Questions for the Sticky Welcome Activity! Review the reflection questions below, and write your responses on the sticky notes provided. One answer per sticky, please. Questions for the Sticky What is important for families to understand/know related to transition? What skills and competencies do students and families need in order to be successful in their transition out of high school?

Marcus Poppen & Jennifer Stanton Sharing Space: A Framework for Culturally Responsive Transition Planning Marcus Poppen & Jennifer Stanton CCTS Transition Forum, June 2018

Welcome and Objectives Discuss ways to improve practice and transition planning for students and families from culturally and linguistically diverse backgrounds. Examine and challenge our own values, assumptions and world views. Learn to better acknowledge and respect the world view differences between students, their families and professionals. Develop strategies to incorporate student and family values into the transition planning process.

Why focus on transition planning for students and families from culturally and linguistically diverse backgrounds?

“Cultural intelligence is not about understanding others cultures; but, it is rooted in having a deep interest in others and how they make meaning. When we have this, we are less likely to judge others with ourselves as the benchmark.” – Julia Middleton

A Framework for Enhancing Cultural Competence (Kim & Morningstar, 2005) Poor postschool outcomes Lack of significant attention to cultural aspect of transition planning Application of a single standard for transition without consideration for how this impacts families and youth Leading with mainstream perspective leaves opportunity for barriers and conflicts with families and youth whose values and priorities differ, e.g. values for independence v. family systems

A Framework for Enhancing Cultural Competence (Kim & Morningstar, 2005) Knowing your own worldview Learning about the families in the community served Acknowledging and Respecting Cultural Differences Reaching Mutual Goals Between Families and Professionals Five studies presented in Kim & Morningstar reported four barriers: professional attitudes, diversity concerns, contextual barriers, and bureaucratic barriers The framework assists with ways to alleviate some of these barriers. Recommendations for enhancing partnerships.

A Framework for Enhancing Cultural Competence (Kim & Morningstar, 2005) Knowing your own worldview Learning about the families in the community served Acknowledging and Respecting Cultural Differences Reaching Mutual Goals Between Families and Professionals Who am I, and what factors shape my own values, beliefs, and traditions? How are these values, beliefs, and traditions embedded into my work with students?

A Framework for Enhancing Cultural Competence (Kim & Morningstar, 2005) Knowing your own worldview Learning about families in the community served Acknowledging and Respecting Cultural Differences Reaching Mutual Goals Between Families and Professionals What are the values, beliefs and traditions of the student with whom I am developing a transition plan, and their family?

A Framework for Enhancing Cultural Competence (Kim & Morningstar, 2005) Knowing your own worldview Learning about the families in the community served Acknowledging and Respecting Cultural Differences Reaching Mutual Goals Between Families and Professionals Acknowledge ways that our perspectives differ from our students and their families Discuss these differences with our students and their families

A Framework for Enhancing Cultural Competence (Kim & Morningstar, 2005) Knowing your own worldview Learning about the families in the community served Acknowledging and Respecting Cultural Differences Reaching Mutual Goals Between Families and Professionals Establish mutual goals that prioritize the students values, beliefs, and traditions, and those of their family Remember this part of the framework. Shortly we’ll watch a video that offers a strategy for reaching mutual goals by finding our flex values.

Cultural Intelligence: The Competitive Edge for Leaders Julia Middelton https://www.youtube.com/watch?time_continue=1&v=izeiRjUMau4 In this video, the presenter offers a way to help us understand two things: the difference been core and flex values how we can begin thinking about ways to make space for values that differ from our own

Activity: Core & Flex 15 minutes

Activity: Core & Flex Review the questions we discussed during the welcome activity: What is important for families to understand/know related to transition? What skills and competencies do students and families need to have in order to be successful in their transition out of high school? Review the concepts of “Core” & “Flex” Core: Things that we would never do, or always do. Behaviors which are core to who we are – without which we are not the same. Flex: Aspects of ourselves that we can adapt to differing circumstances Return to opening activity. Review a few participant examples from opening activity. Set up for activity: Core v. Flex  pull participant examples and add to chart paper Responses to these questions represent values and beliefs.

Activity: Core & Flex  knowing your values and world view Work individually to sort the responses to the opening reflection questions as values and beliefs that are either “Core” or “Flex”. Share your sort with the table. What was it like to think about answers to the reflection questions as either “core” or “flex” values or beliefs? Thinking about your responses from Step 1, discuss the following questions: How do these [core]/[flex] values, beliefs, and traditions guide the ways that I facilitate transition planning? How might these values, beliefs and traditions be different than my students and their families? Participants will get most out of this portion. Then, explain the other slides provide content for a more in-depth session to explore values in relation to their role in transition planning.

A Framework for Enhancing Cultural Competence (Kim & Morningstar, 2005) Knowing your own worldview Learning about the families in the community served Acknowledging and Respecting Cultural Differences Reaching Mutual Goals Between Families and Professionals Five studies presented in Kim & Morningstar reported four barriers: professional attitudes, diversity concerns, contextual barriers, and bureaucratic barriers The framework assists with ways to alleviate some of these barriers; M’s transition story as set-up. Recommendations for enhancing partnerships.

Activity: Core & Flex Imagine a scenario when you are transition planning with a student and their family who has a different “flex” value or belief. What does it look like to establish a mutual transition goal that prioritize the students values, beliefs, and traditions, and those of their family? Imagine a scenario when you are transition planning with a student and their family who has a different “core” value or belief. Check for understanding. Collect some participant responses. If time, solicit example of challenging transition planning goal.

Big Picture Debrief The what? The so what? The now what? To what extent does this framework have potential in the work you do? The what? The so what? The now what?

“Cultural intelligence is not about understanding others cultures; but, it is rooted in having a deep interest in others and how they make meaning. When we have this, we are less likely to judge others with ourselves as the benchmark.” – Julia Middleton

CCTS Transition Forum, June 2018 Questions, Comments? CCTS Transition Forum, June 2018

Marcus Poppen & Jennifer Stanton Thank you! Marcus Poppen & Jennifer Stanton CCTS Transition Forum, June 2018