Culturally and Linguistically Responsive Teaching in the Buffalo Schools

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Culturally and Linguistically Responsive Teaching
in the Buffalo Schools

• Urban Forum
• Rochester, New York
• December, 2008

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Objectives

• Examine national, state, and local (Buffalo) data
• Review Buffalo Public School initiatives
• Familiarize participants with the
• Cultural Proficiency Continuum and the Five
  Essential Elements of Cultural Competence.
• Discuss the implications of CRT for our schools
  and districts

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The Achievement Gap
Why Culturally Responsive Teaching?

• Every year, thousands of children head toward
  school already behind.

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Framing the National Picture
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2007 NAEP Grade 4 ReadingAll Students, Nation
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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2007 NAEP Grade 4 Readingby Race/Ethnicity,
Nation
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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2007 NAEP Grade 8 ReadingAll Students, Nation
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
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By Race, Ethnicity NAEP 8th Grade Reading 2007
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
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• By the end of high school?

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African American and Latino 17 Year-Olds Do Math
at Same Levels As White 13 Year-Olds
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African American and Latino 17 Year-Olds Read at
Same Levels As White 13 Year-Olds
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Access Gap
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Minority High School Graduates Are Less Likely to
Have Completed Advanced Math and Science Courses
Source U.S. Department of Education, NCES,
Advanced Mathematics and Science CourseTaking in
the Spring High School Senior Classes of 1982,
1992, 2004 Statistical Analysis Report, 8/2007
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African American, Latino Native American youth
are less likely to be enrolled in full college
prep track
Source Education Trust, 2005
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Poor and Minority Students Get More
Inexperienced Teachers
Teachers with 3 or fewer years of experience.
High and low refer to top and bottom
quartiles. Source National Center for Education
Statistics, Monitoring Quality An Indicators
Report, December 2000.
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And now?
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Black, Hispanic, and White under representation
and overrepresentation by gifted, mental
retardation, and suspensions
USDOE Office for Civil Rights 1998 Elementary
and Secondary School Civil Rights Compliance
Reports National Projections 2000
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The issue is not new!
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Racial Disparities in Special Education Inclusion
USDOE Office of Special Education Programs 2001
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Framing the New York State Picture
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2007 NAEP Grade 4 ReadingAll Students, New York
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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2007 NAEP Grade 4 Readingby Race/Ethnicity, New
York
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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2005 NAEP Grade 8 ReadingAll Students, New York
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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2007 NAEP Grade 8 Readingby Race/Ethnicity, New
York
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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NY 9th Graders Graduating 4 Years Later (2004)
Includes both Regents and Local Diplomas Source,
NYSED
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Schott Report 2008

• New York State is the 6th of the 10 lowest
  performing states for black male graduation
  (39). The Latino rate is 38.
• Buffalo is 8th of the 10 lowest performing large
  districts for black male graduation (31).

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Framing the Local Picture
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BPS Demographics

• 28.8 students with disabilities (10,522)
• 78 free/reduced lunch
• 7 ELLs (approximately 3,000 students)
• Over 70 languages spoken

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BPS English Language Arts District
Results Percent At or Above Proficiency (Levels 3
4)
Verified data as of 6/19/08
OSA/GMA 6/08
Source NYSED 6/08
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BPS English Language Arts (ELA) African
American Students District Results Percent At or
Above Proficiency (Levels 3 4)
Verified data as of 6/19/08
OSA/GMA 6/08
Source NYSED 6/08
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BPS English Language Arts (ELA) Hispanic
Students District Results Percent At or Above
Proficiency (Levels 3 4)
Verified data as of 6/19/08
OSA/GMA 6/08
Source NYSED 6/08
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BPS English Language Arts (ELA) Limited English
Proficiency Students District Results Percent At
or Above Proficiency (Levels 3 4)
226 Students
226 Students
Verified data as of 6/19/08
OSA/GMA 6/08
Source NYSED 6/08
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NYS ELA at or above standard3 Year
SummaryFormerly Limited English Proficient
Students
OSA wck Sources Standards, Data
Warehouse,NYStart
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BPS Mathematics District Results Percent At or
Above Proficiency (Levels 3 4)
Verified data as of 6/19/08
OSA/GMA 6/08
Source NYSED 6/08
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BPS Mathematics African American Students
District Results Percent At or Above Proficiency
(Levels 3 4)
Verified data as of 6/19/08
OSA/GMA 6/08
Source NYSED 6/08
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BPS Mathematics Hispanic Students District
Results Percent At or Above Proficiency (Levels 3
4)
Verified data as of 6/19/08
OSA/GMA 6/08
Source NYSED 6/08
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BPS Mathematics Limited English Proficiency
(LEP) Students District Results Percent At or
Above Proficiency (Levels 3 4)
Verified data as of 6/19/08
OSA/GMA 6/08
Source NYSED 6/08
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NYS Math at or above standard 3 Year Summary
Formerly Limited English Proficient Students
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Highest Performing District Schools
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Low/High Performing District Schools
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Individual Activity Write a one-minute
reflection of your thoughts, questions, concerns
after seeing the national, state, and local
data.--------------------------------------------
---Partner Activity What policies, practices,
and beliefs might contribute to these disparities?
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• What is our District doing to address the issue?

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LITERACY ACROSS THE CURRICULUM
Reading to Learn
Writing in the Content Areas
Meta-cognition
Culturally Linguistically Responsive Teaching
Reading in the Content Areas
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What do we need to do to be culturally responsive?

• Consider our own attitudes, biases and
  assumptions
• Recognize that the culture of the school and the
  culture of the childs family may not be well
  synchronized
• Value childrens language
• Recognize and value the diverse cultural
  characteristics children bring to school.

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Activity

• Complete the Cultural Proficiency Continuum
  self-assessment
• Identify where you fall on the continuum.
• Jot down 3 things you might do to help yourself
  move to the next level.
• Share your ideas with a partner.

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Addressing Culturally Linguistically Responsive
Teaching District Leadership

• Book studies
• They Cant Teach What They Dont Know White
  Teachers, Multiracial Schools by Gary Howard
• Division Heads
• Cross Functional Team
• Leadership Academy
• Principals
• Professional Learning Opportunities
• Administrators Retreat, 2007
• Beyond Language
• Administrators Retreat, 2008
• Gary Howard

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Addressing Culturally Linguistically Responsive
Teaching Coaches Teachers

• Book studies
• Culturally Proficient Coaching Supporting
  Educators to Create Equitable Schools
• Lindsey, Martinez, Lindsey, 2007
• Division Heads
• Cross Functional Team
• Leadership Academy
• Principals
• Introductory module presented
• New Teachers
• Superintendents District (SURR) schools
• Sheltered Instruction Observation Protocol (SIOP)

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Activity

• Complete the Five Essential Elements of Cultural
  Competence self-assessment.
• Complete the reflection on the back of the page.
• Discuss your thoughts with a partner.

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Ticket out the Door

• List aspects of the presentation you considered
  to be positive.
• ?
• List aspects you would change to make the
  presentation more effective or meaningful.

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Thank You!