Paint-by Number

When I think of bias labeling, it reminded me of paint-by-number coloring packet. When I was
young, we would solve problems to figure out which number went with which color. This is not very
different from using labels (including zip codes) to describe students. This is not only a self-fulling
practice; it is an injustice to our students.

The goal is for all students to assume that everyone in the class is competent in one or more
areas and that everyone has something to contribute. This coincides with this positive
interpretation of aptitude and talent (Ornstein & Hunkins, 2013. P. 140).

I believe changing our language to reflect student potential is crucial. As Dr. Rios stated in his TEDx talk,
let use at-promise language.

Other options we may use to address achievement gaps include response to intervention models, after-
school programs, and innovative practices. Achievement gaps, according to a district curriculum
coordinator are best achieved through response to intervention model for early grades K-5. Ms. Land
believes this model is best because of its research-based practices (Land. Personal Interview, 2017.)
Through specific interventions students are served based on area of academic weakness. This model,
according to many, has been successful. According to the National Center on Education, one best
practice intervention includes self-determination (NCOE, 2007).

Promoting a strong sense of self-determination and self-advocacy is also at the heart of student
engagement. This can help foster a situation where the student is genuinely available for
learning.

Another possible solution might include restorative justice practices in behavior intervention. Modeling
compassion, empathy, and consequences (positive and negative) have been proven to diminish the
school to-prison pipeline and close achievement gaps.