Response to Intervention (academic & behavior) in Maine
This presentation provides an overview of the Double Check (Rosenberg, 2007) model, a framework for helping teachers and school staff to reflect on, and ultimately address the following five core components associated with culturally responsive practices: Connection to the Curriculum, Authentic Relationships, Reflective Thinking, Effective Communication, and Sensitivity to Students’ Culture. The self-reflection process is facilitated through professional development, which helps to increase awareness of one’s own cultural sensitivities. With this heightened awareness, teachers and other staff can understand and engage students in a more functional way. This combination of awareness and explicit functional strategies can help teachers engage in more comprehensive intervention planning and provide supports for problematic student behaviors (Hershfeldt, Sechrest, Pell, Rosenberg, Bradshaw, & Leaf, 2009). Research suggests that until teachers (a) recognize and assess how their own culture affects behavior in today’s classrooms and (b) have a set of explicit strategies that can be readily applied, they are unlikely to employ culturally responsive behavior management strategies in their classrooms (Hershfeldt et al., 2009). The self-reflection process is further facilitated through individual teacher coaching using the Classroom Check-Up model. Personalized feedback is provided to teachers about their classroom practices with access to research based strategies to meet their individual needs.