Culturally Responsive Tier 3 Interventions for Elementary Students

Tyisha J. Noise is a practitioner-scholar and professional development expert and presenter. Mathew Portell is an educator, administrator, podcaster, writer, and international speaker. Jaime E. Welborn is an assistant professor of educational leadership at Saint Louis University. Julie Kurtz is an international speaker and founder and CEO of the Center for Optimal Brain Integration. Raúl Alarcón is the chief academic officer for ISANA Academies, Los Angeles. Julie Nicholson is an early childhood expert, author, international speaker, and professional learning leader. Angela James is senior project scientist - UCLA Center for the Transformation of Schools.

• ContentsForeword Ginger Healy  vPreface  viiIntroduction  1Fireworks and the Fire(Work): Our Work for All of Our Students  5A Call to Action for Leaders  5Who Is This Book For?  6Book Features and Organization  6Chapter Summaries  71.  Foundational Frameworks for Culturally Proficient Tier 3 Practices  11Cultural Proficiency Framework  14Healing-Centered Engagement: Ginwright’s Four Pivots and the Neurobiology of Stress  23Multi-Tiered Systems of Support: The MTSS Framework  252.  Creating Pathways, Not Punishments: Shifting School Practices to Support Healing in a Preschool Classroom (Maksym)  31Maksym’s Story  32Creating an Individualized Student Support Plan for Maksym  45How Maksym Progressed as His Support Team Implemented His Student Support Plan  66Policy Implications and Recommendations  66Conclusion  683.  A Healing-Centered, Tiered Approach for an Emergent Bilingual First-Grade Newcomer Student (Mateo)  69Mateo’s Story  70Creating an Individualized Student Support Plan for Mateo  79How Mateo Progressed as His Support Team Implemented His Student Support Plan  100How Newcomer Best Practices Supported Mateo’s Adjustment and Learning  101Policy Recommendations and Implications  102Conclusion  1044.  Healing Is Possible When We Focus on Connection Over Compliance (Brandy)  105Brandy’s Story  106Creating an Individualized Student Support Plan for Brandy  116How Brandy Progressed as Her Support Team Implemented Her Student Support Plan  139Policy Recommendations and Implications  140Conclusion  1415.  Intentional Attuned Relational Strategies: There’s Nothing You Can Do to Make Me Stop Caring About You (Kaylon)  143Kaylon’s Story  144Creating an Individualized Student Support Plan for Kaylon  155How Kaylon Progressed as His Support Team Implemented His Student Support Plan  178Policy Recommendations and Implications  179Conclusion  180Conclusion  182Endnotes  185References  187Index  193About the Authors  197