2. Culturally Responsive Practices: When WE say listen you say up"; Hearing Student Voices!
Andreal Davis
Kent Smith

3. Why this session, how does it fit in the Universal Framework?
PBIS/RtI is not done TO students, it’s a delivery system done WITH students.
Including stakeholders makes the system more responsive to the cultures of those served.
Encourages stronger buy-in because it’s authentic.

4. Wisconsin Culturally Responsive Practices Model
Purpose of model: To define and guide CR work in a culturally responsive multi-level system of support

5. Why student voice?
The importance of student voice cannot be overestimated in both listening to where students are in their understanding and allowing them to determine where they want to go. Deep learning depends critically on intrinsic motivation which is rooted in one's own experiences. We will explore tools and techniques for empowering student voice and the tools that foster collaboration and communication to make learning relevant. 

7. Counters the social/media driven narrative.
Affirmations
Opportunity for students and staff to speak into reality that students matter.
Counters the social/media driven narrative.
The academic disparity between the two groups has been found to have causal roots in stereotype threat, which causes anxiety in an individual who faces the situation where his or her behavior may confirm the negative stereotypes of one’s in-group (Steele, 1995). As such, reducing the stereotype threat has been theorized to allow minority students and those in negatively stereotyped groups to enhance their academic performance by removing levels of anxiety hampering their performance. Following the seminal work of Cohen, Garcia, Apfel, and Master (2006), whereby the academic achievement gap between Black and White middle school students were reduced by 40%,
Self-affirmation exercises provide adolescents from minority groups with a psychological ‘time out,’” said Cohen, who led the study with researchers from the University of California, Santa Barbara; Columbia University; the University of Colorado; and the University of Chicago. In the midst of what for many minorities can feel like a hostile environment, such tasks provide reassurance about who they are and what’s really important in life at a critical time when they are engaged in identity crafting, he said. The studies also underscore that underperformance is frequently not a function of individual inadequacy, but rather systemic failure. “A threatening environment can make smart kids less likely to show what they know, whereas a positive environment might pull out qualities that make the seemingly average student shine,” observes Cohen. The matter comes down to overcoming the negative effects of “stereotype threat,” a phenomenon that researchers have identified and documented over the last two decades. What they have found — in numerous studies — is that the stress and uncertain sense of belonging that can stem from being a member of a negatively stereotyped group contributes substantially to poor academic performance of minority students as compared with white students.

8. I AM SOMEBODY I am somebody. I am capable & loveable.
By Andreal Davis
I am somebody.
I am capable & loveable.
I am teachable & therefore I can LEARN.
I can do anything when I try.
I’ll be the best I can be.
Each Day.
I will not waste time.
And I am too precious & bright.
I am somebody!
Another great example is a video of girl with downs syndrome saying, "Don't Limit me!" Amazingly inspirational and gets at the mindset of high expectations, especially for students with disabilities. 

9. Chicago Student Voice I Heard You Say…….

10. Use of Affirmation Demonstration From Merrill Elementary Beloit

11. Eau Claire Delong Middle School
Sarah Olson
Eau Claire Delong Middle School

13. Promoting Excellence For All Wisconsin Department of Public Instruction Angel List Description The Angel List is a yearlong teacher–student match of students identified by teachers as having no connections or relationships to a teacher in the school. At the beginning of the year, staff identify students who do not appear to have relationships with adults at the school. Staff are paired with these students and work throughout the year intentionally to establish connections. 
Student-Teacher Relationships
Belief Statement
We believe positive student–teacher relationships start with a safe, trusting, culturally responsive environment in which both students and teachers are empowered to have open conversations, share personal information, and create authentic connections to foster long-term relationships beyond the classroom.
Open conversations about race, ethnicity, disabilities, and other modes of cultural competence should be infused into the classroom. We create a safe place to hear students' experiences and voices and that builds trust.

14. The Angel List

15. ANGEL LETTERS HACKETT ELEMENTARY BELOIT, WISCONSIN

17. Using Student Voice to Promote District Wide Improvement Jalateefa Joe-Meyers Student Engagement Coordinator
Using W Middleton-Cross PlainsStudSW M

18. Ari Davis
When I Was A Boy

19. Using Student Voice in Deep Dives Madison Metropolitan School District

20. Deep Dive District Level Feedback