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Dr. Donna ElamSoutheastern Equity Center
July 2013
Equity, Excellence and Engagement of Diverse Learners
North Carolina CDC
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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.
•
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STAND UP AND BE COUNTED!
I Believe All Children Can Learn
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Think About This Carefully …
I believe that I teach all children to high standards.
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Source: U.S. Census Bureau, Population Projections
The Demographics of the U.S. are Changing Rapidly
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A NATION AT-RISK
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A NATION ACCOUNTABLE
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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.
Students Graduate From High School At Different Rates, 2001** 4-Year Graduation Rates
CULTURALLY COMPETENT LEADERSHIP:Implications for Practice in Higher Education
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Some of the root causes
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View Movie: A TIME TO KILL (SUMMATION)
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At-Home Storybook Readingby 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
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At-Home Storybook Readingby age 6-1/2
SES Avg. per day
Total
Middle Class
45
minutes
1,700 hours
Low
Income*
2
minutes
25
hours
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As Grade Level Increases, the Assignments Given to Students Fall Further and Further Behind Grade Level
Standards
Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC.
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WHY
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WHY
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Why Cultural Competence is Important
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Getting everyone on the same page
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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
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Diversity
• Diversity –
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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.
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Equality
• Equality –
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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.
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Equity
• Equity
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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
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Cultural Competence
• Cultural Competence.
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Cultural Competence
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Cultural Competence is the knowledge and skill set
needed to provide effective delivery of services to diverse populations
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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.
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Culturally Competent Educators…
Learn much of what they must know and be able to do,
from and through their
students’ families and communities.
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If we don’t…
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Why Cultural Competence is Important
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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?
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What Does The Research Say?
Emergent Themes:
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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 CompetentLeadership
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Culturally CompetentLeadership
Strategy for Students:Building RelationshipsAuthentic Expectations
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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
Rejection of
mainstream culture
(*Based on the compiled research of Fordham & Ogbu, 1986; Cross, 1995; and Solomon, 1992)
Versus
Oppositional Identities*
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Strategy for your school or district:Organizing your program
information with the Logic Model
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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
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39
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
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Logic ModelWhy 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
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The Logic ModelIMPACT
Our long term
results
OUTCOMES
WHAT changes
we’ll expect to
find
OUTPUTS
WHAT evidence
we’ll produce from our efforts
STRATEGIES
HOW we’ll do it
RESOURCES
WHAT we’ll need
IF we have these,
resources in place
and
IF we do
these things
THEN we
expect to see these
changes
…that will contribute
to this long term transfor-mation
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The Logic ModelIMPACT
Equity & Excellence
in Education for Diverse Students
OUTCOMES
Eliminate minority
isolation & Impact the
Achievement Gap
OUTPUTS
WHAT evidence
we’ll produce from our efforts
STRATEGIES
ReformsData
DialoguesDifferentiated
InstructionCultural
Competence
RESOURCES
ResearchExpertise
PDPLCs
IF we have these,
resources in place
and
IF we do
these things
THEN we
expect to see these
changes
…that will contribute
to this long term transfor-mation
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Resource
• W.K. Kellogg Foundation• Logic Model Development Guide
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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