Lower Merion School DistrictCultural Proficiency 102

Presented by The Cultural Proficiency CadreLower 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.

Goals

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.

The Four Agreements

Pause- give time for thoughts

Probe listen to ask questions

Paraphrase- give a sense of what you heard… so far

Acknowledge- appreciate your colleagues’ contribution

3 P’s and An A(Active Listening Supports)

4 Things in Common1. 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!

Getting Started

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)

Social Identity Theory

The Social Identity WheelFill 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.

Please find two other people in the room whom you do not know well and are DIFFERENT than you (race, religion, childhood neighborhood, etc) and form a trio circle.

On our signal, share the information you wrote including the advantages, and disadvantages as well as those you think about and those you ignore.

Practice your 3 P’s and an A

Trio Conversation

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?

Process Time

SCHOOLS ARE PLACES WHERE CULTURE MATTERS!

Reminder

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.

Why Focus on Culture?

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

Cultural Groups

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

Culture- What is it?

“The way we do things around here.”

- Asa Hilliard.

Double impact

Intersection

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

The CP Tools (p. 5)

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

Cultural Proficiency Continuum Review

The Cultural Proficiency Continuum

Lindsey, Robins, & TerrellSix 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 Destructiveness

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.”

Cultural DestructivenessSee the difference, stomp it out

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”.

Cultural Incapacity

See the difference, make it wrong

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.”

Cultural Blindness

See the difference, act like you don’t

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

Cultural Pre-competence See the difference, respond inadequately

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

Cultural Competence

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.

Cultural Proficiency is…

◦Essential Elements Assess Your Culture Value Diversity Manage the Dynamics of Difference

Adapt to Diversity Institutionalize Cultural Knowledge

Cultural proficiency

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 others2. 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”

Defining Racism

This set of caveats 1. Systematic oppression2. The presumption of entitlement3. Unawareness of the need to

adapt…

all result in a resistance to change.

The barriers to proficiency in organizations and individuals

Think about your life, where would you line up?

Let me describe what a typical line might look like in a room with diversity.

The Presumption of Entitlement

◦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.

Barriers

http://www.youtube.com/watch?v=pAljja0vi2M

Mirrors of Privilege

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.

Reflection

Assesses culture (theirs and the organization)

Values diversity Manages the dynamics of difference Adapts to diversity Institutionalizes cultural knowledge

The Cultural Proficient Professional

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.

The Culturally Proficient Professional

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.

The Culturally Proficient Professional p.25

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.

The Culturally Proficient Professional

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.

The Culturally Proficient Professional p.25

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.

The Culturally Proficient Professional

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?

The Cost of Institutionalized Racism

Our students:Asian/Pacific IslandersAfrican-AmericanHispanicAmerican IndianMulti-RacialWhite

LMSD DATA

Number of Students

Asian Black or African AmericanHispanicWhite

LMSD DATA2010-11 Gifted

Achievement Gaps Goal

PSSA Scores – Proficient & Advanced

African American Students

PSSA Scores – Proficient & Advanced

All Students

Math – 5th Grade # of Students2007-2008 45% 512008-2009 70% 372009-2010 70% 37

Math – 8th Grade2007-2008 69% 482008-2009 51% 532009-2010 79% 48

Math – 11th Grade2007-2008 41% 342008-2009 32% 622009-2010 33% 54

Math – 5th Grade # of Students2007-2008 90% 4512008-2009 91% 5092009-2010 92% 479

Math – 8th Grade2007-2008 88% 5002008-2009 88% 5512009-2010 95% 534

Math – 11th Grade2007-2008 83% 5672008-2009 82% 5802009-2010 85% 553

44

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

Achievement Gaps Goal

PSSA Scores – Proficient & Advanced

African American Students

PSSA Scores – Proficient & Advanced

All StudentsMath – 5th Grade # of Students2007-2008 45% 512008-2009 70% 372009-2010 70% 37

Math – 8th Grade2007-2008 69% 482008-2009 51% 532009-2010 79% 48

Math – 11th Grade2007-2008 41% 342008-2009 32% 622009-2010 33% 54

Math – 5th Grade # of Students2007-2008 90% 4512008-2009 91% 5092009-2010 92% 479

Math – 8th Grade2007-2008 88% 5002008-2009 88% 5512009-2010 95% 534

Math – 11th Grade2007-2008 83% 5672008-2009 82% 5802009-2010 85% 553

45

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

Achievement Gaps Goal

PSSA Scores – Proficient & AdvancedAfrican American Students

PSSA Scores – Proficient & AdvancedAll Students

Reading – 5th Grade # of Students2007-2008 45% 512008-2009 70% 372009-2010 63% 38

Reading – 8th Grade2007-2008 83% 482008-2009 81% 532009-2010 88% 51

Reading – 11th Grade2007-2008 50% 342008-2009 61% 622009-2010 58% 55

Reading – 5th Grade # of Students2007-2008 83% 5002008-2009 89% 5432009-2010 86% 514

Reading – 8th Grade2007-2008 93% 4992008-2009 94% 5492009-2010 96% 539

Reading – 11th Grade2007-2008 87% 5662008-2009 88% 5782009-2010 91% 559

46

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

SAT Scores – Lower Merion School DistrictTotal LMSD Students African American

LMSD Students

Year Average Score

# of Students Tested

2008 1262 36

2009 1365 25

2010 1355 39

Year Average Score

# of Students Tested

2008 1723 517

2009 1785 453

2010 1738 474

47

Year Average Score

# of Students Tested

2008 1468 85,189

2009 1467 81,144

2010 1470 79,889

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

Achievement Gap 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

Total Student Population

Total students enrolled in at least 1

AP/Honor class% of Students in at least 1 AP/Honors

African American Student Population

Number of African American students

enrolled in at least 1 AP/Honors class

African American students in at least 1 AP/Honors class as

% of African American population

07-08 2351 1831 77% 197 73 37%

08-09 2249 1758 77% 206 96 47%

09-10 2301 1769 78% 250 121 48%

10-11 2339 1853 80% 257 142 55%

AP/Honors - LMSD

50

Total # Total %All Students 607 100Continuing Education 585 96Four Year College 514 85Two Year College 55 9Other Post Secondary Schools 16 3Military 3 < 1Employment 16 3Unknown 2 < 1

African American/African-American 51 8Continuing Education 44 86Four Year College 23 45Two Year College 18 35Other Post Secondary Schools 2 4Military 3 6Employment 3 6Unknown 1 2

LMSD Graduates Class of 2008Total # Total %

All Students 580 100Continuing Education 556 96Four Year College 503 87Two Year College 41 7Other Post Secondary Schools 12 2Military 5 < 1Employment 19 3Unknown 0 0

African American/African-American 35 6Continuing Education 31 89Four Year College 23 66Two Year College 8 23Other Post Secondary Schools 0 0Military 1 3Employment 3 9Unknown 0 0

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…

Reflection

“THE STRUGGLE CONTINUES UNTIL EACH CHILD HAS THE SCHOOLING WE WANT FOR OUR OWN CHILDREN.”

Dr. Barbara Moore-WilliamsEducational Consultant

Cultural Proficiency