THE STATUS OF BELMONT HILLS’

CULTURAL PROFICIENCY ACTION PLAN

JANUARY 23, 2014

2014

Changing Demographics

Ethnic Group 2002 2013 Asian American 6.9% 9.2%

African American 2.3% 3.0%

Latino .05% 1.3%

American Indian .2% .2%

Multi-racial 0% 5.8%

Caucasian 90% 80.5%

What does this look like?

Grade # of students New this year K 3 3 1 2 1 2 4 1 3 7 2 4 3 1 5 4 1

cultural Proficiency committee

16 Members School Counselor

School Psychologist* Primary and Intermediate Reading Specialists

2 Learning Support Teachers* (1/2) Autistic Support Teacher

2 First Grade Teachers* (1/2) 4th Grade Teacher(+)

3 Instructional Assistants* (1/3) FLES teacher (+)

Librarian Principal*

Our work for the year

Increase the opportunities for students in grades 3-5 to engage in purposeful independent reading and written response to reading during the Guided Reading block. Five hour collaboration – Book study- Daily Five Intentional instruction of increasing stamina Leveling books for independent reading

Tracking student performance – AT & Grade Level Meetings

enhancing academic performance

The Impact

Grade Advanced Proficient Basic Below Basic

3 1 2+ (1 new) 2+/3 ( 1 new) 1 (LS) 4 1 1+ 0 1 (new) 5 2+/3 1 (new)

Increase participation of African American students in two extra-curricular activities:

The Barker, school newspaper Reading Olympics

• Staff brainstormed ways to inform families and encourage students • Informational letter sent to families • Personal invitations to each child • Provide more opportunities to participate

• 4/7 students participating in Reading Olympics- 4th & 5th grades • 3/4 students participating in The Barker- 5th grade

Increasing participation In extra-curricular activities

Increase staff knowledge and understanding of components of Cultural Proficiency and the experiences of students and families of color. • Muslim parents share the basic tenets of Islam and

their experiences and challenges at December meeting- open to all staff members

• January CP meeting provided forum for staff to discuss insights about how young children develop their sense of race

increase knowledge

• Moving beyond Martin, Harriet and Rosa 28 Days of Black History- interactive calendar; Focus on disabilities in April

• Restructuring the annual first grade event- Morning with Famous African Americans • Beginning 2/14- Book study- Multiplication is for White

People: Raising Expectations for Other People’s Children

Maintain or increase the opportunities families of African American, biracial and other students of color have to meet one another, connect their students and share their experiences. • 1st dinner and discussion held in November-

mostly new families • Single parents, grade level families, interracial

families connect – Need recommendations for ways to better connect

with other families of color- especially in 5th grade

enhancing connections

Authentic opportunities to engage in conversations

• Staff and family viewing of Danger of a Single Story and follow up discussion- October 8th

• Planning and preparation is beginning for our new event, Many Cultures, One School to be held on May 8th Need- Diversity within the families prompts us to consider discussions about race and ethnicity through multiple lens

What questions do you have?

Cynwyd Elementary Cultural Proficiency Initiatives

CULTURAL PROFICIENCY INQUIRY

Each Cynwyd teacher developed a personal cultural proficiency goal.

Goals are focused around: Teach Like a Champion Responsive Classroom Cultural Proficient Teaching

BOOK CLUB

Over 30 teachers and staff members are involved in collaborative dialogue focused on strategies and concepts.

Creating the Opportunity to Learn: Moving from research to practice to close the achievement gap, by Boykin and Noguera.

PARENT CONNECTIONS AND HOME SURVEY

Celebrating what makes our families special Family Traditions Dinner Understand and appreciate the cultures and

traditions of our families Stronger connection with students and

parents

SCHOOL FAMILIES

All students in grades k-5 are divided into small families under the guidance of a teacher/staff member.

School families meet each month Safe and Wanted, Bucket Fillers, etc.

Following a model used at Merion

1-1 MENTORING

Teachers and staff members are connected with students

Personal Connection Safe and Wanted I Belong and I am Appreciated

Goal 1: Gladwyne Elementary School

STAFF DEVELOPMENT • Presented The Danger of a Single Story at Faculty Meeting

• Follow-up article to The Danger of a Single Story • Active GLES Cultural Proficiency Committee • Established Gladwyne Cultural Proficiency Discussion

Group • Topics have included: Early years of racial identity, identity

development in adolescence, white identity, Multiplication is for White People text, Personal encounters with race, videos, etc.

• Attended by 15-20 Gladwyne staff members monthly (teachers, instructional assistants, nurses, and administrators)

• Information/articles sent to all staff members

Goal 2: Gladwyne Elementary School

STUDENT ACHIEVEMENT • Review achievement data and provide support strategies

during Achievement Team for students that are not performing at proficient level as well as those performing at advanced level

• Recommended African American student for gifted testing • R.A.R.E. – Raising Achievement by Recognizing Excellence

• Grades 3, 4, 5 meet biweekly with R.A.R.E. teachers • “We Believe In You” Themes:

• Visit by Methuselah Bradley, IV, King (Sierra Leone, Africa) • Anything is Possible;

Anything Can Be • Oh, The Places You’ll Go

• Cultural Appreciation Display in the GLES Lobby

Goal 3: Gladwyne Elementary School

FAMILY INVOLVEMENT The families of students of African American descent

were formally invited to attend the Gladwyne Elementary Family Affair

Personal Phone Calls Childcare Available Transportation Available Catered Dinner Bring the whole family R.A.R.E. Students

involved

Dinner will include time for a School/Family Discussion about meeting students’ needs

Gladwyne Elementary School

Challenges

• Curriculum – continuously infusing cultural proficiency

• Effectively engaging and communicating with all parents

Cultural Proficiency Action Plan 2013 - 2014

Goal #1 - Staff

We will continue to educate the PVE staff about racism in education and the impact this has on our students. The PVE staff will be exposed to work being completed at the district and building levels in an effort to move staff along the CP continuum.

Highlights of Goal #1

During staff meetings we have read articles and excerpts from text and applied the information to find meaningful ways to positively impact student achievement. Startling Secrets of High Achieving

Schools with High Poverty Students Why Race and Culture Matter Cultural Proficiency The Culturally Proficient School CP Continuum Personal Survey

Goal #2 - Minority Students African American students in grades 4 and 5 will

participate in RARE (Realizing Achievement by Recognizing Excellence)

African American students in grades K-5 will participate in Practice/Intervention/Enrichment sessions during the instructional day in order to reduce/eliminate the achievement gap.

Based on a survey from spring 2013, we need to actively recruit AA students to participate in extracurricular activities offered before and after school at PVE.

Highlights of Goal #2 - Students

RARE – Realizing Achievement by Recognizing Excellence; 2nd year Actively recruiting (personal contact) African American students for Reading Olympics and Chess Club

Goal #3 Family Engagement

PVE works diligently to build trust between our African American families and the school/district. We need to continue to strengthen those relationships by visiting families in their community at Bethel Academy at night.

Highlight of Goal #3 - Families

Bethel Dinners: - November 6th (Dinner provided) - February 12th (Pot-Luck Dinner) - Spring Picnic (Cook-out)

Penn Wynne Elementary

Cultural Proficiency Action Plan 2013 2014

Goal 1 All stakeholders will achieve cultural competence and continually strive for cultural proficiency in their daily practice as defined and measured by the cultural proficiency continuum, guiding principles and essential elements. Staff will know the impact of race on a child’s academic, social and emotional growth and adapt their practices to mitigate its effect.

What needs to be done? By When? By Whom? With What? Evidence of Effectiveness? Done?

1. Continued infusion of cultural proficiency related activities/articles in faculty meetings

Ongoing

Shawn/Lynne/Cadre Members

Various resources Faculty reflections on activities implemented

2. Continue to offer opportunities for Faculty/Staff to attend DVCEE Offerings Numerous faculty members have attended workshops at the U of Penn

Ongoing Various faculty members

Reports back to the faculty after attendance

3. Generate culturally responsive activities in the morning meeting format Grade level summaries provided

Ongoing Cadre members The Morning Meeting Book

Faculty reflections on activities implemented

4. Discussion group members share at monthly faculty and grade level meetings

Ongoing Group members

5. Explicit examination of AA student performance in academic and social development in monthly grade level meetings Ongoing focus

Ongoing Shawn/ Lynne Various Performance Tracker data reports

6. Encourage faculty participation in Cadre 6 Myself along with five faculty members have joined Cadre 6

Ongoing Shawn Number of participants

Goal 2: Minority Students

• Identify AA students in need of support to

demonstrate proficiency on PSSA. • Identify AA students who performed in the

low proficient range in PSSA. • Create opportunities to promote a positive

academic self-identity for AA and multiracial students.

What needs to be done? By When? By Whom? With What? Evidence of Effectiveness? Done?

1. PSSA data review August Faculty

Meeting

Shawn PSSA Reports V

2. Grade Level PSSA data review Overview presented and discussed at a morning meeting group

September Shawn Performance Tracker Reports

V

3. Grade level Literacy and Math Screening Data review

October Grade level teachers, Shawn Math Support teacher, Reading Specialist

Performance Tracker Reports

3. PWAT data review

October Shawn /Kevin Bray

Performance Tracker Reports

4. Promoting scholar identity within AA and Multi-Racial Students in grades 4 and 5 through a structured research initiative related to Black History Month - incorporating the Ruby Bridges Project along with the Moment of Integration – RARE

Mrs. Partridge

Ongoing

Lynne Partridge, Cathy Maryon,

Ashley Perry, Joan Harris

See attached RARE outline

February display items Student participation rates

RARE: Realizing Achievement by Recognizing Excellence

• Develop positive racial identity/scholar identity of AA students

• Provide opportunities for AA students to collaborate to research Black History topics

• Students will contribute to a monthly heritage display for Black History month

• After February, discussions will focus on positive images of scholarship/leadership

Goal 3

• Increase Family Engagement in support of their child’s academic success.

• Engage families in embracing the diversity of PW.

What needs to be done? By When? By Whom? With What? Evidence of Effectiveness?

Done?

1. Celebrating the diversity of PW

Recruit families/staff to assist in the creation of the monthly themes Contemplating a Taste of PW - food sharing night

Ongoing

Faculty and Parent Co chairs

Family provided resources

Monthly displays Attendance at the Taste of PW event

2. PW People Project Completed and on display

September Cathy Maryon and Families

Prepared Materials

Students/parent/guardian faculty feedback after viewing the display

3. Coffee and conversation with Mr. B. Identify community locations First meeting held December 17 at Zion Baptist Church

3 times year Shawn, Lynne, Host family Attendance

4. Latino family outreach

Fall Shawn, Senora Melendez Host family Attendance

5. Supporting Spanish speaking families

by providing Spanish versions of Investigation books and Journeys anthologies Completed

Yearlong Shawn Building Budget

Goal 3 Continued 6. Culturally focused assemblies programs

3 times year Shawn Assembly Chairs HSA funding Student/faculty feedback

7. Continue book discussion

Why Are All The Black Kids Sitting Together in the Cafetoriurm ? With a post meeting processing session for parents/guardians

Monthly meetings Shawn, Barbara Moore Williams Books purchased for school budget/BMW

Built in reflection question

Challenge • After working for several years with a number of

consistently contributing members, we are continuously adding new people to our efforts and as we do, it is a challenge to get newly added people “up to speed” without having the whole group revisit the work that has been done and the objectives that have been achieved.

• Suggestions on how to integrate new members in an ever evolving process would be appreciated.