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{ timecode: 0, handler: 'blob', id: 1, data: {text: 'DARYL GATES: I want to talk from the next slide that focuses on the census. According to the 2000 census we have 281 million people in this country. Those numbers are important. As we look at numbers '}},
{ timecode: 26, handler: 'blob', id: 2, data: {text: 'we look at programs, we look at money. As we look at numbers we have come to—as we look at those projections over the years, we’ve come to some calculations. Nearly one-third of each of those '}},
{ timecode: 48, handler: 'blob', id: 3, data: {text: 'children will be a person of color. That’s what we find when we look at those numbers, one of the things that we find. What’s also coming forth is that 24% of that entire school population, almost '}},
{ timecode: 64, handler: 'blob', id: 4, data: {text: 'one-third of the school population will be children of color. But, 90% of the teachers will be white females. That’s a concern, an issue that needs to be addressed. One of the things I love about '}},
{ timecode: 91, handler: 'blob', id: 5, data: {text: 'this presentation is that it allows us to bring into focus a lot of research from many different areas. One of those areas is culturally responsive teaching. There’s a lot of information out there '}},
{ timecode: 108, handler: 'blob', id: 6, data: {text: 'that is wonderful. There are a lot of people who have done some wonderful work in this area and as we go through this presentation I’ll mention some of those names from those various research areas; '}},
{ timecode: 120, handler: 'blob', id: 7, data: {text: 'Gloria Ladson Billings had this quotation from one of her projects and I considered it major when we wanted to get a definition that we could use for culturally responsive teaching. Recognizing what '}},
{ timecode: 135, handler: 'blob', id: 8, data: {text: 'children bring to the classroom to help them learn. Not telling them this is how you need to learn, this is what you need to have or taking whatever they bring. One of my mentors said working with '}},
{ timecode: 151, handler: 'blob', id: 9, data: {text: 'children is like playing with a deck of cards, when you get your hand you have to play with that hand. You can’t take Rosemary’s hand and say I don’t want those cards, I want to take '}},
{ timecode: 163, handler: 'blob', id: 10, data: {text: 'Rosemary’s cards, I don’t want that child, I want to take Rosemary’s children. No. You have to learn to play the hand that you are dealt. That’s why we need effective professional development. '}},
{ timecode: 177, handler: 'blob', id: 11, data: {text: 'That’s why we need people saying the same things based on research, that’s why we need a focus that stays on children, which is a part of NEA’s statement. When we were preparing this work on '}},
{ timecode: 189, handler: 'blob', id: 12, data: {text: 'disproportionality, we wanted to be sure that we did not point fingers at people, but that our focus stayed on children. We need to look at what we can do to help children. This diagram I use as a '}},
{ timecode: 206, handler: 'blob', id: 13, data: {text: 'checklist. If you ask the question, what is a culturally responsive teacher? The answers are right here. Did I do culturally responsive teaching today? The answers are right here. How can I be a '}},
{ timecode: 220, handler: 'blob', id: 14, data: {text: 'better teacher in working with all of my students? And as Rosemary kept saying, all means all. The answer is in this checklist. It’s right here. The teacher who is culturally responsive is going to '}},
{ timecode: 235, handler: 'blob', id: 15, data: {text: 'believe that all of the children can learn. What they don’t have I’m going to add to what’s available. I’m going to make opportunities available. I’m going to make materials and resources '}},
{ timecode: 250, handler: 'blob', id: 16, data: {text: 'available to be sure that they can learn and that they do learn based on assessments and progress monitoring. The teacher who is culturally responsive is going to be caring, is going to be committed '}},
{ timecode: 265, handler: 'blob', id: 17, data: {text: 'to students and the profession and is going to be respectful. One of the things that I’ve learned to say is that children don’t care how much you know until they know how much you care. You can '}},
{ timecode: 281, handler: 'blob', id: 18, data: {text: 'have a PhD, but if the children get in their minds that you don’t care about them, your PhD doesn’t mean anything to them. But, show them that you care about them and they’re gonna rattle your '}},
{ timecode: 294, handler: 'blob', id: 19, data: {text: 'brain to find out what’s in your brain so you can help them access the world that’s out there. A teacher who is culturally responsive is going to validate children, is going to affirm them and is '}},
{ timecode: 308, handler: 'blob', id: 20, data: {text: 'going to liberate them and empower children. In my 33 years of classroom experience one of the goals that I have now is to work on empowering children and one of the reasons is that they want to '}},
{ timecode: 323, handler: 'blob', id: 21, data: {text: 'always be with me in middle school they’re going to have to learn to fend for themselves in this great big world. They’re going to have to learn how to be successful in the system as we called it '}},
{ timecode: 333, handler: 'blob', id: 22, data: {text: 'and to address issues that will come up from the establishment as we call it. They need to be empowered so that they can do that. They need to learn how to tackle barriers, how do you work when it '}},
{ timecode: 348, handler: 'blob', id: 23, data: {text: 'seems as if all odds are against you? And the teacher who is culturally responsible, the teacher who really cares about them know about their backgrounds, knows about some of those issues that they '}},
{ timecode: 358, handler: 'blob', id: 24, data: {text: 'will face and takes on the challenge of helping Johnny anyway and in spite of. Next, we have some questions that teachers, principals, other administrators, district personnel and state officials can '}},
{ timecode: 380, handler: 'blob', id: 25, data: {text: 'ask themselves about disproportionality in schools. Looking at student referrals, looking at referrals to the school building level committee, do you get a lot of them? Why are they there? Are a lot '}},
{ timecode: 399, handler: 'blob', id: 26, data: {text: 'of those referrals coming from the same teacher? A lot can be gained by looking at those referrals and the people who make the referrals, the reasons for those referrals, looking for patterns. Other '}},
{ timecode: 417, handler: 'blob', id: 27, data: {text: 'questions involve the income of those homes from which the children come. Again, that’s one of those cards you’re going to be dealt. You’re going to have children who come from low backgrounds, '}},
{ timecode: 431, handler: 'blob', id: 28, data: {text: 'low socioeconomic backgrounds. You can’t change that, but there are things that you can do in the classroom to help level that playing field. To help those children to still feel important and a '}},
{ timecode: 447, handler: 'blob', id: 29, data: {text: 'part of that class. We have to take that into consideration. Looking at the kinds of work that’s done by those teachers, looking into situations, finding out about students, which is one of the '}},
{ timecode: 464, handler: 'blob', id: 30, data: {text: 'areas that I keep saying we need to address more. We need to know about Johnny’s background, we need to know about Mary’s background, we need to know about the family situation, we need to know if '}},
{ timecode: 477, handler: 'blob', id: 31, data: {text: 'she doesn’t have breakfast, if she can’t get breakfast. That’s going to tell us she needs breakfast every morning, he needs breakfast every morning. Brain food that’s going to help them get '}},
{ timecode: 490, handler: 'blob', id: 32, data: {text: 'started. How can we make a difference with these children, which is what we need to continue to ask ourselves, and again these questions, these issues may be a part of a checklist. Are these things '}},
{ timecode: 512, handler: 'blob', id: 33, data: {text: 'being done? What can we do to help these children? Academic language proficiency; do the children have the kind of academic vocabulary required to be successful in social studies and science? Do they '}},
{ timecode: 534, handler: 'blob', id: 34, data: {text: 'know their content enough to master it at that particular grade level? If not, how far behind is she? What else does she need? What else does he need? NEA has done some wonderful work in the areas of '}},
{ timecode: 551, handler: 'blob', id: 35, data: {text: 'early intervening services in the area of RTI response to intervention has a lot of great research on the NEA site. We encourage you to look at it, to take advantage of it, and to make it a part or '}},
{ timecode: 566, handler: 'blob', id: 36, data: {text: 'what you do to help children be successful. Positive behavioral support programs; some states have gotten into trouble with the federal government because of issues concerning working with children in '}},
{ timecode: 583, handler: 'blob', id: 37, data: {text: 'the area of discipline at Rosemary said. One of the strategies that is being recommended for Louisiana for example is that the whole state has been mandated. Every district to have a positive '}},
{ timecode: 599, handler: 'blob', id: 38, data: {text: 'behavioral support system set up. Every school, every district, every teacher trained, every administrator trained so that we can change what happens with these children. We can change what happens. '}},
{ timecode: 616, handler: 'blob', id: 39, data: {text: 'We can make a difference. When I do teacher trainings I talk about the power of one. One person can make a difference in the life of a child. You’ll see some research that says for a child to be '}},
{ timecode: 630, handler: 'blob', id: 40, data: {text: 'successful he’s going to need four to six caring adults. We don’t have time to wait on them to find four to six caring adults. You listen to the news, you read the papers, you know what’s out '}},
{ timecode: 643, handler: 'blob', id: 41, data: {text: 'there. We don’t have time to wait on them to find four to six caring people who are concerned enough to be sure that he’s all that he can be, that she’s all that she can be. One person can make '}},
{ timecode: 657, handler: 'blob', id: 42, data: {text: 'a difference. School-based mental health programs, NEA has a great health initiative and we need to be sure that we have more programs that include school mental health services and what we do to help '}},
{ timecode: 675, handler: 'blob', id: 43, data: {text: 'children. An earlier question talked about who should be there at the table when we talk about this as the group that’s going to help children, it’s going to take everybody. I need the nurse, but '}},
{ timecode: 692, handler: 'blob', id: 44, data: {text: 'the janitor can also be a role model. The people who work in the cafeteria can be role models. They can also teach social skills. It’s going to take all of us; the bus driver. It’s going to take '}},
{ timecode: 706, handler: 'blob', id: 45, data: {text: 'everybody at the table talking about we’re here to help children. This is what I bring, this is my area of expertise, and I’m here to work with you. Joseph Epstein has done some wonderful research '}},
{ timecode: 720, handler: 'blob', id: 46, data: {text: 'on working with families, family involvement and that’s a part of the information that I used to recommend in working with students and parents, family involvement, community partnerships. Our next '}},
{ timecode: 735, handler: 'blob', id: 47, data: {text: 'area looks at evidence-based recommendations and I love that term “evidence-based”, “research-based”, sometimes now you’ll see “scientifically-based” recommendations. We need to look at '}},
{ timecode: 747, handler: 'blob', id: 48, data: {text: 'what’s in the research. We don’t have to reinvent the wheel. There’s great research out there, but we need a lot of professional development to let us know what’s out there already on this '}},
{ timecode: 761, handler: 'blob', id: 49, data: {text: 'topic that is so important? That it’s very important to helping children. What’s being done already? A lot of conferences and as part of the IDEA Resource Cadre we’ve been afforded wonderful '}},
{ timecode: 775, handler: 'blob', id: 50, data: {text: 'opportunities to share with national organizations that have committed to helping children. National organizations that have done the research that’s available to help us help children. In this '}},
{ timecode: 792, handler: 'blob', id: 51, data: {text: 'presentation we will look at recommendations for these particular areas. First of all, in the classroom using research-based techniques, one of the things we know is the teacher needs to know the '}},
{ timecode: 806, handler: 'blob', id: 52, data: {text: 'child’s learning style. There’s information out there about learning styles. The teacher needs to know about the area of multiple intelligences. When I know that she has a musical interest, '}},
{ timecode: 820, handler: 'blob', id: 53, data: {text: 'that’s one of the things that I can use to present my lessons. That’s one of the areas that she can use for her research when it’s time for her to do a research report. As a teacher who knows '}},
{ timecode: 832, handler: 'blob', id: 54, data: {text: 'her area of strengths, I can recommend that, I can be sure she has access to resources. Using student data; another area where we are weak, but data needs to drive instruction; not just my coming with '}},
{ timecode: 850, handler: 'blob', id: 55, data: {text: 'my canned lesson plans and my canned activities, this is what I teach every year, this is where I teach it every year and if they get they get it, but we need to use data to drive instruction. If '}},
{ timecode: 864, handler: 'blob', id: 56, data: {text: 'we’re going to improve test score, if we’re going to improve outcomes of students, we need to let the data drive instruction. Working collaboratively, one of the things that people in business say '}},
{ timecode: 879, handler: 'blob', id: 57, data: {text: 'to us, children don’t know how to work together, they don’t know how to follow a schedule, they don’t know how to pay attention to agenda, they don’t know how to read and get directions and '}},
{ timecode: 889, handler: 'blob', id: 58, data: {text: 'move forward, they don’t know about teamwork. We need to teach them that and we can do that even from a classroom setting. You want to work with this group these are the things you all are going to '}},
{ timecode: 899, handler: 'blob', id: 59, data: {text: 'have to do. But, we hold them accountable. You’re going to be the recorder, you record. You’re going to be the reporter, you report on the group’s activities. We make each person responsible for '}},
{ timecode: 909, handler: 'blob', id: 60, data: {text: 'what happens in that group. We need to have some collaborative activities, why children work well and where they work together and learn to work together. Technology is an area where we have spent too '}},
{ timecode: 929, handler: 'blob', id: 61, data: {text: 'little time in tapping to help us help children. Technology will take teaching to a new level in a short amount of time. But, we need the professional development to help us do that. Podcasts and '}},
{ timecode: 947, handler: 'blob', id: 62, data: {text: 'webcasts and distance learning, a lot of opportunities, there are a lot of things out there. Having the lessons taped so children can come and listen to them at some other time. Having it available so '}},
{ timecode: 961, handler: 'blob', id: 63, data: {text: 'they can get to it when they can get to it, helping children stay in school which is one of the challenges in my district now in the high schools. Some of those children have to work. We need to help '}},
{ timecode: 977, handler: 'blob', id: 64, data: {text: 'them stay in school by making that information from school available to them and technology will help us do that. A culturally responsive curriculum; children need to be able to see themselves in the '}},
{ timecode: 991, handler: 'blob', id: 65, data: {text: 'curriculum. They need to be able to see successful women of color. They need to be able to see successful men of color. They need to be able to see athletes. They need to be able to see children '}},
{ timecode: 1006, handler: 'blob', id: 66, data: {text: 'striving to be great musicians. They need to see themselves. They need pictures of their own aspirations in the curriculum to help them be successful. The student-teacher rapport is another area that '}},
{ timecode: 1026, handler: 'blob', id: 67, data: {text: 'research says will help children be successful. If I asked each of you right now, give me the name of three teachers that you remember, who helped you, you could just send them right them, you don’t '}},
{ timecode: 1038, handler: 'blob', id: 68, data: {text: 'need five minutes to think the names of three teachers who really helped you, three teachers who really cared about you. The oldest person would not need five minutes. A teacher who really cared, a '}},
{ timecode: 1051, handler: 'blob', id: 69, data: {text: 'teacher who really focused on you, who called you by name, who asked how you were doing, and it’s even more important long after they leave your classroom when you can still ask them, how are you '}},
{ timecode: 1067, handler: 'blob', id: 70, data: {text: 'doing in school? How is the music coming? Are you still in sports? What’s going on with the family? Tell everybody I said hello. When are you graduating? Do you have your Carnegie units? Send me an '}},
{ timecode: 1078, handler: 'blob', id: 71, data: {text: 'invitation to your graduation. They need to know that we care, and that rapport can last long beyond your classroom. Recommendations for the evaluation process; looking at progress monitoring and '}},
{ timecode: 1092, handler: 'blob', id: 72, data: {text: 'again we hear that word, we see that word, response to intervention. Looking at what we can do to help children before they fail. One of the beauties of response to intervention is it gets us away '}},
{ timecode: 1109, handler: 'blob', id: 73, data: {text: 'from that wait until they fail model. When we see they’re weak, we know they’re weak. We start helping them then. We find a way to help them. No until they have a mast F’s in all subject. Some '}},
{ timecode: 1126, handler: 'blob', id: 74, data: {text: 'of the stories that Rosemary and I see and hear as we travel across the country break our hearts, 17 year old children still in middle school, children 20 years old in high school. One particular '}},
{ timecode: 1147, handler: 'blob', id: 75, data: {text: 'story that pains me everyday is a story of an eight grade student who as been in special education all of his academic life. We need to take the challenge to help children and we can do that. The use '}},
{ timecode: 1167, handler: 'blob', id: 76, data: {text: 'of multiple student assessment techniques and NEA keeps saying in our meetings and in our annual meetings and at our RAs that we need to look at not just one test to determine whether or not Mary '}},
{ timecode: 1182, handler: 'blob', id: 77, data: {text: 'passes, but the use of our collective project an accumulative look at her work. What has she done? Not just one test, but a variety of tests and assessments, formal assessments, summative assessments, '}},
{ timecode: 1199, handler: 'blob', id: 78, data: {text: 'but a look at multiple assessments from various areas to help determine progress made by that child. We need to look at how we identify children. For persons who are really interested in the area of '}},
{ timecode: 1213, handler: 'blob', id: 79, data: {text: 'disproportionality there are certain researchers, certain experts that I recommend and Dr. Asa Hilliard is one of those. I was very passionate about the inclusion of this particular quotation from Dr. '}},
{ timecode: 1228, handler: 'blob', id: 80, data: {text: 'Hilliard being a part of this presentation; looking at working with children based on the full scope of children, looking at all areas, looking at assessments, looking at what we bring to the table, '}},
{ timecode: 1246, handler: 'blob', id: 81, data: {text: 'what they bring to the table and everybody getting on the same page. What comes from the family? What comes from the community? What comes from other areas? Who can we bring to the table to say I’m '}},
{ timecode: 1261, handler: 'blob', id: 82, data: {text: 'here to help Beverly today? Who is interested in coming to the table? Is there somebody from the community? Is there a preacher? Is there a social worker? Is there a nurse? Is there a businessman who '}},
{ timecode: 1274, handler: 'blob', id: 83, data: {text: 'will say, is there a businesswoman who will say I want to help Mary. Get me a seat at the table. That’s where I want to be. I run a business but I can help you in the classroom help children. I’m '}},
{ timecode: 1288, handler: 'blob', id: 84, data: {text: 'a doctor up the street, but I can help you help children in the classroom. I run a gas station, but I can help you help children. We need to bring people to the table. In the school we need strong '}},
{ timecode: 1301, handler: 'blob', id: 85, data: {text: 'administrators. If a teacher does not have administrative support strong enough to reach beyond the classroom, strong enough to bring in other people, that kind of support that’s going to say, this '}},
{ timecode: 1320, handler: 'blob', id: 86, data: {text: 'is a teacher who is going to go above and beyond and I need to make allowances to allow that teacher to do that to help children. I need to be sure that teacher has access to the community. That that '}},
{ timecode: 1335, handler: 'blob', id: 87, data: {text: 'teacher has release time for a professional development conferences and that that teacher brings that information back to share with the faculty, that you have an administrator who is caring enough to '}},
{ timecode: 1347, handler: 'blob', id: 88, data: {text: 'say, my school is weak in these areas and we’re going to bring in people who can help us become a better school. Strong administrative support, effective professional development for everybody, '}},
{ timecode: 1362, handler: 'blob', id: 89, data: {text: 'administrators. Parental training is important. Helping parents to be better parents and I’m going to talk a little bit more about that. I talked about data but that data collection, looking at '}},
{ timecode: 1374, handler: 'blob', id: 90, data: {text: 'data, analyzing that data, looking at test scores, all of that information is important, but teachers need to be taught how to do it and administrators need to be taught how to do it. We get a lot of '}},
{ timecode: 1388, handler: 'blob', id: 91, data: {text: 'information, but what’s going to help us improve tests scores? We know a lot about children, but what information can we use from his or her background, from his or her home, what information can we '}},
{ timecode: 1400, handler: 'blob', id: 92, data: {text: 'use about this child’s interests to help structure our curriculum to help the child be better, and in the community. It is true, it takes a whole village. There’s certain information that I cannot '}},
{ timecode: 1418, handler: 'blob', id: 93, data: {text: 'tell a child when he comes with an earache, when he comes with a headache that’s consistent. The nurse can say that it may be related to a dental problem, there are some things we need to do. It’s '}},
{ timecode: 1431, handler: 'blob', id: 94, data: {text: 'going to take the whole village. One of the things that stresses me and stresses others who are in my circle is that some teachers burn out. Some administrators burn out because they try to be too '}},
{ timecode: 1446, handler: 'blob', id: 95, data: {text: 'much to too many people. It’s going to take the village. All those people I named earlier about coming to the table, it’s going to take all of them to help that classroom teacher be successful. '}},
{ timecode: 1462, handler: 'blob', id: 96, data: {text: 'You can’t do it on your own. Mentoring program; there’s a lot of great research, there are a lot of wonderful programs and there is money available. We have to know about that to help you help '}},
{ timecode: 1478, handler: 'blob', id: 97, data: {text: 'children, to help schools help children, to help communities help children. There is money available. Mentoring makes a difference in the lives of children. Again, that one caring adult, the power of '}},
{ timecode: 1492, handler: 'blob', id: 98, data: {text: 'one is a dynamic power. I was excited about the work of Ruby Paine being a part of this presentation. She has done some wonderful work on helping children who live in poverty. They were born into '}},
{ timecode: 1510, handler: 'blob', id: 99, data: {text: 'poverty, but they don’t have to stay. They were born into it. We can’t change that, but what we can change is access to tools, resources, education that would help them come out of poverty. That '}},
{ timecode: 1531, handler: 'blob', id: 100, data: {text: 'we can do. Ruby Paine wrote an article and a book, some books about working with children in poverty and from one of those articles, and you’ll have access to it, Nine Powerful Practices on Helping '}},
{ timecode: 1547, handler: 'blob', id: 101, data: {text: 'Children in Poverty, building relationships that show respect, teaching students to use a formal register, assessing resources that children bring to the classroom, to the school, teaching those '}},
{ timecode: 1561, handler: 'blob', id: 102, data: {text: 'hidden rules of school, focusing on students progress, formative assessments all along the way, not just a summative assessment at the end of the course, at the end of the school year, but those '}},
{ timecode: 1575, handler: 'blob', id: 103, data: {text: 'formative assessments all along the way, teaching children to move from the concrete to the abstract, teaching children how to ask questions and I want to add also how to take tests and how to study. '}},
{ timecode: 1589, handler: 'blob', id: 104, data: {text: 'They don’t know. With 33 years of experience in the middle school, I learned maybe 15 to 20 years ago, I was angry at the elementary school teachers because the children didn’t know how to study. '}},
{ timecode: 1607, handler: 'blob', id: 105, data: {text: 'They didn’t know how to take tests. They were angry at the kindergarten teacher because they didn’t help them be ready for school. The high school teachers were angry at me because they were '}},
{ timecode: 1620, handler: 'blob', id: 106, data: {text: 'saying, “Mr. Gates, in middle school you should have taught them how to study and how to take tests. I don’t have time to teach them now. I just have time to teach and give the tests. I can’t '}},
{ timecode: 1629, handler: 'blob', id: 107, data: {text: 'teach them how to study.” We were all blaming each other. Somewhere we need to stop the blame and start the work. The work is they need to know how to study, they need to know how to take tests, '}},
{ timecode: 1645, handler: 'blob', id: 108, data: {text: 'they need to know how to ask questions. In preparing them for tests, we need to be sure that our classroom work focuses on, leads to, includes those upper levels of Bloom’s Taxonomy. They need to do '}},
{ timecode: 1665, handler: 'blob', id: 109, data: {text: 'more than just fill in the blank, more that just find a word on a crossword puzzle. That’s not going to help them pass the state test. That’s not going to help them pass that exit exam in high '}},
{ timecode: 1676, handler: 'blob', id: 110, data: {text: 'school, filling in the blank, matching multiple choice activities. They need to know how to do more than that if they’re going to pass the state test, if they’re going to be successful. If '}},
{ timecode: 1687, handler: 'blob', id: 111, data: {text: 'they’re going to get high school diplomas we are going to need to move into that upper level of Bloom’s Taxonomy. We need to forge relationships with parents, but I’m telling you you’ve got to '}},
{ timecode: 1702, handler: 'blob', id: 112, data: {text: 'go to the next level now and that next level is knowing how to help children if parents don’t care. You need to brace yourselves because if you’re in the field of education, you’re going to find '}},
{ timecode: 1718, handler: 'blob', id: 113, data: {text: 'parents who don’t care. Right now we’re working with a case where the parent has said to us, “I don’t care what you do. I’m through. I’m throwing in the towel. I’m throwing my hands up. '}},
{ timecode: 1731, handler: 'blob', id: 114, data: {text: 'You all do whatever you all want to do with it, but I’m not doing anything else.” A ninth grader who can graduate with a diploma, but he’s going to have to have somebody to under girt him. '}},
{ timecode: 1746, handler: 'blob', id: 115, data: {text: 'He’s going to have to have somebody to support him and that’s our challenge. Source of disproportionality, what’s in the gap; I want t thank the 100 Black Men of America for this part of the '}},
{ timecode: 1762, handler: 'blob', id: 116, data: {text: 'project. They did some dynamic work and they allowed us to use this as a part of our presentation today. The children, you see them on the left, in the middle all of those areas that prohibit their '}},
{ timecode: 1785, handler: 'blob', id: 117, data: {text: 'success. All of these things stand in their way. Multiple interpretations of No Child Left Behind and when we get President Obama’s new plan, again we’ll have multiple interpretations. What is '}},
{ timecode: 1797, handler: 'blob', id: 118, data: {text: 'that supposed to mean? What are we supposed to do? Best teachers getting the best students. We’ve got to do something about that. That needs to be fixed. Few minority teachers in classrooms, '}},
{ timecode: 1813, handler: 'blob', id: 119, data: {text: 'affluent neighborhoods getting most of the school funding, we need to fix this. Access to healthcare; in my particular area, one of our school board members was ostracized because he advocated health '}},
{ timecode: 1833, handler: 'blob', id: 120, data: {text: 'clinics for middle schools. Now, their hailing the man a saint because it has helped children stay in school, but the man is dead now. He never saw his work move to a place of honor. All he needs, all '}},
{ timecode: 1856, handler: 'blob', id: 121, data: {text: 'the child needs is somebody to help him with is dental problems, somebody to help him with what else is going on. If he gets help, he’ll stay in school. If she gets help, she’ll stay in school. '}},
{ timecode: 1868, handler: 'blob', id: 122, data: {text: 'She’s pregnant, she needs somebody to help her. She wants to finish school, but she needs help and we can help. These again are the people that need to come to the table. Issues that surface; the '}},
{ timecode: 1889, handler: 'blob', id: 123, data: {text: 'students need a place at the table. Parents need a place at the table. The teacher needs a place. The infrastructure needs focus. We need everybody at the table with whatever issues you bring so we '}},
{ timecode: 1906, handler: 'blob', id: 124, data: {text: 'can put your issues, as they’re spelled out right here on the table so we all can look at them. All cards coming out of your hand to help us help children. Let that be the reason we’re meeting. '}},
{ timecode: 1920, handler: 'blob', id: 125, data: {text: 'Let that be our focus. We’re here to help children. We’re not here for our own self gain, we’re not here for what’s going to benefit our group, but we’re here to help children. If we bridge '}},
{ timecode: 1932, handler: 'blob', id: 126, data: {text: 'these areas, the children will be successful. That needs to be our goal. That needs to be our work. That needs to be our focus. In your handouts you have an article that I wrote on saving black males '}},
{ timecode: 1949, handler: 'blob', id: 127, data: {text: 'From that article I listed some key points and I’ve mentioned several of these already. The curriculum reflecting the child’s interest, we need to start talking about jobs and interests in '}},
{ timecode: 1963, handler: 'blob', id: 128, data: {text: 'elementary school. The research says by third grade, fifth grade especially he already needs to know what he wants to do. He should have some kind of idea. She already should say, I want to be a '}},
{ timecode: 1974, handler: 'blob', id: 129, data: {text: 'nurse. I want to be a university president. I want to be the President of the United States. We’ve go to help them, we’ve go to show them. One of the things I love now about teaching social '}},
{ timecode: 1985, handler: 'blob', id: 130, data: {text: 'studies is, everyday I say to the children, there’s a great big world out there and you don’t know anything about it, and it’s my job to help you know about that big world out there. Because '}},
{ timecode: 1996, handler: 'blob', id: 131, data: {text: 'what I kept seeing in my area was some of my students never left their communities. They never ventured beyond the mall. I had a 17 year old in middle school who had never been out of the city. '}},
{ timecode: 2013, handler: 'blob', id: 132, data: {text: 'Seventeen years old, had never been out of the city. I don’t mean to another state, I just mean out of the city, had never been. Working with parents, holding parents accountable for what happens '}},
{ timecode: 2036, handler: 'blob', id: 133, data: {text: 'with children. I served on a committee once and got into some trouble because I kept saying, “We’ve got to stop punishing the children because he’s missing days and he’s coming late. He’s '}},
{ timecode: 2048, handler: 'blob', id: 134, data: {text: 'not driving himself, not to the middle school.” AUDIENCE MEMBER: Maybe that 17 year old could. DARYL GATES: That one could, yes. We’ve got to work with parents and we’ve got to hold them '}},
{ timecode: 2062, handler: 'blob', id: 135, data: {text: 'accountable. Again, there’s research out there. Anger management techniques, children need to be taught those techniques. Self determination is a key word, a buzzword I use now, children need to be '}},
{ timecode: 2076, handler: 'blob', id: 136, data: {text: 'taught those skills. Part of my mentoring work now is with some fellows who are interested in sports. I got two of the universities at home to give us season passes to their games. I take those '}},
{ timecode: 2092, handler: 'blob', id: 137, data: {text: 'fellows to those games, and you know when they’re with me, I know they’re not out getting in trouble. They’re not stealing. They’re not robbing. They’re not misbehaving. They’re not '}},
{ timecode: 2101, handler: 'blob', id: 138, data: {text: 'fighting in the streets. They’re going out with me learning how to be social. Learning how to conduct themselves and they are seeing their future. They want to be athletes, I’m introducing them to '}},
{ timecode: 2113, handler: 'blob', id: 139, data: {text: 'coaches and athletes. I got validated a couple of weeks ago, at the end of the game one of my boys said, now a middle school student at a college game, he said, “Mr. Gates, you know, I think I can '}},
{ timecode: 2128, handler: 'blob', id: 140, data: {text: 'do this.” I told him, “Well, I’m going to introduce you to people who are willing to help.” It can happen. The power of one is what we need. It’s what it can take. If others want to help '}},
{ timecode: 2146, handler: 'blob', id: 141, data: {text: 'you, you bring them on board. But, you can be effective from the power of one. Role models, using them, those people who work in guidance and counseling need training, they need professional '}},
{ timecode: 2159, handler: 'blob', id: 142, data: {text: 'development too. Like I said, they’re included in that, all means all, as Rosemary said. Everybody needs professional development in training to help us help children. Self esteem issues, and I’m '}},
{ timecode: 2171, handler: 'blob', id: 143, data: {text: 'so glad Rosemary talked about the self-fulfilling prophecy. The power of it is staggering. The power of that self-fulfilling prophecy is scary. Just a little something can damage a person. A look, a '}},
{ timecode: 2193, handler: 'blob', id: 144, data: {text: 'word, an expression, and act of omission, an act commission can affect a child. Pulling everybody together. Resources, a lot of wonderful resources and we’re going to make available to those of you '}},
{ timecode: 2214, handler: 'blob', id: 145, data: {text: 'who watch this presentation, we’re going to make available some additional resources to you where you can click on to those links and look at what else is out there. There is a great body of '}},
{ timecode: 2227, handler: 'blob', id: 146, data: {text: 'research that can help you be successful. These are websites; these are organizations that are listed, Counsel for Exceptional Children, National Alliance for Black Schooled Educators, National '}},
{ timecode: 2240, handler: 'blob', id: 147, data: {text: 'Association of School Psychologists. A lot of people, a lot of organizations, a lot of great research that’s out there to help us help children. Do you have questions? Questions and/or comments, do '}},
{ timecode: 2255, handler: 'blob', id: 148, data: {text: 'you have questions and/or comments? Yes? AUDIENCE MEMBER: Having worked in schools for so many years prior to coming here, I just really appreciate both of you. It’s, you know, I miss the kids. I '}},
{ timecode: 2272, handler: 'blob', id: 149, data: {text: 'was in a K-12 school in Seattle and I miss the kids and I miss watching them grow up, and you bring it back to life for me. It’s why I keep doing this work, because it’s about those kids. So, you '}},
{ timecode: 2287, handler: 'blob', id: 150, data: {text: 'got me thinking about how could I continue to be involved with those kids, even though I work here, it’s like what else could I do to go into the community, so I thank you for that. DARYL GATES: '}},
{ timecode: 2299, handler: 'blob', id: 151, data: {text: 'I’m just beaming because you made it all worthwhile, just in that, you made it all worthwhile. All those late hours we put it, all of these phone calls, everything we put into this, you just made it '}},
{ timecode: 2310, handler: 'blob', id: 152, data: {text: 'all worthwhile, because that’s what we want. We want to challenge each one of you, every person who is listening and looking, we want to challenge you to leave with that question in mind, what else '}},
{ timecode: 2319, handler: 'blob', id: 153, data: {text: 'can I do to help children be successful? I’ve been told I can do it, so what else can I do? Thank you for that. Yes. Anybody else? Yes? AUDIENCE MEMBER: First of all, thank you too for coming here; '}},
{ timecode: 2332, handler: 'blob', id: 154, data: {text: 'it was a really fascinating presentation. I was really interested in this issue of culturally responsible teaching that you were talking about. It seems very close to like a Freudian model of teaching '}},
{ timecode: 2344, handler: 'blob', id: 155, data: {text: 'and I was wondering like how could you achieve that given the amount of resources in the system right now? I guess what I’m basically asking is, I mean there are statistics saying that 92% of the '}},
{ timecode: 2356, handler: 'blob', id: 156, data: {text: 'teachers in the future will be primarily Caucasian, so how could you create a culturally responsible teaching force from that. DARYL GATES: We’ve got to look at what teachers are taught for one. '}},
{ timecode: 2369, handler: 'blob', id: 157, data: {text: 'We’ve got to look at the colleges and universities and be sure that they know the statistics and to be sure that they have in their minds, these are the people we have entering education, but we '}},
{ timecode: 2380, handler: 'blob', id: 158, data: {text: 'need to work hard to be sure that they leave here educated enough to teach our children. One of the things that I’m learning is if I don’t know, somebody does know, or somebody should know and '}},
{ timecode: 2395, handler: 'blob', id: 159, data: {text: 'sometimes people need to be made aware of the fact that they should know the answer and they’ll prompt them to get up and get the information for you. But, we’ve got to look at colleges and '}},
{ timecode: 2404, handler: 'blob', id: 160, data: {text: 'universities because they train the teachers. And, they are part of an accredited universities and institutions and organizations. We need to hold those people responsible. I was fortunate through NEA '}},
{ timecode: 2417, handler: 'blob', id: 161, data: {text: 'to work on ENCATE where we travel the country and looked at teacher programs, and we said to some of those schools, you’re not making it. You’re not preparing these children to teach our children. '}},
{ timecode: 2428, handler: 'blob', id: 162, data: {text: 'When your teachers leave here, when these people leave your university as teachers they need to be prepared to teach everybody. Not just in affluent neighborhoods. Not just in the schools that have '}},
{ timecode: 2439, handler: 'blob', id: 163, data: {text: 'money. Not just in the schools that have 95% parental support. They need to be taught to teach everybody and we are holding you responsible for that and we are holding you responsible for that and we '}},
{ timecode: 2451, handler: 'blob', id: 164, data: {text: 'want you to know that we are looking and that we have made note of what your program is. So, that’s one of the things right there. We need to look at colleges and universities. Next, we need to be '}},
{ timecode: 2460, handler: 'blob', id: 165, data: {text: 'sure that teachers get the kind of professional development they need to do that. One of the things that I mentioned in my article is that every person involved in education needs cultural sensitivity '}},
{ timecode: 2475, handler: 'blob', id: 166, data: {text: 'training from the central office to the bus driver, from the school superintendent to the bus driver. Everybody in between needs cultural sensitivity training, because again we can only play the hands '}},
{ timecode: 2496, handler: 'blob', id: 167, data: {text: 'we’re dealt. You have a lot of teachers staying 30 and 40 years that they can take Susie’s cards, and oh no I don’t want him, I want her, this is who I’m going to teach. No, I want to give him '}},
{ timecode: 2507, handler: 'blob', id: 168, data: {text: 'to Rosemary, she works well with students like that, this is who I’m going to teach. Oh, he has parents who are rich, I want him, oh yah, he has a great I.Q. a high I.Q. You just have to play the '}},
{ timecode: 2518, handler: 'blob', id: 169, data: {text: 'hands you’re dealt and we’ve got to challenge ourselves to help teachers play the hands that they are dealt. Wonderful question, thank you for that. Anybody else? AUDIENCE MEMBER: It seems that a '}},
{ timecode: 2533, handler: 'blob', id: 170, data: {text: 'lot of places, the issue always comes down to money in education and funding and there’s always at the beginning of the conversation, okay, so what are the priorities. Do you have any advice for '}},
{ timecode: 2544, handler: 'blob', id: 171, data: {text: 'people who are in their own communities and are sort of very interested in wanting to do something, but they don’t know where to start. Is funding a place to start? DARYL GATES: That is a place yes, '}},
{ timecode: 2560, handler: 'blob', id: 172, data: {text: 'funding is a place, because it takes money, it does take money, it takes resources. When I started taking those children to the colleges and universities to see the games, I was paying out of my '}},
{ timecode: 2570, handler: 'blob', id: 173, data: {text: 'pocket. I introduced myself to the coach, I introduced my students and he said, ”Ya’ll keep coming to the games.” He said, “I’ll tell you what, I’m going to give ya’ll season passes.” '}},
{ timecode: 2580, handler: 'blob', id: 174, data: {text: 'That’s $6 per person per game. That adds up quickly. I did the same thing at another school. I learned in one school, I went to another school, went to another school, introduced myself, my students '}},
{ timecode: 2594, handler: 'blob', id: 175, data: {text: 'to the coach. He said, “Anytime you want to come, just call in. I’m going to put you on my list. Tell them who you are. I’ll have your name up front. Ya’ll come in and enjoy the game.” '}},
{ timecode: 2602, handler: 'blob', id: 176, data: {text: 'People in the business community see the handwriting on the wall. They know what kind of students we keep sending them, and they know we need their help. I have been shocked at the people in the '}},
{ timecode: 2617, handler: 'blob', id: 177, data: {text: 'business world who give and want to help and will donate. We get money from places and stores and businesses. Some of them don’t have money, but they’ll give supplies. They’ll just right it off. '}},
{ timecode: 2633, handler: 'blob', id: 178, data: {text: 'They’ll come themselves; I wanted the Junior Achievement Program so badly in my school, in my district, in all of those schools so we could help children. Grants; teachers need to be taught how to '}},
{ timecode: 2648, handler: 'blob', id: 179, data: {text: 'write grants. There’s money out there. We just need to know how to be taught how to access it. Grants and grants and grants and grants, there’s money out there. We just need to be taught how to '}},
{ timecode: 2660, handler: 'blob', id: 180, data: {text: 'access it. We need to be taught to work with the business community. Again, professional development, we need to bring those people in and make them feel welcome in our schools. I talked to a friend '}},
{ timecode: 2674, handler: 'blob', id: 181, data: {text: 'who was a part of a rehabilitation hospital. A friend of mine, she was talking about her work, I was talking about my work and I told her I saw a wonderful program on women in science. She said, '}},
{ timecode: 2688, handler: 'blob', id: 182, data: {text: '“Tell me about it.” I told her about it. She bought the program for us. Six tapes at $100 a tape. She bought it for us. Just because she knew of my interest, she knows what it means to have '}},
{ timecode: 2707, handler: 'blob', id: 183, data: {text: 'competent people in the workplace. Have not, because you ask not. I read a book that says that. Great book. Lot of rules for teaching. There are a lot of things that I do in the classroom that I learn '}},
{ timecode: 2729, handler: 'blob', id: 184, data: {text: 'from reading that book. Pattern it after the master teacher. Other questions? Other comments? Thank you. Thank you for watching.'}},
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