What Does it Mean?

  "Diversity is not simply a matter of the changing demographics in students or faculty. Attending to it has also altered the very knowledge base upon which the intellectual integrity of the academy rests. Institutions across the country are taking advantage of the explosion of new scholarship about the diversity of cultural traditions and histories in America and around the world. Diversity has also provided additional interpretive lenses through which to analyze ideas and society. . ." - from Diversity Web (www.diversityweb.org)

Poverty & Academic Needs of Students Factors of the Achievement Gap English Language Learners Gender Inequalities Inclusion

Poverty

The extent to which an individual does without resources

Financial Emotional Mental Spiritual Physical Support Systems

(Network of Relationships) Relationships/Role Models Knowledge of Hidden Rules

Among Social Classes

(Payne)

Academic Needs

School Attendance

Social Support

Parental Involvement

School Support Relevant Curriculum

Gifted Programs

Culturally Sensitive Teachers

Child, Adult, & Parent Voices Adult

Usually absent in poverty

Used for Negotiation

When a Student is Disciplined at School Child Voice

Powerless Parent Voice

Disrespectful to Educator

(Payne)

Poverty Forgiveness & Penance Not about Change

Effective Discipline Structure Choice

Teach That There are Two Sets of Behaviors School Street

(Payne)

Communication Discipline

Acts as a Protector/ Buffer to Help Stabilize Students

Sources Parents Teachers

Provide Emotional, Appraisal, Informational, & Instrumental Support

Classmates Close Friends Schools

(Malecki & Demaray)

Students with Support from Parents, Teachers, & Friends have: Higher GPA Better Standardized Test

Scores

Parental Involvement Better School

Attendance More completed

assignments

(Malecki & Demaray)

Social Support Effects

Social Class & Culture

Connects Schools to their Communities Raises Academic

Achievement

(Williams)

Gifted Programs Culturally Diverse

Curriculum Groups of Students

Access in Rural Schools

(Ford , Cross & Burney)

Reflect On Their Own Cultural Identity & Classroom Practices

(Mitchell, Boutte & Hill)

Help Students Learn about Multiple Worldviews

(Boutte & Hill)

Make Classroom Interactions & Discussions Culturally Sensitive Chinese: Do not make mistakes

in public Give students time to prepare for

a class discussion (Fu)

Relevant Curriculum Culturally Sensitive Teachers

Factors of the Achievement Gap

What Does the Future Hold?

Matt Hoffman

The Achievement Gap

Refers to the observed disparity between students academic performance, especially groups defined by gender, race and social class.

Factors Concerning the Achievement Gap School Districts

Large/Small Districts Lack of support

Urban/Rural Funding Staff Accountability

Student Population Support from home English Language Learners Learning Disabilities

(NCTAF)

Who Is Accountable?

The Educators

The School District

The State

The Student

The Nation

The Disparity Between Minority and Majority Students: Race

Do school systems “water down” their material for minority students?

Are English Language Learners and English as a Second Language students adequately instructed? (Fu)

Castaneda v. Pickard 1. The program must be based on an educational theory recognized as sound by experts in the field or that is considered by experts as a legitimate experimental strategy 2. The program must be implemented with adequate resources and personnel. 3. The district must evaluate the program to determine whether it is achieving results and make appropriate adjustments, where needed, to ensure that language barriers are actually being overcome. (McBride)

Gender Do educators differ in their instruction between

Girls and boys? Boys are statistically called upon more

Looking To the Future

Districts need to support their star teachers Union/District collaboration

The Union and the school district cooperated with each other to create a new series of schools known as “Empowerment Schools”

Clark County (Las Vegas) Empowerment Schools Bonuses for “Job Well Done”

Based upon school performance Increase of schools meeting Adequate Yearly Progress Increase of 12th grade graduation rate Decrease in dropout rate 9th through 12th grade Higher proficiency scores (NCTAF)

Teachers need to recognize past tendencies and be willing to adapt

The importance of recognizing cultural differences and priorities

All children can learn

English Language LearnersBy David Ashdown

English Language Learners

• English Language Learners (ELL)Students whose first language is not English, and can encompass both students who are just beginning to learn English and those who have already developed considerable proficiency.

• Limited English Proficient (LEP)The term is used to describe a student whose first language is not English and has difficulties in speaking, reading, writing, or understanding the English language. These difficulties may be sufficient to deny the student the ability to meet the State’s proficient level of achievement on State assessments, the ability to successfully achieve in classrooms where the language of instruction is English, or the opportunity to participate fully in society.

Statistics USA

1980 – 4.7% of all students were ELL

2000 – 7.4% of all students were ELL2030 – 40% of all school age children may be ELL.

(Berliner and Biddle 1995)

Concentration of ELLs in a handful of statesHispanic – largest group

Asian – second largest group

70% of ELLs are in only 10% of elementary schools and most are in urban areas

Types of Language Instruction

English (Sheltered English or

Immersion Education)  English and Native

Language (Transitional Bilingual

Education)

  English and Native

Language (Two-Way Bilingual

Education Immersion)

“Sink or Swim” approach – teach children in English even as students learn the language – Some students have pull out ESL

Use both languages and transition over time to English. Develops literacy in primary language as foundation for English reading.

Use both languages – all students are learning 2 languages

Issues Dropout Rates

School resources

Social and academic language

NCLB and Achievement Tests – ELLs score lower on standardized tests

Low expectations of teachers. They may receive less access to standard grade-level curriculum

Labeling of students – Language learning disability versus a child is manifesting the normal process of acquiring a second language.

Interference/Codeswitching/Language Students put on an IEP because they do not understand the language.

Lack of qualified bilingual education programs and teachers

High percent of ELLs in urban schools that generally have more new teachers and also more teachers uncertified than those at other schools. (13)

What we can do as educators

Get to know your Students Create a Community of Learners Make tasks relevant, meaningful and engaging. Weave students’ first language and culture into instructional

conversations and curriculum. Believe that all students can learn and have a high expectations Create context for students with manipulatives, pictures and

video. Teach academic strategies, socio-cultural expectations, and

academic norms, as these are not readily acquired otherwise. Use parent volunteers, especially parents of English language

learners. Enrich print environment of your classroom – books and

magazines in student’s first language. In younger grades put color and number words in different languages.

Writing, class instruction/tests, and reading Take professional development classes.

Gender Equity in Education

Travis Brewer

Gender Identity Children notice differences between the sexes, races, and

ethnicities by age 2 or 3 Stereotypes are internalized and acted upon about age 4 Gender differences are the most prevalent bias in children Societies rules, customs, and values have shaped the differences

in male and female children› Each sex is taught to behave in different ways› Children learn their gender stereotypes based on the society

they live in› Females are raised to be submissive and dependent

Gender Equity in Schools

Teachers may push their own beliefs about gender roles onto students› See boys as needing competition, discipline, structure and support› See girls as lacking confidence and losing out on teacher attention

Different expectations and behavior standards exist for boys and girls› Girls are expected to do better at Language Arts › Boys are expected to be better at mathematics and sciences

Teachers unknowingly restrict areas of study and goals of their students reducing their potential

Parents reinforce gender biases by expecting boys to perform better in mathematics and sciences while discouraging girls from pursuing excellence in these subjects

Teachers treat behavioral offenses by boys more strict than similar offenses by girls

ComparisonBoys Girls

Stereotyped as lazy, badly behaved and immature

Shout out answers to questions in classroom

Are encouraged to pursue careers in areas requiring mathematics and science

Given leadership roles in mixed sex groups

More severely punished for misbehavior

Prefer careers as doctors and scientists

Stereotypes as talkative Raise hands and wait on

teacher to call on them to answer questions

Are discouraged from pursuing careers in areas requiring mathematics and science

Receive less extensive feedback on assignments

Relegated to submissive role in group projects

Career ambitions often include teaching

How To Fix Inequity

Schools and school districts should increase the percentage of girls who take the trio of core science courses: physics, biology, and chemistry.

Algebra I and geometry should be mandatory for all students. Teachers and counselors should encourage girls to take math and science

classes at the challenging AP or honors level. Educators need to develop programs at the classroom, school district, or state

level to increase girls' enrollment in computer science courses. Equity must be viewed as essential to teacher education and the achievement

of academic excellence. Producers and purchasers of educational materials should establish processes

and criteria by which to screen curricula and instructional materials for bias in images, text, or logic.

Colleges and universities should continue to use a broad range of material to assess students.

Testing organizations should consider adding a writing section to the SAT exam to more accurately reflect students' academic skills.

The relationship between girls' and boys' test scores and grades should be further researched.

Much more research is needed on gender equity and technology.

Inclusion

By Rosie Amstutz

Inclusion Definitions

• Partial Inclusion is the philosophy that suggests that students with disabilities should receive most of their instruction in the general classroom but also be taught in other instructional settings when appropriate

• Full Inclusion is the philosophy that all students with disabilities receive all of their instruction in the general education classroom regardless of their level or type of disability.

(Taylor, Smiley, & Richards)

Principles of the Inclusion Framework Diversity

› placement regardless of learning ability, race, linguistic ability, economic status, cultural background, etc.

› acknowledge, affirm and celebrate the value of all learners

› promote acceptance, equity and collaboration in response to individual needs.

Collaboration› It is a group effort between

educators, other professionals, students, families and community agencies

Reflective Practice› Educators reflect and modify

their attitudes, teaching and classroom management practices and curricula to accommodate individual needs.

› Educators are flexible, responsive and aware of student’s needs

› Think critically and examine their practices for self improvement and to ensure that all student’s needs are met

Individual Needs› Sensitivity to and acceptance

of individual needs and differences

(Salend)

Advantages of Inclusion

FOR CHILDREN WITH SPECIAL NEEDS› Provides a diverse stimulating environment with

more engaged instructional time and a greater exposure to academic activities

› Enables development of friendships with same age peers

› Enhances self-respect & self-esteem by sharing same activities as non-disabled peers

› Provides peer models who can facilitate communication, social and adaptive behaviors

(Berg)

FOR GENERAL EDUCATION STUDENTS› Allows students to be more accepting of

differences among individuals

› Reduces fear and uneasiness of disabled classmates

› Opportunity to experience diversity in a small scale

› Develop leadership skills, increased ability to help and teach others, mentoring, tutoring, self-empowerment and improve self-esteem

(Berg)

FOR TEACHERS

› Creates an awareness and appreciation of individual differences in all students

› Allows teachers to learn new teaching techniques that can help all their students

› Allows greater creativity with teaching methods, avoids monotony

› Allows them to develop team work/ collaboration skills

› Increases awareness of the importance of direct individual instruction

(Berg)

Disadvantages of Inclusion

FOR CHILDREN WITH SPECIAL NEEDS› Focus on socialization part of their education may take

precedence over the academic part

› Some students with disabilities may need the special education classroom to get the maximum it benefit of their education: smaller class size, less distractions, more one-on-one instruction

› May lower self-esteem and self-concept if they become frustrated and are ridiculed or isolated

› Many feel that students with disabilities will become depressed upon realizing what they cannot do compared with their peers

(Berg)

FOR GENERAL EDUCATION STUDENTS

› General education students may feel that their classroom is more disruptive due to the distractions from additional teachers, aides, paraprofessionals, and from special education students leaving the classroom frequently and making involuntary vocalizations, etc.

› Fear that their education is being jeopardized

› May resent special education students for all the attention children with disabilities get

(Berg)

FOR TEACHERS

› May have a constant thought of fear that they are going to fail at successfully and appropriately carrying out inclusion

› May not have the proper training to teach and deal with students with disabilities

› Discomfort with giving up control of their classroom when they will have to co-teach and collaborate

› May not have proper support, and an appropriate amount of planning and collaboration time

(Berg)

A S

ucce

ssful In

clusio

n Te

ach

er

CONNECTS with students who have disabilities as individuals who are contributors first.

COMMUNICATES enthusiasm and act comfortably around students with disabilities.

CHALLENGE students with disabilities to work their best toward high standards.

CREATIVELY adapts and UTILIZES appropriate strategies and materials to help students with disabilities learn and succeed.

COLLABORATES with others to maximize students’ development.

A teacher who has developed and/or creatively implemented specialized skills, but also recognizes that this expertise must be accompanied by appropriate beliefs, attitudes, and behaviors in order for the skills being utilized to prove most beneficial.

An extraordinary inclusion teacher demonstrates on a regular basis how ordinary it can be for students with disabilities to participate successfully in a wide range of activities with their peers.

http://www.youtube.com/watch?v=N105TGmMkLk&feature=related

(Henderson)

Questions??