Practice Three: Develop Self Efficacy Encourage student agency in learning and school-community engagement ● ● Provide students with the criteria, standards and linguistic models for classroom tasks Explain, and support positive self-talk in culturally appropriate ways ● ● Engage students setting and self-assessing content and language learning Practice Four: Connect to students’ lives and funds of knowledge Connect content with students’ cultural and language practices, perspectives ● and personal Connect purpose for learning to students’ current and possible selves ● ● Create equitable access to culturally and linguistically responsive materials and resources Build equitable, productive and caring relationships ● Practice Five: academic press Engage students in complex, high level learning, critical thinking and ● accountable talk Monitor comprehension of language and content and offer meaningful a ● timely feedback Use student performance data to scaffold content and language learning ● Ask students for feedback on effectiveness of instruction ● ● Demonstrate depth of subject matter knowledge and model life-long learning Prepare and assess student readiness for language demands of content and ● tasks Practice Six: Value and be responsive to racial, cultural and linguistic identities Create a safe space for sensitive, productive and inclusive conversations on ● race, culture and languages Deepen understanding and create inclusive classroom community ● Understand and validate cultural and linguistic behavior patterns ● ● Value, welcome and build upon home cultures and languages as assets Appendix F: Additional Data This graph represents total student population (blue), students with disabilities (red), and the prevalence rate (solid line) which includes students in private and parochial settings. Disability prevalence rates, state average, Madison, and surrounding districts. Disability prevalence rates, state average, Madison, and the large districts. This graph illustrates the changes in prevalence by categorical disability area over time. Of particular note is the substantial decrease in specific learning disability and the rise of Other Health Impairment. Madison’s 2015-16, Least Restrictive Environment (LRE) data. This is used as a rough gauge to determine the level of inclusive education.
Practice Three: Develop Self Efficacy ● Encourage student agency in learning and school-community engagement ● Provide students with the criteria, standards and linguistic models for classroom tasks ● Explain, and support positive self-talk in culturally appropriate ways ● Engage students setting and self-assessing content and language learning Practice Four: Connect to students’ lives and funds of knowledge ● Connect content with students’ cultural and language practices, perspectives and personal ● Connect purpose for learning to students’ current and possible selves ● Create equitable access to culturally and linguistically responsive materials and resources ● Build equitable, productive and caring relationships Practice Five: academic press ● Engage students in complex, high level learning, critical thinking and accountable talk ● Monitor comprehension of language and content and offer meaningful a timely feedback ● Use student performance data to scaffold content and language learning ● Ask students for feedback on effectiveness of instruction ● Demonstrate depth of subject matter knowledge and model life-long learning ● Prepare and assess student readiness for language demands of content and tasks Practice Six: Value and be responsive to racial, cultural and linguistic identities ● Create a safe space for sensitive, productive and inclusive conversations on race, culture and languages ● Deepen understanding and create inclusive classroom community ● Understand and validate cultural and linguistic behavior patterns ● Value, welcome and build upon home cultures and languages as assets Appendix F: Additional Data This graph represents total student population (blue), students with disabilities (red), and the prevalence rate (solid line) which includes students in private and parochial settings. Disability prevalence rates, state average, Madison, and surrounding districts. Disability prevalence rates, state average, Madison, and the large districts. This graph illustrates the changes in prevalence by categorical disability area over time. Of particular note is the substantial decrease in specific learning disability and the rise of Other Health Impairment. Madison’s 2015-16, Least Restrictive Environment (LRE) data. This is used as a rough gauge to determine the level of inclusive education.