Escobar EDUC 735 Action Plan

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Feb 20, 2024

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ACTION PLAN 1 Action Plan: Culturally Responsive Teaching Haideline Escobar School of Education, Liberty University Author Note Haideline Escobar I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Haideline Escobar. Email: hescobar@liberty.edu

ACTION PLAN 2 Action Plan: Culturally Responsive Teaching Diverse student populations are increasing due to diverse populations rising in the United States. Diverse student populations require academic, social, and emotional support (Green & Green, 2015). There is an increasing academic gap between diverse students and White students, especially from diverse students who are also flagged or identified as minority or immigrant students. These different challenges cause some students to feel isolated from their teachers and peers due to feeling distant from the people around them (Lilly, 2022). Some of these feelings are caused by language barriers, coming to a different country, not feeling represented or comforted in the classroom, etc. (Antunes, 2021). The demographics at Pearson Elementary School for the 2022-2023 school year are as follows: Asian/Pacific Islander- 0.3%, Black- 11.2%, Hispanic- 46.4%, Multi-Racial- 1.6%, White- 40.4%, English Learners 28.1%, Students with Disability- 16.0%, and Economically Disadvantaged- 100% for 633 students (GADOE, 2022). For the Georgia Milestones portion of English Language Arts, 71.08% of the English Language Learners population scored at a beginning or developing learner level, meaning they did not meet their achievement levels for the grade (GADOE, 2022). 70.73% of the Hispanic student population also scored at a beginning or developing learner level. In comparison, 68.57% of Black students scored at a beginning or developing learner level on the English Language Arts Georgia Milestones Assessment (GADOE, 2022). For the same test, 51.48% of the White student population scored at a beginning or developing learner level (GADOE, 2022).

ACTION PLAN 3 B eg i n n i n g D ev el o p i n g P r o fi c i en t D i sti n gu i sh ed 32.52% 38.21% 21.14% 8.13% 38.55% 32.53% 19.28% 9.64% 31.43% 37.14% 25.71% 5.71% 19.80% 31.68% 34.65% 13.86% Hispanic EnglishLearners Black White Data Chart #1 Georgia Milestones English Language Arts Results (GADOE, 2022) For the Mathematics portion of the Georgia Milestones Assessment, the scores did improve between the demographics. However, there is still a significant gap between the diverse student population and the White student population. 68.87% of the Hispanic student population scored at a beginning or developing learner achievement level for the Mathematics Assessment (GADOE, 2022). 65.72% of Black students scored at a beginning or developing learner achievement level for the Mathematics Assessment (GADOE, 2022). 66.27% of the English Language Learner student population also scored at a beginning or developing learner achievement level (GADOE, 2022). On the other hand, 54.45% of the White student population scored at a beginning or developing learner achievement level for the mathematics portion of the Georgia Milestones Assessment (GADOE, 2022).

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ACTION PLAN 4 B eg i n n i n g D ev el o p i n g P r o fi c i en t D i sti n gu i sh ed 21.14% 47.15% 23.58% 8.13% 24.10% 42.17% 24.10% 9.64% 31.43% 34.29% 25.71% 8.57% 8.91% 45.54% 31.68% 13.86% Hispanic EnglishLearners Black White Data Chart #2 Georgia Milestones Mathematics Results (GADOE, 2022) The data demonstrated through the Georgia Milestones Results from the 2022-2023 school year demonstrate that it is necessary to change how diverse students are being instructed in the classroom and how to meet their needs. Pearson Elementary School is located in Southern Georgia, where agriculture is the primary source of income. Many Hispanic families have moved to Pearson to work in agriculture, which has increased the Hispanic and English Language Learner student populations at Pearson Elementary School. The Black student population has decreased in Atkinson County Schools in general due to families finding better school opportunities for their children in other school districts. While there is a small student population of Black students, there is an evident need, based on the data, to find a different method to instruct and meet the needs of these students.

ACTION PLAN 5 Culturally Responsive Teaching is a research-based methodology that has proven to increase student engagement and understanding (Idrus & Sohid, 2023). Culturally responsive teaching incorporates a student’s culture, language, traditions, customs, etc., into classroom instruction (Harmon, 2012). It ensures that diverse student strengths are incorporated and used in the classroom by giving teachers a basis for effectively incorporating a student’s culture into instruction. This allows teachers to build stronger relationships with students and families, increase student engagement, improve cultural identity for students, and have a positive classroom environment (Muñiz, 2019). A way to begin solving the issues of the academic, social, and emotional gaps between diverse and White students is to start requiring teachers to participate in professional development on cultural awareness. Bonner et al. (2018) discuss that teachers, both new and veteran, find it challenging to teach diverse students. This is due to the cultural differences between populations and teachers not having the experience to teach or connect with these students (Comstock et al., 2023). Teachers need to learn to rid themselves of negative preconceptions about students regarding their culture, which can be done by participating in cultural awareness training. The training will allow teachers to garner empathy for diverse students and learn new strategies to ensure their students feel welcomed (Comstock et al., 2023). By requiring teachers to participate in professional development, schools are ensuring that they are giving teachers the resources needed to begin addressing the needs of these students. The second step to solving these issues would require professional development on culturally responsive teaching and how to implement it effectively. Teachers who implement culturally responsive teaching superficially or without purpose can do more harm than good to their diverse students (Abacioglu et al., 2020). The purpose of culturally responsive teaching is

ACTION PLAN 6 to make the students feel included in classroom instruction, not to be used as an “excuse” to do “fun” activities in the classroom; therefore, it should be used purposefully to do what it is meant to do for the students. Professional development can help teachers understand the difference between effective and ineffective ways to incorporate culturally responsive teaching in the classroom (Lomeli, 2021). Lomeli (2021) also emphasizes the need for administrators to participate in this training to ensure that they know what to look for in classrooms and how best to support their teachers. These professional developments will ensure that teachers are given the resources and information needed to meet the needs of these students. Action Plan This action plan focuses on increasing the use of culturally responsive teaching in the classroom at Pearson Elementary School to help close the academic, social, and emotional gaps between diverse and White students. This action plan aims to incorporate culturally responsive teaching in the classroom to see how it will improve academic achievement for the 2024-2025 school year. To begin this process, a survey will be sent out on May 1 st , 2024, to all teachers, including support staff, on their beliefs and effectiveness of using culturally responsive teaching in the classroom. The survey will consist of questions about their experiences with diverse students, the effectiveness of instruction, differentiation for those students, and what they believe they need to meet their needs further. The survey will be created by the ESOL coordinator for the school, the school counselor, the administration, the academic coach, and a diverse teacher on staff. The teachers will have until May 24, 2023, to complete the survey, which is the end of school. The survey will be sent via Google Forms on their school accounts. When all teachers have completed the survey, a team of the ESOL coordinator, school counselor, academic coach, and diverse teachers will break down what was answered on the

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ACTION PLAN 7 survey between May 28-29, 2024. The purpose of this survey is to help the team understand what resources the teachers need to implement this methodology effectively. Once the data from the survey has been identified and analyzed, the team will use this information to contact their RESA district to see what professional developments can be used to help start implementing culturally responsive teaching effectively. When teachers come back from summer break, as part of their pre-planning agenda, they will participate in a training for cultural awareness and culturally responsive teaching, which will be on July 22-23, 2024. The professional development will be provided by Okefenokee RESA, which is the RESA district for Atkinson County Schools and will cost approximately $3,000. This quote will be given to the Curriculum and Instruction director for the county, Mrs. Edy Leverette. After the training, the teachers for each grade level will meet with each other to discuss a plan on how to begin incorporating culturally responsive teaching. This can be independent studies, incorporating readings of different cultures, etc. After pre-planning, the curriculum coach at Pearson Elementary School will send out a schedule for observations to the teachers at the school that will occur during August and September of 2024. The observations will serve as a checkpoint for teachers and to ensure that the resources are being used effectively. The observations will occur over the first two months of the school year. The curriculum coach will observe a grade level during a week period and then meet with each individual teacher during their planning. The curriculum coach will meet with the grade level during the grade level meeting to discuss any questions or concerns to figure out what else is needed for the teachers. Benchmarks will also be given during the second week of August, which will be a basis for the needs of our diverse students. At the beginning of October 2024, teachers will begin participating in peer observations, where they go into the classrooms of other teachers to observe lessons. The purpose of these

ACTION PLAN 8 observations will be to observe teachers who are effectively implementing culturally responsive teaching. This will give teachers a basis and understanding of what culturally responsive teaching should look like in the classroom. These observations will occur the entire month of October. Beginning in November, teachers will begin giving Winter benchmarks for the school year. This will allow teachers to see how students have progressed from the beginning of the school year. The benchmarks will allow the teachers to see how targeted instruction and culturally responsive teaching have improved academic gaps for their diverse students. After the second week of benchmarks, teachers will meet with their grade level and curriculum coach to discuss and analyze progress. This will set up the continuation of professional development for the rest of the school year. For example, this will start the initiation of peer professional developments, where different teachers offer training on different aspects of culturally responsive teaching, such as, incorporating culturally responsive teaching in mathematics, social studies, reading, small groups, etc. Timeline Action Step Individuals or Groups Responsible Cost January 8- April 26, 2023 The team will meet up once a week between these months to come up with a survey to the teachers. The survey will consist of experiences with diverse students, effectiveness of instruction, etc. For the last two meetings, administration will approve the questions and give a final note of approval for the survey to be sent out. -Curriculum Coach for PES -ESOL Coordinator -Administration -School Counselor -General Education Teacher No additional costs were incurred. (All meetings were held during contract hours) May 1-29, 2024 Teachers will be sent the survey and be expected to complete it by May 24, 2024. During post planning, the team will meet again to identify and analyze the data on the surveys. They will also plan the dates for the -Teachers and Staff -Administration No additional costs were incurred.

ACTION PLAN 9 professional developments for the next school year. July 22- 23, 2024 Teachers will be expected to participate in cultural awareness and culturally responsive teaching professional development. -50 Teacher Textbooks -50 copies of Teacher Lesson Plans for different grade levels -15 classroom sets of diverse reading books -Teachers and Staff -Administration -Curriculum Coach -School Counselor $3,000 from Curriculum fund July 24- 31, 2024 Teachers will meet with their grade levels to plan how to implement culturally responsive teaching in their classrooms. (These meetings will be expected to continue throughout the year). -Teachers No additional costs. August 12-August 16, 2024 Students will take reading and math benchmarks. Teachers will meet during this week to discuss the needs of students and how to best approach these needs. -Students -Teachers -Curriculum Coach No additional costs. August 1- September 30, 2024 The curriculum coach will observe teachers implementing culturally responsive teaching. The curriculum coach will meet with teachers individually and with each grade level to discuss concerns, questions, and things being done well. -Teachers -Curriculum coach -Administration No additional costs October 1- 31, 2024 Teachers will participate in peer observations and meetings to discuss culturally responsive teaching. -Teachers -Curriculum Coach No additional costs. November 1- 8, 2024 Students will begin taking their Winter benchmarks to see academic growth. Teachers will meet with their grade levels and curriculum coach to discuss progress -Teachers -Curriculum Coach No additional costs. November 11-22, 2024 The team will meet again to discuss student progress across different grade levels. The progress seen will determine next steps such as if additional professional development is required. -Curriculum Coach for PES -ESOL Coordinator -Administration -School Counselor -General Education Teacher No additional costs.

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ACTION PLAN 10 References Abacioglu, C. S., Volman, M., & Fischer, A. H. (2020). Teachers’ multicultural attitudes and perspective-taking abilities as factors in culturally responsive teaching. British Journal of Educational Psychology, 90 (3), 736-752. https://doi.org/10.1111/bjep.12328 Antunes, M.A. (2021). The impact of loss and alienation in English Language Learners. Radical Teacher: Anti-Racist Journal on Theory and Practice of Teaching. 120, 42-49. Bonner, P. J., Warren, S. R., & Jiang, Y. H. (2018). Voices from urban classrooms: Teachers’ perceptions instructing diverse students and using culturally responsive teaching. Education and Urban Society, 50 (8), 697-726. Comstock, M., Litke, E., Hill, K. L., & Desimone, L. M. (2023). A culturally responsive disposition: How professional learning and teachers’ beliefs about and self-efficacy for culturally responsive teaching relate to instruction. AERA Open, 9 , https://doi.org/10.1177/23328584221140092 Georgia Department of Education. (2022). 2022 College and Career Ready Performance Index (CCRPI). https://ccrpi.gadoe.org/Reports/Views/Shared/_Layout.html Green, S. L. & Green, B. (2015). If you want a revolution, the only solution is to evolve: The use of culturally responsive teaching in today’s classroom. Black History Bulletin, 78 (1), 12- 16. Harmon, D. A. (2012). Culturally responsive teaching through a historical lens: Will history repeat itself? Interdisciplinary Journal of Teaching and Learning, 2 (1), 12-22. Idrus, F. & Sohid, M. (2023). Teachers’ expectations and challenges in using culturally responsive teaching (CRT) strategies in the esl classroom. Journal of Language Teaching and Researching, 14 (3), 629-635.

ACTION PLAN 11 Lilly, J. M. (2022). “It doesn’t matter how good the school is if you don’t learn to socialize”: Latinx immigrant students’ testimonios of coping with social isolation in high school. Children and Youth Services Review, 137 , 1-9. Lomeli, R. S. (2021). Critical praxis círculos: The impact of culturally responsive teacher development. Scholarly Journal, 20 (2), 120-141. Muñiz, J. (2019). Culturally responsive teaching: A 50-state survey of teaching standards. New America. https://www.newamerica.org/education-policy/reports/culturally-responsive- teaching/understanding-culturally-responsive-teaching /

Escobar EDUC 735 Action Plan

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