A PRACTICAL GUIDE
1
TO ACCELERATING STUDENT
ACHIEVEMENT ACROSS CULTURES
STRATEGIES FOR ADMINISTRATORS,
TEACHERS, STUDENTS, AND
PARENTS
Developed by the ETMA Network, AIMMS & MSDE
Outcomes
2
Examine the
rationale for
the Practical
Guide.
Identify and
describe the
five ETM
Professional
Development
Competencies.
Developed by the ETMA Network, AIMMS & MSDE
Explore the
Iceberg
Concept of
Culture.
What is the Practical Guide?
3
 A response to an expressed need of teachers to have
a resource that will assist them in becoming
culturally responsive educators,
 A desktop reference for administrators, teachers,
students, and parents, and
 A tool to increase educator competence in creating a
culturally responsive learning environment.
Developed by the ETMA Network, AIMMS & MSDE
Goals of the Guide
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Participating in
Intercultural
Communication
• Adopt a global perspective that
promotes the valuing of cultural,
ethnic, and linguistic diversity.
Reducing Prejudice
• Eliminate racism and other forms
of prejudice and discrimination
within the learning environment.
Establishing Culturally
Supportive Learning
Environments
• Determine and implement
appropriate strategies that allow
all students to learn.
Designing and
Implementing Curriculum
and Instruction for ETMA
• Establish and maintain high
expectations for achievement for
all students.
Designing Tests,
Measurements, and
Assessments for
Achievement Equity
• Utilize tests, measurements, and
assessments to access information and
prepare for instruction and learning.
Developed by the ETMA Network, AIMMS & MSDE
Getting Centered
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Academically low performing students, increase
their chances of achieving, when placed with
educators, who ensure the personal, cognitive
and socio-emotional needs of their students are
incorporated in their instruction.
Dr. Jennifer West
Developed by the ETMA Network, AIMMS & MSDE
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Group
Activity:
Final Word
Protocol
Intercultural
Communication
Prejudice Reduction
Culturally Supportive
Learning Environment
ETMA
Testing for Achievement
Equity
Exploring the Core
Competencies
Developed by the ETMA Network, AIMMS &
MSDE
What is Culture?
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 Culture is the lens through which we view the
world.
 Culture does not determine ability but it shapes how
it is processed and expressed.
 Students do not enter schools as empty vessels.
 Culture influences learning.
Developed by the ETMA Network, AIMMS & MSDE
Iceberg Activity
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Developed by the ETMA Network, AIMMS & MSDE
Surface/Deep Iceberg Model of Culture
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Developed by the ETMA Network, AIMMS & MSDE
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Cultural Competence is
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The ability to work effectively across cultures in a
way that acknowledges and respects the culture of
the person or the organization being served.
Jerome Hanley, Beyond the Tip of the Iceberg Five Stages
Toward Cultural Competence
Developed by the ETMA Network, AIMMS & MSDE
Cultural Competency Continuum Model
Cultural Competency
Cultural Pre-Competency
Cultural Blindness
Cultural Incapacity
Cultural Destructiveness
Developed by the ETMA Network, AIMMS &
MSDE
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Culturally Competent Individuals
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 Acknowledge cultural differences
 Understand their own culture
 Engage in self assessment
 Acquire cultural knowledge and skills
 View learning and behavior within a cultural context
Developed by the ETMA Network, AIMMS & MSDE
The Road to Cultural Competency is a
Lifelong Journey…
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Cultural Awareness
Developing sensitivity and
understanding of another ethnic
group. Awareness and sensitivity also
refer to the qualities of openness and
flexibility that people develop in
relation to others.
Cultural Knowledge
Familiarization with selected cultural
characteristics, histories, values,
belief systems, and behaviors of
members of another cultural group.
Cultural Competency
Developing behaviors, attitudes, practices, and
policies that reflect the integration and
transformation of cultural knowledge, skills, and
awareness about individuals and groups of people
into standards, policies, practices to increase the
quality of interactions and outcomes.
Developed by the ETMA Network, AIMMS & MSDE
Cultural Proficiency is
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. . . a way of being that allows individuals and
organizations to interact effectively with people
who differ from them. It is a developmental
approach to addressing the issues that emerge in
diverse environments.
Robins et al, 2006, p. 2
Developed by the ETMA Network, AIMMS & MSDE
Cultural Proficiency
Cultural
Cultural
Cultural
Cultural
Destructiveness Cultural Blindness
Competence
Incapacity
Precompetence
Why
won’t
Their
See the
the
See
the
See
the
See
these
culture
does
difference,
difference,
difference,
difference,
not value
stomp
out. immigrants
makeitit
make
stomp
itit out.
learn
English?
education.
wrong.
wrong.
See
the
ISee
treatthe
all
of my
difference,
difference,
students
act as
as ifif
act
the same.
you
don’t.
you
don’t.
Developed by the ETMA Network, AIMMS &
MSDE
African
See the
the
See
American
boys
difference,
difference,
represent
the
respond
respond
majority of
inadequately.
inadequately.
office referrals.
15
Cultural
Proficiency
Seethe
the
Seecan’t
the all
Recruiting
We
See
See
the
students
from be fluent
in Spanish,
difference,
difference,
difference,
difference,
populations
we could learn
understand butrespond
respond
understand
under
some basics
for
the
difference
positively
and
the
difference
positively
and
represented for communicating with
thatdifference
difference affirmatively.
affirmatively.
extracurricular
parents.
that
makes.
activities.
makes.
Essential Elements of Cultural Proficiency
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The essential elements of cultural proficiency provide the
standards for individual behavior and organizational
practices.
 Name the differences:




Assess Culture
Claim the differences: Value Diversity
Reframe the differences: Manage the Dynamics of
Difference
Train about differences: Adapt to Diversity
Change for differences: Institutionalize Cultural
Knowledge
Developed by the ETMA Network, AIMMS & MSDE
The Personal Cognitive and Social Dimensions of Culturally
Responsive Teaching
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Key Points
 Culture is a powerful yet often invisible factor that
influences student learning.
 It’s important for educators to understand the ways
race, ethnicity, language and social class interact and
may influence a student’s achievement.
Developed by the ETMA Network, AIMMS & MSDE
The Personal Cognitive and Social Dimensions of Culturally
Responsive Teaching
18
Key Points
 Schools have to be organized in such a way that the
members of the community work collaboratively and
create a caring environment for students.
 Many students do not enter school with the cognitive
foundations in place to connect to the instructional
strategies in the classroom.
Developed by the ETMA Network, AIMMS & MSDE
The Personal Cognitive and Social Dimensions of Culturally
Responsive Teaching
19
Key Points
 Students from various cultures and diverse
backgrounds may have different experiences than
those expected at school.
 Educators must provide assistance for culturally
and linguistically diverse students in order for
them to access the curriculum and successfully
achieve high standards.
Developed by the ETMA Network, AIMMS & MSDE
The Personal Cognitive and Social Dimensions of Culturally
Responsive Teaching
20
Key Points
 Schools have to be organized in such a way that the
members of the community work collaboratively and
create a caring environment for students.
 Many students do not enter school with the cognitive
foundations in place to connect to the instructional
strategies in the classroom.
Developed by the ETMA Network, AIMMS & MSDE
The Personal Cognitive and Social Dimensions of Culturally
Responsive Teaching
21
Key Points
 Educators must explore their own cultural
experiences and identify how they impact the
learning environment for students.
 Educators must model and articulate high
expectations that result in high achievement for all
students.
Developed by the ETMA Network, AIMMS & MSDE
The Personal Cognitive and Social Dimensions of Culturally
Responsive Teaching
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Key Points
 Educators must demonstrate sensitivity to cultural
bias in instructional materials and texts.
 Educators must demonstrate sensitivity to in
classroom patterns of thinking, in modes of
communication and in teaching/learning
strategies.
Developed by the ETMA Network, AIMMS & MSDE
A Tour of The Guide
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Developed by the ETMA Network, AIMMS & MSDE
The Last Word
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The most powerful thing that a teacher brings to
school everyday is not curriculum, it’s themselves.
To know how I’m looking at students. To know
how I look at the world is the most critical piece of
my teaching strategy. So then when students
respond to me, I understand how they are
connecting to me.
Glenn Singleton
Developed by the ETMA Network, AIMMS & MSDE
Thank You!
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Developed by the ETMA Network, AIMMS & MSDE