Chapter 6

The Power of Expectations

Language is a Window into Belief Systems

Learning Targets

After reading chapter 6, you will understand that students are mislabeled or under labeled and that these labels are perpetuated year to year based on a personal belief versus student needs.
After reading chapter 6, you will understand that small attainable goals for our RSP and Mild/Moderate students may not align with the overarching goal, which is for our students to reach grade-level proficiency.
After reading chapter 6, you will understand the hidden belief system (communicated via language) that influences expectations, assumptions, and beliefs about children; these hidden beliefs become institutionalized norms across schools and districts when they occur without reflection and interruption.

Equity Concepts

The Liability of Labeling: The idea that labeling students sets off a chain of events that either advantages or disadvantages them with minimal impact from their own effort, initiative, or ability.
The Power of Expectations: The idea that adults have different expectations for individual students as well as entire demographic groups and these differences result in life-changing decisions for students.
Spillover Effect: This is the idea that impressions about an individual are dangerously generalized to others near or like them (family, friends, same demographic group).
Hidden Belief System Code: The idea that the language used when discussing students provides insight into one’s assumptions, beliefs, and expectations about children. When this language becomes the norm of the institution, entire school systems begin to operate under these assumptions, expectations, and beliefs about children.

Main Ideas

Our belief system results in labels which either advantage or disadvantage others.
Equity leaders “hear and see” the language of low expectations and take specific actions to interrupt and teach others how beliefs can be interpreted through words and actions.
Equity leaders help others (via data) know who our students are, their diagnosis and/or opportunities, and create an acceleration profile (goal) and plan of action.

Our Common Goal

To create inclusive and equitable learning environments for all

Our Call to Action:

Continue to reflect on your own mindset regarding race and privilege.
Begin to dismantle inequities for all students and staff (policies, practices, procedures).
Listen to the voices of students, families, and employees (what are their stories?).
Go out and ACT NOW!

Activity from Shattering Inequities-Optimize high expectations

Call to Action Focus: Number 2, dismantle inequities

Equity Practice: This activity will help equity leaders recognize and dismantle the spill-over effect.

Deep dive into your Students With Disabilities (SWD) data: Who are our RSP students? Ethnicity? Disability? Percentage of students in each student group (EL’s, AA, Asian, White, SES, Foster, etc.)? What about siblings? Years in special education?

Use the SWD student data to complete the chart. How will you respond to the spill-over effect?

Guiding Questions

Attend a department, team, or student meeting and listen for language that advantages or disadvantages others. What do you hear and how does this language advantage or disadvantage the person(s) being spoken about?
Identify an RSP student receiving reading support. Look at the current reading fluency goal. Write an Accelerated Goal (AG) using grade level achievement expectations. Identify the student's disability and develop a plan of action using the driving question: What conditions would be necessary for the student to reach grade level within two years?

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