Promoting Culturally Responsive Educational Practices

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Promoting Culturally Responsive Educational
Practices

• Raising the achievement of all students

Presented by Seena M. Skelton, Ph.D. Mireika
Kobayashi, M.Ed. Constance Reyes-Rau, M.Ed. and
Karen Schaeffer, Ph.D
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Why we are here

• To increase our knowledge of culturally
  responsive practices for the purpose of helping
  school teams plan for effective supports to meet
  the educational needs of culturally and
  linguistically diverse students and to address
  issues such as, achievement gaps and
  disproportionality.

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While we are together

• We will
• share content through brief lectures, discussion
  activities networking
• engage in individual and small group planning to
• Specify ongoing learning activities.
• Identify connections, assets, and resources to
  support CRP and
• reflect on key concepts discussed

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Day One Participants will

• Examine national and state data trends related to
  the achievement of culturally diverse students
• Be introduced to practices for creating the
  conditions for raising the achievement of all
  students
• Receive information to support articulating the
  rationale for promoting culturally responsive
  educational practices to schools.

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Day Two Participants will

• Discuss the role of culture in teaching
  learning environments
• Examine the characteristics of cross-cultural
  competence and culturally responsive practices
• Begin planning for increasing the capacity to
  promote culturally responsive practices.

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Day One Agenda

• Building the case for change
• Are we teaching each and all?
• Defining culture and the connection to student
  performance
• What will happen if we create the right
  conditions?
• Factors contributing to achievement gaps and
  disproportionality.
• Taking inventory of internal and external
  resources to promote culturally responsive
  practices in schools

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Day Two Agenda

• Understanding the influence of culture in
  educational settings
• Hidden Rules
• Developing Cross-Cultural Competence
• Introducing Culturally Responsive Practices
• Survey Introduction
• Planning for promoting culturally responsive
  practices

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Materials and Products

• Powerpoint Presentation
• Workbook

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Workbook Icons
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Make a commitment to ...

• Take risks
• Lower defenses
• Set aside ones own beliefs
• Listen and consider other viewpoints

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Make a commitment to ...

• Feel uncomfortable
• Speak frankly but respectfully
• Be inquisitive (Ask questions)
• Plan for change

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Caution Beware of over-generalizing !

• Each person is an individual. The influence on
  communities, families, and individuals are
  numerous and must not be oversimplified !
• - Unknown

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Framing/Review Questions(Workbook)

• What is your
• definition of culture?

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What is culture?

• Culture is ...
• The integrated pattern of knowledge, beliefs, and
  behaviors that are transmitted to succeeding
  generations.
• A set of shared attitudes, values, goals, and
  practices that characterizes an organization,
  institution, or social group.

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Understanding the Influence of Culture

• Culture controls each of us, with or without our
  permission, through learned rules and
  perceptions.
• Cultural assumptions/understandings about
  ourselves and others are the basis for meaningful
  comprehension.

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Table Talk

• Briefly look over the Personal Identity Web
• Complete the web Write in your beliefs about the
  topics stated on the worksheet?
• Discuss similarities and differences among
  members of your small group.

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• We do not really see through our eyes or hear
  through our ears, but through our beliefs. To
  put our own beliefs on hold is to cease to exist
  as ourselves for a moment - and that is not easy.
  It is painful as well, because it means turning
  yourself inside out, giving up your own sense of
  who you are, and being willing to see yourself in
  the unflattering light of anothers angry gaze.
  It is not easy, but is the only way to learn what
  it might feel like to be someone else and the
  only way to start the dialogue.
• Lisa Delpit, 1995

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Framing/Review Questions(Workbook)

• What do you know about the achievement of
  culturally and linguistically diverse (CLD)
  students nationally and in Ohio?
• What questions do you have about why there is a
  case for changing current practices?

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Our Moral Purpose

• The moral purpose of the highest order is having
  a system where all children learn, the gap
  between high and low performance becomes greatly
  reduced, and what people learn enables them to be
  successful citizens and workers in a morally
  based knowledge society
• Michael Fullan, 2003

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Academic Systems
Behavior Systems
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Key Features of an Effective Integrated Model
Academic Behavior Supports Across 3-tiers
Administrative Leadership
Collaborative Strategic Planning (CPS)
Culturally Responsive Practices
Scientifically-Based Research
Data-Based Decision Making
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What is the research telling us?
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Research tells us

• Schools employing high quality instructional
  practices that are responsive to the needs of
  students from diverse backgrounds demonstrate
  student achievement that is well above average
  despite high representation of culturally and
  linguistically diverse (CLD) students from
  economically disadvantaged backgrounds (National
  Research Council).
• Schools successfully engaging in school reform
  programs that emphasize change in teacher
  practices have lowered special education
  placement of minority students (NRC).

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Research tells us

• An examination of classroom practices and school
  context is essential to any effort to address any
  race-linked disproportion in special education
  and gifted programs (National Research Council).
• Cultural Competence is a critical component of
  effective school support (Civil Rights Project at
  Harvard).
• Collaborative problem solving and tiers of
  intervention support are effective practices for
  addressing achievement gaps for CLD students
  (National Research Council).

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Research tells us

• While the research is limited, studies have
  indicated that even modest affirmation of talent,
  structured learning experiences that recognized
  varied learning strengths, and intervention
  result in greater identification of culturally
  and linguistically diverse (CLD) low-income
  students as gifted.
• School-wide reform efforts directed toward
  strengthening the curriculum can have an impact
  on raising the achievement of high achieving
  minority students to even higher levels,
  commensurate with gifted performance (Gandara,
  2000)

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By Race, Ethnicity NAEP 8th Grade Math 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
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Educational Setting Matters

• that two students with the same family
  characteristics going to different schools, one
  with higher and one with lower socio-economic
  profile, could expect to be further apart in
  literacy than two students from different
  backgrounds going to the same school.
• Organization for Economic Cooperation and
  Development (2000).

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A Students in High Poverty Schools Score at
About the Same Level as C Students in Affluent
Schools
Source Prospects (Abt Associates, 1993), in
Prospects Final Report on Student Outcomes,
PES, DOE, 1997.
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The relationship between culture, poverty, and
achievement disparities
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Racial disparities are not explained by poverty

• Although poverty and related factors correlate
  highly with achievement and identification of
  disability, when SES factors are accounted for,
  the effects of gender and race remains
  significant.
• Gender differences for risk among African
  American students is greater than among White
  students.
• Oswald Countinho (2002)

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Racial disparities are not explained by poverty

• Contrary to expectations, as factors associated
  with wealth and better schooling increase,
  minority students, specifically African American
  males are at greater risk of disproportional
  treatment, in terms of disciplinary actions,
  achievement, and special education
  identification.
• Oswald Countinho (2002), Donovan 7 Cross
  (2002) ODE

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Student Achievement in Ohio
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Table Talk

• What conclusions can you draw from the data
  trends?
• What questions can be generated about the data?

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To what extent are we teaching each and all?

• Current practices in schools are not adequately
  addressing the educational needs of students from
  low ses, culturally, and linguistically diverse
  (CLD) backgrounds as indicated by national and
  state achievement and discipline data.

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Creating the right conditions

• WILL RAISE THE ACHIEVEMENT OF ALL STUDENTS, CLOSE
  ACHIEVEMENT GAPS AND ADDRESS DISPROPORTIONALITY

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Framing/Review Questions(Workbook)

• Do you know any schools or classrooms where all
  students are achieving at or above standards?
• If so, whats happening in these environments?
• If not, why do you think schools are struggling
  to support all students towards success? Do you
  think its possible for high poverty and
  culturally diverse schools to meet or exceed
  state standards?

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West Jasper Elementary

• 47 African American
• 51 White
• 86 Low-income
• Outperformed the state in 4th grade reading and
  math in 2004

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High Achievement at West JasperGrade 4, 2004
Source Alabama Department of Education,
http//www.alsde.edu/html/home.asp
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Closing Gaps at West JasperGrade 4, 2004
Source Alabama Department of Education,
http//www.alsde.edu/html/home.asp
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West Manor Elementary Atlanta, GA

• ?99 African American.
• ?80 low-income
• Outscored 98 of GA elementary schools in 2nd
  grade reading in 2002.
• Outperformed 90 of GA elementary schools in 2nd
  grade math in 2002.

Source The Education Trust, Dispelling the Myth
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Lincoln Elementary SchoolMount Vernon, NY

• ?69 African American and Latino
• ?49 low-income
• Has outperformed nearly all of NY elem. schools
  in both math and English for three years in a
  row.
• In 2002, outscored 98 of NY elem. schools in
  math and 99 in English.

Source Ed Trust. Dispelling the Myth Online and
New York State Department of Education. Overview
of School Performance In English Language Arts,
Mathematics, and Science and Analysis of Student
Subgroup Performance for Lincoln School. April
10, 2003
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• Ohios
• Schools of Promise

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• 102 schools in Ohio were identified as
• Schools of Promise for 2003-2004.
• These schools are promising because they provide
  evidence that despite the economic, racial and
  ethnic backgrounds of students, they can
  succeed,
• Zelman, 2004

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In Ohio Schools of Promise

• At least 40 percent of the students met
  low-income criteria
• 75 percent or more of the students passed state
  tests in third, fourth and/or sixth grades in
  mathematics and/or reading
• At least 85 percent of the students passed the
  Ninth-Grade Proficiency Test by the end of 10th
  grade

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In Ohio Schools of Promise

• At least 75 percent of low-income students passed
  state tests
• At least 75 percent of students from the major
  racial and ethnic groups in the school passed the
  tests
• Each school met the goals of Adequate Yearly
  Progress under federal guidelines for all of the
  above groups of students, including those with
  disabilities and those with limited English
  proficiency.

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Jaime Escalante Stand and Deliver

• Have you experienced a meeting similar to the one
  shown in the movie?
• If you were working with this team, what
  strategies might you use to facilitate problem
  solving?
• What could you say or show to the team that would
  help them begin addressing the issues discussed
  in the meeting?

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Factors contributing to achievement gaps

• Less opportunity for low-income and minority
  students to receive rigorous and challenging
  curricula
• Current use of inadequate educational practices
• Culturally biased assessment practices
• Segregated special education services
• Reactionary disciplinary actions
• Eurocentric curricula
• Vague or no instruction in critical skills

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Factors contributing to achievement gaps

• Cultural mismatch between student/families and
  school
• Educators lack in knowledge and use of
  culturally responsive educational practices
• Socio-cultural Messages

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When we dont employ culturally responsive
practices

• Culturally diverse students are less likely to
• receive explicit instruction on the behaviors
  necessary to successfully negotiate mainstream
  systems in a positive and proactive manner
• have their cultural experiences and backgrounds
  validated
• cultural qualities respected or affirmed

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Who are our practitioners and are they prepared
to meet the needs of CLD students?
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Survey results

• Practitioners
• Limited pre-service exposure in courses related
  to cultural diversity
• Lacked awareness of culturally responsive
  practices.
• Overestimated knowledge skills

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Effects of Cultural Differences in School
Experiences

• Culture influences patterns of social behavior
  expectations.
• The variations among and between cultural groups
  in social behavior lead to complexities in
  interactions between individuals.
• When expected classroom behaviors are not
  consistent or compatible with those that children
  experience in their home and community problems
  or cultural clashes can occur.
• A long line of theorizing suggests a mismatch of
  cultural expectations as the reason for many of
  the problems students from diverse cultures
  experience in schools.

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System Change Efforts

• Creating a system that
• Adequately provides instruction to students that
  validates their own culture while at the same
  time teaches the skills needed to be successful
  in U.S. schools and other mainstream
  institutions.
• Institutionalizes a mechanism for changing
  current practices that are not responsive,
  relevant, or respectful to a diverse learning
  community.

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Our Charge Increasing, promoting, and supporting

• Cross-cultural competency
• Culturally responsive teaching, assessment and
  intervention practices
• Teachers and administrators towards culturally
  responsive practices

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Building the capacity to promote culturally
responsive practices in schools

• An Inventory of Resources
• Print Materials
• Partnerships
• Electronic Resources
• Other

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Review/Preview

• data trends related to the achievement of
  culturally diverse students
• creating the conditions for raising the
  achievement of all students
• promoting culturally responsive educational
  practices to schools.

• The influence of culture in educational settings
• Hidden Rules
• Cross-Cultural Competence
• Culturally Responsive Practices
• Team Survey (CRP)
• Planning for promoting culturally responsive
  practices