CRTL 7

These four projects provided opportunities for a closer look at diverse learners. The

Curriculum and Instruction Modifications focused on the programs developed for ELL students to ensure consistency from elementary school to high school. I interviewed leaders as well as teachers who work directly with ELL students and make decisions about programming and assessments. The Equity and Advocacy project also spanned from elementary through the high school level. I also interviewed leaders and other stakeholders to identify current practices and areas of improvement. The Student Populations Audit project focused on the preschool level. I observed students and staff in this setting, identifying resources and instructional practices. This provided insight into vertical alignment, since my role is at the elementary level. Finally, the Individualized Student Support project provided opportunities for exploration of systems and resources to support unique learners. I was able to dive deeper into the needs of gifted and twice exceptional students.

This artifact illustrates CRTL7, culturally responsive teachers and leaders intentionally embrace student identities and prioritize representation in the curriculum. In turn, students are not only given a chance to identify with the curriculum, they become exposed to other cultures within their schools and both their local and global communities. The Curriculum and Instruction Modifications project identified strengths and challenges of the EL program throughout the district. Consistency of programming and resources directly impact EL students positively. Collaboration among staff and families were identified as a major factor that positively impacts the growth of EL students. The Equity and Advocacy project also identified the importance of ensuring that students with all levels of need are provided the instruction and support for success. It also explored the importance of consistently surveying the needs of the students to address current impacts such as social media, gender identity, and biases. 

The Student Populations Audit identified the many components that need to be in place for a successful preschool program. Offering various programs to meet all learner needs is essential. Staff and resources are another important component. Services such as speech, social work, and occupational therapy contribute to meeting the unique needs of all students. Resources should support all learning styles from visual to auditory, to kinesthetic. Highly qualified staff and strong home/school connection are also key elements. The Individualized Student Support project focused on the importance of providing individualized programming for students who need that level of support. Schools must have systems in place to identify students with unique needs and allocate appropriate resources to provide support. When a student presents as twice exceptional, staff need to be responsive and have access to the necessary resources to support this student. 

This project provided the opportunity to explore all levels from preschool through high school, focusing on diverse learners. Leaders must advocate for these learners, ensuring equity in educational experiences. The Curriculum and Instruction Modification project allowed me to learn about the unique needs and programming for EL students. Leaders must track data on this group and make responsive adjustments at all levels. Programming is also important. Leaders must advocate for resources and staff to support this diverse population at each level. PD is another critical component to supporting unique learners. General education staff need PD to learn how to support ELL students in their setting, particularly for schools that use the resource model. Bilingual programs need to be part of the school culture, and parent relationships and communication are crucial. As ELL students move to middle school and high school, leaders need to ensure that this group is college and career ready. The Equity and Advocacy project provided an opportunity for me to reflect on how each level addresses equity. I learned the importance of ensuring equity through student, family, and community support. Leaders must ensure that equity is part of the school culture, reflecting beliefs in vision and mission statements. We can also do this by ensuring communication and resources are available for all families. Leaders must also reflect on the current needs of the student population and be proactive and responsive. For example, each level needs strategies and resources in place to support students exploring gender identity. Good leaders also need to advocate for diverse groups of students, addressing any biases. The Student Populations Audit project allowed me to dive deeper into the preschool learning environment which directly impacts elementary schools. This program begins to build the foundation for student learning, and it’s important that all levels beyond preschool continue to nurture that foundation. Leaders need to ensure that highly qualified staff and resources are available to this program. Diverse populations need to be recognized and supported as they are at the other levels. The Individualized Student Support project allowed me to reflect on the support systems in place for advanced and special education students. Leaders must be involved in the programming that directly impacts groups and individual students. Legal guidelines must be followed, particularly for IEP and 504 students, and leaders need to be directly involved in the MTSS and IEP/504 evaluation process. When individual student needs escalate, leaders need to organize academic and social/emotional support systems to ensure student safety and success. This is a collaborative process where open communication and problem solving are critical. Leaders need to establish a culture that fosters this type of collaboration. Gifted students present with unique needs as well. While there may be systems in place for identification and learning, leaders need to provide PD and support for all staff members to meet this group of students’ needs in the classroom.