1. Copyright © EDEquity, Inc. All Rights Reserved California Alliance of African American School Educators CAAASE “Are You Really Committed to Providing a Quality Education for African American Students?” February 2011

2. Copyright © EDEquity, Inc. All Rights Reserved Courageous Conversation Norms  Share the Airtime and Participate  Stay Engaged  Experience Discomfort  Commit to Action  Speak Your Truth  Accept Non-Closure

3. Copyright © EDEquity, Inc. All Rights Reserved Awareness Attitude Analysis Action Accountability Key Principles of Equity Awareness Attitude Analysis Action Accountability Mind-Set Strategies 75% 25% 9/2/2015

4. Copyright © EDEquity, Inc. All Rights Reserved Culture is to humans, as water is to fish! Dr. Wade Nobles

5. Copyright © EDEquity, Inc. All Rights Reserved Making Cultural Connections

6. Copyright © EDEquity, Inc. All Rights Reserved Fresh & Salt Water Fish Learning Style Valued by School Culture  Deductive, Controlled, Egocentric  Low-movement Expressive Context View Environment in Isolated Parts  Precise Concepts of Space, Number, and Time  Respond to Object Stimulus  Dominant Communication is Verbal  Long Attention Span  Emphasis on Independent Work  Cognitive Learning Style Valued by African American Students  Inductive, Expressive, Sociocentric  High-movement Expressive Context  View Environment as a Whole  Approximate Concepts of Space, Number, and Time  Respond to People/Social Stimulus  Non-Verbal & Verbal Communication  Shorter Attention Span  Responds to Collaborative Efforts  Cognitive/Affective

7. Copyright © EDEquity, Inc. All Rights Reserved Salt Water Fish The morning bell rings, alerting students that it's time to line up. By this time, Jerome has worked up a sweat chasing his classmates and playing a brisk game of tag. Two minutes later he finally positions himself in line yet does so while facing students behind him, striking up con­versation with whoever will engage him.. Upon entering the building he jumps up to touch the top of the doorway proving that he has hops (can jump high), just in case there was someone nearby who was unaware of this skill. As he climbs the stairs on his way to the classroom, he runs his hand along the wall of the hallway. Now in the classroom, he puts his jacket in the closet, unable to resist talking to the others there even though the teacher has repeated for the third time that no one should be talking. After taking his seat and placing his homework on the desk for the teacher to monitor, he plays a drum beat with knuckles of one hand and the base of his other palm while rapping his multiplication tables to no one in particular.

8. Copyright © EDEquity, Inc. All Rights Reserved Connecting Equity Actions to District/Site Plans  Equity Push the top performing student group to accelerate the low performing student groups.  Data Analysis Use triangulated data (summative, formative and qualitative) to evaluate best instructional practice.  Expectations High expectations are evident through class instruction and genuine relationship with students.  Instruction The school culture is developed to critically examine teaching practices for continuous improvement.  Cultural Consciousness Equity Action plan(s) is clearly evident in school site plans and the site Equity Team monitors.  Equity Cycle Formal feedback loop to inform the staff of progress.

9. Copyright © EDEquity, Inc. All Rights Reserved Culturally Conscious Teaching Principles  Conscious teaching is about being…  Intentional  Deliberate  Purposeful  The outcome of Culturally Conscious Teaching (CCT) is to have students demonstrate knowledge/skills of the identified California content standards.  Don’t let the activities/materials of the lesson over- shadow the skills that need to be taught.  Culturally Conscious Teaching (CCT) is an engagement strategy to access standards (it’s the Lawry).

10. Copyright © EDEquity, Inc. All Rights Reserved Implementing Culturally Conscious Teaching  We need to check for understanding throughout the lesson, not just at the end.  We need to know the responses that we expect from our students before we ask them in order to push rigor (think about advanced responses).  When thinking about culturally conscious teaching, we need to have more than a hook at the beginning of the lesson. We need to hook them throughout the lesson.

11. Copyright © EDEquity, Inc. All Rights Reserved Culturally Conscious Lesson Design When using Culturally Conscious Direct Instruction (CCDI) as the framework for planning, the teacher increases his/her effectiveness when considering the nine elements of lesson planning and design. They “bring alive” the content and help “scaffold” the learning needs for students. “Decide, then design” is the foundation on which all successful instruction is built. Ask yourself: - What am I going to teach? (content) - What do I know about my students to actively engage them throughout the lesson? (culture/student behavior) - How am I going to teach it? (teacher behavior)

12. Copyright © EDEquity, Inc. All Rights Reserved

13. EDEquity Education Consultants Helping you achieve educational Equity for All students www.EDEquity.com www.edequity.comwww.edequity.com/store www.edequity.com/resources  Culturally Conscious Lesson Design Template