School-Site Seminars

Our full-day training series involves four different seminars that focus on knowledge and context building for participants. Culturally and linguistically responsive teaching (CLR) is a new concept for many teachers and is often misunderstood and/or misconstrued. After experiencing these four days, participants will have a solid understanding of the socio-historic connection to present-day systemic failure and why culturally and linguistically responsive teaching is necessary to bring about increased student achievement.

Testimonial from Pam Ford, Assistant Superintendent, Brentwood Public Schools

Seminar One - Defining Culturally and Linguistically Responsive Teaching and Learning: Knowledge building and creating the context for addressing the needs of African American students.

Topics Covered: Why is there an achievement gap? Who are the students most affected? Why is there a history of failure in the American schools with African American students and other populations? What is a Standard English Learner? What is culture? Why is it an important variable in learning? What is Ebonics? What is home language? How do we valid and affirm home language and culture through instruction?

Organization of Day: 
Part I - Conceptual Framework.  
Part II - Culture and Language Perspectives
Part III - Demonstration Lesson in Culturally Responsive Teaching, including video clips

Format: 70% Interactive, 30% Lecture
Time:  8:30-3:00, with one hour lunch break

Seminar Two - Infusing Culturally Responsive Strategies Into Everyday Teaching

Topics Covered: What are the five instructional strands that can be infused into the core curriculum? What are the set of strategies that can be infused into what teachers do everyday? What is the strategy and technique behind the use of these strategies? Why does how the teacher sees the student differently, with validation and affirmation, bolster the use of the strategy?

Organization of Day: 
Part I – Standards Based Teaching with Culturally Response Literature, Expanded Academic Vocabulary
Part II – Situational Appropriate of Language
Part III – Building on Cultural Behaviors and Creating Positive Learning Environments

Format: 70% Interactive, 30% Lecture
Time:  8:30-3:00, with one hour lunch break

Seminar Three - Instructional Strands:  Lessons From The Classroom


Topics Covered:  How are the strands specifically infused in the classroom? What specific strategies are best used at the various grade levels? What type of lesson planning is involved? How is the approach integrated into the core curriculum? How is assessment addressed? What instructional materials are needed? 

Organization of Day: 
Breakout rotations by grade level spans – K-1, 2-3, 4-5, 6-8

Format: 100% Interactive
Time:  8:30-3:00, with one hour lunch break

Seminar Four - Defining the sociopolitical and sociolinguistic context for the Mexican American Student: The Chicano Dynamic

Topics Covered:  What is the difference historically between Mexican Americans and other Latino groups? What are the differences between Mexican American culture and Central American culture? What does it mean to be Chicano? Why are English-dominant Mexican American students invisible? What is Chicano English?

Organization of Day: 
Part I – Conceptual Framework
Part II – Culture and Language Perspectives
Part III – Demonstration Lesson in culturally responsive teaching

Format: 70% Interactive, 30% Lecture
Time:  8:30-3:00, with one hour lunch break