1. A PRACTICAL GUIDE to accelerating student achievement across cultures
Strategies for administrators, teachers, students, and parents
Developed by the ETMA Network, AIMMS & MSDE

2. Outcomes Developed by the ETMA Network, AIMMS & MSDE
Examine the rationale for the Practical Guide.
Identify and describe the five ETM Professional Development Competencies.
Explore the Iceberg Concept of Culture.
Developed by the ETMA Network, AIMMS & MSDE

3. What is the Practical Guide?
A response to an expressed need of teachers to have a resource that will assist them in becoming culturally responsive educators,
A desktop reference for administrators, teachers, students, and parents, and
A tool to increase educator competence in creating a culturally responsive learning environment.
Developed by the ETMA Network, AIMMS & MSDE

4. Goals of the Guide
Participating in Intercultural Communication
Adopt a global perspective that promotes the valuing of cultural, ethnic, and linguistic diversity.
Reducing Prejudice
Eliminate racism and other forms of prejudice and discrimination within the learning environment.
Establishing Culturally Supportive Learning Environments
Determine and implement appropriate strategies that allow all students to learn.
Designing and Implementing Curriculum and Instruction for ETMA
Establish and maintain high expectations for achievement for all students.
Designing Tests, Measurements, and Assessments for Achievement Equity
Utilize tests, measurements, and assessments to access information and prepare for instruction and learning.
Developed by the ETMA Network, AIMMS & MSDE

5. Getting Centered
Academically low performing students, increase their chances of achieving, when placed with educators, who ensure the personal, cognitive and socio-emotional needs of their students are incorporated in their instruction. Dr. Jennifer West
Developed by the ETMA Network, AIMMS & MSDE

6. Exploring the Core Competencies
Intercultural Communication
Prejudice Reduction
Culturally Supportive Learning Environment
ETMA
Testing for Achievement Equity
Group Activity:
Final Word Protocol
Exploring the Core Competencies
Developed by the ETMA Network, AIMMS & MSDE

7. What is Culture? Culture is the lens through which we view the world.
Culture does not determine ability but it shapes how it is processed and expressed.
Students do not enter schools as empty vessels.
Culture influences learning.
Developed by the ETMA Network, AIMMS & MSDE 7

8. Iceberg Activity
Developed by the ETMA Network, AIMMS & MSDE

9. Surface/Deep Iceberg Model of Culture9
Developed by the ETMA Network, AIMMS & MSDE

10. Cultural Competence is
The ability to work effectively across cultures in a way that acknowledges and respects the culture of the person or the organization being served.
Jerome Hanley, Beyond the Tip of the Iceberg Five Stages Toward Cultural Competence
Developed by the ETMA Network, AIMMS & MSDE

11. Cultural Competency Continuum Model
Cultural Pre-Competency
Cultural Blindness
Cultural Incapacity
Cultural Destructiveness
Developed by the ETMA Network, AIMMS & MSDE

12. Culturally Competent Individuals
Acknowledge cultural differences
Understand their own culture
Engage in self assessment
Acquire cultural knowledge and skills
View learning and behavior within a cultural context
Developed by the ETMA Network, AIMMS & MSDE

13. The Road to Cultural Competency is a Lifelong Journey…
Cultural Awareness
Developing sensitivity and understanding of another ethnic group. Awareness and sensitivity also refer to the qualities of openness and flexibility that people develop in relation to others.
Cultural Knowledge
Familiarization with selected cultural characteristics, histories, values, belief systems, and behaviors of members of another cultural group.
Cultural Competency
Developing behaviors, attitudes, practices, and policies that reflect the integration and transformation of cultural knowledge, skills, and awareness about individuals and groups of people into standards, policies, practices to increase the quality of interactions and outcomes.
Developed by the ETMA Network, AIMMS & MSDE 13

14. Cultural Proficiency is
. . . a way of being that allows individuals and organizations to interact effectively with people who differ from them. It is a developmental approach to addressing the issues that emerge in diverse environments. Robins et al, 2006, p. 2
Developed by the ETMA Network, AIMMS & MSDE

15. Cultural Proficiency Cultural Incapacity Destructiveness Blindness
Precompetence
Competence
Proficiency
Cultural
Destructiveness
Cultural
Blindness
Cultural
Competence
Cultural
Incapacity
Cultural
Precompetence
Cultural
Proficiency
See the difference, stomp it out.
See the difference, respond positively and affirmatively.
See the difference, act as if you don’t.
See the difference, make it wrong.
See the difference, understand the difference that difference makes.
See the difference, respond inadequately.
See the difference, stomp it out.
Their culture does not value education.
Their culture does not value education.
Why won’t these immigrants learn English?
Why won’t these immigrants learn English?
I treat all of my students the same.
I treat all of my students the same.
African American boys represent the majority of office referrals.
African American boys represent the majority of office referrals.
See the difference, make it wrong.
Recruiting students from populations under represented for extracurricular activities.
Recruiting students from populations under represented for extracurricular activities.
See the difference, act as if you don’t.
See the difference, respond inadequately.
See the difference, understand the difference that difference makes.
See the difference, respond positively and affirmatively.
We can’t all be fluent in Spanish, but we could learn some basics for communicating with parents.
We can’t all be fluent in Spanish, but we could learn some basics for communicating with parents.
Developed by the ETMA Network, AIMMS & MSDE

16. Essential Elements of Cultural Proficiency
The essential elements of cultural proficiency provide the standards for individual behavior and organizational practices.
Name the differences: Assess Culture
Claim the differences: Value Diversity
Reframe the differences: Manage the Dynamics of Difference
Train about differences: Adapt to Diversity
Change for differences: Institutionalize Cultural Knowledge
Developed by the ETMA Network, AIMMS & MSDE

17. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching
Key Points
Culture is a powerful yet often invisible factor that influences student learning.
It’s important for educators to understand the ways race, ethnicity, language and social class interact and may influence a student’s achievement.
Developed by the ETMA Network, AIMMS & MSDE

18. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching
Key Points
Schools have to be organized in such a way that the members of the community work collaboratively and create a caring environment for students.
Many students do not enter school with the cognitive foundations in place to connect to the instructional strategies in the classroom.
Developed by the ETMA Network, AIMMS & MSDE

19. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching
Key Points
Students from various cultures and diverse backgrounds may have different experiences than those expected at school.
Educators must provide assistance for culturally and linguistically diverse students in order for them to access the curriculum and successfully achieve high standards.
Developed by the ETMA Network, AIMMS & MSDE

20. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching
Key Points
Schools have to be organized in such a way that the members of the community work collaboratively and create a caring environment for students.
Many students do not enter school with the cognitive foundations in place to connect to the instructional strategies in the classroom.
Developed by the ETMA Network, AIMMS & MSDE

21. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching
Key Points
Educators must explore their own cultural experiences and identify how they impact the learning environment for students.
Educators must model and articulate high expectations that result in high achievement for all students.
Developed by the ETMA Network, AIMMS & MSDE

22. The Personal Cognitive and Social Dimensions of Culturally Responsive Teaching
Key Points
Educators must demonstrate sensitivity to cultural bias in instructional materials and texts.
Educators must demonstrate sensitivity to in classroom patterns of thinking, in modes of communication and in teaching/learning strategies.
Developed by the ETMA Network, AIMMS & MSDE

23. A Tour of The Guide
Developed by the ETMA Network, AIMMS & MSDE

24. The Last Word
The most powerful thing that a teacher brings to school everyday is not curriculum, it’s themselves. To know how I’m looking at students. To know how I look at the world is the most critical piece of my teaching strategy. So then when students respond to me, I understand how they are connecting to me Glenn Singleton
Developed by the ETMA Network, AIMMS & MSDE

25. Thank You!
Developed by the ETMA Network, AIMMS & MSDE