lower merion school district cultural proficiency 102
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Lower Merion School District Cultural Proficiency 102. Presented by The Cultural Proficiency Cadre Lower Merion School District. Goals. By the end of the session the participants will: Review the definitions of culture and the cultural proficiency continuum - PowerPoint PPT PresentationTRANSCRIPT
Lower Merion School DistrictCultural Proficiency 102
Presented by The Cultural Proficiency CadreLower Merion School District
By the end of the session the participants will: Review the definitions of culture and the
cultural proficiency continuum Reflect on their own perspective/awareness
as it relates to the essential elements of cultural proficiency
Discuss the barriers that may prevent a person, school, or district from becoming culturally proficient.
Goals
According to Glenn Singleton in Courageous Conversations About Race, we need to agree to…
1. Stay engaged. Observe the quiet signal Cell phones on vibrate and laptops away
2. Experience discomfort.3. Speak your truth (and allow others to
speak theirs)
4. Expect/accept non-closure.in our conversations today.
The Four Agreements
Pause- give time for thoughts
Probe listen to ask questions
Paraphrase- give a sense of what you heard… so far
Acknowledge- appreciate your colleagues’ contribution
3 P’s and An A(Active Listening Supports)
4 Things in Common1. At your table, share information to
discover four things you have in common.
2. They can’t be things that are visible or otherwise obvious.
3. Write them down on the chart paper and sign.
4. Have fun!
Getting Started
In the Social Identity Theory, a person has not one, “personal self”, but rather several selves that correspond to widening circles of group membership.
Different social contexts may trigger an individual to think, feel and act on basis of his personal, family or national “level of self” (Turner et al, 1987)
Social Identity Theory
The Social Identity Wheel
Fill in all the spaces with words that identify you.1. Circle (or highlight) the identities you think
about most often.2. Put a check next to the identities you think
about least.3. Put an A next to any that you consider an
advantage 4. Put a D next to any that may be a
disadvantage.
Please find two other people in the room whom you do not know well and are DIFFERENT than you (race, religion, childhood neighborhood, etc) and form a trio circle.
On our signal, share the information you wrote including the advantages, and disadvantages as well as those you think about and those you ignore.
Practice your 3 P’s and an A
Trio Conversation
What did we learn?How are we different?What does it matter as we interact with students/families and communities that have different wheels than ours?
Process Time
SCHOOLS ARE PLACES WHERE CULTURE MATTERS!
Reminder
Think about the ideas that have been presented
Think about what you have…
or
Work with a partner to clarify ideas.
Learned
Stop and think
Culture is everywhere.
Schools are places where culture is important and one’s ability to conform determines success.
The further away the child’s culture is from the culture of the school, the harder it is for him to experience a sense of belonging and to negotiate a successful experience.
Why Focus on Culture?
Besides ethnic/racial cultures…◦Schools◦Community/Neighborhood◦Professions◦Gender◦Age◦Religion◦Others?
Cultural Groups
Look at the Iceberg, please circle anything under the surface that may impact students in our schools. Their cultural norms may differ from the school
Culture- What is it?
“The way we do things around here.”
- Asa Hilliard.
Double impact
Intersection
Culture Race
The Continuum ( review)◦ Language for describing both healthy and
non-productive policies, practices and individual behaviors
The Essential Elements◦ Behavioral standards for measuring, and
planning for growth toward cultural proficiency
The Barriers◦ Caveats that assist in responding effectively
to resistance to change◦
The Guiding Principles◦ Underlying values of the approach
The CP Tools (p. 5)
Once we have heard the description , write down on the post-it and example of what you would her or see that demonstrates this point on the Continuum
Chart comments/practices or policies that would typify this point.
Let’s hear them. Conclusions
Cultural Proficiency Continuum Review
The Cultural Proficiency Continuum
Lindsey, Robins, & Terrell
Six points along the continuum indicate unique ways of seeing and responding to difference. These will help you identify where you are and your school.
Cultural Destructiveness
Cultural Incapacity
Cultural Blindness
Cultural Pre-
Competence
Cultural Competence
Cultural Proficiency
Seeking to eliminate all aspects of the culture of others… in all aspects of school and in relationship to the community they serve.
“This text has enough diversity in it. It only leaves out a few minorities.
“Why are those kids speaking like that at lunch?” Why can’t they speak correctly?
“There are so many problems coming from Lakeside.”
Cultural DestructivenessSee the difference, stomp it out
Any policy, practice or behavior that presumes one culture is superior to others. Behavior disempowers others.
Examples: Maintaining systems that disempowered people
who differ from them culturally. Low expectations based on stereotypes, tracking. Tolerating difference without valuing diversity. Questioning the qualifications of people of color. Questioning differences in any of the cultural
markers on the “iceberg”.
Cultural Incapacity
See the difference, make it wrong
Any policy, practice or behavior that ignores existing cultural difference or that consider such differences inconsequential.
Examples:◦ “I don’t see color.. just human beings”
By not seeing differences one presumes that the dominant cultural norms are equally beneficial to all.
◦ Deny color and culture matters ( in curriculum choices/pedagogy)
◦ Discomfort in noting difference◦ Beliefs/actions that assume world is fair and
achievement is based on merit◦ “Our school does not need to focus on multicultural
education- we don’t have much diversity.”
Cultural Blindness
See the difference, act like you don’t
People recognize that their skills and practices are limited when interacting with other cultural groups. They are aware and may have have made some changes but are aware that others are needed
.Examples: Trying to include some examples of African
American culture in one unit of study, but realizing that you do not know enough to do it well.
A multicultural festival where you want more than food but don’t know what else to do.
Delegate diversity work to others, to a committee Quick fix, packaged short-term programs Unclear rules, expectations for all diversity
programs for staff
Cultural Pre-competence See the difference, respond inadequately
See the difference, understand the difference that the difference makes.
Any policy, practice or behavior that uses the essential elements of cultural proficiency as the standard for the individual or the organization.
Examples:◦ Performance standards for culturally appropriate
behavior◦ Modeling appropriate behaviors◦ Risk-taking such as speaking out against injustice,
even when doing so may cause tensions
Cultural Competence
The use of specific tools effectively describing, responding to, and planning for issues that emerge in diverse environments.
A set of policies and practices at the organizational level and values, beliefs and behaviors at the individual level that enables effective cross cultural interactions among employees, clients, and community.
Cultural Proficiency is…
◦Essential Elements Assess Your Culture Value Diversity Manage the Dynamics of Difference
Adapt to Diversity Institutionalize Cultural Knowledge
Cultural proficiency
Think about the ideas that have been presented
Think about what you have…
or
Work with a partner to clarify ideas.
Learned
Stop and think
Let’s agree on one definition (Lindsey, et al in Cultural Proficiency for Leaders) for our conversations today “Racism has two components:1. the belief that one racial group is
superior to all others2. the power to create an environment
where that belief is manifested in the subtle or direct subjugation of the subordinate ethnic groups through a society’s institutions”
Defining Racism
This set of caveats 1. Systematic oppression2. The presumption of entitlement3. Unawareness of the need to
adapt…
all result in a resistance to change.
The barriers to proficiency in organizations and individuals
Think about your life, where would you line up?
Let me describe what a typical line might look like in a room with diversity.
The Presumption of Entitlement
◦There are barriers that are out of your control
◦Some are within your control◦We will view a video clip to better
explain the role of the presumption of entitlement and how racism influences it.
Barriers
http://www.youtube.com/watch?v=pAljja0vi2M
Mirrors of Privilege
Take a minute to jot down a few thoughts about what you just saw.
Turn to a neighbor to share.
Let’s hear a few ideas in the room.
Reflection
Assesses culture (theirs and the organization)
Values diversity
Manages the dynamics of difference
Adapts to diversity
Institutionalizes cultural knowledge
The Cultural Proficient Professional
Assesses culture. The culturally proficient professional◦ is aware of her own culture and the effect it may
have on the people in her work setting.
◦ learns about the culture of the organization and the cultures of the “clients”, and
◦ anticipates how they will interact with, conflict with, and enhance one another.
The Culturally Proficient Professional
Values diversity. The culturally proficient professional
welcomes a diverse group of clients into the work setting and appreciates the challenges diversity brings.
shares this appreciation with other clients, developing a learning community with the clients.
The Culturally Proficient Professional p.25
Manages the dynamics of difference. The culturally proficient professional
recognizes that conflict is a normal and natural part of life.
develops skills to manage conflict in a positive way
helps clients to understand that what appear to be clashes in personalities may be conflicts in culture.
The Culturally Proficient Professional
Adapts to diversity. The culturally proficient professional
commits to the continuous learning that is necessary to deal with the issues caused by differences.
enhances the substance and structure of his work so that all of it is informed by the guiding principles of cultural proficiency.
The Culturally Proficient Professional p.25
Institutionalizes cultural knowledge. The culturally proficient professional
works to influence the culture of her organization so that its policies and practices are informed by the guiding principals of cultural proficiency.
takes advantages of opportunities to teach others in the community and creates ways for others to engage in ways that honor who they are and challenge them to be more.
The Culturally Proficient Professional
Why should whites who are advantaged by racism want to end that system of advantage?
What is the cost of a system of advantage based upon race?
Why should teachers work toward cultural proficiency?
The Cost of Institutionalized Racism
Our students:Asian/Pacific IslandersAfrican-AmericanHispanicAmerican IndianMulti-RacialWhite
LMSD DATA
Number of Students
Asian Black or African AmericanHispanicWhite
LMSD DATA2010-11 Gifted
Achievement Gaps Goal
PSSA Scores – Proficient & Advanced
African American Students
PSSA Scores – Proficient & Advanced
All Students
Math – 5th Grade # of Students
2007-2008 45% 512008-2009 70% 372009-2010 70% 37
Math – 8th Grade2007-2008 69% 482008-2009 51% 532009-2010 79% 48
Math – 11th Grade2007-2008 41% 342008-2009 32% 622009-2010 33% 54
Math – 5th Grade # of Students
2007-2008 90% 4512008-2009 91% 5092009-2010 92% 479
Math – 8th Grade2007-2008 88% 5002008-2009 88% 5512009-2010 95% 534
Math – 11th Grade2007-2008 83% 5672008-2009 82% 5802009-2010 85% 553
44
Identify/address the academic achievement needs of African-American and other students in identified groups
Identify ways to measure improvement Improve grades for African-American and other students
in identified groups
Achievement Gaps Goal
PSSA Scores – Proficient & Advanced
African American Students
PSSA Scores – Proficient & Advanced
All Students
Math – 5th Grade # of Students
2007-2008 45% 512008-2009 70% 372009-2010 70% 37
Math – 8th Grade2007-2008 69% 482008-2009 51% 532009-2010 79% 48
Math – 11th Grade2007-2008 41% 342008-2009 32% 622009-2010 33% 54
Math – 5th Grade # of Students
2007-2008 90% 4512008-2009 91% 5092009-2010 92% 479
Math – 8th Grade2007-2008 88% 5002008-2009 88% 5512009-2010 95% 534
Math – 11th Grade2007-2008 83% 5672008-2009 82% 5802009-2010 85% 553
45
Identify/address the academic achievement needs of African-American and other students in identified groups
Identify ways to measure improvement Improve grades for African-American and other students
in identified groups
Achievement Gaps Goal
PSSA Scores – Proficient & Advanced
African American Students PSSA Scores – Proficient & Advanced
All Students
Reading – 5th Grade # of Students2007-2008 45% 512008-2009 70% 372009-2010 63% 38
Reading – 8th Grade2007-2008 83% 482008-2009 81% 532009-2010 88% 51
Reading – 11th Grade2007-2008 50% 342008-2009 61% 622009-2010 58% 55
Reading – 5th Grade # of Students2007-2008 83% 5002008-2009 89% 5432009-2010 86% 514
Reading – 8th Grade2007-2008 93% 4992008-2009 94% 5492009-2010 96% 539
Reading – 11th Grade2007-2008 87% 5662008-2009 88% 5782009-2010 91% 559
46
Identify/address the academic achievement needs of African-American and other students in identified groups
Identify ways to measure improvement Improve grades for African-American and other students
in identified groups
SAT Scores – Lower Merion School District
Total LMSD Students African American LMSD Students
Year Average Score
# of Students Tested
2008 1262 36
2009 1365 25
2010 1355 39
Year Average Score
# of Students Tested
2008 1723 517
2009 1785 453
2010 1738 474
47
Year Average Score
# of Students Tested
2008 1468 85,189
2009 1467 81,144
2010 1470 79,889
Pennsylvania Students
Achievement Gaps Goal
Identify/address the academic achievement needs of African-American and other students in identified groups
Identify ways to measure improvement Improve grades for African-American and other students
in identified groups
48
Achievement Gap Goal
Identify/address the academic achievement needs of African-American and other students in identified groups
Identify ways to measure improvement Improve grades for African-American and other students
in identified groups
Total Student Population
Total students enrolled in at least 1
AP/Honor class% of Students in at least 1 AP/Honors
African American Student Population
Number of African American students
enrolled in at least 1 AP/Honors class
African American students in at least 1 AP/Honors class as
% of African American population
07-08 2351 1831 77% 197 73 37%
08-09 2249 1758 77% 206 96 47%
09-10 2301 1769 78% 250 121 48%
10-11 2339 1853 80% 257 142 55%
AP/Honors - LMSD
50
Total # Total %All Students 607 100Continuing Education 585 96Four Year College 514 85Two Year College 55 9Other Post Secondary Schools 16 3Military 3 < 1Employment 16 3Unknown 2 < 1
African American/African-American 51 8Continuing Education 44 86Four Year College 23 45Two Year College 18 35Other Post Secondary Schools 2 4Military 3 6Employment 3 6Unknown 1 2
LMSD Graduates Class of 2008Total # Total %
All Students 580 100Continuing Education 556 96Four Year College 503 87Two Year College 41 7Other Post Secondary Schools 12 2Military 5 < 1Employment 19 3Unknown 0 0
African American/African-American 35 6Continuing Education 31 89Four Year College 23 66Two Year College 8 23Other Post Secondary Schools 0 0Military 1 3Employment 3 9Unknown 0 0
LMSD Graduates Class of 2009
Achievement Gaps Goal
Identify/address the academic achievement needs of African-American and other students in identified groups
Identify ways to measure improvement Improve grades for African-American and other students
in identified groups
A CULTURAL PROFICIENT TEACHER IS…
Reflection
“THE STRUGGLE CONTINUES UNTIL EACH CHILD HAS THE SCHOOLING WE WANT FOR OUR OWN CHILDREN.”
Dr. Barbara Moore-WilliamsEducational Consultant
Cultural Proficiency