Presented by The Cultural Proficiency Cadre Lower 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.

 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.

 P ause- give time for thoughts  P robe listen to ask questions  P araphrase- give a sense of what you heard… so far  A cknowledge- appreciate your colleagues’ contribution

4 Things in Common 1. 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!

 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)

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.

 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?

 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.

Besides ethnic/racial cultures… ◦ Schools ◦ Community/Neighborhood ◦ Professions ◦ Gender ◦ Age ◦ Religion ◦ Others?

 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 “The way we do things around here.” - Asa Hilliard.

Double impact 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

 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

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 Destructivenes s 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.”

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”.

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.”

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

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

 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.

◦ Essential Elements  Assess Your Culture  Value Diversity  Manage the Dynamics of Difference  Adapt to Diversity  Institutionalize Cultural Knowledge

 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 others 2. 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”

 This set of caveats 1. Systematic oppression 2. The presumption of entitlement 3. Unawareness of the need to adapt… all result in a resistance to change.

Think about your life, where would you line up? Let me describe what a typical line might look like in a room with diversity.

◦ 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.

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 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.

 Assesses culture (theirs and the organization)  Values diversity  Manages the dynamics of difference  Adapts to diversity  Institutionalizes cultural knowledge

 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.

 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.

 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.

 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.

 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.

 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?

Our students:  Asian/Pacific Islanders  African-American  Hispanic  American Indian  Multi-Racial  White

PSSA Scores – Proficient & Advanced African American Students PSSA Scores – Proficient & Advanced All Students Math – 5 th Grade# of Students % % %37 Math – 8 th Grade % % %48 Math – 11 th Grade % % %54 Math – 5 th Grade# of Students % % %479 Math – 8 th Grade % % %534 Math – 11 th Grade % % %  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

PSSA Scores – Proficient & Advanced African American Students PSSA Scores – Proficient & Advanced All Students Math – 5 th Grade# of Students % % %37 Math – 8 th Grade % % %48 Math – 11 th Grade % % %54 Math – 5 th Grade# of Students % % %479 Math – 8 th Grade % % %534 Math – 11 th Grade % % %  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

PSSA Scores – Proficient & Advanced African American Students PSSA Scores – Proficient & Advanced All Students Reading – 5 th Grade# of Students % % %38 Reading – 8 th Grade % % %51 Reading – 11 th Grade % % %55 Reading – 5 th Grade# of Students % % %514 Reading – 8 th Grade % % %539 Reading – 11 th Grade % % %  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 LMSD Students African American LMSD Students Year Average Score # of Students Tested Year Average Score # of Students Tested Year Average Score # of Students Tested , , ,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  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 AP/Honors - LMSD

49  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 Harriton – AP/Honors The number of African American students enrolled in AP/Honors classes at both schools, has risen in the past four years. Lower Merion – AP/Honors

50 Total #Total % All Students Continuing Education58596 Four Year College51485 Two Year College559 Other Post Secondary Schools163 Military3< 1 Employment163 Unknown2< 1 African American/African- American 518 Continuing Education4486 Four Year College2345 Two Year College1835 Other Post Secondary Schools24 Military36 Employment36 Unknown12 LMSD Graduates Class of 2008 Total #Total % All Students Continuing Education55696 Four Year College50387 Two Year College417 Other Post Secondary Schools122 Military5< 1 Employment193 Unknown00 African American/African- American 356 Continuing Education3189 Four Year College2366 Two Year College823 Other Post Secondary Schools00 Military13 Employment39 Unknown00 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…

“ THE STRUGGLE CONTINUES UNTIL EACH CHILD HAS THE SCHOOLING WE WANT FOR OUR OWN CHILDREN.” Dr. Barbara Moore-Williams Educational Consultant