Impacting Literacy Through Culturally
Responsive Teaching Practices
An Initiative of Closing the Achievement Gap (CTAG) at the
Presented By:
Rachel Snider
Samantha Holmes
Yuri Thornton

2:30-2:45 Introductions, Ice Breaker Activity
2:45-3:15 CMSD and CTAG Overview
3:15-4:00 The Wizard of Ed Related to Literacy
 Culture
 Poverty
 School/Classroom Climate
4:00-4:20 Taking the Next Step
4:20-4:30 Q&A, Evaluations

This workshop will highlight strategies employed by the Cleveland
Metropolitan School District’s Race to the Top initiative Closing the
Achievement Gap (CTAG). CTAG is a targeted intervention program designed to address the needs of “at risk” minority males in an effort to reduce/eliminate educational disparities. This session will highlight the promising practices of CTAG’s newest initiative the
Diversity Component, a professional development training module exploring culturally responsive teaching practices.

Based on the book The Four Agreements by Don Miguel Ruiz
 Be impeccable with your words.
 Don’t take anything personally.
 Don’t make assumptions.
 Always do your best.

 Do not operate from a deficit minded model or framework.
(The glass is always half full.)
 Be open to all input and information, not evaluative or judgmental.
 Believe that the power to close and ultimately eliminate the achievement gap lies within us collectively. (There is no
Superman.)
 Respect and appreciate the opinion of others.

Vision Statement
The Cleveland Municipal School District envisions 21st Century
Schools of Choice producing excellence in graduates through a rigorous and challenging curriculum taking into consideration the learning styles, program preferences and academic capabilities of each student; with high quality and committed educators, administrators and support staff.

District Statistics
99 Schools
40,871 students served
Elementary/Middle Schools: 68 High Schools: 26
Black 67.6%
Hispanic 13.8%
Caucasian 14.6%
7,264 professional positions Teachers 3,106
Graduation Rate 56.1%
Specialized Services Special Education 24%
Multilingual 6.4%
Free and Reduced Lunch 100%
2011-2012

 Began in July 2007 under Ohio Governor Ted Strickland as a statewide initiative to Close the Achievement Gap amongst minorities.
 When funding ran out after 2 years, districts were expected to sustain the program.
 CMSD received a $1.5 million grant to continue from Kaiser
Permanente
 CTAG is now funded through Race To The Top Area E: Turning
Around the Lowest Achieving Schools

Ohio Revised Code 3306.31 requires school districts that have a 3 year overall average graduation rate of 80% or less to have CTAG
Linkage Coordinators.
Target population: 9 th grade at risk minority males
Risk factors determined by the Ohio Department of Education:
1) Failed 2 or more classes in 8 th grade
2) Absent more than 36 days
3)
4)
Received 5 or more days suspension
Over age for grade level

Linkage Coordinators Impacting Literacy
 Book Clubs
 Journals
 Summer Bridge Program
 Exposure Trips

Mission Statement
Closing the Achievement Gap (CTAG) Diversity Component is dedicated to providing high quality professional development opportunities.
Our primary objective is to link educators with the tools and knowledge through a motivational framework surrounding
Culturally Relevant Pedagogy, in an effort to promote academic achievement within the Cleveland Metropolitan School District.

The Role of a Diversity Coordinator
 Diversity Coordinators are responsible for the execution and monitoring of the culturally relevant initiatives at the building, district, and citywide level as it relates to the diversity initiatives of the CTAG program.
 Diversity Coordinators are facilitators and trainers that provide educators with the tools and skills needed to enhance their abilities as a culturally responsive educator.
 Continuously research, benchmark, and development of diversity strategies, external best practices and trends relative to culturally relevant pedagogy; aligning such with CTAG mission and core beliefs.

The CTAG Diversity Team
Yuri Thornton
 Thomas Jefferson 9 th
Grade Academy
 John Marshall HS
 James Ford Rhodes
HS
Samantha Holmes
 East Tech HS
 Lincoln West HS
 Martin Luther King HS
 Washington Park
 John Marshall 9 th
Grade Academy
 Collinwood HS
 Glenville HS
Rachel Snider
 John Adams HS
 John F. Kennedy HS

Methods of Reaching Educators
Educator Symposiums:
District Wide Initiatives
The Beginning of the Road: Introduction to Becoming a Culturally Responsive Educator
Boys in Poverty
Annual Hispanic Symposiums:
10 Steps to the Head of the Class with Dr. Samuel Betances
Non-Academic Barriers for Hispanic Males with Dr. Pedro Noguera

Methods of Reaching Educators
School Based Professional Development
The Wizard of Ed:
Monthly professional development held in the 12 CTAG high schools to address student diversity and social emotional learning competencies.

Guides educators through a series of steps that model the famous movie
“Wizard of Oz”.
Educators are guided down the yellow brick road, an 8 month training process designed to prepare educators for incorporating and implementing
Culturally Relevant Pedagogy (CRP) in their schools and classrooms.

Culture Poverty
School and Classroom Climate

 Culture refers to not only the racial or ethnic groups we are born into but also groups that we choose to belong to– such as religious groups or organizational groups.
 Culture is a combination of thoughts, feelings, attitude, beliefs, values, behaviors, and patterns that are shared by racial, religion, social, or organizational groups. www.teachingtoleraance.org

Big C
 Race
 Ethnicity
 Gender
 Group Identity
Little C
 Personality Traits
 Characteristics
 Individual Identity www.teachingtoleraance.org

Activity #1
1.
2.
3.
Write down 4 descriptors of your culture.
Cross 1 descriptor off of the list. Repeat this process 2 times.
Share the remaining descriptor and describe your thoughts/feelings on this process.

Generational Poverty
When a family has been in poverty for two generations or more.
Situational Poverty
Develops when there is an unforeseen act such as death, divorce, or illness and the resource base is temporarily depleted.
Teaching with Poverty in Mind by Eric Jenson

Black
43.4%
White
21.9%
Hispanic
43.6%
United States Census Bureau 2010 www.city-data.com

Effects of Poverty on Learning
Children raised in poverty rarely choose to behave differently, but they are faced daily with overwhelming challenges that affluent children never have to confront.
E.A.C.H.
 E motional and Social Challenges
 A cute Chronic Stressors
 C ognitive Lag
 H ealth and Safety Issues

Hispanic Symposium with Dr. Betances

Turn and Talk
1.
2.
With a neighbor, discuss the impact of vocabulary on literacy and academics.
What are some strategies that can be implemented to assist students?

School Climate
 Refers to the quality and character of school life
 Based on patterns of students', parents' and school personnel's experience of school life
 Reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures

Instructions
1.
On your post it note write one characteristic that you see, hear, or feel in a culturally responsive classroom.
2.
Put your post it on the corresponding chart in the room.
Copyright: Video Education America

Pictures are worth a thousand words…

Classroom Transformation

Classroom Transformation

Classroom Transformation
 Print Rich
(books, ACT/SAT vocabulary, quotes)
 Infused Technology
(Twitter board, There’s an App for That)
 Culturally Relevant
(flags, maps, posters, class meetings)

Making the Classroom Culturally Relevant to African American Males
BARBER SHOP
Hardy greeting-barber is familiar with regular customer
Healthy social interaction
SCHOOL
Sometimes educators may not greet their students
Taught to behave in a proper manner
Captures and builds on aspects of black culture such as communalism, oral tradition, verve, and movement
A visit is empowering and transformativecustomers feel good when leaving
Culturally relevant music and sound is played
Rewards Eurocentric ways of knowing and communication
Students of color and disadvantaged students can often feel disempowered.
Most classrooms are sterile and absent of music
Boutte, Gloria. African American Communities: Implications for Culturally Relevant Teaching. Benedict College, Vol. 2:311, 2006

Making the Classroom Culturally Relevant to African American Males

Creating a Culturally Learning Environment
Physical
Attraction
Arrangement Atmosphere
Color and
Artifacts
Music
Cooperative
Space
Interest
Centers
Creativity
Creating Culturally Responsive Classrooms by B. Shade, C. Kelly, and M. Oberg
Multi-
Media

Instructions
1.
On your post it note write one characteristic that you see, hear, or feel in a culturally responsive classroom.
2.
Put your post it on the corresponding chart in the room.
3. Compare and contrast.
Copyright: Video Education America

CRP Lesson Plans: Critically Reading Advertisements
Interdisciplinary lesson plans that incorporated student centered learning in the subjects of ELA, science, social studies, math, etc.
 Rent-A-Center
 Food Labels

Educator’s Symposium
 June 2013
 Two Days
 District wide (250 educators)
 Application Based

Summer Institute
 June – August 2013
 District wide
 Two workshops per week

CMSD Educators
 Diversity Book Club
 Budget Reallocation
Your First Brick
 Unions (if applicable)
 Advisory Board
 Symposiums

-

 Yuri C. Thornton
Regional, CTAG Diversity Coordinator yuri.c.thornton@cmsdnet.net
 Rachel Snider
CTAG Diversity Coordinator rachel.j.snider@cmsdnet.net
 Samantha R. Holmes
CTAG Diversity Coordinator samantha.r.holmes@cmsdnet.net