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.
Catherine Bradshaw, Ph.D., M.Ed. is a Professor and the Associate Dean for Research and Faculty Development at the Curry School of Education at the University of Virginia (U.Va.), Deputy Director of the Johns Hopkins Center for the Prevention of Youth Violence, and Co-Director of the Johns Hopkins Center for Prevention and Early Intervention. She holds a doctorate in developmental psychology from Cornell University and a master’s of education in counseling and guidance from the University of Georgia.
Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She presently collaborates on federally supported randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. She also has expertise in implementation science and coaching models.
Dr. Bradshaw works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She collaborates on federally-funded research grants supported by the NIMH, NIDA, CDC, and the Institute of Education Sciences. She is an Associate Editor for the Journal of Research on Adolescence and the editor of Prevention Science. She is a coeditor of the Handbook of School Mental Health (Springer, 2014).
Sandy Hardee, M.S. holds a Master of Science from McDaniel College in Curriculum and Instruction. Her undergrad degree is from Towson University with a double major of Health Science and Secondary Education. After college, she worked as a Middle School Program Director for Students Sharing Coalition, a Baltimore City non-profit service-learning organization that focused on issues related to poverty and homelessness. She then taught middle school health in Howard County for 5 years. Shortly after leaving the public school system, Sandy worked as a Teacher Coach on a social-emotional and behavior management program called PATHS to PAX with the Center of Prevention and Early Intervention at the Johns Hopkins Bloomberg School of Public Health. Both programs used the Positive Behavioral Interventions and Supports (PBIS) framework and have over 30 years of research to support the benefits of use in classrooms. For the last four years, Sandy has been working as a Coach for teachers grades Kindergarten through 8th grade on a project called Double Check, an IES goal-2 funded grant that helps teachers apply PBIS and culturally proficient strategies to reduce disproportionality.
Lana Asuncion-Bates holds a Doctorate from the University of Virginia in School Psychology, with a double major in Special Education and Multicultural Education. She has worked as a School Psychologist in Virginia and Maryland, in rural and urban settings, from Pre-K to 12. Dr. Asuncion-Bates is also an adjunct faculty at Johns Hopkins University where she has taught Masters and Doctorate level courses in Cross-Cultural Counseling, Diversity in Education, Theories of Counseling, and Assessment. During her Postdoctoral Studies at the School of Public Health, Children’s Mental Health at Johns Hopkins University, Dr. Bates assisted in piloting Coping Power (a program that supports social-emotional skills) in Baltimore City schools. After working as a Program Evaluation Specialist in Howard County for 4 years, Dr. Bates joined the Double Check Project where she has been a coach for 3 years.