Substantive research highlights the relevance of bias, both implicit and explicit as operating in school settings” (Fergus, 2017). In this session you will learn about biased-based beliefs that can impact student achievement of historically marginalized student groups. WHAT IF...there's more to the stories we tell ourselves about our students' home life, the decisions made by parents, and the communities in which they live? School staff ideologies about the students they teach can either have a positive or a negative effect on student outcomes. These "micromessages" either serve to motivate students into positive actions, or can bring down a student's esteem and self-efficacy causing the student to become disillusioned, disengaged, and lose motivation. The narrative must be altered to view our students’ abilities as opportunities rather than obstacles. In this session you can expect open discussion about racism and racial oppression that manifests itself in practices, policy, and in every day…”normal discussion.” There will be no closure in the discussions that arise as a result of the information presented in this session. However, the information learned can be used by school leaders as springboards for self-reflection and continued discussion and study and aid in selecting the right root cause analysis for school improvement activities.
***The length of this training is 3 hours, which meets the Texas State Board of Examiners of Psychologists requirement for three hours of annual cultural diversity training.

Licensed Specialists in School Psychology.

Assessment
Culturally Responsive Teaching
Diagnosis / Removal of Obstacles to Student Learning
Diversity and Special Needs Populations
Special Education

...There are no COOPs...