Supporting Underserved Students: How To Make PBIS Culturally And Linguistically Responsive (PBIS-Compatible Resources For Culturally And Linguistically Responsive Teaching)

Supporting Underserved Students: How to Make PBIS Culturally and Linguistically Responsive (PBIS-Compatible Resources for Culturally and Linguistically Responsive Teaching)

Product Description Enhance your positive behavioral interventions and supports (PBIS) to do what's best for all students. With this equity-focused guide by Sharroky Hollie and Daniel Russell, Jr., you will discover a clear roadmap for aligning PBIS with cultural and linguistic responsiveness (CLR). Dive deep into why there is an urgent need for this alignment and then learn how to move forward to better serve your learners, especially those from historically underserved populations. Integrate culturally and linguistically responsive teaching with your PBIS strategies: Learn where PBIS falls short and why issues around discipline persist, especially with Black and Brown students. Gain clarity around culturally and linguistically responsive (CLR) teaching strategies in the classroom. Understand the difference between authentic and inauthentic CLR alignment to PBIS. Acquire practical steps, suggestions, and recommendations for being culturally and linguistically responsive in the classroom as well as across schools and districts. Give students the language, activities, and procedures to be situationally appropriate for school situations affected by PBIS in the classroom. Contents: About the Authors Introduction: The Ubiquity of Positive Behavioral Interventions and Supports Part 1: The Why of Culturally and Linguistically Responsive PBIS Chapter 1: The Basics of a CLR-Managed Classroom Chapter 2: PBIS and Authentic Cultural and Linguistic Responsiveness Chapter 3: The Need for Authentic Culturally and Linguistically Responsive PBIS Part 2: The How of Culturally and Linguistically Responsive PBIS Chapter 4: CLR PBIS Alignment, Assessment, and Activation Chapter 5: Situationally Appropriate Opportunities Within PBIS Chapter 6: The Language of Situational Appropriateness Within PBIS Final Thoughts: A Change in Mindset to Enhance PBIS Appendix: Helpful Abbreviations for Cultural and Linguistic Responsiveness About the Author Sharroky Hollie, PhD, is a national educator who provides professional development to thousands of educators in the area of cultural responsiveness. Since 2000, Dr. Hollie has trained more than 150,000 educators and worked in nearly 2,000 classrooms. Going back twenty-five years, he has been a classroom teacher at the middle and high school levels, a central office professional development coordinator in Los Angeles Unified School District, a school founder and administrator, and university professor in teacher education at the California State University. Dr. Hollie has also been a visiting professor for Webster University in St. Louis and a guest lecturer at Stanford and University of California, Los Angeles. In addition to his experience in education, Dr. Hollie has authored several texts and journal articles. Most recently, he coauthored Beyond Conversations About Race: A Guide for Discussions With Students, Teachers, and Communities (2020), wrote Strategies for Culturally and Linguistically Responsive Teaching and Learning (2015) and contributed a chapter in The Oxford Handbook of African American Language (2015). Dr. Hollie's first book, Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success was published in 2011, followed soon thereafter by The Will to Lead, the Skill to Teach, co-written with Dr. Anthony Muhammad. In 2003, he and two colleagues founded the Culture and Language Academy of Success, a laboratory school that demonstrated the principles of cultural responsiveness in an exemplary schoolwide model, which operated until 2013. Daniel Russell,Jr. is the coordinator of research and development and lead cultural and linguistic responsiveness (CLR) coach for the Center for Culturally Responsive Teaching and Learning (CCRTL). At CCRTL, he leads training and professional development (TPD) and provides one-on-one coaching in CLR. He particularly specializes in training how to align PBIS with CLR. Additionally, he collects and analyzes data for CCRTL, a