Transcript Slide 1

North Carolina CDC
Equity, Excellence and Engagement
of Diverse Learners
Dr. Donna Elam
Southeastern Equity Center
July 2013
Overview
• This session will be a hands-on, interactive
session with research and best practices to
address the needs of a diverse student
population while integrating rigor and equity
to impact student achievement for career
development and opportunities.
•
STAND UP AND BE COUNTED!
I Believe All Children Can Learn
Think About This Carefully …
I believe that I teach all children to
high standards.
The Demographics of the U.S. are Changing Rapidly
Source: U.S. Census Bureau, Population Projections
A NATION AT-RISK
A NATION
ACCOUNTABLE
CULTURALLY COMPETENT LEADERSHIP:
Implications for Practice in Higher Education
Students Graduate From High School At
Different Rates, 2001*
* 4-Year Graduation Rates
Source: Jay P. Greene and Greg Forster, “Public High School Graduation and College Readiness Rates in the United States,”
Manhattan Institute for Policy Research, September 2003.
Some of the root causes
View Movie: A TIME TO KILL (SUMMATION)
At-Home Storybook Reading
by age 6-1/2
SES
Avg. per
day
Total
Middle
Class*
45
minutes
1,700 hours
*Adams, M.J. (1990) Beginning to Read: Thinking and
Learning about Print
At-Home Storybook Reading
by age 6-1/2
SES
Avg. per
day
Total
Middle
Class
45
minutes
1,700 hours
Low
Income*
2
minutes
25
hours
*Bill Teale Study: reported in:
Adams, M.J. Beginning to Read: Thinking and Learning
about Print
Grade
As Grade Level Increases, the Assignments Given to Students
Fall Further and Further Behind Grade Level Standards
8
7
6
5
4
3
2
1
0
8
7
6
5.78
5
4
3
2
1
0
K
6.37
4.97
4.34
3.62
2.88
1.94
0.99
0.02
1
2
3
4
Average Grade Level of Assignment
5
6
7
8
Grade Level Standard
Source: John Holton, South Carolina Department of Education, analysis of assignments from 362
Elementary and Middle Schools in SC.
WHY
WHY
Why Cultural Competence is Important
Getting everyone on the
same page
Exploring Terms
“I –Time” – Take a few moments to think
about the following terms:
• Choose recorder & reporter for group
• Share highlights with small group.
• Reach consensus on the “best of the
best”
• Report out: Diversity/Equality/Equity/
Cultural Competence
Diversity
• Diversity –
Diversity
Diversity – The limitless differences
among individuals and groups that are
often observed in religious, racial,
cultural, socio-economic, political
values, behaviors, physical/social
differences, and preferences.
Equality
• Equality –
Equality
Equality – equal treatment for all
students irrespective of their academic
needs… “We treat everyone the same
way.”
Practices are rarely changed for
individuals but may be changed for the
majority or to meet the needs of the
organization.
Equity
• Equity
Equity
 Equity in the broadest sense is defined as just,
impartial, and fair.
 Educational equity emphasizes equal outcomes, not
only equal input.
Jones, Elam, & Nichols, 2010
Cultural Competence
• Cultural Competence.
Cultural Competence
Cultural Competence is the
knowledge and skill set
needed to provide effective
delivery of services to
diverse populations
Culturally Competent
Educators…
Understand their own biases and how they
effect attitudes and behavior;
Identify and eliminate patterns and
incidence of discrimination;
Communicate about the hard issues of race
and education without alienating groups;
Have the personal courage & commitment
to persist.
Culturally Competent Educators…
Learn much of what they must know
and be able to do,
from and through their
students’ families and communities.
If we don’t…
Why Cultural Competence is Important
Reframing the Conversation
about Equality/Inequality:
•
At your tables, discuss the 3 questions below; select a
recorder, reporter, time keeper to report your
responses.
• Do you feel that there is equality for all of your students for
their career paths?
• What are the greatest challenges that you face regarding
the diversity of your students?
• What strategies do you utilize that ensure your students’
success in transition from school to career?
What Does The Research Say?
Emergent Themes:
Culturally
Competent
Leadership
Strategy for Staff:
Data Dialogues:
• What does the data tell us?
• Which teachers are having success?
• Which teachers are struggling?
• Conduct expertise scan & pair or cluster
structured support.
Culturally
Competent
Leadership
Strategy for Students:
Building Relationships
Authentic Expectations
Oppositional Identities*
Strategies used in the African American culture to either function within
or outside of mainstream society.
(1a) Defensive
A filter of
protection against
racism
&
engagement to
function
bi-culturally
(1b) Alienated
Versus
Rejection
of
mainstream
culture
(*Based on the compiled research of Fordham & Ogbu, 1986; Cross, 1995; and Solomon, 1992)
Strategy for your school or district:
Organizing your program
information with the
Logic Model
The Logic Model
• Organizes elements of your program
in a way that:
– Is concise
– Shows the “big picture” as a series of
hypotheses:
• “What” we want to happen
• “How” we intend to make it happen
• “IF” these things happen, “THEN” we will see
these results
Factors Promoting Academic
Success
• Factors Promoting Academic Success include:
–
–
–
–
–
–
–
–
–
–
Rites of passages programs
All male academies
Appropriate mentors and mentoring initiatives
Early career exploration programs
Fusion of African/ cultural teaching pedagogy
Summer bridge programs
Family support (especially mothers)
Personal confidence and motivation
Recognition of unique learning styles
Training and development of a pedagogically effective faculty
39
Logic Model
Why bother:
• A working model
• Dynamic, not static
• Reflects a Process that contributes to outcomes, not
an end product
• Aids reflection and communication
• Data about outcomes and process
• Common language, knowledge, and processes
strengthen organizational culture
The Logic Model
RESOURCES
WHAT
we’ll need
IF we
have
these,
resources
in place
and
STRATEGIES
OUTPUTS
OUTCOMES
IMPACT
HOW
we’ll do it
WHAT
evidence
we’ll
produce
from our
efforts
WHAT
changes
we’ll
expect to
find
Our
long term
results
IF we
do
these
things
THEN
we
expect
to see
these
changes
…that will
contribute
to this
long term
transformation
The Logic Model
RESOURCES
Research
Expertise
PD
PLCs
IF we
have
these,
resources
in place
and
STRATEGIES
OUTPUTS
OUTCOMES
IMPACT
Reforms
Data
Dialogues
WHAT
evidence
we’ll
produce
from our
efforts
Eliminate
minority
isolation &
Impact the
Equity &
Excellence
in
Education
for Diverse
Students
Differentiated
Instruction
Cultural
Competence
IF we
do
these
things
Achievement
Gap
THEN
we
expect
to see
these
changes
…that will
contribute
to this
long term
transformation
Resource
• W.K. Kellogg Foundation
• Logic Model Development Guide
We can, whenever and wherever
we choose, successfully teach all
children whose schooling is of
interest to us. We already know more
than we need to do that.
Whether or not we do it must finally
depend on how we feel about the
fact that we haven’t so far.”
- Dr. Ron Edmonds