1. Culturally Responsive RTI Strategies University of Hawaii Manoa Center on Disability Studies Pac Rim 2009 Kiriko Takahashi Kati Corlew rti.cds@gmail.com NH culture & values Evidence based strategies Culturally Responsive RTI

2. Background of the Study Status of NH students in Hawaii Schools 1. Overrepresentation in SPED 2. Western and Non-Western incongruence 3. Language issue

3. Overrepresentation In 2005, 43% of children receiving special education services in Hawai‘i were Native Hawaiian. In 2005, 43% of children receiving special education services in Hawai‘i were Native Hawaiian. In Hawai‘i alternative schools, more than half the student in SPED is Hawaiian/Part-Hawaiian. In Hawai‘i alternative schools, more than half the student in SPED is Hawaiian/Part-Hawaiian.

4. Cultural incongruence Academic instruction is often based on Western values & expectations & rarely considers NH culture as a means to support learning. Academic instruction is often based on Western values & expectations & rarely considers NH culture as a means to support learning. Lack of resources & teacher competence to address the cultural variables in assessment procedures & instructional supports. Lack of resources & teacher competence to address the cultural variables in assessment procedures & instructional supports.

5. Language Many NH students speak Pidgin as their first language and lack proficiency in standard English. Many NH students speak Pidgin as their first language and lack proficiency in standard English. NH students do not receive ESL services in school. NH students do not receive ESL services in school.

6. The Purpose of this Project Infuse cultural values & activities with evidence base strategies to engage students. Infuse cultural values & activities with evidence base strategies to engage students. Enhance ethnic pride for NH students. Enhance ethnic pride for NH students. Enhanced engagement Enhanced engagement + Ethnic pride + Ethnic pride Positive view of school Positive view of school  better rates of attendance, increased participation, reduced students in SPED.

7. Culturally Responsive means… to value, consider, and integrate individuals’ culture, language, heritage, and experiences to lead and support their learning and development. Culturally responsive educators use their understanding of the experiences lived by students in the design of instruction and interventions (Boesch, 1996, Ladson- Billings, 1992).

8. Year 1 Goals Establish rapport with piloting schools. Establish rapport with piloting schools. Kua O Ka La Public Charter Schools, King Intermediate, and Castle High School Kua O Ka La Public Charter Schools, King Intermediate, and Castle High School Identify NH cultural values and activities. Identify NH cultural values and activities. Identify evidence based strategies for reading and mathematics. Identify evidence based strategies for reading and mathematics.

9. Native Hawaiian Values & Teaching Creating Ohana atmosphere. Creating Ohana atmosphere. Aloha to each student. Aloha to each student. Chanting to build cultural pride and knowledge. Chanting to build cultural pride and knowledge. Talk story. Talk story. Kukakuka - mediate student disputes and teach students to mediate each others’ disputes. Kukakuka - mediate student disputes and teach students to mediate each others’ disputes. Food to show sharing. Food to show sharing.

10. Believe in them (alakai, kuleana). Believe in them (alakai, kuleana). Working in groups (3-4 students), encouraging Lokahi. Working in groups (3-4 students), encouraging Lokahi. Creating student ownership. Having dialogues with students about what works and what does not work in class. Creating student ownership. Having dialogues with students about what works and what does not work in class. Treating students as individuals and being respectful and fair. “Being real.” Treating students as individuals and being respectful and fair. “Being real.” Teaching by and through examples  creating relevance  add cultural component to the lesson so the lessons are not disconnected from what students already know. Teaching by and through examples  creating relevance  add cultural component to the lesson so the lessons are not disconnected from what students already know.

11. Pre-survey Results Teachers and Professional Development They had 13.91 years of teaching experiences on average. They had 13.91 years of teaching experiences on average. 18% of them were Native Hawaiians (NH 18% of them were Native Hawaiians (NH 11.5% of them had professional development (PD) on Response To Intervention (RTI) 11.5% of them had professional development (PD) on Response To Intervention (RTI) 26.9% of them had PD on Culturally Relevant Teaching (CRT) 26.9% of them had PD on Culturally Relevant Teaching (CRT) 13.2% of them had both PD on RTI and CRT. 13.2% of them had both PD on RTI and CRT.

12. The PD experience on CRT/RTI significantly influenced their understanding level of CRT or RTI. However, their PD experience didn’t affect their current use of CRT or RTI.

13. Pre-survey results continued Average % of NH students in a class = 48.89% Average % of NH students in a class = 48.89% Average % of SPED students in a class = 26.75% Average % of SPED students in a class = 26.75% In the classes taught by the 6 SPED teachers, 61.3% of their students were NH students on average. In the classes taught by the 6 SPED teachers, 61.3% of their students were NH students on average. In the reading classes highly populated by SPED students, 82.5% of the students were NH. In the reading classes highly populated by SPED students, 82.5% of the students were NH.

14. Factors Affecting Student Learning 1. Family Support 2. Attendance 3. Engagement

15. Engagement and cultural relevance, two main topics of RTI and CRT, were marked 3 rd and 6 th ranks; we need to enhance teachers’ personal value of cultural relevance as a means to improve student learning.

16. NH Values By teachers’ ethnicity (NH or non NH), they were no significant difference in their perception of important NH values important to enhance student learning. By teachers’ ethnicity (NH or non NH), they were no significant difference in their perception of important NH values important to enhance student learning. Pono Pono Kuleana Kuleana Laulima Laulima

17. How Do Teachers Determine Students Need Additional Support/Service 1. Behavior 2. Class Performance 3. Attendance 4. Grade 5. Assignment 6. Engagement

18. Strategies Used For Students Who Need Additional Support/Services 1. Contact Parents 2. Contact Counselor 3. Contact Student 4. Tutoring 5. Adjusted Instruction