[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-536445-105":59,"doc-detail-536445-en":123},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":116,"head_meta":118,"extra_data":120,"updated_unix":122},105,"en","participant-workbook-curriculum-and-learning-environments-october-2021","Participant Workbook - Curriculum and Learning Environments - October 2021","","Participant Workbook for the October 2021 Illinois Culturally Responsive Teaching and Leading trainings, aligned to Illinois Administrative Rule Part 24, Section 24.50. It introduces culturally responsive teaching and leading and explains how participants embed related practices in daily educational roles. The workbook organizes instruction into three curriculum topics mapped to specific standards, including self-awareness, systems of oppression, curriculum representation, student co-creation, and family/community collaboration, supported by agreements, dialogue guidance, problem-solving reframing, and reflection questions.",{"@graph":69,"@context":115},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/participant-workbook-curriculum-and-learning-environments-october-2021/536445/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/participant-workbook-curriculum-and-learning-environments-october-2021/536445.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"What guidance does the workbook provide for dialogue and reflection?","Question",{"text":113,"@type":114},"It includes “our agreements” describing confidentiality, engagement, and listening for one’s own truth, along with prompts for managing discomfort and accepting nonclosure. It also provides reflection questions to connect new perspectives to personal experiences and reactions, and to consider what participants need to do differently.","Answer","https://schema.org",{"og:url":83,"og:type":117,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":119,"canonical":83},"index,follow",{"doc_id":121,"site_id":62},536445,1791667321,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":92,"user_avatar":126,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","PARTICIPANT WORKBOOK CURRICULUM AND LEARNING ENVIRONMENTS  \nOctober 2021  \nILLINOIS STATE BOARD OF EDUCATION Illinois Administrative Rule Part 24, Section 24.50 [HTTPS://WWW.ISBE.NET/DOCUMENTS/24ARK.PDF](HTTPS://WWW.ISBE.NET/DOCUMENTS/24ARK.PDF)  \nIntroduction  \nThese trainings are intended to help participants gain an understanding of the Culturally Responsive Teaching and Leading Standards and how to embed practices aligned to the standards into their practice. Culturally responsive teaching and leading benefits all students by improving their ability to learn and process information, and by helping students to feel safe and connected to their school  \ncommunity. These trainings are designed to cover foundational and introductory content aligned to the Illinois Culturally Responsive Teaching and Leading standards.  \nThe table below lists the three training topics and the standards that align with each topic.  \n\n| TOPIC | STANDARDS |\n| --- | --- |\n| Self-Awareness and Systems of Oppression | Self-Awareness and Relationships to Others\u003Cbr>Systems of Oppression |\n| Curriculum and Learning Environment | Systems of Oppression\u003Cbr>Students as Co-Creators\u003Cbr>Leveraging Student Advocacy\u003Cbr>Content Selections in All Curricula\u003Cbr>Student Representation in the Learning Environment |\n| Students, Families, and Communities | Students as Individuals\u003Cbr>Students as Co-Creators\u003Cbr>Family and Community Collaboration |\n\nIllinois Administrative Rule Part 24 , Section 24.50 Culturally Responsive Teaching and Leading Standards  \n(a) Self-Awareness and Relationships to Others : Culturally responsive teachers and leaders are reflective and gain a deeper understanding of themselves and how they impact others, leading to more cohesive and productive student development as it relates to academic and social-emotional development for all students.  \n(b) Systems of Oppression: Culturally responsive teachers and leaders understand that there are systems in our society, especially, but not limited to, our school system, that create and reinforce inequities, thereby creating oppressive conditions. Educators work actively against these systems in their everyday roles in educational institutions.  \n(c) Students as Individuals: Culturally responsive teachers and leaders view and value their students as individuals within the context of their families and communities.  \n(d) Students as Co-Creators: Culturally responsive teachers and leaders (who fundamentally believe all students are capable) center learning around students' experiences and position them as co-creators, with emphasis on prioritizing historically marginalized students.  \n(e) Leveraging Student Advocacy: Culturally responsive teachers and leaders will support and create opportunities for student advocacy and representation in the content and classroom  \n(f) Family and Community Collaboration: Culturally responsive teachers and leaders will partner with families and communities to build rapport, form collaborative and mutual relationships, and engage ineffective cross-cultural communication.  \n(g) Content Selections in All Curricula: Culturally responsive teachers and leaders intentionally embrace student identities and prioritize representation in the curriculum. In turn, students are not only given a chance to identify with the curriculum, they become exposed to other cultures within their schools and both their local and global communities.  \n(h) Student Representation in the Learning Environment: Culturally responsive teachers and leaders ensure the diversity of their student population is equally represented within the learning environment.  \n| Our agreements | What they look like in action |\n| --- | --- |\n| Be engaged and maintain confidentiality | Make the personal commitment to remain emotionally, intellectually, and socially involved in the dialogue. Seek to understand, not to agree. Honor privacy by avoiding \"who said what.\" |\n| Speak to and listen for one’sown truth | Be open about your f","cbCaikU2QqLHYPCp","https://ap.wps.com/l/cbCaikU2QqLHYPCp","pdf",809997,"English","# Introduction\n## Training alignment and purpose\n# Training Topics and Standards\n## Self-Awareness and Systems of Oppression\n## Curriculum and Learning Environment\n## Students, Families, and Communities\n# Illinois Administrative Rule Part 24, Section 24.50\n## Standards (a) Self-Awareness and Relationships to Others\n## Standards (b) Systems of Oppression\n## Standards (c) Students as Individuals\n## Standards (d) Students as Co-Creators\n## Standards (e) Leveraging Student Advocacy\n## Standards (f) Family and Community Collaboration\n## Standards (g) Content Selections in All Curricula\n## Standards (h) Student Representation in the Learning Environment\n# Our Agreements and Dialogue Guidance\n## Confidentiality and engagement\n## Speaking and listening for one’s own truth\n## Discomfort and nonclosure\n# Problem-Solving Prompts\n## Common response patterns to recognize\n# Reflection Questions","[{\"question\":\"What guidance does the workbook provide for dialogue and reflection?\",\"answer\":\"It includes “our agreements” describing confidentiality, engagement, and listening for one’s own truth, along with prompts for managing discomfort and accepting nonclosure. It also provides reflection questions to connect new perspectives to personal experiences and reactions, and to consider what participants need to do differently.\"}]","Participant Workbook - Curriculum and Learning Environments - October 2021 | PDF",1791602639,76]