Dr. Donna Elam Southeastern Equity Center July 2013

1. North Carolina CDC Equity, Excellence and Engagement of Diverse Learners Dr. Donna Elam Southeastern Equity Center July 2013

2. 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 achievementfor career development and opportunities.

3. STAND UP AND BE COUNTED! I Believe All Children Can Learn

4. Think About This Carefully … I believe that I teach all children to high standards.

5. The Demographics of the U.S. are Changing Rapidly Source: U.S. Census Bureau, Population Projections

6. A NATION AT-RISK

7. A NATION ACCOUNTABLE

8. CULTURALLY COMPETENT LEADERSHIP:Implications for Practice in Higher Education Students Graduate From High School At Different Rates, 2001** 4-Year Graduation Rates 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.

9. Some of the root causes

10. View Movie: A TIME TO KILL (SUMMATION)

11. At-Home Storybook Readingby age 6-1/2

12. At-Home Storybook Readingby age 6-1/2

13. 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.

14. WHY • Public schoolchildren are more racially isolated now than they have been at any point in the past four decades. And racially isolated schools serving African-American and Latino students are overwhelmingly high-poverty schools. With all too few exceptions, these racially isolate, high-poverty schools fail to provide students with the skills necessary to participate meaningfully in our democracy and global economy.

15. WHY • As President Obama has observed, “segregated schools were and are inferior schools… 50 years after Brown v. Board of Education. And the inferior education they provided, then and now, helps explain the pervasive achievement gap between today’s black and white students”—Senator Barack Obama, A More Perfect Union. Remarks at the Constitution Center, Philadelphia, Pennsylvania, March 18, 2008.

16. Why Cultural Competence is Important There is a legal, professional, and moral context to educational practice that is culturally competent that authentically addresses teaching & learning for students from diverse backgrounds (Elam, 2012).

17. Getting everyone on the same page

18. 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

19. Diversity • Diversity –

20. 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.

21. Equality • Equality –

22. 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.

23. Equity • Equity

24. 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

25. Cultural Competence • Cultural Competence.

26. Cultural Competence

27. Cultural Competence is the knowledge and skill set needed to provide effective delivery of services to diverse populations

28. 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.

29. Culturally Competent Educators… Learn much of what they must know and be able to do, from and through their students’ families and communities.

30. If we don’t…

31. Why Cultural Competence is Important

32. 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?

33. What Does The Research Say? • Preparedness • Classroom Management • Communication Emergent Themes: Dr. Rose Steppel

34. Culturally CompetentLeadership • 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.

35. Culturally CompetentLeadership Strategy for Students: Building Relationships Authentic Expectations

36. Strategies used in the African American culture to either function within or outside of mainstream society. Oppositional Identities* (1a) Defensive (1b) Alienated A filter of protection against racism & engagement to function bi-culturally Rejection of mainstream culture Versus (*Based on the compiled research of Fordham & Ogbu, 1986; Cross, 1995; and Solomon, 1992)

37. Strategy for your school or district:Organizing your program information with the Logic Model

38. 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

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

40. Logic Model Why 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

41. RESOURCES OUTPUTS OUTCOMES IMPACT STRATEGIES WHAT we’ll need Our long term results HOW we’ll do it WHAT evidence we’ll produce from our efforts WHAT changes we’ll expect to find The Logic Model IF we have these, resources in place and IF we do these things …that will contribute to this long term transfor-mation THEN we expect to see these changes

42. RESOURCES OUTPUTS OUTCOMES IMPACT STRATEGIES Research Expertise PD PLCs Equity & Excellence in Education for Diverse Students Reforms Data Dialogues Differentiated Instruction Cultural Competence WHAT evidence we’ll produce from our efforts Eliminate minority isolation & Impact the Achievement Gap The Logic Model IF we have these, resources in place and IF we do these things …that will contribute to this long term transfor-mation THEN we expect to see these changes

43. Resource • W.K. Kellogg Foundation • Logic Model Development Guide

44. 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