for
African American Males
AcademicsQuality InstructionRacial IdentityRelevant CurriculumCulture Immersion Positive ExamplesCritical Thinkers
BehaviorSchoolwide Systems Classroom Systems Family Engagement Performance Feedback Issues of Self Universal Screener
Social SkillsRacial, Ethnic PrideCoping skillsInterpersonal SkillsInterpersonal RelationshipsSocial Support
Culturally Competent School StaffAwareness Knowledge Skill Action
Academic and BehaviorSpecialized Assessment Specialized Instruction Family Support Formal Conferences
Rest
orat
ive
Prac
tices
Relationship BuildingJ. 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 outcomes
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 PROCESSESIMMEDIATE OUTCOMES
ULTIMATE OUTCOMES
African-American Male Resilience and Self-Efficacy Model
Defined: Customized school instructional model which builds the cultural competence of school staff 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 DevelopmentCoaches 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 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 effectively 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 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 efforts (a true collaborative effort 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 effectively 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 on implementing Check and Connect
https://bit.ly/NIJStudy
