integration of trauma and cultural responsive practices in ...€¦ · 2 1. participants will...
TRANSCRIPT
Integration of Trauma and Cultural
Responsive Practices in a School
System of Support
Presenters:
Concie Pedroza, Ed. D., Director of Department of Racial Equity Advancement
David Lewis, Psy. D, Director/Program Manager, Behavioral Health Services
Objectives for today:
2
1. Participants will understand how cultural responsive
and trauma responsive practices are interrelated;
they will learn working definitions of both.
2. Participants will learn about strategies that support
families and students within a school environment
that builds positive identity and esteem for students.
3. Participants will identify 2-3 practices that they will
begin implementing in their school or organization
moving forward.
Seattle Public School District
Total enrollment (Oct. 2017): 53,380
Schools: 103
Languages/dialects: 154
Four-year graduation rate: 79%
Free and Reduced Price Meal Eligible Students:
33.9%
Students from Non-English Speaking
Background: 24.6%
3
Formula for Success
High Quality Teachers &
Leaders
(PAR)
Student-Focused
Collaboration
(MTSS)
Commitment to Racial
Equity
(EOG)
Every Student Graduates Seattle Ready
Foundations for SuccessFamily Engagement, Community Partnerships, Performance Management
Equitable Access
Racial Equitable Analysis
Workforce Equity
Professional Development
Welcoming School
Partnerships
Multiple Pathways to Success
Recognizing Diversity
Forms of Racism
Individual Institutional Structural
7
Racial Equity at Seattle Public Schools
“The concept of racial equity goes
beyond formal racial equality – where all
students are treated the same – to
fostering a barrier-free environment
where all students, regardless of their
race have the opportunity to
achieve.”
SPS Policy No. 0030:
Ensuring Educational & Racial Equity
Impact of Poverty vs. Racism on Student Achievement
Racial Incidences at a Glance
10
Slurs and epithets are used.
Hate symbols -- or inflammatory symbols like nooses -- are used.
The target(s) believe the incident was motivated by bias.
The acts are directed against members of groups whose presence in the community
or school is opposed.
Ongoing school or community conflicts may have initiated or contributed to the
act.
Being in close proximity to others involved by an organized hate group or its
members.
A pattern of incidents in which the targets are of a different race,
religion, national origin, gender or sexual orientation.
Fear of stereotype threat or microaggression occurring.
Ongoing unfair discipline practices targeting one group of students over
another.
The Kirwan Institute, 2016
2Role of the Unconscious Mind
The subconscious mind uses three processes
to make sense of the millions of bits of
information that we perceive:
1. Sorting into categories
2. Creating associations between things
3. Filling in the gaps when we only
receive partial information
These three processes together add up to
schemas: the “frames” through which our
brains help us understand and navigate the
world.
Achieving Equity in Education
Overcome
the
challenges
and
emerge
stronger
than everCulturally Responsive Teaching
Race, Culture & the Brain
#R2E
SJ
Culturally Responsiveness
In Schools
“Cultural responsiveness is not a
practice; it’s what informs our
practice so we can make better
teaching choices for eliciting,
engaging, motivating, supporting,
and expanding the intellectual
capacity of ALL our students.”
-Dr. Yvette Jackson, Pedagogy of
Confidence (2014)
An educator’s ability to:
Recognize students’ cultural displays of learning
and meaning making, and
Respond positively & constructively with
teaching moves that use cultural knowledge as a
scaffold to connect what the student knows to
new concepts and content in order to promote
effective information processing.
All the while,
The educator understands the importance of
being in relationship and having social-emotional
to the student in order to create a safe space
for learning.
School Climate
Culturally & Trauma Trauma Responsive
Concie Pedroza & David Lewis
16
Theory of Action
17
Improve school culture
and climate and increase
understanding of
functions of behavior
Decreases in
challenging
behaviors
Lower
anxiety
Increased
attendance
Increased
learning time
Academic Gains
Department of Coordinated School Health, 2018
MTSS
Tier 3
ACADEMIC BEHAVIORAL
80%
5%
Tier 215%
Fluidity and flexibility in
grouping, and
individualizing
instruction and
behavioral supports
Culturally Responsive
Pedagogy
Trauma Informed
Practices
Tier 1SEL
Curricula
PBIS
Framework
Positive Beliefs
Positive Relationships
Positive Learning
Positive Partnerships
Frame of Reference
David Lewis 2017
Stereotypes
Is the world a
safe place?
Are people
trustworthy?
Relational Student Centered Approaches
Why are we seeing what we are seeing?
• Socially
• Emotionally
• Behaviorally
• Academically
“What happened to you?” instead of “What’s wrong with you?”
We need information to understand our students & families?
“Help me Better understand your experience.”
David Lewis 201720
Generational Trauma
David Lewis 2017
Grandma Grandpa
Dad Mom
Good Stress vs. Toxic Stress
Self Regulated
0
1
2
3
4
5
6
7
8
9
10
Normal Range
Dysregulated
0
1
2
3
4
5
6
7
8
9
10
Toxic Range
* D. Lewis; Toxic Stress Level Scales 2017
CortisolCortisol
22
Turn & Talk:
23
When have you noticed a
situation where good
stress turned into toxic
stress?
What were 1-2 things that
contributed to making the
situation worse?
What are 1-2 things that
made things better in this
situation?
24Toxic Stress Causes; S. Hanauer , D. Lewis 2016
SPS Student Climate Survey
5 interim survey topics
Belonging: Students feel connected at school, are
treated with respected and feel supported by caring
friends and adults
Classroom Environment: Students are friendly,
collaborative, focused on learning, and respectful to
each other and adults in their classrooms.
25
SPS Student Climate Survey
Healthy Community: School is a positive, respectful
environment that students enjoy and are proud to be part of.
School Safety: Students feel safe at school; (Emotional and
Identity safety) bullying & harassment is addressed
Social emotional Learning: Students have developed self-
awareness and self-management, social awareness, relationship
skills, and responsible decision making.
26
27
28
3 – 2 – 1 Reflection
3 things that resonated with you about today’s learning…
2 ideas/concepts that you are still curious about…
1 thing that as a result of today, you will be implementing in your practice…
Next Steps
30