A PRACTICAL GUIDE

1. A PRACTICAL GUIDE TO ACCELERATING STUDENT ACHIEVEMENT ACROSS CULTURES STRATEGIES FOR ADMINISTRATORS, TEACHERS, STUDENTS, AND PARENTS Developed by the ETMA Network, AIMMS & MSDE

2. Outcomes Developed by the ETMA Network, AIMMS & MSDE

3. What is the Practical Guide? • A response to an expressed need of teachers to have a resource that will assist them in becoming culturally responsive educators, • A desktop reference for administrators, teachers, students, and parents, and • A tool to increase educator competence in creating a culturally responsive learning environment. Developed by the ETMA Network, AIMMS & MSDE

4. Goals of the Guide Developed by the ETMA Network, AIMMS & MSDE

5. Getting Centered Academically low performing students, increase their chances of achieving, when placed with educators, who ensure the personal, cognitive and socio-emotionalneeds of their students are incorporated in their instruction. Dr. Jennifer West Developed by the ETMA Network, AIMMS & MSDE

6. Group Activity: Final Word Protocol Exploring the Core Competencies Developed by the ETMA Network, AIMMS & MSDE

7. What is Culture? • Culture is the lens through which we view the world. • Culture does not determine ability but it shapes how it is processedand expressed. • Students do not enter schools as empty vessels. • Culture influences learning. Developed by the ETMA Network, AIMMS & MSDE

8. Iceberg Activity Developed by the ETMA Network, AIMMS & MSDE

9. Surface/Deep Iceberg Model of Culture 9 Developed by the ETMA Network, AIMMS & MSDE

10. Cultural Competence is The ability to work effectively across cultures in a way that acknowledges and respects the culture of the person or the organization being served. Jerome Hanley, Beyond the Tip of the Iceberg Five Stages Toward Cultural Competence Developed by the ETMA Network, AIMMS & MSDE

11. Cultural Competency Continuum Model Cultural Competency Cultural Pre-Competency Cultural Blindness Cultural Incapacity Cultural Destructiveness Developed by the ETMA Network, AIMMS & MSDE

12. Culturally Competent Individuals • Acknowledge cultural differences • Understand their own culture • Engage in self assessment • Acquire cultural knowledge and skills • View learning and behavior within a cultural context Developed by the ETMA Network, AIMMS & MSDE

13. Cultural Awareness Developing sensitivity and understanding of another ethnic group. Awareness and sensitivity also refer to the qualities of openness and flexibility that people develop in relation to others. The Road to Cultural Competency is a Lifelong Journey… Cultural Knowledge Familiarization with selected cultural characteristics, histories, values, belief systems, and behaviors of members of another cultural group. Cultural Competency Developing behaviors, attitudes, practices, and policies that reflect the integration and transformation of cultural knowledge, skills, and awareness about individuals and groups of people into standards, policies, practices to increase the quality of interactions and outcomes. Developed by the ETMA Network, AIMMS & MSDE

14. Cultural Proficiency is . . . a way of being that allows individuals and organizations to interact effectively with people who differ from them. It is a developmental approach to addressing the issues that emerge in diverse environments. Robins et al, 2006, p. 2 Developed by the ETMA Network, AIMMS & MSDE

15. Cultural Destructiveness Cultural Blindness Cultural Competence See the difference, understand the difference that difference makes. See the difference, respond positively and affirmatively. See the difference, stomp it out. See the difference, make it wrong. See the difference, act as if you don’t. See the difference, respond inadequately. Cultural Incapacity Cultural Precompetence Cultural Proficiency Cultural Proficiency Cultural Destructiveness Cultural Blindness Cultural Competence Cultural Incapacity Cultural Precompetence Cultural Proficiency African American boys represent the majority of office referrals. African American boys represent the majority of office referrals. Recruiting students from populations under represented for extracurricular activities. Recruiting students from populations under represented for extracurricular activities. Why won’t these immigrants learn English? Their culture does not value education. Their culture does not value education. I treat all of my students the same. I treat all of my students the same. We can’t all be fluent in Spanish, but we could learn some basics for communicating with parents. We can’t all be fluent in Spanish, but we could learn some basics for communicating with parents. Why won’t these immigrants learn English? See the difference, make it wrong. See the difference, stomp it out. See the difference, act as if you don’t. See the difference, respond inadequately. See the difference, understand the difference that difference makes. See the difference, respond positively and affirmatively. Developed by the ETMA Network, AIMMS & MSDE

16. Essential Elements of Cultural Proficiency The essential elements of cultural proficiency provide the standards for individual behavior and organizational practices. • Name the differences: Assess Culture • Claim the differences: Value Diversity • Reframe the differences: Manage the Dynamics of Difference • Train about differences: Adapt to Diversity • Change for differences: Institutionalize Cultural Knowledge Developed by the ETMA Network, AIMMS & MSDE

17. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching Key Points • Culture is a powerful yet often invisible factor that influences student learning. • It’s important for educators to understand the ways race, ethnicity, language and social class interact and may influence a student’s achievement. Developed by the ETMA Network, AIMMS & MSDE

18. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching Key Points • Schools have to be organized in such a way that the members of the community work collaboratively and create a caring environment for students. • Many students do not enter school with the cognitive foundations in place to connect to the instructional strategies in the classroom. Developed by the ETMA Network, AIMMS & MSDE

19. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching Key Points • Students from various cultures and diverse backgrounds may have different experiences than those expected at school. • Educators must provide assistance for culturally and linguistically diverse students in order for them to access the curriculum and successfully achieve high standards. Developed by the ETMA Network, AIMMS & MSDE

20. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching Key Points • Schools have to be organized in such a way that the members of the community work collaboratively and create a caring environment for students. • Many students do not enter school with the cognitive foundations in place to connect to the instructional strategies in the classroom. Developed by the ETMA Network, AIMMS & MSDE

21. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching Key Points • Educators must explore their own cultural experiences and identify how they impact the learning environment for students. • Educators must model and articulate high expectations that result in high achievement for all students. Developed by the ETMA Network, AIMMS & MSDE

22. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching Key Points • Educators must demonstrate sensitivity to cultural bias in instructional materials and texts. • Educators must demonstrate sensitivity to in classroom patterns of thinking, in modes of communication and in teaching/learning strategies. Developed by the ETMA Network, AIMMS & MSDE

23. A Tour of The Guide Developed by the ETMA Network, AIMMS & MSDE

24. The Last Word The most powerful thing that a teacher brings to school everyday is not curriculum, it’s themselves. To know how I’m looking at students. To know how I look at the world is the most critical piece of my teaching strategy. So then when students respond to me, I understand how they are connecting to me. Glenn Singleton Developed by the ETMA Network, AIMMS & MSDE

25. Thank You! Developed by the ETMA Network, AIMMS & MSDE