The Cultural Responsivity Series is intended to influence or enhance a district/school’s systematic plan
for improvement (e.g. district improvement plan, SIP, PBIS and/or RtI). This series is a layer or a lens
to analyze components of effective change systems.
PLEASE NOTE: Module 1 is required. All other modules are optional and can be delivered in any order.
Each module is approximately a 2-day training. RtI Foundations training is required prior to attending
Module 6: Culturally Responsive RtI. (http://www.ncpublicschools.org/curriculum/responsiveness/)
Module 1
Understanding Culture and Cultural Responsiveness
In this module we explore culture and diversity as it applies to educators and education, by exploring
the influence of culture on everyday activity, on individual identity development, and as it relates to
systems of power and privilege in our education systems. In education, what works for some
students may not work for others. By understanding the lives of the students and what they bring to
their education, we can build on those strengths. To do this, we must become culturally responsive
and get to know all students on an individual basis, with openness and respect.
Academy 1:
Appreciating Culture and Cultural Responsiveness
Academy Abstract:
In this academy we explore cultural responsivity as it applies to educators and education. In
education, cultural responsivity involves creating equitable opportunities for all students.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:

Review your own cultural beliefs and behaviors so you can broaden your cultural
responsivity to other people's (students') cultures.

Understand the impact of culture on individuals and systems- why does it matter Develop a
diversity perspective- understanding the developmental process of becoming a culturally
responsive educator

Understand the development of a culturally responsive perspective and pedagogy

Understand what happens when we are NOT culturally responsive
Academy 2:
Uncovering Diversity
Academy Abstract:
In this academy we explore the complexity of identity. We also expand on the concept of culturally
responsive pedagogy and practices for student achievement.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:

Recognize culturally responsive pedagogy, practices, and policies.

Differentiate between the concepts of equity and equality.
Academy 3:
Power, Privilege, and Change
Developed by the National Center for Culturally Responsive Systems (NCCRESt)
Academy Abstract:
In this academy we examine social power and privilege as it plays out in society and in education.
We also explore how power and privilege disparities within schools create inequitable educational
opportunities and outcomes for students of color, students whose first language is not English,
students who are economically disadvantaged and students who are labeled with special education
needs.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:

Recognize power and privilege disparities within schools that create inequitable experiences
for students from culturally diverse backgrounds.

Analyze one of your systematic plans for improvement (e.g. district improvement plan, SIP,
PBIS plan and/or RtI plan) to determine if it is culturally responsive. Create an action plan
to bridge the gap between school and students from diverse cultures that layers cultural
responsivity on one of your existing plans.
Module 2
Culturally Responsive Pedagogy and Practice
Culturally responsive pedagogy and practice facilitates and supports the achievement of all students.
In a culturally responsive classrooms and schools, effective teaching and learning occur in a
culturally-supported, learner-centered context, whereby the strengths students bring to school are
identified, nurtured, and utilized to promote student achievement.
Academy 1:
Understanding Cultural Responsivity
Academy Abstract:
In this academy we explore cultural responsivity as it applies to educators and education. In
education, cultural responsivity involves creating equitable opportunities for all students.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:

Define the Dimensions of Culturally Responsive Education.

Recognize what Culturally Responsive Practices look like at the organizational, personal,
and instructional levels.

Identify the role of school culture, prejudice reduction, and knowledge construction in
creating culturally responsive educational systems.

Develop an understanding of contributive, additive, transformative, and social action models
as they apply to practice.
Academy 2:
Culturally Responsive Classrooms
Academy Abstract:
In this academy we explore what it means create culturally responsive classrooms in which
educators implement culturally responsive pedagogy.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:
 Recognize the features of culturally responsive pedagogy and practices.
 Identify the characteristics of culturally responsive teachers.
 Develop an understanding of how to create culturally responsive classrooms.
 Develop knowledge about assessment of practice and student learning.
Developed by the National Center for Culturally Responsive Systems (NCCRESt)
Academy 3:
Culturally Responsive Curriculum
Academy Abstract:
This academy will focus on the idea of content integration and knowledge construction through
curriculum review and redesign.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:

Define Culturally Responsive Curriculum

Identify features of culturally responsive curriculum.

Explore the hidden curriculum.

Examine a curricular unit and develop approaches to expand the level of content integration
in that instructional unit.
Module 3
Collaborative Leadership Teams
Leaders at all levels require knowledge of professional development design, the change process,
research findings, data-supported decision making, and an array of leadership and communication
skills and processes. Effective leadership development supports participants in accessing and
applying culturally responsive practices. The academies in this module promote inclusive systems
and schools by coaching Collaborative Leadership Team members in both leadership skills and team
collaboration.
Academy 1:
Fostering Team Leadership in Culturally Responsive Systems
Academy Abstract:
This academy investigates change from interpersonal perspectives. Using knowledge about cultural
responsivity and group development, and by building trust-building skills, participants learn to
facilitate change. As a result of the activities and information shared at this Leadership Academy,
module participants will develop strategies for easing the change process for individuals and groups.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:

Recognize the characteristics and importance of culturally responsive systems.

Use Process Roles to conduct effective and efficient meetings.

Foster trust within a group and with stakeholders.

Develop a strong team: establish norms, foster relationships, and celebrate successes.
Academy 2:
Engaging Stakeholders in Culturally Responsive Systems
Academy Abstract:
This academy investigates change from interpersonal perspectives. Using personality theory,
participants learn to engage stakeholders to plan for systemic change. Participants learn skills in
change management by adapting change agent roles to fit stages of change adoption. As a result of
the activities and information shared at this Leadership Academy, module participants will develop
strategies for easing the change process for individuals and groups.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:

Keep communication lines open with essential stakeholders.

Engage their change audience.

Identify cultural influences and personality traits that affect communication styles.
Developed by the National Center for Culturally Responsive Systems (NCCRESt)


Use basic communication skills.
Support stakeholders as they progress through change stages.
Academy 3:
Creating Culturally Responsive Systems
Academy Abstract:
In this academy we will examine aspects of culturally responsive systems. By the end, you should
be able to identify key elements of an educational system and how to leverage change that leads to
culturally responsive outcomes for the system.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:

Recognize the influences of people, policies, and practices on educational systems.

Invest in people, policies, and practices to bring about systemic change.

Use a systematic process for implementing effective educational change.
Module 4
Collection and Use of Evidence
In this module we take a serious look at understanding and using data and other evidence of student
performance to improve student learning. We begin by looking at school level data to identify
patterns in school performance. We then examine data to understand school structures and then look
at issues of pedagogy and practice. Participants will consider a variety of measures of academic
performance by asking tough questions about data such as: What do students need to know? How
will we know if students have learned it? Who is successful? Who is not? What will we do if
students have not learned what they need to know? Working steadily and continuously as a team,
school faculty and administrators can become successful with all, not just some, of their students.
Academy 1:
Mining Meaningful Data
Academy Abstract:
This Academy helps participants develop their skills to analyze data over time to adjust and improve
their strategies for instructional improvement. The activities in this module begin with personal
reflection by participants on values and beliefs about the identification, collection and use of data for
school improvement. It continues with a brief overview of the new accountability systems, moves to
current methods being used by school systems and how this affects all students, and ends with an
activity that requires participants to continue their reflection on tracking data that they can use to
prepare for subsequent activities. Participants use data from their own district or another district in
their state to begin to examine the link between data and practice changes.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:

Clarify their reasons or rationale for using data to change practice.

Identify and align meaningful data to renew their school improvement efforts to be more
culturally responsive.

Determine what data should be used to guide practice.

Use a district-wide improvement survey and other forms of displaying outcomes to analyze
data.
Academy 2:
Identifying School-wide Patterns of Student Performance
Academy Abstract:
This Academy helps participants develop their skills to analyze and use data over time to adjust and
improve their strategies for instructional improvement.
Developed by the National Center for Culturally Responsive Systems (NCCRESt)
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:

Identify a set of questions that will continually guide their efforts for culturally responsive
practices.

Match the kinds of data that can be collected with those questions.

Establish an ongoing process for measuring change effects.

Understand the impact of progress in the building from a complex framework of change
mechanisms.
Academy 3:
Looking at Student Work to Target Instruction
Academy Abstract:
In this Academy, participants learn to examine student work samples to target instruction and link
aggregated student work data to make changes school wide.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:

Establish a protocol with faculty on student work samples.

Assist faculty in defining goals for enhancing their teaching practice with all students.

Aggregate information from student work samples to identify new targets for professional
development, outreach to families and technical assistance to teachers or programs within
the building.
Module 5
Culturally Responsive Literacy
Culturally responsive literacy models examine not only the methods of teaching students to engage
with and learn from multiple texts, but also consider the many purposes for which individuals
become literate. This module examines the purposes of literacy in students' lives, methods of
designing and implementing culturally responsive literacy instruction, and the use of many forms of
literacy as powerful tools for student engagement in school and social change. Participants are
guided through information and activities that question how literacy is used applied to students'
lives, as well as how culturally responsive literacy instruction can address achievement gaps for
students who are culturally and linguistically diverse and/or students with disabilities.
Academy 1:
Literacy for What?
Academy Abstract:
This academy examines the question "literacy for what?", exploring the relationship between the
politics of literacy and learning in the United States and understanding the key shifts needed for
teachers to move towards a more culturally responsive literacy model. The academy will help
participants make a distinction between a traditional literacy lens versus a culturally responsive
literacy lens.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:
 Define literacy.
 Explore the relationship between politics of literacy and learning.
 Examine the question “Literacy for what?” through a culturally responsive lens.
 Define culturally responsive literacy.
 Understand key shifts needed to move towards a more culturally responsive literacy model.
Academy 2:
Culturally Responsive Literacy Instruction- What does it Look Like in the
Developed by the National Center for Culturally Responsive Systems (NCCRESt)
Classroom?
Academy Abstract:
This academy focuses on developing awareness, approaches, and skills needed to transform current
literacy practices into a more culturally responsive model. This shift is supported by data that
demonstrates a continued achievement gap for marginalized students in our public schools (e.g.
students of color, low socioeconomic status, students with disabilities, and English language
learners). Participants are introduced to the seven elements of culturally responsive literacy
instruction and explore ways to implement elements into classroom practice.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:
 Define culturally responsive literacy.
 Examine and analyze data revealing the extent of the literacy achievement gap in the United
States.
 Review research findings relevant to closing the achievement gap in reading and writing.
 Identify key elements of culturally responsive literacy instruction and explore how to put
them into practice in classrooms.
Academy 3:
Boundary Crossings-Creating Language Experiences in the Classroom for
ALL Students
Academy Abstract:
The goal of this academy is for participants to understand that cultural differences in the classroom
become cultural boundaries that need to be crossed by both teachers and students. Teachers, through
culturally responsive instruction can help bridge the gap of these cultural boundaries. If educators
truly embrace diversity, they look beyond festivals, foods, fashions, and folkways for ways to
structure classrooms, schools, and programs in ways that affirm diversity and promote success for all
students.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:
 Examine key principles supporting linguistically and culturally diverse learners in literacy
development.
 Identify key elements of culturally responsive literacy instruction for linguistically and
culturally diverse learners and explore ways to put them into practice in classrooms.
 Identify cultural boundaries that need to be crossed in classrooms.
Module 6
Culturally Responsive RtI
Please Note: RtI Foundations training is required prior to attending Module 6.
(http://www.ncpublicschools.org/curriculum/responsiveness/ )
This module presents Responsiveness to Instruction (RtI) as a culturally responsive framework for
ensuring evidence-based, high-quality opportunities to learn in inclusive settings for all students,
including those who are culturally and linguistically diverse. Culturally responsive RtI frameworks
have the potential to address issues of disproportionate representation for diverse students in special
education programs by providing access to curriculum and instructional practice grounded in
research that attends to the powerful role of culture in teaching and learning. Participants in this
professional learning module will become familiar with the basic structures and features of culturally
responsive RtI with a focus on ensuring that general education provides robust, high quality
opportunities to learn for all students. Participants will also identify traditional attitudes related to
Developed by the National Center for Culturally Responsive Systems (NCCRESt)
what counts as evidence in research and practice, expand upon these views, and design interventions
for their own pedagogy that take into account the role of culture in teaching and learning.
Academy 1:
Overview of Culturally Responsive RtI Models
Academy Abstract:
This academy presents Responsiveness to Instruction (RtI) as a culturally responsive model for
ensuring evidence-based, high-quality opportunities to learn in inclusive settings for all students,
including those who are culturally and linguistically diverse. While culturally responsive RtI models
have the potential to address issues of disproportionate representation for minority students in
special education programs by providing access to curriculum and instructional practice grounded in
research that attends to the powerful role of culture in teaching and learning, these models also hold
promise in ensuring that diverse learners are provided with more robust educational opportunities.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:
 Become familiar with the basic structures and features of culturally responsive RtI with a
focus on ensuring that general education provides robust, high quality opportunities to learn
for all students
 Get acquainted with research that supports literacy instruction for learners who are culturally
and linguistically diverse
 Learn to strengthen general education systems to meet the needs of diverse learners through
educators’ professional learning towards culturally responsive practices.
Academy 2:
Using Data to Assess Student Progress and Inform Educational Decisions in
Culturally Responsive RtI Models
Academy Abstract:
This academy investigates culturally responsive intervention within RtI frameworks. Participants
learn to design interventions for their own pedagogy that take into account the role of culture in
teaching and learning. Participants also learn to adapt their current intervention approaches by
considering both preventative and early intervening strategies to meet the needs of all students
within the context of their current situation. Finally, participants engage in an activity that has them
consider what is already there in their own schools and classrooms that support the move towards
culturally responsive intervention in RtI frameworks.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:
 Identify traditional attitudes related to what counts as evidence in research and practice and
expand upon these views.
 Explore how culture mediates and impacts learning, instruction, and intervention in and
outside of RtI models.
 Apply these understandings to the design of culturally responsive interventions within RtI
frameworks.
Academy 3:
Ensuring Culturally Responsive Student Supports
Academy Abstract:
The activities in this module begin with a personal reflection by participants on values and beliefs
about the identification, collection and use of data for school improvement. It continues with a brief
overview of the new accountability systems, moves to current methods being used by school systems
Developed by the National Center for Culturally Responsive Systems (NCCRESt)
and how this affects all students, and ends with an activity that requires participants to continue their
reflection on tracking data that they can use to prepare for subsequent activities. Participants use data
from their own school or another school in their state to begin to examine the link between data and
practice changes.
Academy Outcomes:
As a result of the activities and information shared at this Leadership Academy, module participants
will:
 Gain awareness of the need for increased research on RtI with students who are culturally
and linguistically diverse.
 Identify and interpret existing research that demonstrates effective interventions at the
secondary and tertiary tiers for students who are culturally and linguistically diverse.
 Consider RtI as an alternate process for identifying students who require special educational
supports.
 Consider interventions at the tertiary tier that are inclusive and collaborative.
Developed by the National Center for Culturally Responsive Systems (NCCRESt)