Help students thrive with this systematic approach to culturally responsive instruction! Research shows that students of color learn best in classrooms that reflect their cultural values. This breakthrough book shows educators how to create culturally relevant RTI models that help diverse students thrive! Step-by-step, you'll learn to skillfully apply 4 core characteristics critical to culturally responsive instruction: communalism, movement expressiveness, orality, and verve. Richly detailed case studies and evidence-based, process-focused strategies will help you to: Understand how and why…mehr
Help students thrive with this systematic approach to culturally responsive instruction! Research shows that students of color learn best in classrooms that reflect their cultural values. This breakthrough book shows educators how to create culturally relevant RTI models that help diverse students thrive! Step-by-step, you'll learn to skillfully apply 4 core characteristics critical to culturally responsive instruction: communalism, movement expressiveness, orality, and verve. Richly detailed case studies and evidence-based, process-focused strategies will help you to: Understand how and why culture mediates learning Dispel cultural biases and appreciate the assets among all student groups Address all tiers of the RTI model across grade levels Eliminate disproportionality in special education eligibility decisions Work collaboratively with African American parents and communities Use this thought-provoking handbook to confidently design high quality, culturally responsive instruction that fits the cultural needs of most African-American students!
Dwayne D. Williams is a school psychologist, educational consultant, and certified success coach. He provides training to school districts on how to create culturally relevant educational models, including RTI models. He earned a bachelor's degree in psychology (BA) from Fairmont State University; he earned a master's degree in psychology (MA) and an Educational Specialist degree (EdS) from Marshall University Graduate College. Dwayne received training in the area of life coaching from Youth and Family Guidance, Inc. and received board-certified life coaching credentials through the Center for Credentialing and Education (CCE). Dwayne is the founder of Tier 1 Educational Coaching and Consulting Services-a firm that provides urban educational and psychological consultative services to stakeholders, including administrators, teachers, community leaders, and parents. Dwayne is a first-generation college graduate and is devoted to shedding light on the importance of integrating cultural activities and instruction in the classroom. He was raised in housing projects in Springfield, Illinois, and often speaks on the need to connect with families and community leaders from underrepresented backgrounds. Dwayne is married to Toni Williams, and together they have two beautiful children: Dwayne II and Noni Williams. Like the Tier 1 Educational Coaching and Consulting Facebook page at: www.facebook.com/Tier1services Follow Dwayne on twitter: @dwaynedwilliams
Inhaltsangabe
A Note to the Reader Acknowledgments Introduction About the Author Part 1: Culturally Relevant Response to Intervention (CR-RTI) 1. How Did We Get Here? 2. Response to Intervention 3. Culturally Relevant Response-to-Intervention (CR-RTI) Models 4. Theory and Culturally Relevant Models 5. Scientific Research-Based Instruction and CR-RTI 6. Step-by-Step Approach to Creating CR-RTI Models 7. Cultural Characteristics and Academic Engagement 8. Cultural Characteristics in the Classroom Part 2: Vignettes 9. "Entertainment?! Why Can't Our Children Just Sit Down and Learn?" 10. What Does Academic Engagement Look Like for Many Children of Color? 11. Motivation: The Key to Success 12. Respecting Children and Their Cultural Backgrounds 13. Racism: Does it Exist in Today's School System? 14. Getting Parents to Buy Into Your RTI Model 15. Using Community Resources: A School-Church RTI Approach Part 3: Application 16. Peer-Mediated Learning: An Emphasis on Communalism 17. Culturally Relevant Reading and Writing Instruction 18. Communalism and Instruction at the Tier 1 Level 19. Movement and Instruction at the Tier 1 Level 20. Orality and Tier 1 Instruction 21. Verve, Evaluation Systems, and Instruction 22. Tying It All Together Within an RTI Framwork 23. RTI for Students of Color at the High School Level Reflections References Index
A Note to the Reader Acknowledgments Introduction About the Author Part 1: Culturally Relevant Response to Intervention (CR-RTI) 1. How Did We Get Here? 2. Response to Intervention 3. Culturally Relevant Response-to-Intervention (CR-RTI) Models 4. Theory and Culturally Relevant Models 5. Scientific Research-Based Instruction and CR-RTI 6. Step-by-Step Approach to Creating CR-RTI Models 7. Cultural Characteristics and Academic Engagement 8. Cultural Characteristics in the Classroom Part 2: Vignettes 9. "Entertainment?! Why Can't Our Children Just Sit Down and Learn?" 10. What Does Academic Engagement Look Like for Many Children of Color? 11. Motivation: The Key to Success 12. Respecting Children and Their Cultural Backgrounds 13. Racism: Does it Exist in Today's School System? 14. Getting Parents to Buy Into Your RTI Model 15. Using Community Resources: A School-Church RTI Approach Part 3: Application 16. Peer-Mediated Learning: An Emphasis on Communalism 17. Culturally Relevant Reading and Writing Instruction 18. Communalism and Instruction at the Tier 1 Level 19. Movement and Instruction at the Tier 1 Level 20. Orality and Tier 1 Instruction 21. Verve, Evaluation Systems, and Instruction 22. Tying It All Together Within an RTI Framwork 23. RTI for Students of Color at the High School Level Reflections References Index
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