Improving Performance of Students of Color

with Culturally Relevant Problem Solving Models

Copyright © 2015 by Dwayne D. Williams www.tier1education.com

What You Will Learn From This Presentation:

How to create culturally relevant PS models

Why most PS models are “culturally insensitive” to some students

“Apps” and resources to use in your groups to increase engagement

Concrete strategies that work

Step-by-step method of creating culturally responsive groups

Why Do Most Educators Struggle with Increasing Engagement Among Culturally Diverse Students

in General and African American Males in Particular

Shoulder Partner Meet and Greet

Most Dangerous Phrase In The Language:

“We’ve Always Done it This Way!”—Rear Admiral Grace Hopper

Agenda

Overview of traditional problem solving models

Overview of essential components of all problem solving models

Introduce culturally relevant problem solving models

Present “hip-hop” SEL group strategies within PS models

Remember This:

If we continue to do what we’ve always done

We will continue to get what we’ve always gotten.

~Tony Robbins

PEER COACHING

Baseline Data

1. What are “problems” within problem solving models?

2. Provide a definition of “problem solving.” (What is it?)

3. Name at least 4 essential components of any problem solving model

4. Name at least 3 problem solving models

5. Name at least two ways to engage students within groups and the classroom

Scenario

Little Johnny is failing his English class. The average percentage in this class is 100%. Johnny has a 50%. Academic and

motivational interventions have been put in place to increase Johnny’s motivation, but nothing seems to

work . . .

Definition of Problem Solving

Problem solving is the effort to eliminate the difference between

“What is” and “What should be . . . ”

Problems arise when we compare a student’s

current level of functioning to a desirable goal

~Stanley L. Deno

Key Components of Any "PS” Model

4-Step Problem Solving Model

1. Identify the problem

2. Analyze the data

3. Implement an intervention

4. Progress monitor

“IDEAL”

1. Identify the problem

2. Define the problem

3. Explore solutions/interventions

4. Apply solutions

5. Look at the effects

4 problem solving modelsHow do we make these culturally relevant?

1. Response to intervention (RTI)—emphasis on academics/reading

Standard Protocol model Problem solving model

2. Standard “4-step” problem solving model Thread that goes through all models

3. Positive Behavioral Support systems (PBIS)—emphasis on behavior

4. Functional Behavioral Assessment (FBA)—Academic and Behavioral

Antecedent, Behavioral, Consequent (A-B-C approach)

Engagement

Behavioral

Cognitive

Affective

Culturally Relevant PS Models

Racial Cultural Values

Classroom Cultural Values

Individualism

Competition

Lists of Rules

African-American Cultural Values

Communalism

Movement Expressiveness

Orality

Verve

Communalis

m

Individualism

Communalis

m Rules

Verve

Rules

Movement

Rules

Orality

Rul

es

Communalis

m

Competition

Cultural Clashes

Communalism Individualism

Communalism Competition

Communalism Bureaucratic Orientation

Movement Expressiveness Bureaucratic Orientation

Orality Bureaucratic Orientation

Verve Bureaucratic Orientation

• Cultural clash• Classroom

observation

• Cultural Values

• Discrepancy• Progress Monitor

Progress

Monitor

Identify Problem

Analyze Data

Implement

Intervention

Culturally Relevant PS Models

Student Interview Identify the student’s cultural values Identify how the student feels about his teacher (perhaps best

predictor) Identify the student’s strengths Identify activities that the student engages in within his/her

community

Teacher InterviewWhat are the behavioral concerns

Consider if behavioral concerns are related to cultural values

Parent interviewSimilar questions as student interview

Objectifying Cultural Clashes

Behavior Observation of Students in School (BOSS)

Active Engagement Time (AET)

Passive Engagement Time (PET)

Off-task Motor Behaviors (OFT-M)

Off-task Verbal Behaviors (OFT-V)

Off-task Passive Behaviors (OFT-P)

Off-Task Motor

Engaging in any out-of-seat behavior (defined as buttocks not in contact with the seat);

Manipulating objects not related to the academic task (e.g., playing with a paper clip, throwing paper, twirling a pencil, folding paper);

physically touching another student when not related to an academic task; bending or reaching, such as picking up a pencil off the floor; drawing or writing that is not related to an assigned academic activity; turning around in one’s seat, oriented away from the classroom instruction;

fidgeting in seat (i.e., engaging in repetitive motor movements for at least 3 consecutive seconds; student must be off-task for this category to be scored).

Off-Task Verbal

“Any audible verbalizations that are not permitted and/or are not related to an assigned academic

task.”

Making any audible sound, such as whistling, humming, or forced burping; talking to another student about issues unrelated to an assigned academic task; talking to another student about an assigned academic task when such talk is prohibited by the teacher; making unauthorized comments or remarks; and calling out answers to academic problems when the teacher has not specifically asked for an answer or permitted such behavior.

Functional Behavioral Assessment

Antecedents—cultural clashesteacher-student relationship

Behavior—disruptive, noncompliance behaviorsStudent calls teacher a racist

Consequence— power avoidance

Peer Coaching and Planning

Consider Your Groups. Are They Culturally Relevant for Students Who Embrace Characteristics that Have Been Associated with African American Culture?

How Could You Modify Your Groups to Make them More Relevant to the Cultural Values of Your Students?

What is Hip-Hop?

4 Core Cultural Elements • Rapping—verbal expression • Dancing—physical expression • Djing—aural expression• Graffiti—visual expression

Active Student Responses

How often are your students responding to instruction?

How often are your students engaged in the classroom?

Why are students nonresponsive during instruction?

How do we increase active student responses?

Resources for Hip-Hop SEL Groups

Hip-Hop ApplicationsWords Your Way

PandoraInstrumental Hip-Hop Radio Station

Remind.com

Hip-Hop Artists—Students making productsSEL Rap JingleSEL CDHip-Hop SEL Hoodies

Relationship between Cyphers and SEL Groups

Opportunity to express emotions verbally (rather than physically)

Convene in a circle

Support each other and work collaboratively

Family-oriented

Small group

Rules—respect the speaker (lyricist by not interrupting)

Activities within CyphersRapping

Word poetry,

Singing,

Creating beats,

Beat boxing,

Dancing

Other expressive activities

Mock Groups

Praise Reports

Rules

Ice-breakers

Self-awareness

Questions

Access Free Resources at www.tier1education.com

Connect with me online:Twitter: @dwaynedwilliams.comFaceBook: https://www.facebook.com/Tier1servicesLinkedin: Dwayne D. Williams

References Content from this presentation is from:

Williams, D.D. (2015). An rti Guide to improving performance of African-American students: What every teacher should know about culture and academic engagement. Corwin Press. Thousands Oaks, California.

Williams, D.D. (2015). Like music to my ears: A hip-hop approach to social emotional learning. Tier 1 Educational Coaching and Consulting Firm. Aurora, Illinois.