A Practical Guide to Accelerating Student Achievement Across CulturesStrategies for Administrators, Teachers, Students, and Parents

Developed by the Education That Is Multicultural and Achievement (ETMA) Network

In collaboration with the Achievement Initiative for Maryland’s Minority Students (AIMMS) Steering Committee

And the

Maryland State Department of Education (MSDE)

September 2008

Education That Is Multicultural andAchievement (ETMA) Network The ETMA Network, with representatives from all 24 Maryland local school systems, the Maryland State Department of Education (MSDE), and higher education provides leadership at the local school system and state levels to implement multicultural education programs and policies related to student achievement, cur-riculum, instruction, school climate, staff development, and instructional resources. Some of the members listed below assisted in the original drafting of this document, while others listed below provided input into the development and revisions of this document.*

Chair Judith SmithDirector, Curriculum and Instruction, Multicultural Education, and DiversityBaltimore City Public School System

MSDE RepresentativesWoodrow GrantLinda ShevitzRenée Yarbough-WilliamsSupreet Anand

School System RepresentativesHoward Min Kim

Kent Ray Fenner

Montgomery Donna Graves Lola Crawford

Prince George’s Pam Harris Rita Robinson

Queen Anne’s Cynthia Chirumbole Debbie Lawrence

St. Mary’s Mary Bradford Deanna Mingo

Somerset Clarence Johnson

Talbot Regina Gates

Washington Gloria Grimsley

Wicomico Judylynn Mitchell

Worcester Wynnette Morris

Higher Education Susan Arisman Theresa Filbert

Allegany Mary Louise Jones

Anne Arundel Marti Pogonowski

Baltimore City Malcum Dates

Baltimore Cheryl Brooks

Calvert Cheryl Johnson Karen Phelps

Caroline Jim Orr

Carroll Peg Kulow

Cecil Aggie Langan

Charles Rosie Kelley

Dorchester Maria Lamb

Frederick Ted Luck A. Maria Whittemore

Garrett Jim Morris

Harford Michael Seymour Cathy R. Price

* All affiliations are as of the development of this Guide.

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Achievement Initiative for Maryland’s Minority Students (AIMMS) Steering CommitteeThe AIMMS Steering Committee, which includes members from elementary through postsecondary edu-cation, provides assistance to the Maryland State Department of Education and local school systems in elimi-nating student achievement gaps. The individuals listed below contributed to the development of this guide.*

Dr. Barbara Dezmon, Chair

Dr. Ines Lucia Cifuentes

Dr. Janet Moye Cornick

Dr. Lawrence Dolan

Ms. Phyllis Ettinger

Dr. Gary Gotfredson

Mr. Woody Grant

Dr. Warren Hayman

Dr. Martin Johnson

Dr. Genevieve Knight

Dr. John Larson

Dr. Minnie Reynolds

Dr. Skipp Sanders

Ms. Jasmine Shriver

Dr. Judith Smith

Mr. Richard Steinke

Dr. Edna Szymanski

Dr. Leroy Tompkins

Dr. Jennifer West

Dr. Gwen Willis-Darpoh

Dr. Carolyn Wood

Ms. Natalie Woodson

Mr. Michael T.S. Wotorson

* All affiliations are as of the development of this Guide.

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MESSAGE FROM THE STATESUPERINTENDENT

Maryland’s public school population is one of the most ethnically diverse in the nation, and we appreciate the richness that this diversity brings to our classrooms and our communities. Maryland has there-fore taken the lead in improving student achievement across cultures by implementing Education That Is Multicultural, a state regulation promoting positive school environments that are conducive to learn-ing and free from bias, harassment, and discrimination. The regulation affects instruction, curriculum, staff development, and instructional resources in all subjects and in all grades.

Maryland’s foremost educational goal is to prepare students to be lifelong learners and productive citizens in our increasingly global society. We celebrate our commonalities as well as our uniqueness, and we acknowledge the many factors that play a part in shaping our lives. Marylanders from many faiths and cultural backgrounds contribute to the rich human fabric of our state, and just as we affirm the democratic values that support our shared beliefs, we pay tribute to the differences that characterize our families, our schools, and our neighborhoods. A Practical Guide to Accelerating Student Achievement Across Cultures was developed for Maryland school administrators, teachers, and families, as they strive to help learners from diverse backgrounds reach their true potential. I am indebted to all the educators who contributed innovative ideas, activities, and strategies to the Guide. When we work together to prepare students to know others, we help them bridge worlds. And when we work together to prepare them to achieve, we help them build a bridge to their future.

Sincerely,

Nancy S. GrasmickState Superintendent of Schools

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Acknowledgements

The development of the Practical Guide to Accelerating Student Achievement Across Cultures: Strategies for Administrators, Teachers, Students, and Parents, was a collaborative effort of educators across the State of Maryland. Appreciation is extended to the following:

The members of the Education That is Multicultural and Achievement Network •for their dedicated efforts in creating this guide.

The M• aryland State Department of Education for its leadership in supporting the project and recognizing its need as a resource for the educators and parents across the State.

Dr. Je• nnifer Moy West for sharing the Holistic Learner Framework as a model to organize the strategies for this document and for collaborating with the Education That Is Multicultural and Achievement Network in developing this project.

The S• teering Committee of the Achievement Initiative for Maryland’s Minority Students for their input and feedback during the development of the guide.

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v

Table of Contents

Rationale for the Guide 1

Introduction to the Guide 3

Holistic Learner Framework and the Connection to the Guide 4

Strategies 8For Administrators • 9For Teachers • 18For Students • 27For Parents (Fa• milies and Guardians) 40

References 54

Appendix

Pro• fessional Development Competencies for Enhancing 56TeacherEfficacyinImplementingEducationThatIsMulticulturaland Accelerating Minority Achievement

RATIONALE FOR THE GUIDEJudith Smith, Ed.D.Baltimore City Public School System

The basis for the strategies identified in this guide is the premise that education through cultures, the idea that multicultural elements should permeate all aspects of schooling, is an approach that views culture as a powerful yet often invisible factor that influences the outcomes of school-ing. (George Gheverghese Joseph, Multicultural Mathematics, 1993) (COMAR 13A.04.05.01-.04)

Dr. James Banks reports in the conclusion of a four-year research study by a panel of interdisci-plinary scholars, that it is important for teachers to “understand the complex characteristics of eth-nic groups within the United States’ society and the ways in which race, ethnicity, language, and social class interact to influence student behav-ior.” He further states that a school’s organization-al strategies should ensure that “members of the school community learn collaborative skills and dispositions in order to create a caring environ-ment for students” (Diversity Within Unity, Center for Multicultural Education, College of Education, University of Washington, Seattle). In that vein, Dr. Paul Gorski identified “Six Critical Paradigm Shifts (Questions) for Multicultural Education.” Paradigm Two asks the question, “Is it possible to make shifts in student outcomes working within a system that is inherently racist, sexist, classist, etc?” (www.mhe.com/multicltural)

The key factor to support the focus on cultural context for instruction is linked to the goal of student self-direction. In this guide, the aim of self-direction develops the whole child as per the Holistic Learner Framework. A sense of self-direction, the ability for students to work inde-pendently and collaboratively in any academic arena and on any assessment, is attained by developing the student’s own personal, cognitive, and social dimensions. This ability is lacking in many children of poverty, children from unstable living environments, and some children of diverse cultural experiences. Many students from diverse

backgrounds lack the prior instructional, social, and cognitive experiences that positively affect their sense of academic self-direction. Thus, this guide includes strategies and activities to develop all three of these dimensions simultaneously.

A cognitive foundation is needed to provide stu-dents the experiences to connect to the instruc-tional strategies and learning activities used in the classroom. Many students receive this foundation from their parents and guardians. Many do not. Dr. Ruby Payne indicates that cognitive input strategies frame the quality and the quantity of data as gathered by the student and are neces-sary prerequisites for the efficient use of data and communication in learning situations (Framework for Understanding Poverty). For example, before a student can understand cause and effect, he/she must be provided an experience with which a connection to a cause and effect situation can be made and internalized. Students from various cul-tures and diversities (race, gender, religious pref-erence, socioeconomic status, language group, or disability) who have had experiences that differ from those experiences as expected in school, may need special assistance to “match the method of instruction to their learning characteristic” to assure that they can access the curriculum and achieve high standards. Parents and guardians can assist educators in this process by knowing what experiences to provide and providing access to these experiences for their children. Professional development for educators and administrators must include the development of cognitive mediation strategies for implementation with students. Mediation strategies build struc-ture and organization into the learning process for students with diverse backgrounds who still lack a sense of academic self-direction and focus. (Eleanor Renee Rodriquez and James Bellanca, An Instructional Guide for the Urban Educator/ What is it About Me that You Can’t Teach?, 1996).

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Professional and human development experi-ences will also provide pragmatic actions that advocates (students, teachers, parents/guardians, and administrators) can implement to promote the holistic growth of the learner.

During effective professional development, educa-tors should experience the following:

Explore their own cultural experiences and •identify how they impact the learning envi-ronment of students

De• velop sensitivity to cultural bias in in-structional materials and texts, in classroom patterns of thinking, in modes of communica-tion, and in teaching/learning strategies (cul-tural bias refers to diversity factors, including but not limited to race, national origin, ethnic-ity, gender, disability, socioeconomic status, religion, and region)

En• hance the understanding of how the con-struction of knowledge, learning styles, and multiple intelligences impact teaching and learning on diverse groups of students

Artic• ulate and model high expectations that result in achievement for all students

Enhance• their ability to differentiate instruc-tion using diverse strategies

Educators must also explore culture as a col-lection of customs, rituals, beliefs, tools, mores, etc. possessed by a group of people who may be related to one another by factors such as common language, religion, geographical contiguity, or socioeconomic class.

The Maryland Teacher Professional Develop-ment Standards call for effective professional development that ensures that all teachers have the “knowledge, skills, and dispositions to meet the diverse learning needs of all their students.”

Educators that incorporate the pragmatic strate-gies and learning activities in this guide, will increase their cultural proficiency, their ability to be cognitively and affectively successful with all students notwithstanding cultural and eco-nomic background. A workforce that has attained cultural proficiency possesses the ability and the will to:

incr1. ease student achievement toward the standards across all diverse learning groups;

ensure2. equitable access and support for all students to participate in the highest level of teaching and learning programs;

prepare3. students academically and socially to participate successfully in a diverse society;

strengthen4. students’ pride in themselves and their cultural identities and achieve-ments; and

increase5. awareness and understanding of commonality and diversity among individu-als and groups. Developing a culturally proficient workforce will have positive outcomes for the student population of the State of Maryland. This guide provides a means toward this end.

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INTRODUCTION TO THE GUIDESusan Arisman, Ph.D.Frostburg State University; former Dean of the College of Education

This document, A Practical Guide to Accelerating Student Achievement across Cultures: Strategies for Administrators, Teachers, Students, and Parents, was developed to provide action steps that can be taken by teachers, parents, administrators, and students themselves to develop the personal, cog-nitive, and social dimensions of students. These advocates are identified in The Holistic Learner Framework: A Culturally Responsive Approach to Accelerating the Achievement of Low Performing Students.

The Guide is divided into four sections, one sec-tion for each advocate. Within each section, the five Cultural Competencies, previously devel-oped by the Education That Is Multicultural and Achievement (ETMA) Network, are delineated by goal and strategies for each competency. These five core competencies and goals are as follows:

Participating in Intercultural Com-1. munication

Goal: Adopt a global perspective that promotes the valuing of cultural, ethnic, and linguistic diversity

2. Reducing Prejudice

Goal: Eliminate racism and other forms of prejudice and discrimination within the learning environment

Establishing3. Culturally Supportive Learning Environments

Goal: Determine and implement appro-priate strategies that allow all students to learn

Designing4. and Implementing Curric-ulum and Instruction for Education That Is Multicultural and Accelerat-ing Minority Achievement

Goal: Establish and maintain high expec-tations for achievement for all students

Designing5. Tests, Measurements, and Assessments for Achievement Equity

Goal: Utilize tests, measurements, and assessments to access information and prepare for instruction and learning

Also included in the guide are twelve strategies, with one to four strategies stated per goal. These strategies are followed by specific recommenda-tions for action. In this way, the competencies may be utilized by the practitioner and parent alike.

The Guide incorporates scientifically based research on minority achievement as well as best practices as compiled by the members of the ETMA Network. Therefore, the strategies incorporate what is known about setting high expectations, delivering instruction for student achievement, monitoring and assessing progress, as well as creating a culture and climate in which all students feel safe and valued.

The Guide is designed to be self-selective for the user. The beginning administrator or a senior staff member may use it; the novice teacher or the master educator will find it equally valuable. Parents and students may focus on the support strategies and the actions they could take to advo-cate for meeting the needs of each child from the perspective of the family.

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HOLISTIC LEARNER FRAMEWORK Jennifer Moy West, Ph.D.Howard University

Overview

The Holistic Learner Framework: A Culturally Responsive Approach to Accelerating the Achieve-ment of Low Performing Students is a graphic rep-resentation of the interrelationship among three dimensions of human development–personal, cognitive, and social. The dimensions intercon-nect and reflect the academic focus on each do-main (academic identity, curriculum mastery, and classroom community-oriented learning) leading to the ultimate objective of on/above grade level achievement.

The Holistic Learner Framework in practice pres-ents dimension parameters that are predicated on the theoretical works of different scholars, researchers, and practitioners. The Guide to Competencies for Accelerating Student Achievement Across Cultures: Strategies for Administrators, Teachers, Students, and Parents provides a method for incorporating these parameters into strategies, activities, and interventions that will help teach-ers, principals, parents, and students, themselves, accelerate achievement away from low academic performance.

Both The Holistic Learner Framework and The Guide to Competencies address the personal, cognitive and social contexts in which teaching and learning occur. The Guide to Competencies provides concrete actions for those primary advocates who are most responsible for the teaching-learning process. The primary advocates to accelerate student achievement are teachers, students, parents, and principals (administrators). They are identified as “primary” because of their direct contact and influence on the development of the student.

The Holistic Learner Framework Dimensions: Personal, Cognitive, and Social

The Holistic Learner Framework addresses the whole child by focusing on the personal, cogni-tive, and social dimensions of development. There are numerous ways that the dimensions of The Holistic Learner Framework could interrelate. However, since the main objective of education is to strengthen the cognitive dimension, this frame-work highlights the influence of the personal and social domains on the cognitive dimension. In other words, all dimensions are simultaneously strengthened, but the goal of working on the per-sonal and social dimensions is to help accelerate the cognitive domain and ultimately achievement.

Using more educationally oriented terminology, the personal dimension focuses on building a stu-dent’s academic identity. The cognitive dimension focuses on achieving curriculum mastery. Finally, the social dimension focuses on strengthening a student’s skill as a classroom community-oriented learner.

Academic identity focuses on student factors that facilitate high levels of school success. Academic identity pertains to:

a 1. student’s sense of self as an achiever and the understanding of strengths/assets that contribute to his/ her success;

scho2. ol success skills such as persistence, resilience, and the use of formal registers of language;

a futu3. re orientation and an academic pur-pose;

es4. tablish long and short-term goals; 5) a sense of academic efficacy and learning to attribute successes to personal work habits.

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Curriculum mastery focuses on helping students utilize preferred ways of knowing and learning and helping them to develop and strengthen the cognitive functions that are necessary for ef-ficiently mastering content. Curriculum mastery also includes developing the following accelera-tion preparation skills:

kn1. owing the target and being familiar with exemplary work;

kno2. wing current level of performance and what must be done to improve; and

setting3. goals for monitoring academic growth.

Classroom community-oriented learners are students who have a sense of collective responsi-bility and work collaboratively in the classroom community. These learners have skills that allow them to:

work interdependently; 1.

use 2. their personal, cognitive, and social as-sets to facilitate high levels of achievement for the group; and

participate3. in the types of academic dis-course required for standardized assess-ments and successful classroom negotiation in the academy.

Primary Stakeholders: Students, Teachers, Parents, and Administrators (Principals)

Students as Learners

The conceptual framework for holistic learning is generated from a learner-focused acceleration approach. The learner-focused approach is based on the consumer–oriented marketing techniques used by the business and medical professions. These professions usually begin by identifying and studying their consumers and developing plans/marketing strategies that specifically target identified needs. Education is one of the few pro-fessions that does not systematically operate by a learner (consumer) focused approach.

Underlying the learner-focused approach to acceleration are strength-based and asset-based educational paradigms which promote the belief that every child brings cognitive, social, emotion-al, ethnic, gender, and socioeconomic resources to the learning process (Boykin, 2000; Jaegers & Carroll, 2002). These assets and resources can be used by the teacher and the student (and all others who are advocating for the student) in ac-celerating achievement through the teaching and learning process. In addition, research in this area has demonstrated significant educational ben-efits in helping students become aware of their personal, cognitive, and socioemotional resources (Hrabowski, Maton, & Greif, 1998; Hrabowski, Maton, Greene, & Grief, 2002; Zins, Elias, Green-berg, & Weissberg, 2000). Essentially, students who are aware of their strengths and possess the skills to utilize them in the classroom become a valuable resource in shaping their learning and the learning of their peers.

Teachers as Stakeholders

Academically low performing groups of students increase their chances of achieving when placed with educators who ensure that the personal, cog-nitive, and socio-emotional needs of their students are incorporated into the instructional process (Au, 1993; Brown, 1998; Foster, 1997; Gay, 2000; Ladson-Billings, 2001). In addition, teachers who are grounded in the foundational knowledge bases for diversity are primed for facilitating achievement among marginalized student groups (Smith, 1998). While there are some teachers who embody these skills at the beginning of their academic tenure, most are the products of effec-tive professional development. Effective profes-sional development for teachers who will help eliminate the achievement gaps must be relevant and target the acceleration of low performing students across cultural groups (Gueskey, 2004; Smith, 1998).

There is a growing body of professionaldevelopment research on the benefits of help-ing teachers learn by connecting and reflecting with colleagues in their schools (Bambino, 2004; Routman, 2004; Willis, 2004). This approach, of professional growth into the orientation and complexities of teaching, provides structures for teachers to improve their teaching by examining

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the work of their students and fellow teachers and giving and receiving feedback. This teaching and learning process is relevant and facilitates team-ing to collaboratively improve day-to-day progress for low performing students. The Guide to Compe-tencies provides the substance for this successful daily implementation and interaction.

Administrators (Principals)

The concept of holism is a human development parameter and, therefore, applies to adults as well as to children. The personal, cognitive, and social dimensions of human development can be used by administrators to help teachers successfully implement and meet the objectives of the Holistic Learner Framework. For example, to address the personal dimension, administrators can help their staff adopt a set of personal and behavioral characteristics that promote academic excellence across cultural groups. Interventions at the cogni-tive level might include professional development on the foundational knowledge bases that support acceleration among ethnically and economically diverse student groups. Another cognitive level intervention includes creating a professional climate that supports teacher flexibility and creativity in the development and implementa-tion of effective acceleration strategies for low performing students. Finally, support at the social dimension level should include creating an environment where teachers feel a sense of communalism, interdependence, and support in their efforts to learn and effectively teach diverse student groups.

Parents (Family and Guardians)

Most often parents or guardians are the first adults to frame the learning process and cogni-tive development for their children. These adults lay the foundation in preparation for school and can provide the support for a successful school experience. Individuals who assume the parental role for children assume a central and critical role in mediating their learning (Haywood, 1993). Mediated learning is a process based on the belief that all individuals are learners who can learn beyond what we ever thought possible. The philosophy behind mediated learning states that the mind has an unlimited capacity to grow and

change. This philosophy suggests that cognitively low performing students do not always know how to think, where to start or what to do when new information is given to them. Mediated learning experiences teach children to develop the “learn how to learn” skills for school and subsequently help students to develop into strategic think-ers who are better able to understand and solve problems in school and in life. Mediated learn-ing experiences are thought to be essential for the adequate cognitive development of children (Haywood, 1993; Jensen, Feurerstein, Kaniel, &Tzuriel, 1988). Parents can play a significant role in facilitating mediated learning experiences. The strategies and activities for parents outlined in The Guide provide a springboard for supporting the cognitive development of children throughout their years of growth.

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A PRACTICAL GUIDE TO ACCELERATING STUDENT ACHIEVEMENT ACROSS CULTURES STRATEGIES FOR ADMINISTRATORS, TEACHERS, STUDENTS, AND PARENTS

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onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

C ~

Rec

ruit,

hir

e, a

nd

reta

in tr

aine

d st

aff/f

acul

ty m

embe

rs

from

div

erse

bac

kgro

unds

.

1.R

efle

ct o

n yo

ur in

tera

ctio

ns a

nd

rela

tions

hips

with

staf

f/fac

ulty

from

di

vers

e ba

ckgr

ound

s.

2.En

sure

that

the

rete

ntio

n an

d re

crui

tmen

t pro

cess

is b

ias f

ree.

3.R

ecog

nize

the

tale

nts a

nd g

ifts t

hat

dive

rse

staf

f mem

bers

brin

g to

the

lear

ning

env

ironm

ent.

STR

ATE

GY

C ~

Rec

ruit,

hir

e, a

nd

reta

in tr

aine

d st

aff/f

acul

ty m

embe

rs fr

om

dive

rse

back

grou

nds.

1.Pr

ovid

e pe

er p

artn

ers a

nd o

ther

su

ppor

ts to

staf

f/fac

ulty

mem

bers

fr

om d

iver

se b

ackg

roun

ds.

2.Ex

pand

you

r kno

wle

dge

of d

iver

sity

by

doi

ng re

sear

ch, a

cces

sing

w

ebsi

tes,

and

cont

actin

g or

gani

zatio

ns.

Exa

mpl

es: N

ame,

Bro

wn

Uni

vers

ity

site

s, et

c.

STR

ATE

GY

C ~

Rec

ruit,

hir

e, a

nd re

tain

tr

aine

d st

aff/f

acul

ty m

embe

rs fr

om d

iver

se

back

grou

nds.

1.D

evel

op re

latio

nshi

ps w

ith h

isto

rical

ly

Bla

ck c

olle

ges a

nd u

nive

rsiti

es

(HB

CU

’s) a

nd w

ith o

rgan

izat

ions

and

as

soci

atio

ns th

at fo

cus o

n di

vers

ity.

2.In

itiat

e ac

tiviti

es, s

uch

as si

mul

atio

ns,

that

pro

mot

e po

sitiv

e di

alog

ue a

roun

d cu

lture

and

race

.

3.H

ave

advo

cate

s com

plet

e

Intro

spec

tive

asse

ssm

ents

rela

ted

to

pers

onal

cul

tura

l pro

ficie

ncy.

Exa

mpl

es: N

ame,

Bro

wn

Uni

vers

ity

site

s, et

c.

12

AD

MIN

ISTR

ATO

RS

Com

pete

ncy

II: P

reju

dice

Red

uctio

n

GO

AL:

Elim

inat

e ra

cism

and

oth

er fo

rms

of p

reju

dice

and

dis

crim

inat

ion

with

in th

e le

arni

ng e

nviro

nmen

t.

Adm

inis

trat

ors

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STRA

TEG

Y A

~ Im

plem

ent p

olic

ies

and

proc

edur

es th

at a

ddre

ss

disc

rim

inat

ion,

bia

s, an

d pr

ejud

ice

in

your

scho

ol.

1.Le

arn

the

role

that

bia

s, di

scrim

inat

ion,

and

pre

judi

ce h

ave

play

ed in

the

hist

oric

al e

xper

ienc

e of

gro

ups a

nd in

divi

dual

s in

the

Uni

ted

Stat

es.

2.R

efle

ct u

pon

the

ineq

uitie

s tha

t st

ill e

xist

in o

ur so

ciet

y an

d ef

forts

to

add

ress

them

.

3.C

ontin

ually

exa

min

e pe

rson

al

belie

fs a

nd sc

hool

pol

icie

s, pr

actic

es, a

nd p

roce

dure

s to

dete

ct

inst

itutio

nal r

acis

m, s

exis

m,

clas

sism

, etc

.

STR

ATE

GY

A ~

Impl

emen

t pol

icie

s and

pr

oced

ures

that

add

ress

dis

crim

inat

ion,

bi

as, a

nd p

reju

dice

in y

our s

choo

l.

1.R

evis

e do

cum

ents

and

pra

ctic

es to

en

sure

equ

itabl

e ed

ucat

iona

l op

portu

nitie

s for

all

stud

ents

.

2.Pr

ovid

e op

portu

nitie

s for

staf

f and

st

uden

ts to

und

erst

and

how

ex

pect

atio

ns, s

tere

otyp

ing,

and

bia

s ha

ve a

neg

ativ

e ef

fect

on

cros

s-cu

ltura

l and

race

rela

tions

and

st

uden

t ach

ieve

men

t.

3.Pr

ovid

e tim

e an

d ex

perie

nces

that

as

sist

staf

f to

self-

refle

ct o

n pe

rson

al

beha

vior

s tha

t uni

nten

tiona

lly

prom

ote

ineq

uity

in th

e le

arni

ng

envi

ronm

ent.

STR

ATE

GY

A ~

Impl

emen

t pol

icie

s and

pr

oced

ures

that

add

ress

disc

rim

inat

ion,

bi

as, a

nd p

reju

dice

in y

our s

choo

l.

1.St

ruct

ure

oppo

rtuni

ties f

or a

div

erse

gr

oup

of st

akeh

olde

rs to

hav

e on

goin

g op

portu

nitie

s to

exam

ine

bias

in

scho

ol p

ract

ices

and

pol

icie

s.

2.En

sure

that

all

stak

ehol

der

repr

esen

tativ

es h

ave

a vo

ice

in

revi

sing

doc

umen

ts a

nd p

ract

ices

to

refle

ct e

quity

.

3.C

halle

nge

bias

in th

e la

ngua

ge a

nd

beha

vior

of a

dults

and

stud

ents

.

4.Fo

llow

pol

icie

s in

plac

e th

at a

ddre

ss

bias

and

dis

crim

inat

ory

beha

vior

.

5.In

clud

e yo

ur sc

hool

syst

em

antid

iscr

imin

atio

n st

atem

ents

on

all

scho

ol p

ublic

atio

ns.

13

AD

MIN

ISTR

ATO

RS

Com

pete

ncy

II: P

reju

dice

Red

uctio

n G

OA

L: E

limin

ate

raci

sm a

nd o

ther

form

s of

pre

judi

ce a

nd d

iscr

imin

atio

n w

ithin

the

lear

ning

env

ironm

ent.

A

dmin

istr

ator

s

Pe

rson

al D

imen

sion

C

ogni

tive

Dim

ensi

on

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Pro

mot

e a

scho

ol/c

lass

env

ironm

ent t

hat i

s fre

e fr

om b

ully

ing,

har

assm

ent,

and

into

lera

nce.

1.

O

bser

ve c

o-cu

rric

ular

and

ex

tracu

rric

ular

pro

gram

s, sp

ecifi

cally

, to

dete

ct h

ow st

uden

ts

from

diff

eren

t rac

ial/e

thni

c gr

oups

in

tera

ct w

ith e

ach

othe

r. 2.

O

bser

ve a

nd re

flect

upo

n ho

w st

aff

is h

elpi

ng st

uden

ts to

acq

uire

the

colla

bora

tive

and

inte

rper

sona

l sk

ills n

eede

d to

live

, lea

rn, a

nd

wor

k w

ith st

uden

ts a

nd a

dults

from

ot

her r

acia

l/eth

nic

grou

ps.

3.

Obs

erve

and

refle

ct u

pon

how

staf

f re

spon

ds to

inci

dent

s of b

ias a

nd

hara

ssm

ent b

ased

on

dive

rsity

fa

ctor

s suc

h as

race

, gen

der,

natio

nal o

rigin

, dis

abili

ty, r

elig

ion,

ph

ysic

al a

ppea

ranc

e, e

tc. t

o de

term

ine

the

need

s for

pr

ofes

sion

al d

evel

opm

ent.

STR

ATE

GY

B ~

Pro

mot

e a

scho

ol/c

lass

en

viro

nmen

t tha

t is f

ree

from

bul

lyin

g,

hara

ssm

ent,

and

into

lera

nce.

1.

D

evel

op c

o-cu

rric

ular

and

ex

tracu

rric

ular

pro

gram

s tha

t pro

vide

al

l stu

dent

s with

opp

ortu

nitie

s to

inte

ract

mea

ning

fully

with

pee

rs fr

om

raci

al a

nd c

ultu

ral g

roup

s oth

er th

an

thei

r ow

n.

2.

Ensu

re th

at st

aff h

as o

ngoi

ng

oppo

rtuni

ties t

o be

com

e sk

illfu

l in

teac

hing

stud

ents

col

labo

rativ

e an

d in

terp

erso

nal s

kills

nee

ded

to li

ve,

lear

n, a

nd w

ork

with

stud

ents

and

ad

ults

from

oth

er ra

cial

and

cul

tura

l gr

oups

. 3.

D

evel

op st

aff c

apac

ity a

nd sk

ill to

ef

fect

ivel

y ad

dres

s bia

s and

st

ereo

typi

ng th

roug

h an

arr

ay o

f sta

ff

deve

lopm

ent e

xper

ienc

es.

STR

ATE

GY

B ~

Pro

mot

e a

scho

ol/c

lass

en

viro

nmen

t tha

t is f

ree

from

bul

lyin

g,

hara

ssm

ent,

and

into

lera

nce

1.

Impl

emen

t co-

curr

icul

ar a

nd e

xtra

curr

icul

ar

activ

ities

and

exp

erie

nces

for s

tude

nts t

o en

sure

that

mem

bers

hip

and

parti

cipa

tion

is

inte

rrac

ial a

nd c

ross

-cul

tura

l and

refle

ctiv

e of

the

scho

ol’s

dem

ogra

phic

s. 2.

M

odel

the

use

of e

ffec

tive

cros

s-cu

ltura

l in

tera

ctio

n an

d co

mm

unic

atio

n sk

ills w

ith

stud

ents

, sta

ff, a

nd fa

mili

es.

3.

Ask

stud

ents

, sta

ff, a

nd p

aren

ts fo

r co

nstru

ctiv

e fe

edba

ck a

bout

adm

inis

trativ

e ha

ndlin

g of

inst

ance

s of b

ias a

nd

ster

eoty

ping

to m

odel

the

need

for l

ifelo

ng

lear

ning

tow

ard

cultu

ral c

ompe

tenc

e.

4.

Dis

sem

inat

e sc

hool

and

scho

ol sy

stem

po

licie

s abo

ut b

ully

ing

and

hara

ssm

ent t

o st

aff,

stud

ents

, and

par

ents

. Pr

ovid

e in

form

atio

n in

diff

eren

t lan

guag

es a

s ne

eded

. 5.

In

vest

igat

e or

app

oint

a d

esig

nee

to

inve

stig

ate

alle

gatio

ns o

f har

assm

ent.

6.

Whe

n ap

prop

riate

, ref

er c

ases

of h

aras

smen

t to

des

igna

ted

cent

ral o

ffic

e

14

AD

MIN

ISTR

ATO

RS

Com

pete

ncy

III: C

ultu

rally

Sup

port

ive

Lear

ning

Env

ironm

ents

G

OA

L: D

eter

min

e an

d im

plem

ent a

ppro

pria

te s

trat

egie

s th

at a

llow

all

stud

ents

to le

arn.

A

dmin

istr

ator

s

Pe

rson

al D

imen

sion

Cog

nitiv

e D

imen

sion

Soci

al D

imen

sion

STR

ATE

GY

A ~

Inst

itutio

naliz

e be

havi

ors a

nd a

ctiv

ities

that

pro

mot

e po

sitiv

e le

arni

ng e

nvir

onm

ents

for a

ll st

uden

ts.

1.

Ref

lect

on

the

uniq

ue w

ays t

hat

cultu

res r

epre

sent

them

selv

es a

nd

on c

ultu

ral a

sset

s and

stre

ngth

s re

late

d to

stud

ent l

earn

ing.

2.

Se

ek in

form

atio

n on

cul

ture

and

le

arni

ng st

yles

and

com

plem

enta

ry

inst

ruct

iona

l app

roac

hes.

3.

Be

thor

ough

ly k

now

ledg

eabl

e ab

out t

he sk

ills s

tude

nts f

rom

di

vers

e ba

ckgr

ound

s nee

d fo

r sc

hool

succ

ess.

STR

ATE

GY

A ~

Inst

itutio

naliz

e be

havi

ors

and

activ

ities

that

pro

mot

e po

sitiv

e le

arni

ng

envi

ronm

ents

for a

ll st

uden

ts.

1.

Enco

urag

e st

uden

ts to

dem

onst

rate

thei

r le

arni

ng in

a w

ay re

flect

ive

of th

eir

cultu

re (i

.e.,

mus

ic, a

rt, li

tera

ry g

enre

). 2.

Ex

pect

all

teac

hers

to u

se a

var

iety

of

appr

oach

es to

ens

ure

that

all

stud

ents

from

di

vers

e cu

lture

s lea

rn in

way

s bes

t sui

ted

to th

eir l

earn

ing

styl

es a

nd m

ultip

le

inte

llige

nces

. 3.

Id

entif

y an

d te

ach

the

scho

ol su

cces

s sk

ills u

nder

lyin

g ac

adem

ic le

arni

ng to

di

vers

e fa

mili

es a

nd st

aff a

s too

ls fo

r w

orki

ng w

ith st

uden

ts.

4.

Ensu

re th

at h

igh

leve

ls o

f aca

dem

ic

oppo

rtuni

ties a

re o

ffer

ed e

quita

bly

to a

ll cu

ltura

l gro

ups.

5.

Ensu

re e

quita

ble

acce

ss to

inst

ruct

iona

l te

chno

logy

for a

ll st

uden

ts.

6.

Prov

ide

staf

f dev

elop

men

t on

the

effe

ctiv

e us

e of

inst

ruct

iona

l tec

hnol

ogy

and

curr

ent l

earn

ing

reso

urce

s.

STR

ATE

GY

A ~

Inst

itutio

naliz

e be

havi

ors a

nd a

ctiv

ities

that

pro

mot

e po

sitiv

e le

arni

ng e

nvir

onm

ents

for a

ll st

uden

ts.

1.

Stru

ctur

e te

ache

r-st

uden

t in

tera

ctio

ns th

at ta

ke c

ultu

ral

back

grou

nds i

nto

acco

unt.

2.

Esta

blis

h an

d m

aint

ain

prof

essi

onal

le

arni

ng c

omm

uniti

es in

whi

ch

teac

hers

can

shar

e w

hat t

hey

know

ab

out c

ultu

rally

-influ

ence

d le

arni

ng

styl

es a

nd c

lass

room

app

licat

ions

of

that

kno

wle

dge.

3.

Pr

ovid

e on

goin

g op

portu

nitie

s for

fa

mili

es a

nd st

aff f

rom

div

erse

ba

ckgr

ound

s to

deve

lop

colle

ctiv

e re

spon

sibi

lity

for s

choo

l suc

cess

sk

ills.

4.

Use

pro

fess

iona

l lea

rnin

g co

mm

uniti

es to

exa

min

e st

uden

t w

ork,

det

erm

ine

evid

ence

of s

tude

nt

lear

ning

, and

dev

elop

indi

cato

rs fo

r hi

gh-le

vel p

erfo

rman

ce.

15

AD

MIN

ISTR

ATO

RS

Com

pete

ncy

IV: C

urric

ulum

and

Inst

ruct

ion

for E

duca

tion

That

Is M

ultic

ultu

ral

and

Acc

eler

atin

g M

inor

ity A

chie

vem

ent

GO

AL:

Est

ablis

h an

d m

aint

ain

high

exp

ecta

tions

for a

chie

vem

ent f

or a

ll st

uden

ts.

Adm

inis

trat

ors

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Con

vene

stak

ehol

ders

to

deve

lop

expe

ctat

ions

for s

tude

nts a

nd

prov

ide

staf

f dev

elop

men

t tha

t pro

mot

es

acce

lera

tion

of a

chie

vem

ent f

or d

iver

se

stud

ent p

opul

atio

ns.

1.A

ssur

e th

at th

e vi

sion

, mis

sion

, goa

ls,

and

scho

ol im

prov

emen

t pla

n em

phas

ize

high

exp

ecta

tions

for a

ll st

uden

ts.

2.A

sses

s you

r act

ions

on

a co

ntin

uing

ba

sis t

o as

sure

that

they

com

mun

icat

e hi

gh e

xpec

tatio

ns fo

r all

stud

ents

and

st

aff.

3.C

larif

y yo

ur th

inki

ng a

bout

how

hig

h ex

pect

atio

ns a

re o

pera

tiona

lized

in th

e cl

assr

oom

s.

STR

ATE

GY

A ~

Con

vene

stak

ehol

ders

to

deve

lop

expe

ctat

ions

for s

tude

nts a

nd

prov

ide

staf

f dev

elop

men

t tha

t pro

mot

es

acce

lera

tion

of a

chie

vem

ent f

or d

iver

se

stud

ent p

opul

atio

ns.

1.C

omm

unic

ate

the

visi

on, m

issi

on,

goal

s, an

d sc

hool

impr

ovem

ent p

lan

rela

ted

to h

igh

expe

ctat

ions

to a

ll st

akeh

olde

rs.

2.R

equi

re th

at a

ll te

ache

rs k

now

and

un

ders

tand

wha

t hig

h ex

pect

atio

ns

look

like

and

soun

d lik

e in

the

clas

sroo

m.

STR

ATE

GY

A ~

Con

vene

stak

ehol

ders

to

dev

elop

exp

ecta

tions

for s

tude

nts a

nd

prov

ide

staf

f dev

elop

men

t tha

t pro

mot

es

acce

lera

tion

of a

chie

vem

ent f

or d

iver

se

stud

ent p

opul

atio

ns.

1.H

old

publ

ic fo

rum

s in

whi

ch a

ll st

akeh

olde

rs w

ork

toge

ther

to

supp

ort h

igh

expe

ctat

ions

for

stud

ent a

chie

vem

ent.

2.O

bser

ve re

gula

rly a

nd g

ive

feed

back

to

teac

hers

on

how

they

dem

onst

rate

hi

gh e

xpec

tatio

ns fo

r all

stud

ents

, es

peci

ally

div

erse

stud

ents

.

16

AD

MIN

ISTR

ATO

RS

Com

pete

ncy

V: T

ests

, Mea

sure

men

ts, a

nd A

sses

smen

ts fo

r Ach

ieve

men

t Equ

ity

GO

AL:

Util

ize

test

s, m

easu

rem

ents

, and

ass

essm

ents

to a

cces

s in

form

atio

n an

d pr

epar

e fo

r ins

truc

tion

and

lear

ning

.

Adm

inis

trat

ors

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Iden

tify

patte

rns o

f ac

hiev

emen

t ass

ocia

ted

with

eth

nici

ty,

gend

er, o

r soc

ioec

onom

ic st

atus

to p

rom

ote

awar

enes

s of a

nd e

limin

ate

stud

ent

achi

evem

ent g

aps i

n th

ese

area

s.

1.U

se d

isag

greg

ated

ach

ieve

men

t dat

a to

re

flect

on

the

effe

ctiv

enes

s of t

he

scho

ol in

mee

ting

the

need

s of a

ll st

uden

ts, e

spec

ially

gen

der a

nd ra

cial

gr

oups

, Eng

lish

lang

uage

lear

ners

, st

uden

ts fr

om lo

w so

cioe

cono

mic

ba

ckgr

ound

s, an

d st

uden

ts w

ith

disa

bilit

ies.

STR

ATE

GY

A ~

Iden

tify

patte

rns o

f ac

hiev

emen

t ass

ocia

ted

with

eth

nici

ty,

gend

er, o

r soc

ioec

onom

ic st

atus

to

prom

ote

awar

enes

s of a

nd e

limin

ate

stud

ent a

chie

vem

ent g

aps i

n th

ese

area

s.

1.W

ork

with

facu

lty/s

taff

to d

evel

op

and

impl

emen

t a p

roce

ss to

ana

lyze

an

d re

port

achi

evem

ent a

nd

parti

cipa

tion

data

in a

dis

aggr

egat

ed

form

at.

2.Id

entif

y an

d im

plem

ent n

eede

d in

stru

ctio

nal c

hang

es.

3.U

se d

ata

as d

iagn

ostic

and

pr

escr

iptiv

e to

ols f

or im

prov

ing

stud

ent a

chie

vem

ent a

nd m

odify

ing

teac

hing

pra

ctic

es, n

ot a

s the

onl

y cr

iteria

for p

rom

otio

n, re

tent

ion,

or

acce

ss to

aca

dem

ic p

rogr

ams.

4.U

se d

isag

greg

ated

dat

a to

det

erm

ine

leve

l of p

artic

ipat

ion

by g

ende

r/rac

e/

etc.

, in

gifte

d an

d ta

lent

ed c

lass

es,

spec

ial e

duca

tion

prog

ram

s, an

d ad

vanc

ed a

nd A

P cl

asse

s in

your

sc

hool

s; d

evel

op st

rate

gies

to a

ddre

ss

disp

ariti

es in

thes

e ar

eas.

STR

ATE

GY

A ~

Iden

tify

patte

rns o

f ac

hiev

emen

t ass

ocia

ted

with

eth

nici

ty,

gend

er, o

r soc

ioec

onom

ic st

atus

to

prom

ote

awar

enes

s of a

nd e

limin

ate

stud

ent a

chie

vem

ent g

aps i

n th

ese

area

s.

1.Pr

ovid

e a

safe

env

ironm

ent i

n w

hich

fa

culty

/sta

ff c

an d

iscu

ss re

ason

s for

di

spar

ities

in a

chie

vem

ent.

2.Pr

ovid

e op

portu

nitie

s for

staf

f to

shar

e a

rang

e of

eff

ectiv

e as

sess

men

t st

rate

gies

.

17

AD

MIN

ISTR

ATO

RS

Com

pete

ncy

V: T

ests

, Mea

sure

men

ts, A

nd A

sses

smen

ts F

or A

chie

vem

ent E

quity

GO

AL:

Util

ize

test

s, m

easu

rem

ents

, and

ass

essm

ents

to a

cces

s in

form

atio

n an

d pr

epar

e fo

r ins

truc

tion

and

lear

ning

.

Adm

inis

trat

ors

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Util

ize

asse

ssm

ent t

ools

that

take

into

con

side

ratio

n th

e af

fect

ive

and

cultu

ral d

omai

ns o

f the

chi

ld.

1.D

evel

op p

erso

nal k

now

ledg

e ab

out a

ra

nge

of a

sses

smen

ts.

STR

ATE

GY

B ~

Util

ize

asse

ssm

ent t

ools

that

take

into

con

side

ratio

n th

e af

fect

ive

and

cultu

ral d

omai

ns o

f the

chi

ld.

1.Se

t sta

ndar

ds fo

r tea

chin

g th

at in

clud

e as

sess

men

t of t

he a

ffec

tive

and

cultu

ral d

omai

ns in

add

ition

to th

e co

gniti

ve d

omai

n.

2.Th

roug

h pr

ofes

sion

al d

evel

opm

ent,

prov

ide

teac

hers

with

a m

ultip

licity

of

test

ing

form

ats t

o he

lp st

uden

ts

dem

onst

rate

thei

r ach

ieve

men

t.

3.H

ave

teac

hers

des

ign

and

use

in- c

lass

as

sess

men

ts to

mon

itor i

ndiv

idua

l st

uden

t pro

gres

s on

a da

ily o

r wee

kly

basi

s, th

ereb

y pr

ovid

ing

a ba

sis f

or

early

inte

rven

tion.

4.En

sure

that

stud

ents

from

div

erse

ba

ckgr

ound

s rec

eive

equ

itabl

e re

sour

ces t

o ac

hiev

e su

cces

s in

all

cour

ses,

incl

udin

g hi

gher

leve

l co

urse

s.

STR

ATE

GY

B ~

Util

ize

asse

ssm

ent

tool

s tha

t tak

e in

to c

onsi

dera

tion

the

affe

ctiv

e an

d cu

ltura

l dom

ains

of t

he

child

.

1.Fa

cilit

ate

the

disc

ussi

on o

f a ra

nge

of a

sses

smen

ts a

nd h

ow th

ey c

an b

e us

ed to

ver

ify a

chie

vem

ent.

2.Pr

ovid

e ca

se st

udie

s tha

t allo

w st

aff

and

facu

lty to

wor

k w

ith a

rang

e of

as

sess

men

ts.

18

TEA

CH

ERS

Com

pete

ncy

I: In

terc

ultu

ral C

omm

unic

atio

n

GO

AL:

Ado

pt a

glo

bal p

ersp

ectiv

e th

at p

rom

otes

the

valu

ing

of c

ultu

ral,

ethn

ic, a

nd li

ngui

stic

div

ersi

ty.

Teac

hers

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Dev

elop

and

app

ly

stra

tegi

es fo

r com

mun

icat

ing

acro

ss

cultu

res,

incl

udin

g th

e cu

lture

s of g

ende

r, an

d po

verty

.

1.In

fuse

mul

ticul

tura

l per

spec

tives

in

your

cla

ssro

om.

2.U

nder

stan

d th

e ro

le o

f cro

ss-c

ultu

ral

com

mun

icat

ion

to in

crea

se a

cade

mic

ac

hiev

emen

t.

STR

ATE

GY

A ~

Dev

elop

and

app

ly

stra

tegi

es fo

r com

mun

icat

ing

acro

ss

cultu

res,

incl

udin

g th

e cu

lture

s of g

ende

r, an

d po

vert

y.

1.Id

entif

y th

e de

mog

raph

ics o

f you

r sc

hool

’s p

opul

atio

n.

2.Id

entif

y th

e co

mpo

nent

s of s

urfa

ce

and

deep

cul

ture

and

thei

r im

plic

atio

n in

inst

ruct

ion.

3.En

gage

in p

rofe

ssio

nal d

evel

opm

ent

activ

ities

and

/or c

ours

es in

the

field

of

Educ

atio

n Th

at is

Mul

ticul

tura

l.

4.U

nder

stan

d pr

inci

ples

of m

ultic

ultu

ral

educ

atio

n as

set f

orth

in th

e ET

M

Byl

aw.

5.In

corp

orat

e pr

inci

ples

of m

ultic

ultu

ral

educ

atio

n in

dai

ly a

nd lo

ng-te

rm

less

on p

lann

ing.

STR

ATE

GY

A ~

Dev

elop

and

app

ly

stra

tegi

es fo

r com

mun

icat

ing

acro

ss

cultu

res,

incl

udin

g th

e cu

lture

s of g

ende

r, an

d po

verty

.

1.R

equi

re st

uden

ts to

exa

min

e ev

ents

an

d si

tuat

ions

from

mul

tiple

pe

rspe

ctiv

es.

2.A

naly

ze a

nd a

ffirm

com

mon

aliti

es

and

diff

eren

ces b

etw

een

and

amon

g cu

lture

s with

in y

our c

lass

room

.

19

TEA

CH

ERS

Com

pete

ncy

I: In

terc

ultu

ral C

omm

unic

atio

n G

OA

L: A

dopt

a g

loba

l per

spec

tive

that

pro

mot

es th

e va

luin

g of

cul

tura

l, et

hnic

, and

ling

uist

ic d

iver

sity

.

Te

ache

rs

Pe

rson

al D

imen

sion

C

ogni

tive

Dim

ensi

on

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Use

cul

tura

l co

mm

unic

atio

n st

yles

as t

ools

to e

nhan

ce

stud

ent a

chie

vem

ent i

n th

e wr

itten

, tau

ght,

and

acce

ssed

cur

ricu

lum

s. 1.

M

onito

r you

r ow

n ve

rbal

and

non

-ve

rbal

com

mun

icat

ion

for s

ensi

tivity

to

war

ds o

ther

s.

2.

Iden

tify

and

unde

rsta

nd y

our p

erso

nal

com

mun

icat

ion

styl

e an

d m

ake

mod

ifica

tions

as n

eede

d to

bet

ter

com

mun

icat

e w

ith st

uden

ts a

nd

colle

ague

s.

STR

ATE

GY

B ~

Use

cul

tura

l co

mm

unic

atio

n st

yles

as t

ools

to

enha

nce

stude

nt a

chie

vem

ent i

n th

e w

ritte

n, ta

ught

, and

acc

esse

d cu

rric

ulum

s.

1.

Teac

h th

e fo

rmal

regi

ster

of

lang

uage

(the

lang

uage

of s

choo

l an

d w

ork/

stan

dard

Eng

lish)

th

roug

h th

e in

form

al re

gist

er o

f la

ngua

ge.

2.

Teac

h st

uden

ts h

ow, w

hen,

and

w

hy to

cod

e sw

itch

(dep

endi

ng

upon

the

audi

ence

) with

out

disr

espe

ctin

g th

e ho

me

lang

uage

.

STR

ATE

GY

B ~

Use

cul

tura

l co

mm

unic

atio

n st

yles

as t

ools

to e

nhan

ce

stud

ent a

chie

vem

ent i

n th

e wr

itten

, tau

ght,

and

acce

ssed

cur

ricu

lum

s.

1.

Use

cul

tura

lly re

spon

sive

co

mm

unic

atio

n w

ith st

uden

ts a

nd

pare

nts.

2.

C

larif

y st

uden

t non

-ver

bal

com

mun

icat

ion

to d

ispe

l m

isun

ders

tand

ings

.

3.

Avo

id sa

rcas

m, c

onde

scen

sion

, put

do

wns

, and

oth

er v

erba

l abu

se.

4.

W

here

app

ropr

iate

, inc

orpo

rate

the

stud

ent l

angu

age

and

com

mun

icat

ion

styl

e to

info

rm a

nd e

nhan

ce in

stru

ctio

n.

5.

In

corp

orat

e th

e cu

lture

of t

he h

ome

in

inst

ruct

ion

to a

ctiv

ate

prio

r kno

wle

dge.

6.

Iden

tify

and

unde

rsta

nd st

uden

ts’

pers

onal

com

mun

icat

ion

styl

es.

7.

Id

entif

y an

d ap

prec

iate

the

disc

ours

e pa

ttern

s for

bot

h pa

rent

s and

stud

ents

.

20

TEA

CH

ERS

C

ompe

tenc

y II:

Pre

judi

ce R

educ

tion

GO

AL:

Elim

inat

e ra

cism

and

oth

er fo

rms

of p

reju

dice

and

dis

crim

inat

ion

with

in th

e le

arni

ng e

nviro

nmen

t.

Teac

hers

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Cre

ate

a bi

as a

nd

hara

ssm

ent f

ree

lear

ning

env

iron

men

t by

lear

ning

and

pra

ctic

ing

tech

niqu

es fo

r co

mba

ting

prej

udic

e, h

aras

smen

t, an

d/or

di

scri

min

atio

n in

the

lear

ning

en

viro

nmen

t.

1.R

efle

ct, s

elf-

asse

ss, a

nd c

laim

ow

ners

hip

of y

our o

wn

prej

udic

es a

nd

bias

es.

2.Id

entif

y st

rate

gies

to o

verc

ome

your

ow

n pr

ejud

ices

and

bia

ses.

STR

ATE

GY

A ~

Cre

ate

a bi

as a

nd

hara

ssm

ent f

ree

lear

ning

env

iron

men

t by

lear

ning

and

pra

ctic

ing

tech

niqu

es fo

r co

mba

ting

prej

udic

e, h

aras

smen

t, an

d/or

di

scri

min

atio

n in

the

lear

ning

en

viro

nmen

t.

1.U

se in

stru

ctio

nal m

ater

ials

that

are

bi

as a

nd st

ereo

type

free

.

2.U

se d

isag

greg

ated

dat

a to

dev

elop

and

ad

dres

s pat

tern

s of c

once

rns r

elat

ed to

cl

imat

e an

d ac

hiev

emen

t.

3.U

se c

limat

e in

vent

orie

s, pe

riodi

cally

, in

the

clas

sroo

m to

mon

itor t

he

lear

ning

env

ironm

ent.

STR

ATE

GY

A ~

Cre

ate

a bi

as a

nd

hara

ssm

ent f

ree

lear

ning

env

iron

men

t by

lear

ning

and

pra

ctic

ing

tech

niqu

es fo

r co

mba

ting

prej

udic

e, h

aras

smen

t, an

d/or

di

scri

min

atio

n in

the

lear

ning

en

viro

nmen

t.

1.B

uild

a re

latio

nshi

p w

ith e

very

chi

ld

thro

ugh

posi

tive

daily

per

sona

l in

tera

ctio

ns.

2.Fo

ster

an

envi

ronm

ent o

f hig

h ex

pect

atio

ns w

ith su

ppor

t for

succ

ess

for e

very

stud

ent.

3.C

halle

nge

bias

es a

nd st

ereo

type

s tha

t in

hibi

t stu

dent

ach

ieve

men

t.

4.D

evel

op th

e ca

paci

ty, s

kill,

and

will

to

cha

lleng

e bi

ases

and

ster

eoty

pes

that

inhi

bit i

nter

-gro

up u

nder

stan

ding

w

ithin

you

r sch

ool a

nd y

our

clas

sroo

m.

21

TEA

CH

ERS

C

ompe

tenc

y II:

Pre

judi

ce R

educ

tion

GO

AL:

Elim

inat

e ra

cism

and

oth

er fo

rms

of p

reju

dice

and

dis

crim

inat

ion

with

in th

e le

arni

ng e

nviro

nmen

t.

Teac

hers

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Iden

tify

and

use

stra

tegi

es th

at fo

ster

inte

r-gr

oup

unde

rsta

ndin

gs a

nd p

ositi

ve a

cade

mic

and

so

cial

rela

tions

hips

.

1.C

reat

e an

env

ironm

ent i

n w

hich

all

stud

ents

see

them

selv

es a

nd o

ther

s in

tradi

tiona

l, no

n-tra

ditio

nal,

and

non-

ster

eoty

pica

l way

s.

2.U

nder

stan

d yo

ur o

wn

evol

ving

cu

ltura

l ide

ntity

.

3.Ex

amin

e yo

ur b

elie

fs a

nd

expe

ctat

ions

for t

he st

uden

ts y

ou

teac

h.

STR

ATE

GY

B ~

Iden

tify

and

use

stra

tegi

es th

at fo

ster

inte

r-gr

oup

unde

rsta

ndin

gs a

nd p

ositi

ve a

cade

mic

and

so

cial

rela

tions

hips

.

1.R

ecog

nize

and

rew

ard

stud

ents

who

di

spla

y po

sitiv

e ac

adem

ic b

ehav

ior

and

soci

al re

latio

nshi

ps.

2.A

ssis

t stu

dent

s in

docu

men

ting,

m

onito

ring,

and

adj

ustin

g cu

rren

t le

vels

of p

erfo

rman

ce.

STR

ATE

GY

B ~

Iden

tify

and

use

stra

tegi

es th

at fo

ster

inte

r-gr

oup

unde

rsta

ndin

gs a

nd p

ositi

ve a

cade

mic

and

so

cial

rela

tions

hips

.

1.In

corp

orat

e co

oper

ativ

e le

arni

ng

stra

tegi

es in

to in

stru

ctio

n.

2.Es

tabl

ish

and

nurtu

re a

cla

ssro

om

clim

ate

of in

clus

iven

ess,

affil

iatio

n,

and

mut

ual s

uppo

rt.

3.H

elp

stud

ents

use

pro

blem

solv

ing

and

conf

lict r

esol

utio

n.

4.Pr

ovid

e st

uden

ts w

ith a

ctiv

ities

that

bu

ild p

ersi

sten

ce a

nd re

silie

nce.

5.B

uild

a c

omm

unity

of l

earn

ers i

n yo

ur

clas

sroo

m.

6.Fo

ster

a se

nse

of c

olle

ctiv

e re

spon

sibi

lity

for a

ll m

embe

rs o

f the

sc

hool

com

mun

ity.

7.H

elp

stud

ents

iden

tify

thei

r per

sona

l, co

gniti

ve, a

nd so

cial

ass

ets a

nd th

ose

sam

e as

sets

in o

ther

s.

22

TEA

CH

ERS

Com

pete

ncy

III: C

ultu

rally

Sup

port

ive

Lear

ning

Env

ironm

ents

G

OA

L: D

eter

min

e an

d im

plem

ent a

ppro

pria

te s

trat

egie

s th

at a

llow

all

stud

ents

to le

arn.

Te

ache

rs

Pe

rson

al D

imen

sion

Cog

nitiv

e D

imen

sion

Soci

al D

imen

sion

STR

ATE

GY

A ~

Org

aniz

e th

e ed

ucat

iona

l env

ironm

ent i

n w

ays t

hat

supp

ort d

iver

se le

arni

ng st

yles

and

m

ultic

ultu

ral p

ersp

ectiv

es.

1.

Und

erst

and

the

ratio

nale

for u

sing

a

varie

ty o

f fle

xibl

e gr

oupi

ng

stra

tegi

es.

2.

C

omm

it to

ach

ievi

ng e

quity

by

addr

essi

ng th

e in

divi

dual

nee

ds o

f ea

ch le

arne

r. 3.

B

elie

ve th

at y

ou a

re c

apab

le o

f m

akin

g a

diff

eren

ce in

you

r st

uden

ts’ l

earn

ing.

4.

U

nder

stan

d th

at th

e le

vel o

f tea

cher

ex

pect

atio

ns d

irect

ly c

orre

late

s to

stud

ent a

chie

vem

ent.

5.

Take

ow

ners

hip

for s

tude

nts’

le

arni

ng.

6.

Ref

lect

on

teac

hing

pra

ctic

es in

re

latio

nshi

p to

teac

her e

xpec

tatio

ns.

7.

Com

plet

e a

self-

asse

ssm

ent o

f you

r te

achi

ng p

ract

ices

.

STR

ATE

GY

A ~

Org

aniz

e th

e ed

ucat

iona

l env

ironm

ent i

n w

ays t

hat

supp

ort d

iver

se le

arni

ng st

yles

and

m

ultic

ultu

ral p

ersp

ectiv

es.

1.

Pr

ovid

e cl

assr

oom

opp

ortu

nitie

s so

that

stud

ents

bec

ome

awar

e of

th

e st

ereo

type

s ass

ocia

ted

with

va

rious

cul

tura

l gro

ups a

nd

unde

rsta

nd th

e ne

gativ

e im

pact

of

ster

eoty

ping

. 2.

M

otiv

ate

stud

ents

to w

ork

tow

ards

thei

r ful

lest

pot

entia

l. 3.

Te

ach

the

form

al re

gist

er o

f la

ngua

ge a

s a w

ay o

f neg

otia

ting

the

scho

ol sy

stem

and

the

wor

k en

viro

nmen

t. 4.

A

sses

s stu

dent

lear

ning

styl

es

and

mak

e ap

prop

riate

in

stru

ctio

nal a

ccom

mod

atio

ns.

STR

ATE

GY

A ~

Org

aniz

e th

e ed

ucat

iona

l en

viro

nmen

t in

ways

that

supp

ort d

iver

se le

arni

ng

styl

es a

nd m

ultic

ultu

ral p

ersp

ectiv

es.

1.

Cre

ate

an e

nviro

nmen

t tha

t inc

reas

es st

uden

ts’

will

ingn

ess t

o ta

ke in

telle

ctua

l ris

ks.

2.

Prov

ide

stud

ents

with

gui

danc

e in

iden

tifyi

ng

thei

r pur

pose

for b

eing

in sc

hool

. 3.

Te

ach

stud

ents

to c

onne

ct a

cade

mic

succ

ess t

o pe

rson

al e

ffor

ts.

4.

Fost

er a

n en

viro

nmen

t to

supp

ort a

“ca

n do

” at

titud

e.

5.

Hel

p st

uden

ts u

nder

stan

d th

eir i

ndiv

idua

l and

co

llect

ive

role

in th

e in

terd

epen

dent

cl

assr

oom

com

mun

ity.

6.

Ass

ist s

tude

nts i

n di

scov

erin

g an

d m

axim

izin

g th

eir l

earn

ing

styl

es.

7.

Shar

e st

uden

t lea

rnin

g st

yles

with

par

ents

se

ekin

g th

eir p

ersp

ectiv

e an

d in

put.

8.

Use

a v

arie

ty o

f gro

upin

g st

rate

gies

.

9.

Com

mun

icat

e hi

gh e

xpec

tatio

ns to

eve

ry

stud

ent a

nd p

rovi

de su

ppor

ts fo

r suc

cess

.

23

TEA

CH

ERS

Com

pete

ncy

IV: C

urric

ulum

and

Inst

ruct

ion

for E

duca

tion

That

Is M

ultic

ultu

ral

and

Acc

eler

atin

g M

inor

ity A

chie

vem

ent

GO

AL:

Est

ablis

h an

d m

aint

ain

high

exp

ecta

tions

for a

chie

vem

ent f

or a

ll st

uden

ts.

Teac

hers

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Des

ign

and

impl

emen

t cu

rric

ulum

and

inst

ruct

ion

that

exp

ands

te

achi

ng e

ffica

cy in

Edu

catio

n Th

at is

M

ultic

ultu

ral.

1.Id

entif

y yo

ur o

wn

teac

hing

styl

e an

d un

ders

tand

the

impa

ct o

f you

r te

achi

ng st

yle

on st

uden

ts w

ith

vary

ing

lear

ning

styl

es.

2.V

ary

your

teac

hing

styl

e to

mat

ch th

e di

vers

e le

arni

ng st

yles

of y

our

stud

ents

.

STR

ATE

GY

A ~

Des

ign

and

impl

emen

t cu

rric

ulum

and

inst

ruct

ion

that

exp

ands

te

achi

ng e

ffica

cy in

Edu

catio

n Th

at is

M

ultic

ultu

ral.

1.R

efle

ct m

ultic

ultu

ral e

duca

tion

com

pone

nts i

n cu

rric

ulum

and

in

stru

ctio

n.

2.Id

entif

y de

ficits

in in

stru

ctio

nal

prac

tice

that

may

neg

ativ

ely

impa

ct

stud

ent a

chie

vem

ent.

3.D

evel

op a

nd im

plem

ent

inte

rdis

cipl

inar

y un

its in

tegr

atin

g m

ultic

ultu

ral a

ppro

ache

s.

4.In

clud

e sc

hool

succ

ess s

kills

in y

our

curr

icul

um.

5.R

evie

w e

xist

ing

inst

ruct

iona

l m

ater

ials

for p

ossi

ble

bias

and

repo

rt to

app

ropr

iate

per

son.

6.Se

lect

cul

tura

lly re

leva

nt, b

ias-

free

in

stru

ctio

nal m

ater

ials

for u

se in

the

clas

sroo

m.

STR

ATE

GY

A ~

Des

ign

and

impl

emen

t cu

rric

ulum

and

inst

ruct

ion

that

exp

ands

te

achi

ng e

ffica

cy in

Edu

catio

n Th

at is

M

ultic

ultu

ral.

1.Te

ach

stud

ents

to w

ork

coop

erat

ivel

y w

ith sp

ecifi

c ro

les,

indi

vidu

al

resp

onsi

bilit

ies,

and

acco

unta

bilit

y fo

r a

finis

hed

prod

uct/p

erfo

rman

ce.

24

TEA

CH

ERS

Com

pete

ncy

IV: C

urric

ulum

and

Inst

ruct

ion

for E

duca

tion

That

Is M

ultic

ultu

ral

and

Acc

eler

atin

g M

inor

ity A

chie

vem

ent

GO

AL:

Est

ablis

h an

d m

aint

ain

high

exp

ecta

tions

for a

chie

vem

ent f

or a

ll st

uden

ts.

Teac

hers

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Des

ign

and

impl

emen

t cu

rric

ulum

and

inst

ruct

ion

that

exp

ands

te

achi

ng e

ffica

cy in

acc

eler

atin

g M

inor

ity

Achi

evem

ent.

1.Em

ploy

eff

ectiv

e cl

assr

oom

m

anag

emen

t whe

re st

uden

t dig

nity

is

mai

ntai

ned.

2.Pr

ovid

e flu

id, f

lexi

ble

grou

ping

and

m

ovem

ent o

f stu

dent

s to

avoi

d th

e ne

gativ

e im

pact

of t

rack

ing.

STR

ATE

GY

B ~

Des

ign

and

impl

emen

t cu

rric

ulum

and

inst

ruct

ion

that

exp

ands

te

achi

ng e

ffica

cy in

acc

eler

atin

g M

inor

ity

Achi

evem

ent.

1.V

ary

inst

ruct

iona

l stra

tegi

es in

ord

er

to b

ridge

gap

s in

acad

emic

ac

hiev

emen

t.

2.Te

ach

stud

ents

to u

se se

lf-qu

estio

ning

an

d th

ink-

alou

d te

chni

ques

to u

npac

k th

eir t

hink

ing.

3.A

ccel

erat

e ra

ther

than

rem

edia

te

stud

ents

.

4.C

onsi

der g

ende

r diff

eren

ces i

n cu

rric

ulum

and

inst

ruct

ion.

5.M

ake

care

er c

onne

ctio

ns w

hene

ver

poss

ible

.

6.Te

ach

stud

ents

to b

e pr

ecis

e an

d ac

cura

te.

7.Pr

ovid

e ex

empl

ary

wor

k sa

mpl

es fo

r st

uden

ts.

STR

ATE

GY

B ~

Des

ign

and

impl

emen

t cu

rric

ulum

and

inst

ruct

ion

that

exp

ands

te

achi

ng e

ffica

cy in

acc

eler

atin

g M

inor

ity

Achi

evem

ent.

1.B

uild

rela

tions

hips

of m

utua

l res

pect

.

2.H

elp

stud

ents

lear

n to

refle

ct o

n th

eir

own

acad

emic

succ

esse

s and

failu

res

and

set g

oals

in o

rder

to m

ake

prog

ress

.

3.U

se p

roxi

mity

as a

tool

to e

nhan

ce

inst

ruct

ion.

4.A

dd h

umor

to st

uden

t int

erac

tions

.

5.Te

ach

stud

ents

how

to sh

are

inte

llect

ually

.

25

TEA

CH

ERS

Com

pete

ncy

V: T

ests

, Mea

sure

men

ts, a

nd A

sses

smen

ts fo

r Ach

ieve

men

t Equ

ity

GO

AL:

Util

ize

test

s, m

easu

rem

ents

, and

ass

essm

ents

to a

cces

s in

form

atio

n an

d pr

epar

e fo

r ins

truc

tion

and

lear

ning

.

Teac

hers

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Sel

ect t

estin

g an

d as

sess

men

t too

ls th

at h

ave

been

nor

med

on

a v

arie

ty o

f eth

nic,

gen

der,

and

soci

oeco

nom

ic p

opul

atio

ns to

doc

umen

t in

stru

ctio

nal e

ffect

iven

ess.

1.U

nder

stan

d ho

w d

ata

info

rms

inst

ruct

ion.

2.U

se su

mm

ativ

e an

d fo

rmat

ive

asse

ssm

ents

to m

ake

inst

ruct

iona

l de

cisi

ons.

3.A

djus

t ins

truct

ion

(re-

teac

hing

) bas

ed

on a

chie

vem

ent p

atte

rns.

4.Fo

cus o

n ac

cele

ratio

n ra

ther

than

re

med

iatio

n to

impr

ove

achi

evem

ent.

STR

ATE

GY

A ~

Sel

ect t

estin

g an

d as

sess

men

t too

ls th

at h

ave

been

nor

med

on

a va

riet

y of

eth

nic,

gen

der,

and

soci

oeco

nom

ic p

opul

atio

ns to

doc

umen

t in

stru

ctio

nal e

ffect

iven

ess.

1.D

isag

greg

ate

stud

ent d

ata.

2.Se

lect

and

use

ass

essm

ents

that

are

bia

s fr

ee.

3.U

se d

isag

greg

ated

dat

a to

info

rm

inst

ruct

ion.

4.Id

entif

y an

d el

imin

ate

prog

ram

s and

pr

actic

es th

at a

re in

effe

ctiv

e as

ev

iden

ced

by d

ata.

5.Pr

ovid

e st

uden

ts w

ith a

mul

tiplic

ity o

f op

portu

nitie

s and

form

ats t

o sh

ow w

hat

they

kno

w.

STR

ATE

GY

A ~

Sel

ect t

estin

g an

d as

sess

men

t too

ls th

at h

ave

been

nor

med

on

a v

arie

ty o

f eth

nic,

gen

der,

and

soci

oeco

nom

ic p

opul

atio

ns to

doc

umen

t in

stru

ctio

nal e

ffect

iven

ess.

1.Pr

ovid

e di

vers

e m

embe

rs o

f the

sc

hool

com

mun

ity w

ith re

ady

and

user

frie

ndly

acc

ess t

o ac

hiev

emen

t da

ta.

26

TEA

CH

ERS

Com

pete

ncy

V: T

ests

, Mea

sure

men

ts, a

nd A

sses

smen

ts fo

r Ach

ieve

men

t Equ

ity

GO

AL:

Util

ize

test

s, m

easu

rem

ents

, and

ass

essm

ents

to a

cces

s in

form

atio

n an

d pr

epar

e fo

r ins

truc

tion

and

lear

ning

.

Te

ache

rs

Pe

rson

al D

imen

sion

C

ogni

tive

Dim

ensi

on

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Des

ign

instr

uctio

n th

at re

sults

in b

reak

thro

ugh

acce

lera

tion

of m

inor

ity a

chie

vem

ent.

1.

D

evel

op p

erso

nal k

now

ledg

e ab

out a

rang

e of

ass

essm

ents

.

2.

Util

ize

asse

ssm

ents

to m

onito

r ac

adem

ic g

row

th a

nd to

info

rm

the

desi

gn o

f foc

used

inst

ruct

ion

for a

ccel

erat

ion

of m

inor

ity

achi

evem

ent.

3.

Bas

ed o

n th

e ac

hiev

emen

t dat

a fo

r ea

ch st

uden

t, m

ake

a pe

rson

al

com

mitm

ent t

o ad

just

inst

ruct

iona

l ob

ject

ives

so th

at e

very

chi

ld

reac

hes h

is/h

er le

arni

ng g

oals

.

STR

ATE

GY

B ~

Des

ign

instr

uctio

n th

at re

sults

in

bre

akth

roug

h ac

cele

ratio

n of

min

ority

ac

hiev

emen

t.

1.

Use

diff

eren

tiate

d in

stru

ctio

n w

hich

mea

ns

that

con

tent

, pro

cess

, and

stud

ent p

rodu

cts

are

base

d on

stud

ent l

earn

ing

prof

iles

(cul

tura

l ide

ntity

, lea

rnin

g st

yles

, and

m

ultip

le in

telli

genc

es),

read

ines

s, an

d in

tere

st.

2.

U

se a

sses

smen

t too

ls a

nd in

stru

ctio

nal

deliv

ery

that

take

s int

o co

nsid

erat

ion

the

affe

ctiv

e an

d cu

ltura

l dom

ains

of t

he c

hild

.

3.

Bas

ed o

n an

alys

is o

f dat

a, u

pdat

e an

d ad

just

ob

ject

ives

to re

ach

lear

ning

goa

ls.

4.

U

se d

ata

to id

entif

y ac

hiev

emen

t pat

tern

s an

d ga

ps.

5.

Des

ign

and

use

in-c

lass

ass

essm

ents

to

mon

itor i

ndiv

idua

l stu

dent

pro

gres

s on

a da

ily o

r wee

kly

basi

s, th

ereb

y pr

ovid

ing

a ba

sis f

or e

arly

inte

rven

tion.

6.

D

emys

tify

test

ing

form

ats a

nd m

odal

ities

for

stud

ents

as p

art o

f the

ir te

stin

g pr

epar

atio

n.

STR

ATE

GY

B ~

Des

ign

instr

uctio

n th

at re

sults

in b

reak

thro

ugh

acce

lera

tion

of m

inor

ity a

chie

vem

ent.

1.

Fo

ster

a c

lass

room

com

mun

ity th

at

incl

udes

a se

nse

of c

olle

ctiv

e re

spon

sibi

lity,

inte

rdep

ende

nce,

an

d in

telle

ctua

l sha

ring.

2.

Teac

h st

uden

ts h

ow to

wor

k as

a

com

mun

ity o

f lea

rner

s. 3.

C

olla

bora

te w

ith o

ther

pr

ofes

sion

als i

n re

view

ing

data

an

d m

akin

g pr

ogra

mm

ing

and

inst

ruct

iona

l dec

isio

ns.

4.

Sh

are

and

utili

ze d

isag

greg

ated

da

ta to

atta

in st

akeh

olde

r sup

port

for e

quita

ble

prog

ram

de

velo

pmen

t thr

ough

out t

he

scho

ol c

omm

unity

.

27

STU

DEN

TS

Com

pete

ncy

I: In

terc

ultu

ral C

omm

unic

atio

n G

OAL

: Ado

pt a

glo

bal p

ersp

ectiv

e th

at p

rom

otes

the

valu

ing

of c

ultu

ral,

ethn

ic, a

nd li

ngui

stic

div

ersi

ty.

Stud

ents

Pe

rson

al D

imen

sion

C

ogni

tive

Dim

ensi

on

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Lea

rn a

bout

and

ap

prec

iate

cul

tura

l, et

hnic

, and

ling

uisti

c di

vers

ity.

1.

Lea

rn a

bout

you

r ow

n cu

ltura

l

h

erita

ge, b

oth

curr

ent a

nd h

isto

ric.

1.

Mon

itor t

he c

ultu

ral d

iver

sity

in

scho

ol o

rgan

izat

ions

.

STR

ATE

GY

A ~

Lea

rn a

bout

and

ap

prec

iate

cul

tura

l, et

hnic

, and

lin

guist

ic d

iver

sity.

1.

D

iscu

ss m

ultip

le p

ersp

ectiv

es

on c

urre

nt a

nd h

isto

rical

is

sues

. 2.

D

emon

stra

te a

n ap

prec

iatio

n of

the

cultu

ral d

iver

sity

in th

e U

nite

d St

ates

whi

le

reco

gniz

ing

com

mon

val

ues,

belie

fs, a

nd c

usto

ms.

3.

A

naly

ze a

nd e

valu

ate

soci

al

issu

es.

4.

Prop

ose

solu

tions

to

cont

empo

rary

soci

al p

robl

ems

(loca

l, na

tiona

l, an

d gl

obal

).

STR

ATE

GY

A ~

Lea

rn a

bout

and

app

reci

ate

cultu

ral,

ethn

ic, a

nd li

ngui

stic

dive

rsity

. 1.

Le

arn

abou

t the

cul

tura

l her

itage

of o

ther

s, bo

th c

urre

nt a

nd h

isto

ric.

2.

Invo

lve

fam

ily, f

riend

s, an

d ot

her s

tude

nts i

n le

arni

ng a

bout

you

r cul

tura

l her

itage

. 3.

D

iscu

ss th

e w

ide

rang

e of

div

ersi

ty w

ithin

cu

ltura

l gro

ups.

4.

D

iscu

ss st

ereo

typi

ng a

nd it

s neg

ativ

e im

pact

on

inte

r-gro

up u

nder

stan

ding

. 5.

Pa

rtici

pate

in in

ter-c

ultu

ral g

roup

s and

or

gani

zatio

ns in

you

r sch

ool a

nd c

omm

unity

. 6.

Pa

rtici

pate

in a

soci

al a

ctio

n pr

ojec

t to

addr

ess a

cur

rent

issu

e in

you

r sch

ool o

r co

mm

unity

thro

ugh

scho

ol a

nd c

omm

unity

gr

oups

(suc

h as

stud

ent g

over

nmen

t, cl

ubs,

etc.

).

7.

Exte

nd in

vita

tions

to st

uden

ts o

f all

cultu

ral

grou

ps to

join

org

aniz

atio

ns to

som

e w

hich

yo

u be

long

.

28

STU

DEN

TSC

ompe

tenc

y I:

Inte

rcul

tura

l Com

mun

icat

ion

GO

AL:

Ado

pt a

glo

bal p

ersp

ectiv

e th

at p

rom

otes

the

valu

ing

of c

ultu

ral,

ethn

ic, a

nd li

ngui

stic

div

ersi

ty.

Stud

ents

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Acc

ess i

nfor

mat

ion

to

expa

nd k

now

ledg

e of

the

hist

ory

and

cultu

re o

f div

erse

gro

ups.

1.R

ead

mat

eria

ls in

scho

ol a

nd a

t hom

e w

hich

rein

forc

e th

e co

ncep

t of t

he

Uni

ted

Stat

es a

s a so

ciet

y of

peo

ple

from

man

y di

ffer

ent b

ackg

roun

ds

with

com

mon

goa

ls a

s a n

atio

n.

STR

ATE

GY

B ~

Acc

ess i

nfor

mat

ion

to

expa

nd k

now

ledg

e of

the

hist

ory

and

cultu

re o

f div

erse

gro

ups.

1.C

ritic

ally

revi

ew th

e m

edia

(te

levi

sion

, mov

ies,

mus

ic,

new

spap

ers,

radi

o, m

agaz

ines

, etc

.) fo

r exa

mpl

es o

f cul

tura

l bia

s, m

isre

pres

enta

tions

, and

ster

eoty

ping

.

2.Id

entif

y ex

ampl

es o

f pos

itive

and

ac

cura

te p

ortra

yals

of d

iver

sity

in th

e m

edia

.

3.A

cces

s inf

orm

atio

n fr

om c

ompu

ter

reso

urce

s, te

xts,

the

med

ia, m

usic

, art,

et

c. re

late

d to

div

erse

cul

tura

l gro

ups.

4.U

tiliz

e cl

assr

oom

reso

urce

s, th

e sc

hool

med

ia c

ente

r, an

d th

e pu

blic

lib

rary

to e

xpan

d yo

ur k

now

ledg

e of

yo

ur o

wn

and

othe

rs’ c

ultu

res.

5.Le

arn

anot

her l

angu

age

and

read

st

orie

s and

info

rmat

ion

abou

t oth

er

cultu

res i

n th

at la

ngua

ge.

STR

ATE

GY

B ~

Acc

ess i

nfor

mat

ion

to

expa

nd k

now

ledg

e of

the

histo

ry a

nd

cultu

re o

f div

erse

gro

ups.

1.Pa

rtici

pate

in v

isits

to si

tes i

n yo

ur

com

mun

ity to

exp

and

your

kn

owle

dge

of d

iver

sity

(mus

eum

s, hi

stor

ic si

tes,

com

mun

ity c

ente

rs, a

rt ga

llerie

s, fa

ith-b

ased

site

s, et

c.).

29

STU

DEN

TSC

ompe

tenc

y I:

Inte

rcul

tura

l Com

mun

icat

ion

GO

AL:

Ado

pt a

glo

bal p

ersp

ectiv

e th

at p

rom

otes

the

valu

ing

of c

ultu

ral,

ethn

ic, a

nd li

ngui

stic

div

ersi

ty.

Stud

ents

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

C ~

Dev

elop

com

mun

icat

ion

stra

tegi

es to

elim

inat

e cu

ltura

l con

flict

.

1.Ex

amin

e yo

ur o

wn

non-

verb

al

com

mun

icat

ion.

STR

ATE

GY

C ~

Dev

elop

com

mun

icat

ion

stra

tegi

es to

elim

inat

e cu

ltura

l con

flict

.

1.D

evel

op o

ral c

omm

unic

atio

n an

d w

ritin

g sk

ills t

o cl

early

shar

e yo

ur

thou

ghts

and

kno

wle

dge.

2.K

now

and

be

able

to u

se “

hom

e”

lang

uage

and

“sc

hool

” la

ngua

ge

appr

opria

tely

in d

iffer

ent s

ettin

gs.

3.Le

arn

info

rmat

ion

abou

t the

hom

e cu

lture

with

oth

er st

uden

ts a

nd

teac

hers

.

4.Le

arn

to sp

eak

a la

ngua

ge o

ther

th

an y

our

nativ

e la

ngua

ge.

5.R

ecog

nize

the

impa

ct o

f non

-ver

bal

com

mun

icat

ion

on c

ross

-cul

tura

l un

ders

tand

ing.

STR

ATE

GY

C ~

Dev

elop

com

mun

icat

ion

stra

tegi

es to

elim

inat

e cu

ltura

l con

flict

.

1.A

ssis

t Eng

lish

lang

uage

lear

ners

to

acqu

ire w

ritte

n an

d sp

oken

lang

uage

sk

ills.

2.Fa

cilit

ate

com

mun

icat

ion

betw

een

your

hom

e (f

amily

) and

you

r sch

ool

com

mun

ity.

3.Sh

are

info

rmat

ion

abou

t you

r hom

e cu

lture

with

oth

er st

uden

ts a

nd

teac

hers

.

4.A

ppre

ciat

e th

e di

vers

e w

ays t

hat

othe

rs sh

are

thei

r ide

as a

nd th

ough

ts.

5.Pa

rtici

pate

and

ass

ume

a va

riety

of

role

s in

diff

eren

t lea

rnin

g an

d so

cial

gr

oups

.

6.In

tera

ct w

ith o

ther

s who

are

nat

ive

spea

kers

of o

ther

lang

uage

s.

30

STU

DEN

TSC

ompe

tenc

y II:

Pre

judi

ce R

educ

tion

GO

AL:

Elim

inat

e ra

cism

and

oth

er fo

rms

of p

reju

dice

and

dis

crim

inat

ion

with

in th

e le

arni

ng e

nviro

nmen

t.

Stud

ents

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Dem

and

your

righ

ts a

s a

pers

on li

ving

in th

e U

nite

d St

ates

, whi

le

assu

min

g th

e re

spon

sibi

litie

s of

citiz

ensh

ip.

1.U

nder

stan

d yo

ur ri

ght t

o be

a

resp

ecte

d m

embe

r of y

our h

ome

and

scho

ol fa

mili

es a

nd c

omm

uniti

es.

STR

ATE

GY

A ~

Dem

and

your

righ

ts a

s a

pers

on li

ving

in th

e U

nite

d St

ates

, whi

le

assu

min

g th

e re

spon

sibi

litie

s of

citiz

ensh

ip.

1.Le

arn

abou

t you

r rig

hts r

efle

cted

in

fede

ral,

stat

e, a

nd lo

cal l

aws

perta

inin

g to

div

ersi

ty fa

ctor

s suc

h as

ge

nder

, rac

e, n

atio

nal o

rigin

, di

sabi

lity,

lang

uage

, hom

eles

snes

s, an

d ag

e.

2.Le

arn

abou

t the

his

tory

of p

ast l

aws

and

even

ts re

late

d to

dis

crim

inat

ion

base

d on

a ra

nge

of d

iver

sity

fact

ors

in b

oth

the

Uni

ted

Stat

es a

nd a

roun

d th

e w

orld

.

STR

ATE

GY

A ~

Dem

and

your

righ

ts a

s a

pers

on li

ving

in th

e U

nite

d St

ates

, whi

le

assu

min

g th

e re

spon

sibi

litie

s of

citiz

ensh

ip.

1.A

ssum

e a

lead

ersh

ip ro

le in

pr

esen

ting

info

rmat

ion

abou

t ed

ucat

iona

l and

civ

il rig

hts i

n yo

ur

scho

ol p

ublic

atio

ns a

nd a

ctiv

ities

.

31

STU

DEN

TSC

ompe

tenc

y II:

Pre

judi

ce R

educ

tion

GO

AL:

Elim

inat

e ra

cism

and

oth

er fo

rms

of p

reju

dice

and

dis

crim

inat

ion

with

in th

e le

arni

ng e

nviro

nmen

t.

Stud

ents

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Pro

mot

e a

scho

ol/c

lass

en

viro

nmen

t tha

t is f

ree

from

bul

lyin

g,

hara

ssm

ent,

and

into

lera

nce.

1.B

e re

spec

tful t

o th

e di

vers

e in

divi

dual

s in

your

scho

ol a

nd

com

mun

ity.

2.R

efra

in fr

om b

ehav

iors

that

har

ass,

bully

, or “

put d

own”

oth

ers.

STR

ATE

GY

B ~

Pro

mot

e a

scho

ol/c

lass

en

viro

nmen

t tha

t is f

ree

from

bul

lyin

g,

hara

ssm

ent,

and

into

lera

nce.

1.K

now

you

r sch

ool a

nd sc

hool

syst

em

polic

ies r

elat

ed to

bul

lyin

g,

hara

ssm

ent,

and

into

lera

nce.

2.Le

arn

the

impa

ct th

at b

ully

ing

and

hara

ssm

ent h

ave

on o

ther

s.

3.Le

arn

abou

t ind

ivid

uals

who

mod

el

and

prom

ote

peac

eful

inte

ract

ions

.

STR

ATE

GY

B ~

Pro

mot

e a

scho

ol/c

lass

en

viro

nmen

t tha

t is f

ree

from

bul

lyin

g,

hara

ssm

ent,

and

into

lera

nce.

1.Se

ek a

ssis

tanc

e fr

om a

dults

and

pee

rs

at sc

hool

and

hom

e w

hen

you

are

a ta

rget

of h

aras

smen

t, bu

llyin

g,

into

lera

nce,

or d

iscr

imin

atio

n.

2.H

elp

or se

ek h

elp

for o

ther

s who

are

th

e ta

rget

s of b

ully

ing

and

hara

ssm

ent

for a

ny re

ason

or f

acto

r (su

ch a

s rac

e,

sexu

al o

rient

atio

n, g

ende

r, ph

ysic

al

appe

aran

ce, e

cono

mic

leve

l, di

sabi

lity,

relig

ion,

lang

uage

, etc

.).

3.M

ake

new

stud

ents

feel

wel

com

e in

yo

ur sc

hool

.

4.Es

tabl

ish

or p

artic

ipat

e in

scho

ol

activ

ities

or o

rgan

izat

ions

that

wor

k to

el

imin

ate

disc

rimin

atio

n, h

aras

smen

t, bu

llyin

g, a

nd in

tole

ranc

e.

32

STU

DEN

TSC

ompe

tenc

y III

: Cul

tura

lly S

uppo

rtiv

e Le

arni

ng E

nviro

nmen

ts

GO

AL:

Det

erm

ine

and

impl

emen

t app

ropr

iate

str

ateg

ies

that

allo

w a

ll st

uden

ts to

lear

n.

Stud

ents

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Dev

elop

a se

nse

of

colle

ctiv

e re

spon

sibili

ty fo

r lea

rnin

g.

1.D

emon

stra

te re

silie

ncy

and

pers

ever

ance

in fa

cing

cha

lleng

es a

nd

adve

rsity

.

2.B

e w

illin

g to

mak

e m

ista

kes a

nd to

le

arn

from

them

.

3.D

evel

op a

“C

an D

o” a

ttitu

de fo

r sc

hool

and

life

.

4.U

nder

stan

d th

e re

latio

nshi

p be

twee

n pe

rson

al e

ffor

t and

succ

ess.

STR

ATE

GY

A ~

Dev

elop

a se

nse

of

colle

ctiv

e re

spon

sibi

lity

for l

earn

ing.

1.B

e an

aca

dem

ic ri

sk-ta

ker i

n as

king

qu

estio

ns, p

artic

ipat

ing

in c

lass

di

scus

sion

s, an

d ex

pres

sing

you

r ow

n id

eas.

2.Le

arn

and

use

copi

ng st

rate

gies

for

deal

ing

with

cha

lleng

es a

nd a

dver

sity

.

STR

ATE

GY

A ~

Dev

elop

a se

nse

of

colle

ctiv

e re

spon

sibili

ty fo

r lea

rnin

g.

1.C

omm

unic

ate

and

inte

ract

pos

itive

ly

with

pee

rs a

nd a

dults

to p

rom

ote

a se

nse

of c

omm

unity

.

2.C

ontri

bute

to th

e ad

vanc

emen

t and

su

cces

s of t

he c

lass

room

com

mun

ity.

3.U

se y

our p

erso

nal s

treng

ths a

nd

abili

ties t

o he

lp th

e sc

hool

co

mm

unity

.

33

STU

DEN

TSC

ompe

tenc

y III

: Cul

tura

lly S

uppo

rtiv

e Le

arni

ng E

nviro

nmen

ts

GO

AL:

Det

erm

ine

and

impl

emen

t app

ropr

iate

str

ateg

ies

that

allo

w a

ll st

uden

ts to

lear

n.

Stud

ents

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Con

trib

ute

to a

safe

and

or

derl

y cl

assr

oom

and

scho

ol

envi

ronm

ent t

hat p

rom

otes

ach

ieve

men

t an

d su

cces

s for

all

stud

ents

.

1.M

aint

ain

a lif

esty

le fr

ee o

f dis

rupt

ive,

vi

olen

t, or

crim

inal

beh

avio

rs.

2.M

aint

ain

a he

alth

y lif

esty

le fr

ee o

f dr

ugs a

nd a

lcoh

ol.

STR

ATE

GY

B ~

Con

trib

ute

to a

safe

and

or

derl

y cl

assr

oom

and

scho

ol

envi

ronm

ent t

hat p

rom

otes

ach

ieve

men

t an

d su

cces

s for

all

stud

ents

.

1.Le

arn

whe

n an

d ho

w to

app

ropr

iate

ly

appr

oach

adu

lts re

gard

ing

scho

ol

conc

erns

.

2.Le

arn

and

unde

rsta

nd th

e po

sitiv

e an

d ne

gativ

e co

nseq

uenc

es o

f you

r ac

tions

.

3.Le

arn

and

know

how

to d

eal

posi

tivel

y w

ith c

onfli

ct.

STR

ATE

GY

B ~

Con

trib

ute

to a

safe

and

or

derly

cla

ssro

om a

nd sc

hool

en

viro

nmen

t tha

t pro

mot

es a

chie

vem

ent

and

succ

ess f

or a

ll st

uden

ts.

1.U

nder

stan

d an

d ob

ey sc

hool

and

cl

assr

oom

rule

s and

regu

latio

ns.

2.D

emon

stra

te re

spec

t for

you

rsel

f and

fo

r the

righ

ts o

f oth

ers.

3.Tr

eat e

duca

tors

and

pee

rs w

ith

resp

ect.

4.C

hoos

e pr

oduc

tive

and

posi

tive

frie

nds a

nd ro

le m

odel

s.

34

STU

DEN

TS

Com

pete

ncy

IV: C

urric

ulum

and

Inst

ruct

ion

for E

duca

tion

That

Is M

ultic

ultu

ral

and

Acc

eler

atin

g M

inor

ity A

chie

vem

ent

GO

AL:

Est

ablis

h an

d m

aint

ain

high

exp

ecta

tions

for a

chie

vem

ent f

or a

ll st

uden

ts.

Stud

ents

Pe

rson

al D

imen

sion

Cog

nitiv

e D

imen

sion

Soci

al D

imen

sion

STR

ATE

GY

A ~

Dev

elop

skill

s and

co

mpe

tenc

ies t

o en

hanc

e ac

hiev

emen

t. 1.

A

ttend

scho

ol re

gula

rly a

nd o

n tim

e.

2.

Dev

elop

a p

lan

to o

rgan

ize

your

tim

e ef

fect

ivel

y to

com

plet

e ta

sks.

3.

O

rgan

ize

your

cla

ss w

ork

to h

elp

you

prep

are

for f

utur

e le

sson

s.

4.

Acq

uire

and

pra

ctic

e ef

fect

ive

stud

y ha

bits

. 5.

Le

arn

to w

ork

both

inde

pend

ently

an

d co

llabo

rativ

ely.

6.

Rec

ogni

ze a

nd u

se le

arni

ng a

nd

orga

niza

tiona

l stra

tegi

es th

at a

re

the

mos

t eff

ectiv

e fo

r you

pe

rson

ally

. Fin

d ou

t wha

t wor

ks

best

for y

ou a

nd d

o it.

7.

Id

entif

y yo

ur p

erso

nal s

treng

ths,

abili

ties,

and

inte

rest

s.

STR

ATE

GY

A ~

Dev

elop

skill

s and

com

pete

ncie

s to

enha

nce

achi

evem

ent.

1.

C

ompl

ete

all c

lass

and

hom

e as

sign

men

ts o

n tim

e.

2.

Find

out

wha

t wor

k w

as m

isse

d w

hen

you

are

abse

nt a

nd m

ake

it up

pro

mpt

ly.

3.

Impr

ove

note

-taki

ng, r

esea

rch,

and

org

aniz

atio

nal

skill

s.

4.

Org

aniz

e yo

ur c

lass

wor

k to

hel

p yo

u pr

epar

e fo

r fu

ture

less

ons.

5.

A

cqui

re a

nd p

ract

ice

effe

ctiv

e st

udy

habi

ts.

6.

Cla

rify

expe

ctat

ions

for l

esso

ns a

nd a

ssig

nmen

ts.

7.

Use

exe

mpl

ary

wor

k as

a m

odel

for y

our o

wn

wor

k in

scho

ol a

nd in

the

com

mun

ity.

8.

Use

lear

ning

reso

urce

s ava

ilabl

e in

you

r sch

ool,

com

mun

ity, a

nd h

ome.

9.

W

ork

to b

ecom

e pr

ofic

ient

in E

nglis

h, w

hile

m

aint

aini

ng y

our h

ome

lang

uage

. 10

. B

ecom

e pr

ofic

ient

in th

e us

e of

com

pute

r te

chno

logy

.

STR

ATE

GY

A ~

Dev

elop

skill

s an

d co

mpe

tenc

ies t

o en

hanc

e ac

hiev

emen

t. 1.

Fi

nd o

ut h

ow y

ou le

arn

best

. W

ork

with

you

r tea

cher

s or

coun

selo

rs to

iden

tify

your

pr

efer

red

lear

ning

styl

e(s)

and

m

ultip

le in

telli

genc

es.

2.

Acc

ess l

earn

ing

thro

ugh

your

pr

efer

red

styl

e(s)

whi

le

deve

lopi

ng o

ther

mod

es o

f le

arni

ng.

3.

Lear

n to

wor

k bo

th

inde

pend

ently

and

co

llabo

rativ

ely.

4.

Act

ivel

y pa

rtici

pate

in

clas

sroo

m a

ctiv

ities

such

as

disc

ussi

ons a

nd p

roje

cts.

35

STU

DEN

TS

Com

pete

ncy

IV: C

urric

ulum

and

Inst

ruct

ion

for E

duca

tion

That

Is M

ultic

ultu

ral

and

Acc

eler

atin

g M

inor

ity A

chie

vem

ent

GO

AL:

Est

ablis

h an

d m

aint

ain

high

exp

ecta

tions

for a

chie

vem

ent f

or a

ll st

uden

ts.

Stud

ents

Pe

rson

al D

imen

sion

C

ogni

tive

Dim

ensi

on

So

cial

Dim

ensi

on

STR

ATE

GY

B –

Sup

port

a

clim

ate

of c

omm

itmen

t to

educ

atio

n.

1.

Mak

e ac

adem

ic su

cces

s an

impo

rtant

and

val

ued

goal

for

you

and

your

frie

nds.

2.

Take

resp

onsi

bilit

y fo

r you

r ow

n le

arni

ng.

3.

Set s

hort-

term

and

long

-term

ac

hiev

emen

t and

car

eer g

oals

. 4.

D

evel

op h

abits

of w

orki

ng

hard

to a

chie

ve d

esire

d go

als.

5.

St

ay in

scho

ol a

nd g

radu

ate

from

hig

h sc

hool

. 6.

Pl

an, p

repa

re fo

r, an

d en

roll

in

high

er le

vel a

nd a

dvan

ced

cour

ses.

7.

B

ecom

e a

life-

long

lear

ner.

STR

ATE

GY

B –

Sup

port

a c

limat

e of

com

mitm

ent

to e

duca

tion.

1.

D

evel

op c

ritic

al th

inki

ng sk

ills.

2.

Mak

e co

nnec

tions

bet

wee

n ed

ucat

iona

l suc

cess

an

d pr

epar

atio

n to

ear

n a

livin

g in

soci

ety.

3.

Pa

rtici

pate

fully

in a

ppro

pria

te sp

ecia

l sch

ool

acad

emic

pro

gram

s to

mee

t you

r ow

n ne

eds

(suc

h as

ELL

, Rea

ding

Rec

over

y, su

mm

er

lear

ning

act

iviti

es, e

tc.).

4.

R

ead

a va

riety

of m

ater

ials

in sc

hool

and

at

hom

e to

impr

ove

your

read

ing

skill

s and

to le

arn

mor

e ab

out t

he w

orld

. 5.

O

btai

n in

form

atio

n ab

out c

redi

ts a

nd c

ours

es

need

ed fo

r gra

duat

ion,

adm

ittan

ce in

to h

ighe

r ed

ucat

ion,

and

the

wor

ld o

f wor

k.

6.

Con

tinue

mat

h in

stru

ctio

n th

roug

hout

you

r ac

adem

ic y

ears

to b

ette

r pre

pare

you

for t

he

wor

ld o

f wor

k an

d co

llege

. 7.

En

cour

age

your

scho

ol, m

edia

cen

ter,

and

scho

ol sy

stem

to e

xpan

d th

eir r

esou

rces

(tex

ts,

vide

os, c

ompu

ter p

rogr

ams,

etc.

) to

refle

ct th

e hi

stor

y an

d cu

lture

of p

eopl

e of

diff

eren

t ba

ckgr

ound

s.

STR

ATE

GY

B –

Sup

port

a c

limat

e of

co

mm

itmen

t to

educ

atio

n.

1.

Enco

urag

e yo

ur fr

iend

s to

striv

e fo

r ac

adem

ic su

cces

s.

2.

Dis

cuss

with

fam

ily m

embe

rs,

teac

hers

, and

gui

danc

e co

unse

lors

pl

ans t

o at

tend

col

lege

and

pre

pare

fo

r the

wor

ld o

f wor

k.

3.

Serv

e as

a tu

tor o

r men

tor f

or p

eers

or

you

nger

stud

ents

. 4.

Pa

rtici

pate

act

ivel

y to

com

plet

e st

ate

Serv

ice

Lear

ning

requ

irem

ents

fo

r gra

duat

ion.

5.

Pa

rtici

pate

in sc

hool

and

co

mm

unity

act

iviti

es th

at e

xpan

d yo

ur ta

lent

s and

skill

s (ac

adem

ic

club

s, m

usic

gro

ups,

mat

h-sc

ienc

e pr

ogra

ms,

deba

ting

team

s, vi

deo

prod

uctio

n gr

oups

, dra

ma

prog

ram

s, an

d at

hlet

ics)

.

36

STU

DEN

TS

Com

pete

ncy

IV: C

urric

ulum

and

Inst

ruct

ion

for E

duca

tion

That

Is M

ultic

ultu

ral

and

Acc

eler

atin

g M

inor

ity A

chie

vem

ent

GO

AL:

Est

ablis

h an

d m

aint

ain

high

exp

ecta

tions

for a

chie

vem

ent f

or a

ll st

uden

ts.

Stud

ents

Pe

rson

al D

imen

sion

C

ogni

tive

Dim

ensi

on

So

cial

Dim

ensi

on

STR

ATE

GY

C ~

Act

ivel

y se

ek

supp

ort f

rom

oth

ers t

o as

sist y

ou in

re

achi

ng y

our g

oals

. 1.

Se

ek g

uida

nce

from

oth

ers a

s you

de

term

ine

your

pur

pose

for

atte

ndin

g sc

hool

regu

larly

.

STR

ATE

GY

C ~

Act

ivel

y se

ek su

ppor

t fr

om o

ther

s to

assi

st y

ou in

reac

hing

you

r go

als.

1.

Lear

n ab

out a

nd ta

ke a

dvan

tage

of

acad

emic

ass

ista

nce

avai

labl

e in

you

r sc

hool

and

com

mun

ity (t

utor

ing,

afte

r-sc

hool

hel

p, te

ache

r con

fere

nces

, etc

.).

STR

ATE

GY

C ~

Act

ivel

y se

ek su

ppor

t fro

m

othe

rs to

ass

ist y

ou in

reac

hing

you

r goa

ls.

1.

Enco

urag

e fa

mily

mem

bers

, gua

rdia

ns, a

nd

com

mun

ity m

embe

rs to

shar

e th

eir

know

ledg

e, sk

ills,

and

cultu

ral h

erita

ge

with

you

and

oth

er st

uden

ts.

2.

A

sk fa

mily

mem

bers

to v

isit

scho

ol a

nd

atte

nd c

onfe

renc

es a

nd sp

ecia

l eve

nts.

3.

Se

ek a

ssis

tanc

e fr

om a

dults

in y

our s

choo

l re

late

d to

thei

r rol

es a

nd re

spon

sibi

litie

s (c

ouns

elor

, sch

ool n

urse

, etc

.).

4.

Iden

tify

an a

dult

you

rela

te to

in y

our

scho

ol se

tting

to se

rve

as a

men

tor a

nd a

ro

le m

odel

. 5.

R

each

out

to c

omm

unity

lead

ers f

rom

di

vers

e cu

ltura

l bac

kgro

unds

to p

artic

ipat

e in

scho

ol a

ctiv

ities

and

to h

elp

solv

e pr

oble

ms r

elat

ed to

thei

r are

as o

f int

eres

t.

6.

Hel

p or

gani

ze a

nd p

artic

ipat

e in

stud

ent

acad

emic

reco

gniti

on c

erem

onie

s and

ac

tiviti

es.

37

STU

DEN

TSC

ompe

tenc

y IV

: Cur

ricul

um a

nd In

stru

ctio

n fo

r Edu

catio

n Th

at Is

Mul

ticul

tura

l an

d A

ccel

erat

ing

Min

ority

Ach

ieve

men

t

GO

AL:

Est

ablis

h an

d m

aint

ain

high

exp

ecta

tions

for a

chie

vem

ent f

or a

ll st

uden

ts.

Stud

ents

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

D –

Dev

elop

kno

wle

dge

and

skill

s to

beco

me

a se

lf-su

ffici

ent

cont

ribu

ting

mem

ber o

f a g

loba

l so

ciet

y.

1.D

eter

min

e yo

ur c

aree

r int

eres

ts

and

find

out w

hat a

cade

mic

and

sk

ill p

repa

ratio

n is

requ

ired

for

jobs

in y

our a

rea

of in

tere

st.

2.V

ote

in st

uden

t ele

ctio

ns a

s pr

epar

atio

n fo

r vot

ing

as a

n ad

ult

in lo

cal,

stat

e, a

nd n

atio

nal

elec

tions

.

STR

ATE

GY

D –

Dev

elop

kno

wle

dge

and

skill

s to

bec

ome

a se

lf-su

ffici

ent c

ontri

butin

g m

embe

r of

a g

loba

l soc

iety

.

1.Le

arn

abou

t and

dis

cuss

loca

l, na

tiona

l, an

d gl

obal

issu

es in

the

new

s to

be a

ble

to m

ake

info

rmed

dec

isio

ns.

2.Id

entif

y w

ays i

n w

hich

indi

vidu

als c

an p

lay

a ro

le in

scho

ol, l

ocal

, sta

te, n

atio

nal,

and

glob

al d

ecis

ion-

mak

ing.

3.Id

entif

y th

e re

quire

men

ts fo

r Uni

ted

Stat

es

citiz

ensh

ip fo

r peo

ple

born

in o

ther

co

untri

es w

ho c

ome

to th

e U

nite

d St

ates

.

STR

ATE

GY

D –

Dev

elop

kno

wled

ge

and

skill

s to

beco

me

a se

lf-su

ffici

ent

cont

ribu

ting

mem

ber o

f a g

loba

l soc

iety

.

1.In

tera

ct w

ith st

uden

ts fr

om o

ther

cu

lture

s/co

untri

es/re

gion

s to

gain

ap

prec

iatio

n an

d un

ders

tand

ing

of

othe

r cul

ture

s/co

untri

es/re

gion

s.

38

STU

DEN

TSC

ompe

tenc

y V:

Tes

ts, M

easu

rem

ents

, and

Ass

essm

ents

for A

chie

vem

ent E

quity

GO

AL:

Util

ize

test

s, m

easu

rem

ents

, and

ass

essm

ents

to a

cces

s in

form

atio

n an

d pr

epar

e fo

r ins

truc

tion

and

lear

ning

.

Stud

ents

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Pre

pare

phy

sica

lly,

emot

iona

lly, a

nd a

cade

mic

ally

for

test

s, m

easu

rem

ents

, and

as

sess

men

ts.

1.V

isua

lize

your

self

achi

evin

g su

cces

s on

test

s and

ass

essm

ents

.

2.B

e w

ell r

este

d an

d ha

ve a

nu

tritio

us m

eal b

efor

e ta

king

cl

assr

oom

, sta

te, a

nd n

atio

nal

test

s.

3.Ta

ke p

repa

ratio

n co

urse

s for

PS

AT,

SA

T, a

nd A

P ex

ams.

4.Ta

ke P

SAT

and

SAT

exam

s.

5.En

roll

in A

P an

d H

onor

s cou

rses

.

STR

ATE

GY

A ~

Pre

pare

phy

sica

lly,

emot

iona

lly, a

nd a

cade

mic

ally

for t

ests

, m

easu

rem

ents,

and

ass

essm

ents

.

1.St

udy

in a

dvan

ce fo

r tes

ts.

2.U

se re

sour

ce m

ater

ials

to h

elp

you

lear

n in

form

atio

n (f

lash

car

ds, s

tudy

out

lines

, et

c.).

STR

ATE

GY

A ~

Pre

pare

phy

sica

lly,

emot

iona

lly, a

nd a

cade

mic

ally

for t

ests,

m

easu

rem

ents,

and

ass

essm

ent.

1.Fo

rm p

eer s

tudy

and

supp

ort g

roup

s to

pre

pare

for a

sses

smen

ts.

39

STU

DEN

TSC

ompe

tenc

y V:

Tes

ts, M

easu

rem

ents

, and

Ass

essm

ents

for A

chie

vem

ent E

quity

GO

AL:

Util

ize

test

s, m

easu

rem

ents

, and

ass

essm

ents

to a

cces

s in

form

atio

n an

d pr

epar

e fo

r ins

truc

tion

and

lear

ning

.

Stud

ents

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Use

test

s, m

easu

rem

ents,

and

ass

essm

ents

to

eval

uate

you

r pro

gres

s and

to se

t ac

adem

ic g

oals

for i

mpr

ovem

ent.

1.D

evel

op n

ew le

arni

ng g

oals

ba

sed

on th

e an

alys

is o

f you

r tes

t re

sults

.

2.D

evel

op a

per

sona

l por

tfolio

of

sam

ple

scho

ol w

ork

to

dem

onst

rate

wha

t you

hav

e le

arne

d an

d w

hat s

kills

and

ab

ilitie

s you

hav

e de

velo

ped.

3.A

ctiv

ely

mon

itor p

rogr

ess t

owar

d ac

hiev

ing

lear

ning

goa

ls.

STR

ATE

GY

B ~

Use

test

s, m

easu

rem

ents

, and

as

sess

men

ts to

eva

luat

e yo

ur p

rogr

ess a

nd to

set

acad

emic

goa

ls fo

r im

prov

emen

t.

1.W

ork

to m

eet a

chie

vem

ent s

tand

ards

at o

r ab

ove

grad

e le

vel.

2.Le

arn

to u

nder

stan

d an

d in

terp

ret t

est

resu

lts. A

sk te

ache

rs fo

r cla

rific

atio

n as

ne

eded

.

3.U

se te

sts,

mea

sure

men

ts, a

nd a

sses

smen

ts

to id

entif

y yo

ur a

cade

mic

stre

ngth

s and

ar

eas f

or im

prov

emen

t.

4.Id

entif

y yo

ur c

urre

nt le

vel o

f per

form

ance

an

d de

term

ine

way

s to

impr

ove

it.

STR

ATE

GY

B ~

Use

test

s, m

easu

rem

ents,

and

ass

essm

ents

to

eval

uate

you

r pro

gres

s and

to se

t ac

adem

ic g

oals

for i

mpr

ovem

ent.

1.A

cqui

re y

our t

est a

nd a

sses

smen

t re

sults

and

dis

cuss

them

with

you

r te

ache

rs a

nd sc

hool

staf

f.

2.D

iscu

ss g

rade

s, re

port

card

s, an

d as

sess

men

t res

ults

with

you

r fam

ily

and

teac

hers

on

a re

gula

r bas

is.

40

PAR

ENTS

Com

pete

ncy

I: In

terc

ultu

ral C

omm

unic

atio

n

GO

AL:

Ado

pt a

glo

bal p

ersp

ectiv

e th

at p

rom

otes

the

valu

ing

of c

ultu

ral,

ethn

ic, a

nd li

ngui

stic

div

ersi

ty.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Par

ticip

ate

in a

ctiv

ities

th

at e

nhan

ce c

omm

unic

atio

n be

twee

n sc

hool

s and

fam

ilies

.

1.Id

entif

y yo

ur in

tere

sts,

asse

ts, t

alen

ts,

lang

uage

, and

cul

tura

l her

itage

that

yo

u ca

n sh

are.

2.Id

entif

y an

y pe

rson

al n

eeds

for

expa

ndin

g yo

ur c

omm

unic

atio

n sk

ills.

STR

ATE

GY

A ~

Par

ticip

ate

in a

ctiv

ities

th

at e

nhan

ce c

omm

unic

atio

n be

twee

n sc

hool

s and

fam

ilies

.

1.Su

gges

t top

ics f

or sc

hool

/par

ent

disc

ussi

on g

roup

s.

2.Se

ek re

sour

ces t

o le

arn

writ

ten

and

spok

en E

nglis

h.

STR

ATE

GY

A ~

Par

ticip

ate

in a

ctiv

ities

th

at e

nhan

ce c

omm

unic

atio

n be

twee

n sc

hool

s and

fam

ilies

.

1.W

ork

with

tran

slat

ors a

s nee

ded

to

help

you

com

mun

icat

e qu

estio

ns a

nd

conc

erns

if E

nglis

h is

not

you

r firs

t la

ngua

ge.

2.U

tiliz

e a

rang

e of

com

mun

icat

ion

syst

ems,

incl

udin

g no

tes,

phon

e ca

lls,

web

site

s, lis

t ser

ves,

e-m

ail,

and

new

slet

ters

.

3.Po

st in

form

atio

n ab

out i

nter

cultu

ral

even

ts o

r res

ourc

es o

n sc

hool

bul

letin

bo

ards

and

at c

omm

unity

, fai

th-b

ased

, an

d w

ork

site

s.

4.O

ffer

supp

ort t

o ot

her p

aren

ts in

pa

rent

dis

cuss

ion

grou

ps.

5.Sh

are

your

inte

rest

s, as

sets

, tal

ents

, la

ngua

ge, a

nd h

erita

ge a

t sch

ool

activ

ities

.

41

PAR

ENTS

Com

pete

ncy

I: In

terc

ultu

ral C

omm

unic

atio

n

GO

AL:

Ado

pt a

glo

bal p

ersp

ectiv

e th

at p

rom

otes

the

valu

ing

of c

ultu

ral,

ethn

ic, a

nd li

ngui

stic

div

ersi

ty.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Enh

ance

scho

ol

prog

ram

s, cl

assr

oom

act

iviti

es, a

nd

teac

her-

stud

ent i

nter

actio

ns.

1.A

sses

s the

nee

ds o

f the

scho

ol a

nd

dete

rmin

e ho

w y

ou c

an h

elp

adva

nce

an u

nder

stan

ding

of y

our c

ultu

re.

STR

ATE

GY

B ~

Enh

ance

scho

ol

prog

ram

s, cl

assr

oom

act

iviti

es, a

nd

teac

her-

stud

ent i

nter

actio

ns.

1.H

old

mee

tings

in c

omm

unity

cen

ters

, lib

rarie

s, fa

ith-b

ased

cen

ters

, and

ot

her c

omm

unity

site

s to

incr

ease

co

mm

unity

invo

lvem

ent.

2.C

olla

bora

te w

ith c

ultu

ral i

nstit

utio

ns

or li

brar

ies t

o pr

ovid

e fa

mily

-frie

ndly

m

ultic

ultu

ral g

uide

s to

the

area

s (m

aps,

activ

ity p

acks

, or g

uide

d to

urs)

.

3.Sh

are

info

rmat

ion

abou

t cul

tura

l ho

liday

s and

trad

ition

s.

STR

ATE

GY

B ~

Enh

ance

scho

ol

prog

ram

s, cl

assr

oom

act

iviti

es, a

nd

teac

her-

stud

ent i

nter

actio

ns.

1.H

old

mul

ticul

tura

l eve

nts,

i.e.,

info

rmat

iona

l ses

sion

s and

m

ultic

ultu

ral f

ocus

gro

ups t

o in

crea

se

cros

s-cu

ltura

l und

erst

andi

ng.

2.Es

tabl

ish

pare

nt fo

cus g

roup

s to

help

sc

hool

staf

f bet

ter u

nder

stan

d fa

mili

es

and

thei

r her

itage

.

3.A

ssis

t with

par

ent-l

ed la

ngua

ge

clas

ses o

r clu

bs.

42

PAR

ENTS

Com

pete

ncy

II: P

reju

dice

Red

uctio

n

GO

AL:

Elim

inat

e ra

cism

and

oth

er fo

rms

of b

ias,

pre

judi

ce a

nd d

iscr

imin

atio

n w

ithin

the

lear

ning

env

ironm

ent.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Com

mun

icat

e re

gula

rly

with

the

scho

ol, w

ith o

ther

par

ents

, and

w

ith c

hild

ren,

the

conc

erns

and

issu

es

rela

ted

to b

ias,

prej

udic

e, a

nd

disc

rim

inat

ion

in sc

hool

setti

ngs.

1.Id

entif

y ar

eas o

f con

cern

rela

ted

to

bias

, pre

judi

ce, a

nd d

iscr

imin

atio

n in

yo

ur c

hild

’s sc

hool

.

2.Id

entif

y po

sitiv

e in

terc

ultu

ral a

spec

ts

of y

our c

hild

’s sc

hool

.

STR

ATE

GY

A ~

Com

mun

icat

e re

gula

rly

with

the

scho

ol, w

ith o

ther

par

ents

, and

w

ith c

hild

ren,

the

conc

erns

and

issu

es

rela

ted

to b

ias,

prej

udic

e, a

nd

disc

rim

inat

ion

in sc

hool

setti

ngs.

1.Te

ach

child

ren

to re

cogn

ize

bias

and

to

refr

ain

from

bia

s, pr

ejud

ice,

and

di

scrim

inat

ory

beha

vior

.

2.Te

ach

child

ren

to re

port

any

bias

or

hara

ssm

ent i

ncid

ents

to re

spon

sibl

e ad

ults

.

STR

ATE

GY

A ~

Com

mun

icat

e re

gula

rly

with

the

scho

ol, w

ith o

ther

par

ents

, and

w

ith c

hild

ren,

the

conc

erns

and

issu

es

rela

ted

to b

ias,

prej

udic

e, a

nd

disc

rim

inat

ion

in sc

hool

setti

ngs.

1.Pa

rtici

pate

in p

aren

t dis

cuss

ion

grou

ps/s

tudy

circ

les r

elat

ed to

bia

s, pr

ejud

ice,

and

dis

crim

inat

ion.

2.M

odel

bia

s-fr

ee b

ehav

iors

.

3.Sh

are

bias

-fre

e lit

erat

ure

with

ch

ildre

n.

4.R

epor

t to

scho

ol o

ffic

ials

any

in

cide

nts o

f bia

s, pr

ejud

ice,

and

di

scrim

inat

ion.

43

PAR

ENTS

Com

pete

ncy

II: P

reju

dice

Red

uctio

n

GO

AL:

Elim

inat

e ra

cism

and

oth

er fo

rms

of b

ias,

pre

judi

ce a

nd d

iscr

imin

atio

n w

ithin

the

lear

ning

env

ironm

ent.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Sha

re c

ultu

res,

care

ers,

and

trad

ition

s to

assi

st sc

hool

s to

bette

r un

ders

tand

stud

ents

and

fam

ilies

to c

reat

e bi

as-fr

ee le

arni

ng.

1.Id

entif

y m

ultic

ultu

ral l

itera

ture

and

re

sour

ces a

bout

you

r cul

tura

l her

itage

to

shar

e w

ith y

our c

hild

’s sc

hool

.

2.Id

entif

y pe

rson

al a

spec

ts o

f cul

ture

s an

d tra

ditio

ns th

at c

ould

be

shar

ed

with

scho

ols.

STR

ATE

GY

B ~

Sha

re c

ultu

res,

care

ers,

and

trad

ition

s to

assi

st sc

hool

s to

bette

r un

ders

tand

stud

ents

and

fam

ilies

to c

reat

e bi

as-fr

ee le

arni

ng.

1.En

cour

age

scho

ols t

o ho

ld m

eetin

gs

in lo

catio

ns su

ch a

s com

mun

ity

cent

ers,

libra

ries,

faith

-bas

ed c

ente

rs,

and

othe

r site

s.

2.Pr

epar

e a

list o

r col

lect

ion

of

reso

urce

s (bo

oks,

mus

ic, e

tc.)

that

re

flect

you

r cul

ture

.

3.Id

entif

y ro

le m

odel

s and

spea

kers

re

flect

ing

your

cul

ture

.

STR

ATE

GY

B ~

Sha

re c

ultu

res,

care

ers,

and

tradi

tions

to a

ssis

t sch

ools

to b

ette

r un

ders

tand

stud

ents

and

fam

ilies

to c

reat

e bi

as-fr

ee le

arni

ng.

1.Sh

are

info

rmat

ion

on y

our c

ultu

ral

herit

age

to re

duce

bia

s and

st

ereo

type

s.

2.Pa

rtner

with

staf

f and

par

ent g

roup

s to

hold

mul

ticul

tura

l eve

nts w

here

fa

mili

es sh

are

tradi

tiona

l cus

tom

s and

fo

ods.

3.V

olun

teer

to a

ssis

t with

cul

tura

l clu

bs

and

activ

ities

, lan

guag

e cl

asse

s and

su

mm

er p

rogr

ams,

and

afte

r-sc

hool

ca

re.

4.Sh

are

cultu

ral h

erita

ge in

form

atio

n at

sc

hool

in y

our c

hild

ren’

s cla

sses

, at

asse

mbl

ies,

spec

ial p

rogr

ams,

and

club

s.

5.Pa

rtici

pate

in a

car

eer f

air a

t sch

ool.

44

PAR

ENTS

Com

pete

ncy

III: C

ultu

rally

Sup

port

ive

Lear

ning

Env

ironm

ents

GO

AL:

Det

erm

ine

and

impl

emen

t app

ropr

iate

str

ateg

ies

that

allo

w a

ll st

uden

ts to

lear

n.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Par

ticip

ate

in o

ut-o

f-sc

hool

or c

omm

unity

act

iviti

es th

at

enha

nce

lear

ning

.

1.U

se o

ut-o

f-sc

hool

or c

omm

unity

se

rvic

es a

nd re

sour

ces t

o st

reng

then

yo

ur sk

ills a

nd th

e le

arni

ng p

oten

tial o

f ch

ildre

n.

2.Se

ek le

isur

e tim

e ac

tiviti

es th

at c

an

enha

nce

your

chi

ld’s

aca

dem

ic

achi

evem

ent.

3.Su

ppor

t you

r chi

ld’s

par

ticip

atio

n in

ex

tra-c

urric

ular

act

iviti

es.

4.En

sure

that

you

r chi

ld is

eng

aged

in

prod

uctiv

e ac

tiviti

es a

fter s

choo

l.

5.M

onito

r the

qua

lity

and

quan

tity

of

your

chi

ld’s

TV

use

.

6.Le

arn

Engl

ish

skill

s to

be a

ble

to a

ssis

t yo

ur c

hild

ren

with

thei

r sch

ool w

ork.

STR

ATE

GY

A ~

Par

ticip

ate

in o

ut-o

f-sc

hool

or c

omm

unity

act

iviti

es th

at

enha

nce

lear

ning

.

1.M

ake

tuto

ring

avai

labl

e fo

r chi

ldre

n at

fa

ith-b

ased

inst

itutio

ns o

r oth

er

com

mun

ity si

tes.

2.In

volv

e co

mm

unity

org

aniz

atio

ns a

nd

wor

k-si

te p

artn

ers i

n su

ppor

ting

and

enha

ncin

g le

arni

ng th

roug

h ac

adem

ic

chal

leng

es, s

peci

al m

ento

ring

proj

ects

(B

lack

Sag

a C

ompe

titio

n, e

tc.),

or

tuto

ring.

3.Po

st in

form

atio

n ab

out c

omm

unity

le

arni

ng re

sour

ces o

n sc

hool

bul

letin

bo

ards

and

at c

omm

unity

, fai

th-b

ased

, an

d w

ork

site

s.

4.Pr

omot

e re

adin

g by

invo

lvin

g st

uden

ts

in su

mm

er re

adin

g pr

ogra

ms,

acce

ss to

te

chno

logy

, rea

d-a-

thon

s, fa

mily

read

-in

s, an

d ot

her a

ctiv

ities

.

5.D

evel

op re

adin

g fa

irs o

r pla

n us

ed

book

sale

s with

pub

lic li

brar

ies,

scho

ols,

etc.

STR

ATE

GY

A ~

Par

ticip

ate

in o

ut-o

f-sc

hool

or c

omm

unity

act

iviti

es th

at

enha

nce

lear

ning

.

1.Pa

rtici

pate

in a

cade

mic

nig

hts f

or

pare

nts a

nd st

uden

ts th

at fo

cus o

n th

e sc

hool

’s c

urric

ulum

(Fam

ily M

ath,

et

c.).

2.A

ttend

com

mun

ity a

ctiv

ities

that

pr

omot

e or

ext

end

acad

emic

ac

hiev

emen

t and

cul

tura

l div

ersi

ty.

45

PAR

ENTS

Com

pete

ncy

III: C

ultu

rally

Sup

port

ive

Lear

ning

Env

ironm

ents

GO

AL:

Det

erm

ine

and

impl

emen

t app

ropr

iate

str

ateg

ies

that

allo

w a

ll st

uden

ts to

lear

n.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STRA

TEG

Y B

~ C

omm

unic

ate

info

rmat

ion

that

will

hel

p th

e sc

hool

bet

ter u

nder

stan

d yo

ur c

hild

ren’

s nee

ds, e

nhan

ce sc

hool

pr

ogra

ms,

clas

sroo

m le

arni

ng a

ctiv

ities

, an

d te

ache

r-st

uden

t int

erac

tions

.

1.Pr

ovid

e in

form

atio

n to

the

scho

ol

abou

t you

r chi

ld’s

spec

ial n

eeds

and

ab

ilitie

s, in

tere

sts,

and

lear

ning

styl

es.

STRA

TEG

Y B

~ C

omm

unic

ate

info

rmat

ion

that

will

hel

p th

e sc

hool

bet

ter u

nder

stan

d yo

ur c

hild

ren’

s nee

ds, e

nhan

ce sc

hool

pr

ogra

ms,

clas

sroo

m le

arni

ng a

ctiv

ities

, an

d te

ache

r-st

uden

t int

erac

tions

.

1.R

esea

rch

and

lear

n ab

out s

peci

fic

topi

cs re

late

d to

you

r chi

ld’s

nee

ds a

nd

abili

ties,

inte

rest

s, an

d le

arni

ng st

yles

in

ord

er to

shar

e w

ith sc

hool

.

2.G

athe

r fac

ts a

nd a

ll pe

rspe

ctiv

es w

hen

your

chi

ld re

ports

pro

blem

s at s

choo

l.

STRA

TEG

Y B

~ C

omm

unic

ate

info

rmat

ion

that

will

hel

p th

e sc

hool

bet

ter u

nder

stand

yo

ur c

hild

ren’

s nee

ds, e

nhan

ce sc

hool

pr

ogra

ms,

clas

sroo

m le

arni

ng a

ctiv

ities

, an

d te

ache

r-st

uden

t int

erac

tions

.

1.A

sk q

uest

ions

and

exp

ress

con

cern

s to

scho

ol st

aff a

bout

lear

ning

act

iviti

es

and

stud

ent b

ehav

ior.

2.Sh

are

inte

rests

, ass

ets,

tale

nts,

and

info

rmat

ion

abou

t you

r cul

tura

l and

la

ngua

ge h

erita

ge.

46

PAR

ENTS

Com

pete

ncy

III: C

ultu

rally

Sup

port

ive

Lear

ning

Env

ironm

ents

GO

AL:

Det

erm

ine

and

impl

emen

t app

ropr

iate

str

ateg

ies

that

allo

w a

ll st

uden

ts to

lear

n.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

C ~

Par

ticip

ate

in p

aren

t gr

oups

and

pro

ject

s rel

ated

to su

ppor

ting

your

chi

ld’s

lear

ning

.

1.Se

ek in

form

atio

n ab

out p

aren

t pr

ogra

ms o

ffer

ed a

t you

r chi

ld’s

sc

hool

or i

n th

e co

mm

unity

.

2.Se

ek in

form

atio

n ab

out s

choo

l and

co

mm

unity

pro

gram

s rel

ated

to

dive

rsity

and

cul

tura

l her

itage

.

STR

ATE

GY

C ~

Par

ticip

ate

in p

aren

t gr

oups

and

pro

ject

s rel

ated

to su

ppor

ting

your

chi

ld’s

lear

ning

.

1.Su

gges

t top

ics f

or p

aren

t or

gani

zatio

ns.

Rea

d ab

out t

hose

to

pics

to b

ecom

e be

tter i

nfor

med

.

2.W

rite

a pa

rent

col

umn

for t

he sc

hool

ne

wsl

ette

r.

STR

ATE

GY

C ~

Par

ticip

ate

in p

aren

t gr

oups

and

pro

ject

s rel

ated

to su

ppor

ting

your

chi

ld’s

lear

ning

.

1.A

ttend

wor

ksho

ps o

n to

pics

such

as

pare

ntin

g, li

tera

cy a

nd n

umer

acy

skill

de

velo

pmen

t, et

c.

2.B

ecom

e in

volv

ed in

scho

ol

com

mitt

ees h

avin

g pa

rent

re

pres

enta

tion.

47

PAR

ENTS

C

ompe

tenc

y III

: Cul

tura

lly S

uppo

rtiv

e Le

arni

ng E

nviro

nmen

ts

GO

AL:

Det

erm

ine

and

impl

emen

t app

ropr

iate

str

ateg

ies

that

allo

w a

ll st

uden

ts to

lear

n.

Pare

nts

Pe

rson

al D

imen

sion

C

ogni

tive

Dim

ensi

on

So

cial

Dim

ensi

on

STR

ATE

GY

D ~

Eng

age

stud

ents

in le

arni

ng a

t hom

e an

d cr

eate

hom

e en

viro

nmen

ts th

at

supp

ort a

cade

mic

succ

ess.

1.

Gat

her l

earn

ing

mat

eria

ls

from

sour

ces s

uch

as

libra

ries a

nd c

omm

unity

gr

oups

for u

se in

you

r hom

e.

2.

M

odel

step

-by-

step

pr

oces

ses t

o he

lp y

our c

hild

pr

oble

m so

lve

and

cont

rol

impu

lses

.

3.

Cre

ate

hom

e en

viro

nmen

ts

that

fost

er le

arni

ng,

desi

gnat

ing

a re

gula

r tim

e an

d pl

ace

to c

ompl

ete

hom

ewor

k, e

tc.

4.

Mod

el sk

ills a

t hom

e su

ch a

s tim

e m

anag

emen

t and

or

gani

zatio

nal s

kills

.

STR

ATE

GY

D ~

Eng

age

stude

nts i

n le

arni

ng a

t hom

e an

d cr

eate

hom

e en

viro

nmen

ts th

at su

ppor

t aca

dem

ic

succ

ess.

1.

Enco

urag

e re

adin

g by

pro

vidi

ng

read

ing

mat

eria

ls, m

aint

aini

ng a

list

of

new

wor

ds, a

nd e

stab

lishi

ng d

aily

fa

mily

read

ing

time,

dur

ing

whi

ch

you

read

to c

hild

ren

or li

sten

to

child

ren

read

. 2.

D

evel

op c

hild

ren’

s thi

nkin

g an

d pr

oble

m-s

olvi

ng sk

ills t

hrou

gh

parti

cipa

tion

in m

usic

and

arti

stic

ac

tiviti

es, c

ompl

etin

g pu

zzle

s and

pl

ayin

g m

enta

l gam

es in

volv

ing

sorti

ng, f

indi

ng p

atte

rns,

sequ

enci

ng, a

nd h

and/

eye

coor

dina

tion

activ

ities

.

STR

ATE

GY

D ~

Eng

age

stude

nts i

n le

arni

ng a

t ho

me

and

crea

te h

ome

envi

ronm

ents

that

supp

ort

acad

emic

succ

ess.

1.

Invo

lve

child

ren

in h

ome

activ

ities

like

fo

llow

ing

reci

pes,

com

plet

ing

chor

es, c

ount

ing

mon

ey to

pay

for g

roce

ries,

writ

ing

lette

rs,

play

ing

gam

es o

f ski

ll, a

nd e

stab

lishi

ng h

obbi

es.

2.

Expr

ess h

igh

but r

ealis

tic e

xpec

tatio

ns fo

r you

r ch

ild’s

ach

ieve

men

t. 3.

Ta

ke y

our c

hild

to e

duca

tiona

l eve

nts a

t lib

rarie

s, m

useu

ms,

and

othe

r com

mun

ity o

r fa

ith-b

ased

inst

itutio

ns.

4.

R

ead

to a

nd w

ith y

our c

hild

eve

ry d

ay in

clud

ing

mul

ticul

tura

l mat

eria

ls.

5.

Ta

lk d

aily

with

you

r chi

ld a

bout

scho

ol

activ

ities

and

pro

gres

s. 6.

Ta

lk w

ith c

hild

ren

abou

t the

ir pl

ans f

or fu

ture

ed

ucat

ion

and

empl

oym

ent a

nd th

e sk

ills t

hey

will

nee

d to

atta

in th

eir g

oals

. 7.

Ta

lk w

ith c

hild

ren

ever

y da

y, d

urin

g da

ily

rout

ines

and

fam

ily m

eals

, and

giv

e ev

eryo

ne a

ch

ance

to ta

lk a

nd b

e he

ard.

48

PAR

ENTS

Com

pete

ncy

IV: C

urric

ulum

and

Inst

ruct

ion

for E

duca

tion

That

Is M

ultic

ultu

ral

and

Acc

eler

atin

g M

inor

ity A

chie

vem

ent

GO

AL:

Est

ablis

h an

d m

aint

ain

high

exp

ecta

tions

for a

chie

vem

ent f

or a

ll st

uden

ts.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

Com

mun

icat

e

regu

larl

y w

ith th

e sc

hool

abo

ut in

stru

ctio

n an

d cu

rric

ulum

.

1.R

evie

w y

our s

choo

l’s c

urric

ulum

for

cultu

ral d

iver

sity

and

an

expr

essi

on o

fhi

gh e

xpec

tatio

ns fo

r all

stud

ents

.

STR

ATE

GY

A ~

Com

mun

icat

e

regu

larl

y w

ith th

e sc

hool

abo

ut in

stru

ctio

n an

d cu

rric

ulum

.

1.C

o-sp

onso

r and

atte

nd a

cade

mic

ni

ghts

for p

aren

ts a

nd st

uden

ts th

at

focu

s on

the

scho

ol’s

cur

ricul

um.

2.V

olun

teer

to se

rve

as a

par

ent

repr

esen

tativ

e on

you

r sch

ool

syst

em’s

Cur

ricul

um/T

extb

ook

Rev

iew

Com

mitt

ee.

STR

ATE

GY

A ~

Com

mun

icat

e

regu

larl

y w

ith th

e sc

hool

abo

ut in

stru

ctio

n an

d cu

rric

ulum

.

1.Sh

are

info

rmat

ion

and

lear

ning

re

sour

ces a

bout

you

r her

itage

for

teac

hers

to u

se in

the

curr

icul

um.

2.D

iscu

ss w

ith sc

hool

staf

f any

lack

of

incl

usiv

enes

s/di

vers

ity in

the

curr

icul

um.

49

PAR

ENTS

Com

pete

ncy

IV: C

urric

ulum

and

Inst

ruct

ion

for E

duca

tion

That

Is M

ultic

ultu

ral

and

Acc

eler

atin

g M

inor

ity A

chie

vem

ent

GO

AL:

Est

ablis

h an

d m

aint

ain

high

exp

ecta

tions

for a

chie

vem

ent f

or a

ll st

uden

ts.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Par

ticip

ate

in e

vent

s de

sign

ed to

hel

p ot

her p

aren

ts su

ppor

t sc

hool

read

ines

s and

ong

oing

ac

hiev

emen

t in

child

ren.

1.Se

ek in

form

atio

n ab

out s

choo

l re

adin

ess p

rogr

ams.

2.Fi

nd o

ut w

hat s

choo

l ser

vice

s are

av

aila

ble

for E

nglis

h La

ngua

ge

Lear

ners

if E

nglis

h is

not

you

r firs

t la

ngua

ge.

3.Fi

nd o

ut w

hat s

ervi

ces a

re a

vaila

ble

to

eval

uate

or a

ssis

t you

r chi

ld w

ith

spec

ial l

earn

ing

need

s.

STR

ATE

GY

B ~

Par

ticip

ate

in e

vent

s de

sign

ed to

hel

p ot

her p

aren

ts su

ppor

t sc

hool

read

ines

s and

ong

oing

ac

hiev

emen

t in

child

ren.

1.A

ssis

t the

scho

ol in

surv

eyin

g pa

rent

s to

det

erm

ine

appr

opria

te to

pics

for

wor

ksho

ps a

nd h

elp

to se

cure

sp

eake

rs fr

om d

iver

se c

ultu

ral

back

grou

nds

STR

ATE

GY

B ~

Par

ticip

ate

in e

vent

s de

sign

ed to

hel

p ot

her p

aren

ts su

ppor

t sc

hool

read

ines

s and

ong

oing

ac

hiev

emen

t in

child

ren.

1.Pa

rtici

pate

in re

ad-a

loud

and

st

oryt

ellin

g w

orks

hops

to e

nhan

ce

liter

acy

prac

tices

at h

ome.

2.Sh

are

exam

ples

of m

ultic

ultu

ral

liter

atur

e an

d re

adin

g m

ater

ials

that

re

flect

you

r her

itage

.

50

PAR

ENTS

Com

pete

ncy

IV: C

urric

ulum

and

Inst

ruct

ion

for E

duca

tion

That

Is M

ultic

ultu

ral

and

Acc

eler

atin

g M

inor

ity A

chie

vem

ent

GO

AL:

Est

ablis

h an

d m

aint

ain

high

exp

ecta

tions

for a

chie

vem

ent f

or a

ll st

uden

ts.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

C ~

Incr

ease

scho

ol a

nd

clas

sroo

m v

isita

tions

.

1.In

pre

parin

g fo

r a sc

hool

vis

it,

cons

ider

the

follo

win

g: te

xtbo

ok a

nd

clas

sroo

m m

ater

ials

; cla

ss si

ze; s

choo

l ap

pear

ance

(phy

sica

l fac

ilitie

s, cl

eanl

ines

s); c

urric

ulum

; tea

cher

be

havi

or, a

ttitu

des,

expe

ctat

ions

for

lear

ning

and

beh

avio

r; cl

assr

oom

m

anag

emen

t; cu

rric

ulum

and

in

stru

ctio

nal s

kills

; and

ach

ieve

men

t go

als.

STR

ATE

GY

C ~

Incr

ease

scho

ol a

nd

clas

sroo

m v

isita

tions

.ST

RA

TEG

Y C

~ In

crea

se sc

hool

and

cl

assr

oom

vis

itatio

ns.

1.V

isit

your

chi

ld’s

scho

ol a

nd

clas

sroo

m in

add

ition

to a

ttend

ing

Pare

nt C

onfe

renc

e D

ays,

PTA

s, et

c.

2.Pr

ovid

e in

form

atio

n to

the

scho

ol

staf

f abo

ut w

hat y

ou le

arn

durin

g yo

ur

scho

ol v

isits

that

will

hel

p yo

ur c

hild

su

ccee

d.

51

PAR

ENTS

Com

pete

ncy

IV: C

urric

ulum

and

Inst

ruct

ion

for E

duca

tion

That

Is M

ultic

ultu

ral

and

Acc

eler

atin

g M

inor

ity A

chie

vem

ent

GO

AL:

Est

ablis

h an

d m

aint

ain

high

exp

ecta

tions

for a

chie

vem

ent f

or a

ll st

uden

ts.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

D ~

Dev

elop

rela

tions

hips

w

ith sc

hool

adm

inis

trato

rs a

nd te

ache

rs to

im

prov

e th

e ac

hiev

emen

t of s

tude

nts.

1.M

ake

a co

mm

itmen

t to

deve

lop

and

mai

ntai

n w

orki

ng re

latio

nshi

ps o

f m

utua

l res

pect

with

teac

hers

and

sc

hool

adm

inis

trato

rs v

ia sc

hool

vi

sits

, tel

epho

ne c

onve

rsat

ions

, and

w

ritte

n co

mm

unic

atio

ns.

STR

ATE

GY

D ~

Dev

elop

rela

tions

hips

w

ith sc

hool

adm

inis

trat

ors a

nd te

ache

rs to

im

prov

e th

e ac

hiev

emen

t of s

tude

nts.

1.A

ttend

par

ent w

orks

hops

or p

aren

t m

eetin

gs to

lear

n sp

ecifi

c ro

les o

f sc

hool

staf

f rel

ated

to st

uden

t ac

hiev

emen

t.

STR

ATE

GY

D ~

Dev

elop

rela

tions

hips

w

ith sc

hool

adm

inis

trato

rs a

nd te

ache

rs to

im

prov

e th

e ac

hiev

emen

t of s

tude

nts.

1.Im

med

iate

ly re

spon

d to

any

not

ices

fr

om te

ache

rs o

r the

scho

ol.

2.D

iscu

ss w

ith p

rinci

pals

, tea

cher

s, an

d st

aff t

he sp

ecia

l nee

ds, l

earn

ing

styl

es,

tale

nts,

and

beha

vior

s of y

our c

hild

.

3.V

olun

teer

at y

our c

hild

’s sc

hool

or

prov

ide

othe

r mea

ns o

f sup

port.

52

PAR

ENTS

Com

pete

ncy

V: T

ests

, Mea

sure

men

ts, a

nd A

sses

smen

ts fo

r Ach

ieve

men

t Equ

ity

GO

AL:

Util

ize

test

s, m

easu

rem

ents

, and

ass

essm

ents

to a

cces

s in

form

atio

n an

d pr

epar

e fo

r ins

truc

tion

and

lear

ning

.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

A ~

See

k in

form

atio

n ab

out

the

test

s, m

easu

rem

ents

, and

ass

essm

ents

us

ed in

you

r chi

ld’s

cl

assr

oom

/sch

ool/s

choo

l sys

tem

.

1.R

egul

arly

revi

ew y

our c

hild

’s re

port

card

s, pr

ogre

ss re

ports

, dai

ly

assi

gnm

ents

, and

hom

ewor

k.

2.N

ote

patte

rns o

f ach

ieve

men

t and

ar

eas n

eedi

ng im

prov

emen

t.

STR

ATE

GY

A ~

See

k in

form

atio

n ab

out

the

test

s, m

easu

rem

ents

, and

ass

essm

ents

us

ed in

you

r chi

ld’s

cl

assr

oom

/sch

ool/s

choo

l sys

tem

.

1.Le

arn

from

mee

tings

and

/or w

ebsi

tes

that

pre

sent

info

rmat

ion

abou

t loc

al

and

stat

e as

sess

men

ts.

2.A

sk sc

hool

staf

f to

expl

ain

wha

t tes

t sc

ores

mea

n as

rela

ted

to y

our c

hild

an

d w

hat p

rogr

ess y

our c

hild

is

mak

ing

tow

ard

achi

evem

ent.

3.Fi

nd o

ut w

hat p

roce

dure

is b

eing

use

d to

mea

sure

you

r chi

ld’s

pro

gres

s if

Engl

ish

is n

ot y

our c

hild

’s h

ome

lang

uage

.

4.A

cqui

re in

form

atio

n to

acc

ess s

peci

al

prog

ram

s suc

h as

Eng

lish

Lang

uage

Le

arne

r, Sp

ecia

l Edu

catio

n, a

nd

Gift

ed a

nd T

alen

ted.

STR

ATE

GY

A ~

See

k in

form

atio

n ab

out

the

test

s, m

easu

rem

ents

, and

ass

essm

ents

us

ed in

you

r chi

ld’s

cl

assr

oom

/sch

ool/s

choo

l sys

tem

.

1.M

eet w

ith y

our c

hild

’s te

ache

rs,

coun

selo

rs, o

r adm

inis

trato

rs to

di

scus

s ass

essm

ent r

esul

ts a

nd

acad

emic

pla

ns fo

r suc

cess

.

53

PAR

ENTS

Com

pete

ncy

V: T

ests

, Mea

sure

men

ts, a

nd A

sses

smen

ts fo

r Ach

ieve

men

t Equ

ity

GO

AL:

Util

ize

test

s, m

easu

rem

ents

, and

ass

essm

ents

to a

cces

s in

form

atio

n an

d pr

epar

e fo

r ins

truc

tion

and

lear

ning

.

Pare

nts

Pers

onal

Dim

ensi

on

Cog

nitiv

e D

imen

sion

So

cial

Dim

ensi

on

STR

ATE

GY

B ~

Bas

ed o

n te

sts,

mea

sure

men

ts, a

nd a

sses

smen

ts,

dete

rmin

e w

ays t

o en

hanc

e yo

ur c

hild

’s

achi

evem

ent.

1.N

ote

the

area

s in

whi

ch y

our c

hild

is

mak

ing

prog

ress

on

test

s, m

easu

rem

ents

, and

ass

essm

ents

.

2.Se

ek a

ssis

tanc

e fr

om sc

hool

/ co

mm

unity

reso

urce

s to

help

you

r ch

ild.

STR

ATE

GY

B ~

Bas

ed o

n te

sts,

mea

sure

men

ts, a

nd a

sses

smen

ts,

dete

rmin

e w

ays t

o en

hanc

e yo

ur c

hild

’s

achi

evem

ent.

1.Le

arn

abou

t tut

orin

g an

d ot

her

reso

urce

s ava

ilabl

e in

the

com

mun

ity

to su

ppor

t ach

ieve

men

t.

STR

ATE

GY

B ~

Bas

ed o

n te

sts,

mea

sure

men

ts, a

nd a

sses

smen

ts,

dete

rmin

e w

ays t

o en

hanc

e yo

ur c

hild

’s

achi

evem

ent.

1.C

eleb

rate

you

r chi

ld’s

pro

gres

s as

mea

sure

d on

test

s and

ass

essm

ents

.

2.V

olun

teer

to tu

tor a

nd/o

r men

tor

stud

ents

who

nee

d as

sist

ance

in

mak

ing

prog

ress

on

test

s, m

easu

rem

ents

, and

ass

essm

ents

.

3.Se

ek th

e as

sist

ance

of f

amily

m

embe

rs o

r oth

ers f

or tu

torin

g or

m

ento

ring

of y

our c

hild

.

54

REFERENCES

ETMA Network (Education That Is Multicultural and Achievement). (2002). Professional Devel-opment Competencies for Enhancing Teacher Efficacy in Implementing Education That Is Multi-cultural and Accelerating Minority Achievement, Education That Is Multicultural and Achievement. Maryland.

ETMA Network. (Education That Is Multicul-tural and Achievement). (2000). Protocols for Education That Is Multicultural and Achievement Maryland Elementary and Secondary Public Schools. Maryland. Executive Summit on Minority Achievement in Maryland Matrix (Achievement Initiatives for Maryland’s Minority Student). (2001). Fulfilling the Promise II. Maryland.

Gorski, Paul C. (1999). Diversity Within Unity. Washington: Center for Multicultural Education, University of Washington.

Joseph, George Gheverghese, Nelson D. and Williams, J. (1993). Multicultural Mathematics. Oxford University Press.

Maryland State Department of Education. (2001). Maryland’s Plan for Family, School, and Community Involvement. Maryland.

Maryland State Department of Education. (Revised October 23, 2002). Maryland Teacher Professional Development Standard. Maryland: Program and Assessment Branch.

Maryland State Department of Education. (2001). No Child Left Behind Act Summary. Maryland.

Maryland State Department of Education. (Revised 1995). The Annotated Code of Maryland Regulations (COMAR). (13A.04.05.01.04). Vir-ginia: Michie.

The National Council on Educating Black Children (NCEBC). (1987, 1998). A Blueprint for Action II and III.

Payne, Ruby K. (Revised 2001). A Framework for Understanding Poverty. Texas: Aha Process, Inc.

Rodriquez, Eleanor Renée and Bellanca, James. (1997) What is it About Me You Can’t Teach? An Instructional Guide for the Urban Edu-cator. Iri/ Skylight Training Publishing, Inc.

West, Jennifer. (2005). Holistic Learner Frame-work. Unpublished Manuscript.

55

56

INTRODUCTIONProfessionalcompetenciesforenhancingteacherefficacyinimplementing Education That Is Multicultural and acceleratingminority achievement

Jacqueline F. Brown, Ph.D.Past Chair, Education That Is Multicultural and Achievement (ETMA) Network

Life in the 21st Century requires citizens who are skilled and comfortable in handling a multiplicity of perspectives in order to solve universal human problems and to advance the common good for all people. Such a citizenry must have a very special educational grounding. Education That Is Multi-cultural is the foundational pedagogy that allows students to experience knowledge in a humanis-tic and inclusive manner. Minority achievement speaks to the belief that there are no expendable children when it comes to excellence in educa-tion.

Education That Is Multicultural and Minority Achievement are major priorities of the Maryland State Department of Education and of the U.S. Department of Education. In effect, they are the will of the State Board of Education, the will of the State Superintendent of Schools and the will of the nation. Where there is a will, there must be a way. The way to ensure educational excellence for all of our children is to equip our teachers and administrators with the skills needed to make the written, taught, and assessed curriculum and instructional practices reflective of the tenets of Education That Is Multicultural. Our teachers and administrators must also have the instructional skills to effectively educate students from diverse ethnic, gender, socioeconomic, and language groups. Every child counts!

The Professional Competencies for Enhancing Teacher Efficacy in Implementing Education That Is Multicultural and Accelerating Minority Achievement were developed by the ETMA Net-work to assist educators in the State of Maryland to more fully implement the Education That Is Multicultural Regulation. The competencies were also created to assist educators in significantly ac-celerating the academic achievement of minority

and lower socioeconomic students in Maryland. These competencies are a beginning. They come from an established body of knowledge from the theories and research on multicultural education and minority achievement. Review of pertinent lit-erature yielded the following five core competen-cies as essential to success in effectively teaching minority and low-income students.

Inter• cultural Communication

Prejudice• Reduction

Estab• lishing Culturally Supportive Learning Environments

Des• igning Curriculum and Instruction for Education That Is Multicultural and Acceler-ating Minority Achievement

Tests, • Measurements, and Assessments for Achievement Equity

These competencies will certainly help in shaping professional development offerings for admin-istrators, teachers, support staff, and education paraprofessionals. Objectives within the compe-tencies can also inform certain aspects of teacher and administrator evaluation. Most important, these competencies, when implemented, should benefit all children.

Appendix

57

PROFESSIONAL DEVELOPMENT COMPETENCIES FOR ENHANCING TEACHER EFFICACY IN IMPLEMENTING EDUCATION THAT IS MULTICULTURAL AND ACCELERATING MINORITY ACHIEVEMENT

CORE COMPETENCIES

Intercultural Communication•

Prejudice Reduction•

Establishing Culturally Supportive Learning Environments•

D• esigning Curriculum and Instruction For Education That Is Multicultural and Accelerating Minority Achievement

Test• s, Measurements, and Assessments for Achievement Equity

58

Education That Is Multicultural and Achievement Core CompetenciesIntercultural Communication

Education That Is Multicultural Key Objectives

Minority Achievement Key Objectives

Participants will be able to: Participants will be able to:

Define vocabulary of the field. The definitions of culture and multiculturalism to be inclusive of the diversity represented in ETMA, includ-ing the mainstream culture of the United States.

Develop communication strategies to eliminate cultural conflict between the home and school environment.

Analyze and affirm commonalities and differ-ences within and among cultures.

Develop instructional strategies that bridge the verbal and non-verbal communication styles of students and the preferred communication styles of educators.

Articulate and implement principles of multi-cultural education in the written, taught, and assessed curriculum.

Develop instructional strategies that use the language, communication styles, and culture of the home as vehicles to accelerate student achievement in academic subject areas.

In order to: Develop and apply strategies for communi-cating across cultures, including cultures of gender and poverty.

In order to: Use cultural communication styles as tools to enhance student achievement in the written, taught, and assessed curriculum.

59

Education That Is Multicultural and AchievementCore CompetenciesPrejudice Reduction

Education That Is Multicultural Key Objectives

Minority Achievement Key Objectives

Participants will be able to: Participants will be able to:

Self-assess and claim ownership of their own prejudices and biases, and identify strategies to overcome them when teaching.

Demonstrate an understanding of prejudice and discrimination and the negative effects of both on the academic achievement of minority students.

Develop the capacity and skill to challenge biases and stereotypes which inhibit intergroup understanding.

Develop an action plan that demonstrates instructional strategies, which proactively avoid and eliminate bias and stereotyping, prejudice and discrimination from the instructional pro-cess.

In Order to:

Lea• rn and practice techniques for combating prejudice, harassment, and/or discrimination in the learning environment.

Ident• ify and use strategies which foster intergroup understanding and positive academic and social relationships.

Create• bias- and harassment-free learning environments for all students.

60

Education That Is Multicultural and AchievementCore CompetenciesEstablishing Culturally Supportive Learning Environments

Education That Is Multicultural Key Objectives

Minority Achievement Key Objectives

Participants will be able to: Participants will be able to:

Describe and implement communal and coopera-tive learning strategies that establish and nurture a classroom climate of inclusiveness, affiliation, and mutual support.

Recognize and reflect on their own teaching prac-tices in relationship to the Teacher Expectations/Student Achievement (TESA) research.

Create a physical environment in which all students see themselves and others in traditional, non-tradi-tional, and non-stereotypical ways.

Examine their beliefs and expectations for students of various social, ethnic, and economic groups in order to modify their teaching behaviors to ensure they hold the same high expectations for all stu-dents.

Describe and help students use problem solving and conflict resolution strategies.

Identify a repertoire of teacher behaviors that in-crease students’ willingness to take intellectual risks and develop self-efficacy in academic achievement.

Provide classroom opportunities for students to become aware of the stereotypes associated with various cultural groups and understand the negative impact of stereotyping.

Describe an array of grouping practices that stu-dents should experience daily in order to maximize academic achievement.

Commit to achieving equity for all students and believe that they are capable of making a difference in their students’ learning.

Use strategies that help all students to be motivated to work toward the highest degrees of academic achievement.

Describe their own cultural identities.

Understand and appreciate how expectations have a profound impact on the self-confidence and educa-tional outcomes of all learners.

Demonstrate an understanding of how cultural assumptions and biases influence knowledge construction and contribute to educational inequities.

In order to: Organize the educational environment in ways that support diverse learning styles and multicultural per-spectives.

61

Education That Is Multicultural and AchievementCore CompetenciesDesigning Curriculum and Instruction for Education That Is Multicultural and Accelerating Minority Achievement

Education That Is Multicultural Key Objectives

Minority Achievement Key Objectives

Participants will be able to: Participants will be able to:

Identify diversity factors that should be reflect-ed in curriculum and instruction for education that is multicultural.

Vary instructional communication strategies in order to bridge gaps in academic achievement.

Identify cultural disparities that may exist in curriculum and in instructional practice that may impact student achievement for diverse student populations.

Use a variety of instructional grouping strate-gies in order to accelerate minority achieve-ment and avoid tracking students in low per-forming groups.

Demonstrate an understanding of the impact of diversity factors on teaching style.

Demonstrate instructional behaviors that com-municate high expectations for all students to achieve at high levels of academic perfor-mance.

Develop and implement interdisciplinary units integrating multicultural approaches.

Identify and implement instructional interac-tions that specifically result in acceleration of academic achievement for low performing eth-nic, gender, and socioeconomic student groups.

Commit to achieving equity for all students and believe that they are capable of making a differ-ence in their students’ learning.

Use strategies that help all students to be mo-tivated to work toward the highest degrees of academic achievement.

62

Education That Is Multicultural Key Objectives

Minority Achievement Key Objectives

Identify the tenets and infusion goals in the Education That Is Multicultural By-law in order to review existing curriculum for ETMA infusion and to infuse ETMA into curriculum where it does not exist.

Review existing instructional materials for possible bias across ethnicity, gender, and socioeco-nomic class.

Select culturally relevant instructional materials for use in the classroom.

Understand Theory and Practice for:Education That Is Multicultural•Accelerating Academic Achievement for Diverse Student Populations•Asset-Based Education•Multiple Intelligences•Culturally Relevant and Responsive Instruction•Mediated Learning•Dimensions of Learning•Communal Learning•Differentiated Instruction•Cooperative Learning•

Use James Banks’ four levels of curriculum transformation to analyze existing curriculum and develop multidisciplinary lessons at the transformational and social action levels.

Develop and implement units and lesson plans which are reflective of the tenets of Education That Is Multicultural.

Evaluate the effectiveness of ETMA based lesson plans on accelerating minority achievement.

Demonstrate an understanding of how cultural assumptions and biases influence the ways in which knowledge is constructed, understood and expressed.

In order to:Design and implement curriculum and instruction that expand teaching efficacy in Education That Is Multicultural and results in accelerating minority achievement.

63

Education That Is Multicultural and AchievementCore CompetenciesTests, Measurements, and Assessments for Achievement Equity

Education That Is MulticulturalKey Objectives

Minority Achievement Key Objectives

Participants will be able to: Participants will be able to:

Analyze and report achievement and participa-tion data in a disaggregated format.

Ensure widespread awareness of achieve-ment gaps through identification of patterns of achievement associated with ethnicity, gender, or socioeconomic status.

Increase capacity to provide diverse members of the school community with ready and user-friendly access to achievement data.

Utilize disaggregated data to attain stakeholder support for equitable program development throughout the school community.

Select and use assessments that control for the documented needs of diverse student learner groups.

Use assessment tools that take into consider-ation the affective and cultural domains of the child.

Develop the capacity to analyze disaggregated data and to identify programs and practices that are ineffective in reducing and/or eliminating achievement gaps.

Utilize assessments to monitor academic growth and to inform the design of focused instruction for acceleration of minority achieve-ment.

Provide students with a multiplicity of opportu-nities and formats to show what they know.

Demystify testing formats and modalities for students as part of their testing preparation

Select testing and assessment tools that have been normed on a variety of ethnic, gender, and socioeconomic populations.

In order to: Provide equitable, fair, and accurate measures of student achievement that will allow teachers to:

Document instructional effectiveness, and to•Design instruction that results in breakthrough acceleration of minority achievement.•

Nancy S. GrasmickState Superintendent of Schools

Martin O’MalleyGovernor

Maryland State Board of EducationJames H. DeGraffenreidt, Jr. President

Blair G. Ewing Vice President

Lelia T. Allen

Dunbar Brooks

Charlene M. Dukes

Mary Kay Finan

Rosa M. Garcia

Richard L. Goodall

Karabelle A. L. Pizzigati

Ivan C. A. Walks

Kate Walsh

Danke Derek Wu Student Member

The Maryland State Department of Education does not discriminate on the basis of race, color, sex, age, national origin, sexual orientation, religion, or disability in matters affecting employment or in providing access to programs. For inqui-ries related to Department policy please contact: Equity Assurance and Compliance Branch, Office of the Deputy State Superintendent for Administration, Maryland State Department of Education, 200 West Baltimore Street – 6th Floor, Baltimore, Maryland 21201-2595. VOICE: 410.767.0433; FAX: 410.767.0431; TTY/TDD: 410.333.6442

Maryland State Department of Education200 West Baltimore StreetBaltimore, Maryland 21201MarylandPublicSchools.org410.767.0600•410.333.6442(TTY)•1.888.246.0016