Cultural Proficiency Voices From The Field

Level Two: Application Awareness-to-Action Symposium

Division of Human Resources and Development 2016 ______

Table of Contents

Page Cultural Proficiency Overview ...... 4 Presenter Contact Information ...... 5

Co-Teachers Developing Structures to Improve Planning of Instruction for ESOL Students Within the Current Co-Teaching Model Debra Harley ...... 7 Curriculum and Instruction Elkster Reads: Embracing Diversity, Strengthening Individuals Kim Bodin ...... 11

Promoting Understanding of Self and Others Through Talking Circles Karen Chapman ...... 15

Inclusive Practices in Theatre Programs in the Howard County Public School System Steven Fleming ...... 19

“Seeing is Believing” - Professional Learning at the School Level that Reflect Our School System Cynthia Jamieson ...... 23

Valuing Diversity in the Classroom: Emphasizing Student Backgrounds in the Curriculum Eileen Nelson ...... 27

Special Education and Lack of Appropriate Instruction Michelle Steinbacher ...... 31

Family & Community Involvement and Engagement Creating a Seamless School-to-Hone Bridge to Support Reading Development for Spanish Speakers in Primary Grades Nikia Darden ...... 35

International Week and International Festival William Martin ...... 39

Mentoring ThatFitGirl’s Depression Campaign Jonene Ford ...... 43

Professional Development Universal Design for Learning Through the Lens of Cultural Proficiency Jana Poling ...... 47

______Division of Human Resources and Development, Howard County Public School System 1 ______

School Environment Motivating Teachers to Deliberately Impact School Culture Pauline Baek ...... 51

Improving School Community By Amplifying Student Voice Phillip Cohen ...... 55

Community Building Circles and Their Impact on Student Engagement at Glenelg High School Dawn Currie-Scott ...... 59 Community Building Circles and Their Impact on Staff and Students Engagement at Glenelg High School Carolyn Devlin ...... 63

What’s Professionalism Got to Do WIth It? Hakim Jones ...... 67

Our Light Project Laura Kooyman ...... 71

What is Your Cultural Blindspot? Amanda Lowman ...... 75

Using Community Circles Within the Classroom to Create Humane Connections Among Staff and Students to Affect the Overall School Culture Jansen McMillan ...... 79

Using Community Circles to Generate Human Connections Among Staff and Students to Affect School Culture William Reigel ...... 83

The Effects of the Student-Teacher Interaction on Student Engagement Angela Shuman ...... 87

Listening, Learning, and Leading with Student Voice for Equity and Inclusion Jennifer Street ...... 91

What is Your Cultural Blindspot? Tahesha Todd ...... 95

Shared Values in the Classroom Heather Walker ...... 99

Student Transitions Emphasizing Students’ Strengths During Articulation Lisa Goldberg ...... 103

______Division of Human Resources and Development, Howard County Public School System 2 ______

Emphasizing Students’ Strengths During Articulation Kimberly Petry ...... 107

Increasing ESOL Awareness Within the Waterloo Community and Building Laurie Poquette ...... 111

Bridging the Gaps: Improving Post-secondary Outcomes for College-Bound Artistic Students Tracey Richards ...... 115

The Establishment of Equitable Section 504 Coordination and Management Yochanon Stein ...... 119

Understanding the Transition Process: Lacey and Donovon’s Stories Stephanie Wallace ...... 123

______Division of Human Resources and Development, Howard County Public School System 3 ______

Cultural Proficiency Overview

The Howard County Public School System (HCPSS) is committed to cultural proficiency, which is defined as: • a mindset; a way of being, • an “inside-out” approach to change, • the use of specific tools for effectively describing, responding to, and planning for issues that emerge in • diverse environments, • polices and practices at the organizational level – and values, beliefs, and behaviors at the individual level – that enable effective cross-cultural interactions between and among staff, students, families, and community.

Professional and Organizational Development

To support the HCPSS commitment to cultural proficiency, they system offers three levels of structured professional learning in the form of in-service seminars and continuing professional development (CPD) courses. • Level 1: Awareness – Developing an acute understanding of one’s own individual and organizational culture and it’s influence on others, and engendering the will to change in service of others. • Level 2: Application – Intentionally and effectively using the four tools of cultural proficiency to guide personal, professional, and program improvement and organizational development. • Level 3: Facilitation – Building leadership capacity to facilitate cultural proficiency in others and self. • Additionally, Level 2 processes are integrated within other systemic programs such as Leadership Fellows.

Documentation of Improved Practice and Policy

Cultural proficiency serves as an educational leadership lens for participants in these HCPSS professional development offerings, as they work to lead in ways that • ensure every student has access to the benefits of a democratic system and • seek out and leverage the diversity within the community to improve educational outcomes for all. HCPSS staff members aspire for effective practice in cross-cultural situations that affect their students, the communities they serve, and fellow staff members.

Each Level 2 participant has documented a focused improvement effort (i.e., Level Two Project) within which they have used the tools of cultural proficiency as a template for change. The abstracts and artifacts contained in this book represent the project component of Level 2.

Like chips in a mosaic, these projects collectively form an emerging image of the equitable student outcomes and cultural competence indicative of a world-class school system. ______Division of Human Resources and Development, Howard County Public School System 4 ______

Contact Information

Name Position Location Email

Pauline Baek Teacher Murray Hill Middle [email protected]

Kim Bodin Teacher Elkridge Elementary [email protected]

Phillip Cohen Teacher Atholton High [email protected]

Dawn Currie-Scott Media Specialist Glenelg High [email protected]

Nikia Darden Teacher Forest Ridge ES [email protected]

Carolyn Devlin Guidance Counselor Glenelg High [email protected]

Steven Fleming Administrator Hammond High [email protected]

Jonene Ford Teacher Lime Kiln Middle [email protected]

Lisa Goldberg Teacher Elkridge Elementary [email protected]

Debra Harley Teacher Talbott Springs ES [email protected]

Cynthia Jamieson Secondary Coach Lit. Ascend One Center [email protected]

Hakim Jones Teacher Murray Hill Middle [email protected]

Laura Kooyman Teacher Mayfield Middle [email protected]

Amanda Lowman Teacher Wilde Lake Middle [email protected]

William Martin Teacher Stevens Forest ES [email protected]

Jansen McMillan Resource Teacher Glenelg High [email protected]

Eileen Nelson Teacher Rockburn ES [email protected]

Kimberly Petry Teacher Elkridge Elementary [email protected]

Jana Poling Teacher Waverly Elementary [email protected]

Laurie Poquette Teacher Waterloo Elementary [email protected]

Jacqueline Scott Deputy Director Howard County Govʼt [email protected]

Tracey Richards Teacher Howard High [email protected]

Angela Shuman Guidance Counselor Murray Hill Middle [email protected]

Yochanon Stein Teacher Old Cedar Lane School [email protected]

Michelle Steinbacher Teacher Ilchester Elementary [email protected]

______Division of Human Resources and Development, Howard County Public School System 5 ______

Name Position Location Email

Jennifer Street Teacher Atholton High [email protected]

Tahesha Todd Para Educator Wilde Lake Middle [email protected]

Heather Walker Teacher Guilford Elementary [email protected]

Stephanie Wallace Teacher Homewood School [email protected]

______Division of Human Resources and Development, Howard County Public School System 6 ______

Debra Harley ESOL Teacher Talbott Springs Elementary School

______Division of Human Resources and Development, Howard County Public School System 7 ______

Debra Harley, ESOL Teacher, Talbott Springs E.S

Project Title: Developing Structures to Improve Planning of Instruction for ESOL Students Within the Current Co-teaching Model

Banner Question: Can communication between classroom teachers and co-teachers be improved by utilizing a shared tool on GAFE?

Planning: Vision 2018: Outcome 2.1: Staff members experience a culture of trust, transparency, and collaboration. (2.1.6 – Provide timely, relevant, and easily accessible information; 2.1.5 – Provide professional learning to foster effective communication, respect, and collaboration in a diverse environment.) Focus Area: Co-Teaching Essential Element of Cultural Proficiency: Adapting to Diversity Existing State: Cultural Pre-Competency Desired State: Cultural Competency

Summary of Actions Taken: In my school and in most elementary schools across Howard County, teachers of English Language Learners (ELLs) are asked to push into classrooms rather than pull out the ELLs. To do this effectively, most interventionists plan with the classroom teacher. For ESOL teachers who work with several teachers across the grade levels, this becomes challenging because of overlapping schedules. Sometimes the meeting didnʼt take place and sometimes communication broke down. To alleviate this problem, a document was created on GAFE [Google Apps for Educators] with one of my co- teachers that outlines daily activities for the week.

Results and next Steps: Since this tool has been fairly effective with one teacher, I hope to incorporate it with other teachers. Prior to implementing it, I will send out a survey to get feedback of our co-teaching model and also sit down with my co-teachers to have a discussion of the effectiveness of this tool. Next year, I will have this implemented at the beginning of the year.

Feedback Desired: Any suggestions that others have based on personal experience or knowledge of effective co-planning and time management would be appreciated.

______Division of Human Resources and Development, Howard County Public School System 8 ______

.

Regularly

Cultural

for equity”

Proficiency

“Seek difference;

esteem it. Advocate

-Work proactively to build trust and to to build trust and to identify and close relationship gaps within the partnership.

-Study effective use of co-teaching models, formative assessment, and flexible groupings.

-Presume competence and work to discover pathways to success. co-plan and design lessons that incorporate Universal Design for Learning and effective differentiation strategies

value it”

Cultural

Competence

Nurture the

“See the difference;

- partnership and use their cultural knowledge to make changes leading to a healthier relationship.

- Intentionally change co- teaching models and use flexible groupings to create the best instructional match for each student.

- Work to adapt instruction to meet the needs of diverse students. Consistently use differentiated strategies to accommodate and meet the diverse needs of students.

Cultural

Pre-Competence

“See the difference;

respond inadequately”

- Recognize that they share the responsibility for working to maintain a working to maintain a healthy partnership.

- Change co-teaching models based on group needs but not always creating the best instructional match for every student.

- Recognize the diverse needs of their students and use strategies to meet those needs in limited ways. Implement successful interventions that meet the needs of diverse students.

The co-teachers…

Cultural

Blindness

like you don’t”

“See the difference; act “See the difference; act

- Maintain the status quo within the partnership, ignoring each other’s diverse needs.

- Present separate lessons or one takes on the role of leader and the other the role and the other the role of the helper.

-Ignore the diverse needs of students; neglect to co-plan, make adjustments, and/or use the accommodations that accommodations that are necessary for individual student success. Co-Teachers

Cultural

Incapacity

make it wrong”

“See the difference;

- Expect the other co-teacher to change to improve the partnership.

-Blame students, each other, or co- teaching approach for lack of progress. for lack of progress. Disregard various co-teaching models.

- Implement isolated, - Implement isolated, less rigorous interventions as the only option to meet the needs of diverse students.

Cultural

stomp it out”

Destructiveness

“See the difference;

- Eliminate the partnership without making any effort to work on the relationship.

- Purge co-teaching models and revert to models and revert to formal delivery of instruction by one co-teacher, while the other is limited to observing and/or assisting individual students during independent practice.

- Routinely pull students requiring differentiated instruction out of the classroom or to the back of the room for separate, unrelated, and less rigorous instruction.

.

Elements

Diversity

5 Essential

Adapting to

The extent to which co-teachers are able to use cultural knowledge, collaborative teaching strategies, and differentiated instruction to meet the needs of the students and each other.

______Division of Human Resources and Development, Howard County Public School System 9 ______

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Kim Bodin Teacher Reading Recovery Elkridge Elementary School

______Division of Human Resources and Development, Howard County Public School System 11 ______

Kim Bodin, Reading Recovery, Elkridge Elementary School

Project Title: Elkster Reads: Embracing Diversity, Strengthening Individuals

Banner Question: Do students become more engaged in literature when they see themselves reflected in the books they read and hear?

Planning: Vision 2018: Goal 1- Students; Outcome 1.4- Students are engaged in the learning process; Strategy 1.4.3 “Provide personalized education experiences.” Focus Area: Curriculum and Instruction Essential Element of Cultural Proficiency: Valuing Diversity Existing State: Cultural Pre-competence Desired State: Cultural Competence

Summary of Actions Taken: I provide a one-on-one, individualized, intervention to below grade level, first grade students; many of whom are very resistant to reading. I see the need for students to develop a natural love of books by hearing good literature and allowing themselves to see characters who reflect their culture. I began my project by researching quality, literature that represented a variety of cultural groups. Then, I surveyed the students to find out more information about their interest and exposure to text. Weekly, the students brought their lunch to my room and ate while I read aloud books that had been deliberately selected for the students. The books represented the diverse cultures within the group so that the students saw themselves reflected in some of the literature and learned about their peers/ other cultural groups. After reading a book, I facilitated a discussion with the students using open ended questioning. Results and Next Steps: The students were eager to participate in the lunch bunch sessions; asking daily if it was their turn. Other first grade students also asked if they could participate in the sessions. At first, the students were hesitant to engage in an open discussion but over time, as their comfort level increased, participated more frequently. I found that the process of authentic conversation, that did not require hand- raising, to be new and challenging for many of the students. As I move forward, I am examining different grant opportunities that would provide copies of the read aloud books for the students’ home libraries. I am also providing the first grade teachers with a list of multi-cultural books that can be used as read aloud books throughout the year and are not specific to an individual unit of study.

Feedback Desired: How do we expand opportunities for young learners to develop their voice within the school environment? What should be focused on when growing this program (impacting more students, financial support, commitment within the school culture…)?

______Division of Human Resources and Development, Howard County Public School System 12 ______t Cultural Proficiency See the difference; positively.respond adap Engage and Advocates and promotes students’ life long interests for social justice through the development and implementation of curriculum and instruction that multiplehonors perspectives. Cultural Competence See the difference; the understand difference a difference makes Provides inclusive and accurate portrayal of historical events and cultural groups. Selects, develops, and implements C & I that reflects diverse perspectives, learning styles, and languages. Cultural Precompetence See the difference; to itrespond inappropriately Understands that curriculum may provide limited cultural perspectives. Selects and develops supplemental curriculum and resources that provide information about contributions of diverse groups. . Cultural Blindness See the difference; act like you don’t Limits cultural perspectives by only implementing curriculum, using resources, and using language(s) recommended by state educational agencies and publishers. Curriculum & Instruction Cultural Incapacity See the difference; makeand it wrong Inaccurately uses, select, and implement curriculum approaches; uses resources that reflect only dominant cultural values, learning styles, perspectives, and language. . Cultural Destructiveness See the difference; stomp it out Denigrates accurate portrayals and perspectives of cultural groups. – diversity. Valuing Diversity school reflects Extent to which the 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 13 ______

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Karen Chapman Social Studies Teacher Wilde Lake High School

______Division of Human Resources and Development, Howard County Public School System 15 ______

Karen Chapman, Social Studies Teacher, Wilde Lake High School

Project Title: Promoting Understanding of Self and Others through Talking Circles

Banner Question: How can talking circles be used in a culturally competent manner to minimize disproportionality in discipline measures for student groups.

Planning: Vision 2018: Goal 1: Students Outcome 1.7: Schools support the social and emotional safety and well-being of all students. Strategy 1.7.1- “Actively involve students in building positive school environments.” Focus Area: Curriculum and Instruction Essential Element of Cultural Proficiency: Assessing Cultural Knowledge Existing State: Cultural Incapacity Desired State: Cultural Competence

Summary of Actions Taken: In response to learning of the disproportionate number of referrals written for black students at Wilde Lake High School, I created a student survey to assess how students feel about school discipline and student-teacher relationships. I also analyzed students’ perceptions of how often they are engaged in conversation with teachers about both positive and negative topics. I collected surveys from approximately 100 students, both black and white, representing all grades and academic levels. Results and Next Steps: The survey data did present slight differences in how students view discipline. While 80% of the white students surveyed felt the school’s discipline policy was fair, only 54% of the black students felt the same. Similarly, 80% of white students surveyed responded that their teachers “never” speak with them about disrupting class, while only 55% of black students responded this way. Despite these differences, I noticed that both groups rarely reported that teachers speak to them weekly for negative or positive reasons. In response to this data, I would like to implement talking circles at WLHS. The students surveyed felt that the second most important quality for teachers to have is to build trust and respect with students. Talking circles will benefit our students by increasing the level of student-teacher dialogue in the classroom and promoting better understand and respect between staff and students and their peers ultimately leading to fewer referrals and suspensions throughout the school year.

Feedback Desired: In what ways can I focus the talking circles to more directly impact curriculum? How can I ensure that teachers are prepared in a culturally proficient manner to lead and support students through talking circles? ______Division of Human Resources and Development, Howard County Public School System 16 ______t Cultural Proficiency See the difference; positively.respond adap Engage and Seeks on-going opportunities to learn about and use culturally responsive curriculum and instruction. the gap Assesses between the culture of the teacher, students, curriculum, and instruction. Cultural Competence See the difference; the understand difference a difference makes Incorporates into the curriculum information, activities, and resources that reflect students’ backgrounds, abilities, and perspectives. Provides regular opportunities for students to contribute their knowledge, abilities, and perspectives in a variety of ways. such knowledge Uses about students to plan and sequence lessons. Cultural Precompetence See the difference; to itrespond inappropriately Recognizes that the curriculum does not include students’ cultural knowledge, perspectives, or learning/ communication styles. Presents disconnected and fragmented curriculum information, activities, and resources that reflect students’ backgrounds, abilities, and perspectives. . Cultural Blindness See the difference; act like you don’t Ignores cultural knowledge, ability, and learning & communication styles that may enhance learning for some student groups. Curriculum & Instruction Cultural Incapacity See the difference; makeand it wrong Limits cultural pluralism and promotes assimilation to the dominant cultural knowledge, learning styles and language. . Cultural Destructiveness See the difference; stomp it out Prohibits sharing cultural knowledge, developing cultural identity, and using resources/ approaches/ accommodations that meet student needs. – Cultural Assessing Assessing school provides learn about and Knowledge opportunities for respect one’s own Extent to which the staff and students to and others’ cultures. ______5 Essential Elements Division of Human Resources and Development, Howard County Public School System 17 ______

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Steven Fleming Assistant Principal Hammond High School

______Division of Human Resources and Development, Howard County Public School System 19 ______

Steven Fleming, Assistant Principal, Hammond High School

Project Title: Inclusive Practices in Theatre Programs in the HCPSS Banner Question: To what extent do the theatre programs in the Howard County Public School System integrate cultural knowledge and the ability of diverse student groups? Planning: Vision 2018: Strategy 1.8.2 – Provide opportunities for students to explore a wide variety of experiences and build competencies in academics, athletics, and the arts. Focus Area: Curriculum and Instruction Essential Element of Cultural Proficiency: Assessing Cultural Knowledge Existing State: Cultural Incapacity Desired State: Cultural Pre-competence Summary of Actions Taken: I created a survey for high school theatre teachers to determine the mindset of teachers as they select work for both in class and public performance. I reviewed the responses to see if I could identify areas that would be barriers to student groups accessing the theatre programs in HCPSS. Results and Next Steps: The survey was self-reported and optional for staff to complete. There are 12 high school theatre teachers in Howard County and only seven completed the survey. Due to the low numbers of teachers, the five teachers that did not complete the survey could have had a significant impact on the results. Therefore, I could not draw significant conclusions from the data; however, I can use it as a jumping off point for next steps. The survey included a question for the teacher to identify the top three reasons for why they select a show for a public performance. Out of all the responses, the three that came up were: students available to play roles; audience interest; and resources. The next step for this project will be to determine what the teachers see as “students available to play roles”. Are teachers viewing just the students enrolled in their classes? If so, does that enrollment represent the diversity of the school population? If not, why? It is important to provide resources and opportunities for students to see themselves in the work that they are doing both in class and in co-curricular public performances.

Feedback Desired: What type of activities or training can we do with teachers to support expanding opportunities for students? How can school administrators encourage teachers to select shows that may challenge their comfort level, but encourage a more diverse student participation rate?

______Division of Human Resources and Development, Howard County Public School System 20 ______t Cultural Proficiency See the difference; positively.respond adap Engage and Seeks on-going opportunities to learn about and use culturally responsive curriculum and instruction. the gap Assesses between the culture of the teacher, students, curriculum, and instruction. Cultural Competence See the difference; the understand difference a difference makes Incorporates into the curriculum information, activities, and resources that reflect students’ backgrounds, abilities, and perspectives. Provides regular opportunities for students to contribute their knowledge, abilities, and perspectives in a variety of ways. such knowledge Uses about students to plan and sequence lessons. Cultural Precompetence See the difference; to itrespond inappropriately Recognizes that the curriculum does not include students’ cultural knowledge, perspectives, or learning/ communication styles. Presents disconnected and fragmented curriculum information, activities, and resources that reflect students’ backgrounds, abilities, and perspectives. . Cultural Blindness See the difference; act like you don’t Ignores cultural knowledge, ability, and learning & communication styles that may enhance learning for some student groups. Curriculum & Instruction Cultural Incapacity See the difference; makeand it wrong Limits cultural pluralism and promotes assimilation to the dominant cultural knowledge, learning styles and language. . Cultural Destructiveness See the difference; stomp it out Prohibits sharing cultural knowledge, developing cultural identity, and using resources/ approaches/ accommodations that meet student needs. – Cultural Assessing Assessing school provides learn about and Knowledge opportunities for respect one’s own Extent to which the staff and students to and others’ cultures. 5 Essential Elements ______Division of Human Resources and Development, Howard County Public School System 21 ______

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Cynthia Jamieson Secondary Coach Literacy Ascend One Center

______Division of Human Resources and Development, Howard County Public School System 23 ______

Cindy Jamieson, Secondary Literacy Coach, ELA Office

Project Title: “Seeing is Believing” - Professional Learning at the school level that reflect our school system.

Banner Question: Where are students viewing images that represent HCPSS and how can PL encourage equity of visual representations?

Planning: Vision 2018: Goal 1 – Students: Outcome 1.7.5 – Ensure students have access to culturally proficient professional staff members who support them and help them solve problems. Focus Area: Curriculum and Instruction Essential Element of Cultural Proficiency: Assessing Cultural Knowledge Existing State: Cultural Incapacity Desired State: Cultural Proficiency

Summary of Actions Taken: I am a Secondary Literacy Coach and work directly for administrators, CO and teachers. It is the objective of CO that initiatives such as Danielson, MAP, Gallup, etc., be articulated in a coherent, clear and consistent manner. My job involves attending CFIP meetings as well as PIP meetings at the four middle schools I am assigned to. My observations have been that at primarily white schools, presentations tend to include white subjects. At schools with a large population of African Americans, presentations tend to include white subjects as well. This led to my advocating for diverse visuals. This included, but was not limited to Power Points, articles, books, DVDs, etc.

Results/Significance (Next Steps): Teachers were surprised when I shared with them a difficulty I was having in selecting photos from Google. I was preparing for a Precision Partnering presentation and was trying to locate a photo of middle school boys who were African American. It took six pages of scrolling to finally select a photo. Ironically, when I prepared a presentation for a close read, a teacher commented to me the students loved the pictures. She appreciated the representation of middle school African-American boys being represented in a positive light. I will continue to advocate for the incorporation of visuals of students of color.

Feedback Desired: What else can I do to bring attention to this real need?

______Division of Human Resources and Development, Howard County Public School System 24 ______t Cultural Proficiency See the difference; positively.respond adap Engage and Seeks on-going opportunities to learn about and use culturally responsive curriculum and instruction. the gap Assesses between the culture of the teacher, students, curriculum, and instruction. Cultural Competence See the difference; the understand difference a difference makes Incorporates into the curriculum information, activities, and resources that reflect students’ backgrounds, abilities, and perspectives. Provides regular opportunities for students to contribute their knowledge, abilities, and perspectives in a variety of ways. such Uses knowledge about students to plan and sequence lessons. Cultural Precompetence See the difference; to itrespond inappropriately Recognizes that the curriculum does not include students’ cultural knowledge, perspectives, or learning/ communication styles. Presents disconnected and fragmented curriculum information, activities, and resources that reflect students’ backgrounds, abilities, and perspectives. . Cultural Blindness See the difference; act like you don’t Ignores cultural knowledge, ability, and learning & communication styles that may enhance learning for some student groups. Curriculum & Instruction Cultural Incapacity See the difference; makeand it wrong Limits cultural pluralism and promotes assimilation to the dominant cultural knowledge, learning styles and language. . Cultural Destructiveness See the difference; stomp it out Prohibits sharing cultural knowledge, developing cultural identity, and using resources/ approaches/ accommodations that meet student needs. – Cultural Assessing Assessing school provides learn about and Knowledge opportunities for respect one’s own Extent to which the staff and students to and others’ cultures. 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 25 ______

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Eileen Nelson Second Grade Teacher Rockburn Elementary School

______Division of Human Resources and Development, Howard County Public School System 27 ______

Eileen Nelson, Second Grade Teacher, Rockburn Elementary School

Project Title: Valuing Diversity by Emphasizing Student Backgrounds in the Curriculum

Banner Question: How can I learn more about the family backgrounds of the students in my classroom to make instruction more meaningful?

Planning: Vision 2018: Strategy 1.1.3 – Provide learning experiences that promote depth of knowledge. Strategy 1.4.3 – Provide personalized education experiences. Focus Area: Curriculum and Instruction Essential Element of Cultural Proficiency: Assessing Cultural Knowledge Existing State (from the rubric): Cultural Precompetence Desired State (from the rubric): Cultural Competence

Summary of Actions Taken: As I previewed the 4th lesson of 4th quarter grade 2 social studies, I realized I had a great opportunity to impact student learning. The essential question was, “How do cultures impact communities?” Two of the four standards related perfectly to a project that students could create at home with their families: • Explain ways people of different ages and/or cultural backgrounds can respect and help to pass on traditions and customs. • Give examples of how families in the community share and borrow customs and traditions from other cultures. Tara Coleman, my teammate, created a packet that I sent home to each family with specific directions. The packet had templates and directions for creating a culture poster. Students had 18 days to complete the project. The emphasis was on the family working together to learn more about their heritage, specifically one country of origin relating to a parent or grandparent. Students could use photos, drawings, real artifacts, maps, flags, recipes, toys, holidays, traditions, clothing, jewelry, family crests, family trees, etc. I also sent out a survey for families to complete after the project was returned to school. I created an in-class note- taking page for the next day so students could learn about someone else’s heritage by examining their poster. Results/ Significance (Next Steps): In class, students presented their posters with pride. 100% of the students returned the project on time! The survey results were very positive, as families enjoyed working together. Both adults and children gained a wealth of knowledge. The posters were displayed in the hallway and students used an in-class assignment page that I designed for taking notes on a country of their choosing (but not their own country). Feedback Desired: How can I make this project even more meaningful for ESOL students? How can this project be done at school or adapted if families can't do it at home? (Not English speakers, no Internet, etc.) ______Division of Human Resources and Development, Howard County Public School System 28 ______t Cultural Proficiency See the difference; positively.respond adap Engage and Seeks on-going opportunities to learn about and use culturally responsive curriculum and instruction. the gap Assesses between the culture of the teacher, students, curriculum, and instruction. Cultural Competence See the difference; the understand difference a difference makes Incorporates into the curriculum information, activities, and resources that reflect students’ backgrounds, abilities, and perspectives. Provides regular opportunities for students to contribute their knowledge, abilities, and perspectives in a variety of ways. such Uses knowledge about students to plan and sequence lessons. Cultural Precompetence See the difference; to itrespond inappropriately Recognizes that the curriculum does not include students’ cultural knowledge, perspectives, or learning/ communication styles. Presents disconnected and fragmented curriculum information, activities, and resources that reflect students’ backgrounds, abilities, and perspectives. . Cultural Blindness See the difference; act like you don’t Ignores cultural knowledge, ability, and learning & communication styles that may enhance learning for some student groups. Curriculum & Instruction Cultural Incapacity See the difference; makeand it wrong Limits cultural pluralism and promotes assimilation to the dominant cultural knowledge, learning styles and language. . Cultural Destructiveness See the difference; stomp it out Prohibits sharing cultural knowledge, developing cultural identity, and using resources/ approaches/ accommodations that meet student needs. – Cultural Assessing Assessing school provides learn about and Knowledge opportunities for respect one’s own Extent to which the staff and students to and others’ cultures. 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 29 ______

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______Division of Human Resources and Development, Howard County Public School System 30 ______

Michelle Steinbacher Special Education Teacher Ilchester Elementary School

______Division of Human Resources and Development, Howard County Public School System 31 ______

Michelle'Steinbacher,'Special'Educator,'Ilchester'Elementary

Project Title: Special Education and Lack of Appropriate Instruction

Banner Question: Can Cultural Proficiency be used to close achievement gaps where immigrant/homeless students have had a lack of appropriate instruction?

Planning: Vision 2018: Strategy 1.5.3 – Provide targeted supports and acceleration programs to close specific achievement gaps within and among content areas and schools. Focus Area: Curriculum & Instruction Essential Element of Cultural Proficiency: Assessing Cultural Knowledge Existing State: Cultural Blindness/Cultural Pre-Competence Desired State: Cultural Competence

Summary of Actions Taken: According to 34 C.F.R. 300.306 (Determination of Eligibility), “a child must not be determined to be a child with a disability under this part (1) if the determinant factor for that determination is (i) lack of appropriate instruction in reading . . . ; (ii) lack of appropriate instruction in math . . .”. My goal was to identify the number of ESOL students in Howard County Public Schools (HCPSS) who were referred to the IEP-1 process and then exited due to lack of appropriate instruction. Once exited, I sought to identify what resources were offered to assist that child to bridge this specific achievement gap and whether these resources included informal special education support. I conducted one case study at my home school. I created a survey to be circulated to all ESOL teachers in HCPSS (1) to ascertain whether my case was isolated or whether there were any other students who fall or have historically fallen into this category; (2) to determine what resources were available to that student outside of special education; and (3) to establish whether that child was ultimately identified as a student with a disability.

Results and next Steps: I created my survey and circulated it to the Cultural Proficiency team. I circulated the survey to the head of the ESOL Department, as well as the HCPSS Continuous Improvement Coordinator, Leslie Gilbert. I received Ms. Gilbert’s feedback and I plan to coordinate with the head of ESOL during April. After review by the HCPSS Department of Special Education, I would also like to circulate the survey to Special Educators for their feedback.

Feedback Desired: How can we support the needs of students who do not qualify for special education and who are below grade level due to a lack of instruction in their history? Are there appreciable numbers of students who fit these parameters? ______Division of Human Resources and Development, Howard County Public School System 32 ______t Cultural Proficiency See the difference; positively.respond adap Engage and Seeks on-going opportunities to learn about and use culturally responsive curriculum and instruction. the gap Assesses between the culture of the teacher, students, curriculum, and instruction. Cultural Competence See the difference; the understand difference a difference makes Incorporates into the curriculum information, activities, and resources that reflect students’ backgrounds, abilities, and perspectives. Provides regular opportunities for students to contribute their knowledge, abilities, and perspectives in a variety of ways. such knowledge Uses about students to plan and sequence lessons. Cultural Precompetence See the difference; to itrespond inappropriately Recognizes that the curriculum does not include students’ cultural knowledge, perspectives, or learning/ communication styles. Presents disconnected and fragmented curriculum information, activities, and resources that reflect students’ backgrounds, abilities, and perspectives. . Cultural Blindness See the difference; act like you don’t Ignores cultural knowledge, ability, and learning & communication styles that may enhance learning for some student groups. Curriculum & Instruction Cultural Incapacity See the difference; makeand it wrong Limits cultural pluralism and promotes assimilation to the dominant cultural knowledge, learning styles and language. . Cultural Destructiveness See the difference; stomp it out Prohibits sharing cultural knowledge, developing cultural identity, and using resources/ approaches/ accommodations that meet student needs. – Cultural Assessing Assessing school provides learn about and Knowledge opportunities for respect one’s own Extent to which the staff and students to and others’ cultures. 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 33 ______

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Nikia Darden Reading Specialist Forest Ridge Elementary School

______Division of Human Resources and Development, Howard County Public School System 35 ______

Nikia Darden, Reading Specialist, Forest Ridge Elementary School

Project Title: Creating a Seamless School-to-Home Bridge to Support Reading Development for Spanish Speakers in Primary Grades

Banner Question: How can cultural proficiency guide my actions to increase Hispanic parent involvement in reading development and support at home?

Planning: Vision 2018: Goal 3- Families; Outcome 3. 1- HCPSS collaborates with family and community partners to engender a culture of trust, transparency, and mutual respect; Strategy 3.1.7 Develop a robust and convenient family education program on key topics around student achievement, advocacy, and student and family supports. Focus Area: Family and Community Involvement and Engagement Essential Element of Cultural Proficiency: Adapting to Diversity Existing State: Cultural Blindness Desired State: Cultural Competence

Summary of Actions Taken: I worked with the Family Involvement Committee at my school in partnership with Fabiola Rodriguez, a PhD candidate who works with local schools to support parents whose primary language is Spanish. We developed a two-tier approach to support families with children in the primary grades where Spanish is the primary language spoken at home. Fabiola worked directly with the parents over a six-week period to explicitly teach reading strategies parents could use during read alouds at home with their child/ren. Myself and another primary teacher developed and implemented lessons for the children that simultaneously aligned with the strategies the parents learned. The last 30 minutes of each session was dedicated to parents practicing the strategy they learned with their child. Each family was given a book with a popular tale from a variety of Hispanic cultures with text in Spanish and English. Thus, by the end, each family received six new books. We also offered childcare and provided healthy snacks at every session.

Results/Significance (Next Steps): A positive outcome of the sessions was the relationships forged between the school staff and the families. The parents expressed feeling more a part of the school community and having increased access to school resources. Upon reflection, in the future, we should be more intentional about data collection, including a survey for parents to communicate their use of read alouds and strategy implementation at home before, directly after, and a few months after the sessions were completed. We should also look at student data to see if students show growth as readers based on benchmark levels and/or the reading MAP assessment.

Feedback Desired: What are some other on-going methods or programs we can put in place to encourage and support our Hispanic parents’ involvement with reading development at home?

______Division of Human Resources and Development, Howard County Public School System 36 ______t Cultural Proficiency See the difference; positively.respond adap Engage and Collaborates across stakeholder to groups educate about the diverse cultural in groups the community, examine data about what is and isn’t working for some cultural groups, identify changes to be made and resources needed to better meet the needs of an ever- changing and richly diverse community. Cultural Competence See the difference; the understand difference a difference makes Collaborates across stakeholder groups to adapt current practices to meet expressed or implied needs of culturally diverse groups. Cultural Precompetence See the difference; to itrespond inappropriately Recognizes differences between home and school cultures, and begins to address needs of diverse community populations, sometimes in limited or inappropriate ways. . Cultural Blindness See the difference; act like you don’t Ignores learning about or implementing approaches to meet the needs of culturally diverse believinggroups, such adaptations to be divisive and an impediment to the common good. Cultural Incapacity See the difference; makeand it wrong Expects diverse community members to assimilate to the dominant culture but provide little if any information or support to help them. . Family Involvement & Engagement & Community Cultural Destructiveness See the difference; stomp it out Prevents, resists, or sabotages approaches or adaptations intended to benefit parents/ community and student groups cultureswhose and needs are different from the dominant group. Diversity – Adapting to Adapting Extent to which changes to meet and staff support parents, community, diverse group needs. 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 37 ______

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William Martin Physical Education Teacher Stevens Forest Elementary School

______Division of Human Resources and Development, Howard County Public School System 39 ______

William Martin, Physical Education Teacher, Stevens Forest Elementary School

Project Title: International Week & International Festival

Banner Question: How can SFES facilitate appropriate collaboration between the school and all school stakeholders that values diversity and meets the needs of all culture groups?

Planning: Vision 2018: Families Outcome 3.1 – HCPSS collaborates with family and community partners to engender a culture of trust, transparency, and mutual respect. Focus Area: Family and Community Involvement and Engagement Essential Element of Cultural Proficiency: Valuing Diversity Existing State: Cultural Precompetence Desired State: Cultural Proficiency

Summary of Actions Taken: This school year, I have been chairing a committee responsible for planning and conducting International Week, a weeklong recognition and celebration of SFES’s cultural diversity. When planning for this event, our committee focused on harnessing the strength of our diverse group of school stakeholders by both incorporating them into the planning and conducting of the event. Our goal was to meet the needs of all cultural groups by sharing the ownership with all aspects of creating a successful event. In order to engage SFES’s diverse group of stakeholders, we invited stakeholders to attend committee planning meetings, attended PTA meetings, directly collaborated with the PTA, and communicated with stakeholders through phone, e-mail, and written letters. Results and next Steps: Our planning resulted in a weeklong, in-school celebration of SFES’s cultural diversity and a culminating International Festival on Saturday, May 14. Our collaboration with stakeholders resulted in their participation in the following: conducting both a school-wide assembly and International Parade; leading multicultural presentations in individual classrooms; leading multicultural games, activities, and presentations at the International Festival, and preparing and serving a wide range of foods during the International Festival. During our event, on Saturday, May 14th, we will distribute and collect feedback forms to direct planning for future multicultural events. In addition, we will look to include families in a wider scope of the planning process of future events.

Feedback Desired: What are the most effective and efficient methods for obtaining input from school stakeholders? How do you apply feedback and input from stakeholders to make school-wide change that shows the school values diversity and desires to meet the needs of all cultural groups?

______Division of Human Resources and Development, Howard County Public School System 40 ______t Esteems community diversity, and seeks to harness the strength of diverse stakeholder input and participation to create an interdependent system focused on meeting the needs of all cultural groups. Cultural Proficiency See the difference; positively.respond Engage adap and Involves representative parents and community members as partners in making decisions about programs and services that meet the needs of all students. Cultural Competence See the difference; the understand difference a difference makes Recognizes the need to involve culturally diverse community groups as active participants, and solicits input, from diverse community members but may not integrate such input into important decisions. Cultural Precompetence See the difference; to itrespond inappropriately . Cultural Blindness See the difference; act like you don’t Responds to Responds legal mandates for parent and community involvement, without regard for actual needs of or issues diverse cultural believinggroups, such compliance to adequately meet all needs. Cultural Incapacity See the difference; makeand it wrong Identifies cultural differences of parents and community as groups deficiencies to be remediated or assimilated. . Family Involvement & Engagement & Community Cultural Destructiveness See the difference; stomp it out Actively prevents involvement of diverse cultural in groups providing input and making decisions about educational programs and services. Valuing from diverse Diversity – Extent to which and participation parents, community, and staff value input 5 Essential Elements community members.

______Division of Human Resources and Development, Howard County Public School System 41 ______

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Jonene Ford Teacher Lime Kiln Middle School

______Division of Human Resources and Development, Howard County Public School System 43 ______

Jonene P Ford, Teacher, Lime Kiln Middle School

Project Title: ThatFitGirl’s Depression Campaign

Banner Question: How can I help create a school culture that values the holistic well-being (or wellness) of girls?

Planning: Vision 2018: The project goal is to compliment Vision 2018 through project-based, student-centered programming. Strategy 1.7.3 – Provide developmentally appropriate instruction on social and emotional safety and well-being, respect for peers, empathy, and personal strengths. Focus Area: Mentoring Essential Element of Cultural Proficiency: Valuing Diversity Existing State: Cultural Blindness Desired State: Cultural Competence

Summary of Actions Taken: In 2014, I started “Thatfitgirl,” an organization that aims to help girls and women meet their holistic wellness goals. I decided to bring Thatfitgirl to Lime Kiln after hearing about so many girls who deal with self-esteem and body image issues. From the very beginning, I wanted the club to meet the needs of the students instead of meeting some personal vision or agenda of my own. So, on the first meeting day, the girls told me the areas of wellness that were most important to them, and we planned sessions and activities around those areas. Students decided to do a PSA-style video, which included a panel of girls and women. They did a Q&A session during the video where the girls and women talked about the topic and how to overcome it. The video is currently being edited. In addition, the participants created informational and motivational posters concerning the topic of depression and posted them in the school hallways.

Results and next Steps: The video will air on the school’s announcements and be posted on the school’s website after it is edited. The girls also posted infographics about depression, signs, symptoms, and strategies for helping others with depression.

Feedback Desired: In the future, if students express last minute concerns with following through with their plans (i.e. feeling embarrassed to appear in their video despite the fact that it was all their idea), do you think we should revise our plan, or stick to our original plan?

______Division of Human Resources and Development, Howard County Public School System 44 ______Mentoring

______Division of Human Resources and Development, Howard County Public School System 45 ______

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Jana Poling Special Education Teacher Waverly Elementary School

______Division of Human Resources and Development, Howard County Public School System 47 ______

Jana Poling, Special Educator, Waverly Elementary School

Project Title: Universal Design for Learning Through the Lens of Cultural Proficiency

Banner Question: How can I use professional development opportunities to build the efficacy of my PLC in addressing the needs of all learners using UDL?

Planning: Vision 2018:! Goal/Student Outcome 1.4- Students are engaged in the learning process. Focus Area: Professional Development Essential Element of Cultural Proficiency: Adapting to Diversity Existing State: Cultural Pre-competence Desired State: Cultural Proficiency

Summary of Actions Taken: An after school Professional Learning Community (PLC) focused on Universal Design for Learning (UDL) Guidelines was currently in place in our school. Leaders of the PLC were approached about introducing the UDL guidelines to all staff through a series of professional development meetings. It was decided that we would host two staff meetings that focused on how UDL guidelines and strategies enhance the learning of all students. Meetings included hands on activities as well as small group discussions regarding what it means to be culturally proficient and how to effectively improve instruction for all students through the use of UDL Guidelines. Surveys were administered prior to and after the meetings to gauge staff knowledge of UDL and Cultural Proficiency. Results and Next Steps: Results indicated that initially most staff equated Cultural Proficiency to race and that most were not familiar with UDL guidelines. When I began this project, I was not sure what to expect in terms of staff response to what may perceived as “one more thing”. What I encountered was a pleasant surprise as staff was engaged and enthusiastic to share their thoughts/impressions. A survey was administered after the staff meetings indicated that 93% of the staff found the information helpful and wanted additional information on how to overcome barriers to learning through UDL. Feedback Desired: 1. What are the next steps to continue toward Cultural Proficiency in this area? 2. What is the most effective way to help staff embrace UDL guidelines? 3. How might I promote the importance of cultural proficiency within the school building?

______Division of Human Resources and Development, Howard County Public School System 48 ______t Cultural Proficiency See the difference; positively.respond adap Engage and Provides opportunities for stakeholders to collect and analyze data and data trends to anticipate the needs of a changing community and plan for change to meet the needs of the present and future diverse community. Cultural Competence See the difference; the understand difference a difference makes Provides opportunities for staff to differentiate instruction and integrate culturally relevant approaches to better meet the needs of cultural groups. Cultural Precompetence See the difference; to itrespond inappropriately Recognizing the needs of a diverse community, professional learning opportunities help participants examine and alter practices to better meet the needs of a diverse community, but may in do so limited, random or ineffective ways. . Cultural Blindness See the difference; act like you don’t Provides tools to implement and monitor “one- size-fits-all” approaches, believing such to be beneficial for all. Professional Development Cultural Incapacity See the difference; makeand it wrong Provides tools to help staff implement tracking and remediation programs for underperforming students. . Cultural Destructiveness See the difference; stomp it out Promotes opportunities to lobby for and promote agendas that hinder the of some progress cultural groups and suppress change to meet the needs of a diverse community. community. professional personal and Diversity – organizational Adapting to Adapting Extent to which learning facilitates changes to meet the diverse needs of the 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 49 ______

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______Division of Human Resources and Development, Howard County Public School System 50 ______

Pauline Baek Social Studies Teacher Murray Hill Middle School

______Division of Human Resources and Development, Howard County Public School System 51 ______

Pauline Baek, 8th Grade Social Studies Teacher, Murray Hill Middle School

Project Title: Motivating Teachers to Deliberately Impact School Culture Banner Question: How can teachers be engaged in the active shaping of our school culture so that everyone thrives?

Planning: Vision 2018: Goal 1 – Students; Outcome 1.7 – Schools support the social and emotional safety and well-being of all students; Strategy 1.7.7 – Strengthen staff collaboration to support students’ social and emotional safety and well-being. ! Focus&Area:&School!Environment!(climate!and!culture) ! Essential&Element&of&Cultural&Pro5iciency:&Assessing!Cultural!Knowledge !!Existing&State:&Cultural!Incapacity &&Desired&State:&&Cultural!Pro>iciency

Summary&of&Actions&Taken:!The!Murray!Hill!cohort!set!out!to!positively!impact!our!school!culture!by! motivating!teachers!to!take!an!active!role!in!creating!the!kind!of!community!in!which!all!staff!and! students!will!thrive.!!Our!team!wanted!to!understand!how!our!students!experience!the!school!culture,! so!we!created!a!15Kquestion!“Student!Voice!Survey”!to!measure!how!supported!and!personally! engaged!students!feel!with!their!grade!level!teachers.!!After!analyzing!the!composite!and!gradeKlevel! responses,!we!used!the!students’!perception!of!current!school!culture!to!craft!a!series!of!miniK presentations!for!the!staff!to!assess!our!culture!and!determine!what!individual!actions!will!be!taken!to! positively!shape!our!developing!culture. Results&and&Next&Steps:!The!Student!Voice!Survey!results!indicated!existing!areas!of!strength!to!build! upon!(i.e.!87.9%!of!all!students!felt!their!teachers!genuinely!believed!in!their!ability!to!grow!and! develop),!as!well!as!illuminating!areas!for!growth!(i.e.!30%!of!students!did!not!feel!that!teachers! handled!misbehavior!with!respect).!As!we!share!the!positive!impact!many!teachers!are!already!having! on!engaging!students!in!our!miniKpresentations,!we!are!hoping!that!other!teachers!will!follow!suit.!! We!do!anticipate!some!resistance!from!those!who!perceive!this!initiative!as!peripheral!to!their!job!as! educators.!!As!such,!portions!of!our!presentations!will!focus!on!the!cultural!dynamic!of!power!in!the! teacherKstudent!relationship!and!how!this!power!must!be!used!to!encourage!relationshipKbuilding! and!studentKcentered!learning,!such!that!Russ!Quaglia’s!research!>indings!(on!engaged!students!being! 16!times!more!likely!to!have!high!academic!motivation)!will!be!the!norm!at!Murray!Hill.

Feedback&Desired:&How!can!our!team!roll!out!these!workshops!in!an!effective!way!that!neither! overwhelms!the!staff!nor!minimizes!the!importance!of!the!content?

______Division of Human Resources and Development, Howard County Public School System 52 ______

Pauline Baek, 8th Grade Social Studies Teacher, Murray Hill Middle School Project Title: Motivating Teachers to Deliberately Impact School Culture

Artifact: Background Research sourced by John Krownapple

Focus Area: Differences in Power At its heart, cultural competence is about power. It is important to recognize the power inherent in positions, such a principal and classroom teacher. Equally important is using that power to help all students succeed.

Research on Student Voice and Aspirations (Russ Quaglia) * Students who have high _____ have ____times more likely to have high academic motivation • Peer Support = 4x • Well-being = 5x • Teacher Support = 8x • Engagement = 16x • Hope = 18x

Research from the largest meta-analysis of education research (John Hattie) Hattie looked at a vast number of studies using meta-analyses. He then synthesized numerous meta- analyses, and found the hinge point of a 0.40 effect size to equal one year's worth of growth for one year in the classroom.

For instance, the research found that cooperative learning has an effect size of 0.41, which is decent. This is considered to have a "medium" impact in terms of influence on student growth. There are many things that we commonly do that research shows is relatively low in terms of student growth (e.g., homework has an effect size of 0.29 ... another medium size impact).

However, Teacher-Student Relationships is 0.72. That's huge! Almost twice the amount of one year’s growth = one year in the classroom. There are 6 variables (that coincidentally align with the 5 Essential Elements/Standards of Cultural Proficiency): • Empathetic • Warm • Non-directive (democratic...assumption of student responsibility...sharing power, etc.) • Adapts to Differences • Encourages student learning • Encourages higher-order thinking

Gallup also has research that links engagement to student success. Minneapolis Public Schools | Positive School Climate Tool Kit, First Edition 100 ______Division of Human Resources and Development, Howard County Public School System 53 ______promotes success for each student, is safe and nurturing for each stakeholder, and prepares each student for a diverse and changing world. it. Advocate equity for Seek difference; esteem Cultural Proficiency Continuously engages staff, students, and families in learning about, critiquing, planning for, and shaping a dynamic school environment that • • • value it See the difference; Cultural Competence Contains artifacts that reflect shared values and beliefs of current staff. Practices of all staff and stakeholders are congruent with and communicate shared values and beliefs. multipleUses disaggregated climate data points on an ongoing basis to help staff and stakeholders understand and positively influence the school environment. See the difference; Precompetence respond inappropriately respond Cultural Contains artifacts that reflect stated values and beliefs. Some (e.g., groups students, staff) are held accountable for practices aligned with stated values and beliefs while practices of others (e.g., teachers, administrators) are incongruent. annual,Uses disaggregated climate data to inform decisions about the school environment. act like you don’t See the difference; Cultural Blindness Lacks artifacts that reflect school values and beliefs, or reflects values and beliefs of a past staff Practices do not circulate around shared values and beliefs of staff. climateUses data in aggregate form to inform decisions about the school environment. School Environment make it wrong See the difference; Cultural Incapacity Contains artifacts displaying rules and consequences purposed for assimilation. Practices result from efforts to avoid punishment. Views climate data as unimportant or irrelevant. stomp it out See the difference; Cultural Destructiveness Contains artifacts that communicate intolerance of variation and a purpose of purging differences. Practices/behaviors motivated by self- assertion, fear, anger, and/or survival. Neglects to collect or analyze climate data, and/or discourages or prohibits attempts to the assess climate. Cultural Assessing Assessing and values). culture (shared Knowledge – about the school practices, beliefs, facilitates learning Extent to which the school environment ______5 Essential Elements Division of Human Resources and Development, Howard County Public School System 54 ______

Phillip Cohen Guidance Counselor Atholton High School

______Division of Human Resources and Development, Howard County Public School System 55 ______

Phil Cohen, School Counselor, Atholton High School

Project Title: Improving School Community By Amplifying Student Voice

Banner Question: How can we use student voice to improve the school environment and community?

Planning: Vision 2018: 1.4.1: Actively involve students in decision making about tier learning experiences, 1.7.1: Actively involve students in building positive school environment. Focus Area: School Environment Essential Element of Cultural Proficiency: Adapting to Diversity Existing State: Cultural Blindness Desired State: Cultural Proficiency

Summary of Actions Taken: I helped create a student voice group at Atholton High School with Jennifer Street, World Language Teacher, and Patrick Scible, Administrator, with guidance and facilitation from John Krownapple. Our group contained 21 students (9th -12th graders) that were selected based on recommendations from teachers who participated in Cultural Proficiency I during 2014-15. We then selected 7 teachers who were either currently in CPI (2015-16) or had completed the training the previous year (2014-15). Our primary objective was to discuss student concerns related to our school environment. We held four student circles that created an opportunity for students to identifying issues in our school. We built trust and unity, identified areas of concern, analyzed school data, and brainstormed areas for improvement. Through this process the student/teacher relationship was identified as an area that needed major attention. Results/Significance (Next Steps): After better understanding the student perspective, the group was able to generate improvements related to classroom instruction, overall awareness, and relationship building. The students will now become active in helping to create a change of culture by helping to provide a better foundation for open dialogue and improved relationships between students and teachers. Specifically, the student voice group has split up into sub-groups to work with faculty during professional developments and lead us in the implementation of “Raider Time” for next year. I will be responsible for helping to coordinate and lead the student group next year as we begin to expand upon the process.

Feedback Desired: We need more student/teacher data in order to select a broader group of students and teachers for future groups. We also need to continue to look at Gallup, OECD, and other survey data to measure and monitor student/teacher relationships.

______Division of Human Resources and Development, Howard County Public School System 56 ______

______Division of Human Resources and Development, Howard County Public School System 57 ______it. Advocate equity for Plans for and engages in collaboration across all stakeholder groups of for purposes ongoing inquiry to currentassess state of school environment, envision a desired state, and strategically plan for and implement intentional moral action to create the desired school culture and climate. Seek difference; esteem Cultural Proficiency value it See the difference; Collaborates across stakeholder groups to adapt the school environment to meet the expressed or implied social and emotional needs of culturally diverse groups. Cultural Competence See the difference; Precompetence Responds to Responds social and emotional needs of diverse by groups episodically adding resources, events, and/or structures focused on those underserved by the school culture. respond inappropriately respond Cultural act like you don’t See the difference; Ignores social and emotional needs of diverse by groups making no changes to the school culture. . Cultural Blindness School Environment make it wrong See the difference; Responds to Responds social and emotional needs of diverse groups in that ways express assimilation into the school culture. Cultural Incapacity stomp it out See the difference; Cultural Destructiveness Rejects or dismisses evidence that diverse aregroups underserved by the school culture. . Diversity - and emotional Adapting to Adapting cultural group wellness of each school changes to nurtures the social Extent to which the 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 58 ______

Dawn Currie-Scott Media Specialist Glenelg High School

______Division of Human Resources and Development, Howard County Public School System 59 ______

Dawn Currie-Scott, Library Media Specialist, Glenelg High School

Project Title: Community Building Circles and Their Impact on Student Engagement at Glenelg High School Banner Question: How will increased cultural awareness through the use of community building circles affect student/student and staff/student experiences at Glenelg High School?

Planning: Vision 2018: Student outcome 1.4: Students are engaged in the learning process. Student outcome 1.7: Schools support the social and emotional safety and well-being of all students Focus Area: School Environment (climate and culture) Essential Elements of Cultural Proficiency: Valuing Diversity Existing State: Cultural Blindness Desired State: Cultural Competence (and then ultimately Cultural Proficiency)

Summary of Actions Taken: Glenelg High School’s 2015 Gallup data reported that 65% of our students range from “not engaged” to “actively disengaged”, with similar findings for the staff. At the end of Level 1, our cadre sought to look for ways to build capacity for acceptance, respect, and connection at GHS. We focused on introducing Community Building Circles (CBC) to the staff and students. As a Co-Teacher, I have implemented circles with the classes I am working with to help with name recognition and to report out ideas and feelings about the course of our research or media projects. As a Club Sponsor, I have implemented circle activities and the topic of cultural proficiency into the fabric of my monthly book clubs as they relate to our readings. Results: As a Co-Teacher, I have found the CBC’s to be a time effective way to create a group bond with a class and I use the feedback I receive to inform my follow-up instruction and to identify specific students who need support with specific tasks. As a Club Sponsor, with a group of 30 students who represent all grade levels and ethnicities at Glenelg, with close to a 55/45 split in gender, I have seen a dramatic increase in the amount of respectful conversations within the group due to learning how to “listen”. I have listened to this group talk about the possible reasons that a majority of GHS students reported feeling “unsafe” at GHS on the 2015 Gallup poll. Next Steps: As a Co-Teacher and Club Sponsor, I will continue to gather qualitative data to illuminate the Gallup Poll results and responses about whether the CBC activities affect these feelings. &&&&& Feedback&Desired:!In!what!ways!could!Community!Building!Circle!type!activities!be!used!to!help!give! voice!to!the!150K200!students!who!regularly!gather!in!the!Media!Center!before/after!school,!during! lunches!and!>lex!times!in!order!to!help!these!large!groups!feel!and!exhibit!acceptance,!respect!and! connection?! ______Division of Human Resources and Development, Howard County Public School System 60 ______Cultural Proficiency Seek difference; esteem it. Advocate equity for Continuously and assesses identifies the ways school can display appreciation for cultural identity. Positive feelings are intentionally provoked through strategic planning for cultural affirmation and multicultural transformation. value it See the difference; Cultural Competence Positively recognizes and appreciates the cultural identities of each person in the organization. Positive feelings are commonplace because school operations affirm the diverse and common cultural identities of all stakeholders. respond respond inappropriately See the difference; Precompetence Cultural Recognizes various cultural identities in limited, episodic, and/or inadequate ways. Positive feelings are present because school operations episodically affirm stakeholders’ multiple cultural identities. , , . , and alienation act like you don’t See the difference; Cultural Blindness Ignores cultural identities. Negative feelings are present because school operations periodically cause experiences such as dissonance marginality dualism negotiation for acceptance , . , , and School Environment make it wrong See the difference; Cultural Incapacity Tolerates differing cultural identities. Negative feelings are common because school operations frequently cause experiences such as alienation dissonance marginality dualism negotiation for acceptance

dualism , . , , stomp it out negotiation for See the difference; Cultural Destructiveness Disallows displays or expression of differing cultural identities. Negative feelings are rampant because school operations routinely cause experiences such as alienation dissonance marginality and acceptance displays Valuing staff, students members feelmembers Diversity – and community appreciation for valued and safe. and cultural identities, Extent to which the school environment 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 61 ______

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______Division of Human Resources and Development, Howard County Public School System 62 ______

Carolyn Devlin Guidance Counselor Glenelg High School

______Division of Human Resources and Development, Howard County Public School System 63 ______

Carolyn Devlin, School Counselor, Student Services - Glenelg High School

Project Title: Community Building Circles and Their Impact on Staff and Student Engagement at Glenelg High School.

Banner Question: Will the use of Community Building Circles increase cultural awareness, connectedness and overall engagement among students and staff at Glenelg High School?

Planning: Vision 2018: Student outcome 1.4: Students are engaged in the learning process. Student outcome 1.7: Schools support the social and emotional safety and well-being of all students. Student outcome 1.8: Schools support student well-being and the development of balanced lifestyles. Staff outcome 2.1: Staff members experience a culture of trust, transparency, and collaboration. Focus Area: School Environment (climate and culture) Essential Elements of Cultural Proficiency: Valuing Diversity Existing State: Cultural Blindness Desired State: Cultural Competence to Cultural Proficiency

Summary of Actions Taken: Last school year a Glenelg student was photographed and subsequently covered by the media for waving a confederate flag at a school sponsored event. The impact of this event on the Glenelg community, along with growing local and national cultural unrest, influenced our level 1 cadre’s decision to begin looking at ways to build capacity for acceptance and respect at GHS. This focus is further supported by 2015 Gallup data on student engagement, as well as staff engagement, at our school. Our student engagement numbers report that 64% of Glenelg students range from “not engaged” to “actively disengaged,” with similar findings true of GHS staff. As a result we have been focused on introducing Community Building Circles (CBC’s) to Glenelg staff and students. The goal for implementing CBS’s is to “encourage community, connection, inclusion, fairness, equality and wholeness (Costello, Wachtel and Wachtel, 2010),” which we believe will in turn increase engagement. To date we have (1) offered first round training in CBC’s to interested staff, (2) those trained have implemented CBC’s in classroom, clubs, and assorted meetings, and (3) trained staff members actively highlight student/staff outcomes of CBC’s at monthly staff meetings to encourage additional buy-in. Results and Next Steps: Staff who are implementing CBC’s believe student participation (and therefore engagement) has increased. Training in CBC’s for additional interested staff is being offered this spring during regular work hours with sub-money provided with the goal of increasing the use of CBS’s at GHS.

Feedback Desired: How do we encourage buy-in from resistant staff? To better track results of CBC’s should we introduce CBC’s to specific cohorts of students?

______Division of Human Resources and Development, Howard County Public School System 64 ______Cultural Proficiency Seek difference; esteem it. Advocate equity for Continuously and assesses identifies the ways school can display appreciation for cultural identity. Positive feelings are intentionally provoked through strategic planning for cultural affirmation and multicultural transformation. value it See the difference; Cultural Competence Positively recognizes and appreciates the cultural identities of each person in the organization. Positive feelings are commonplace because school operations affirm the diverse and common cultural identities of all stakeholders. respond respond inappropriately See the difference; Precompetence Cultural Recognizes various cultural identities in limited, episodic, and/or inadequate ways. Positive feelings are present because school operations episodically affirm stakeholders’ multiple cultural identities. , , . , and alienation act like you don’t See the difference; Cultural Blindness Ignores cultural identities. Negative feelings are present because school operations periodically cause experiences such as dissonance marginality dualism negotiation for acceptance , . , , and School Environment make it wrong See the difference; Cultural Incapacity Tolerates differing cultural identities. Negative feelings are common because school operations frequently cause experiences such as alienation dissonance marginality dualism negotiation for acceptance

dualism , . , , stomp it out negotiation for See the difference; Cultural Destructiveness Disallows displays or expression of differing cultural identities. Negative feelings are rampant because school operations routinely cause experiences such as alienation dissonance marginality and acceptance displays Valuing staff, students members feelmembers Diversity – and community appreciation for valued and safe. and cultural identities, Extent to which the school environment 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 65 ______

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______Division of Human Resources and Development, Howard County Public School System 66 ______

Hakim Jones Language Arts Teacher Murray Hill Middle School

______Division of Human Resources and Development, Howard County Public School System 67 ______

Hakim Jones, Language Arts, Murray Hill Middle School

Project Title: What’s Professionalism Got to Do With It?

Banner Question: What can we do as a staff at Murray Hill to create a culture of respect and engagement?

Planning: Vision 2018: Outcome 1.4 Students are engaged in the learning process Outcome 1.7 Schools support emotional and social well-being of all students Focus Area: School Environment Essential Element of Cultural Proficiency: Managing the Dynamics of Difference Existing State: Cultural Blindness Desired State: Cultural Competence

Summary of Actions Taken: I am in a position as the ELA Seminar teacher for all grades to get the perspectives and experiences of a wide range of students. Consistently, the biggest roadblock to disciplining with dignity is teachers’ volume and attitude. It seems to make the situation worse. As a team, we decided to ask students 15 questions, most multiple choice but three have space to express their opinions. Then, I manipulated the results as a school and as grade level teams. After that, we decided to exam the data and determine what positive and negative comments kept recurring. We also had the teachers take the same survey, answering as if they were a student in their class. We planned our first meeting to discuss the positive behaviors of teachers, past and present. We figured if we could get teachers to remember their favorite teachers’ behaviors, they would understand why our students prefer particular behaviors. We also plan to compare the student/teacher data from the survey with staff.

Results/Significance (Next Steps): The number one negative comment was teachers yelling to discipline. Surprisingly, the next was ignoring/not speaking. The number one positive comment was teachers speaking to them as they walk into class. For our next steps, we have planned learning experiences for the grade level teams and the Applied Academics team. The first meeting will cover the positive comments and what we can do to increase those teacher behaviors that foster positive student/teacher relationships. The next meeting will cover the negatives and a renewal of commitments to the positive behaviors.

Feedback Desired: How do we get buy-in to a school culture based on professionalism and respect?

______Division of Human Resources and Development, Howard County Public School System 68 ______it. Advocate equity for Facilitates positive conflict, and prizes, seeks out, and harvests differences in perspective through processes that leverage differences for continuous improvement. Seek difference; esteem Cultural Proficiency value it See the difference; Normalizes conflict resolution, dialogue, and problem-solving process. Staff and stakeholders feel 1) encouraged to express divergent perspectives and 2) efficacious in resolving conflicts. Cultural Competence respond respond inappropriately See the difference; Precompetence Develops or identifies conflict resolution strategies for use when conflict emerges. Staff feel supported by resources available to help mitigate and resolve conflict. Cultural act like you don’t See the difference; Ignores and/or avoids conflict in favor of processes that favor majority rule or finding common ground, with the belief that such processes are fair for all. Staff feel they must express dominant- cultural perspectives. Cultural Blindness School Environment Suppresses Suppresses conflict, and views those involved with resolution efforts as a negative. Staff are fearful that expressing divergent perspectives will result in disapproval. Cultural Incapacity See the difference; make it wrong stomp it out See the difference; Silences conflict, or forbids and shuns resolution attempts. Staff feel that any expression of perspectives that vary from the dominant school culture will result in exclusion, punishment, and/or removal. Cultural Destructiveness leverage differences. conflict and Difference – Dynamics of Dynamics Extent to which mediate cultural capacity exists to Managing the 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 69 ______

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______Division of Human Resources and Development, Howard County Public School System 70 ______

Laura Kooyman Art Teacher Mayfield Middle School

______Division of Human Resources and Development, Howard County Public School System 71 ______

Laura Kooyman, Art Teacher, Mayfield Woods Middle School

Project Title: Our Light Project

Banner Question: How can we build a culture of non-judgement and acceptance using The Arts to connect members of our school community?

Planning: Vision 2018: Outcome 1.7 Schools support the social and emotional safety and well- being of all students. Focus Area: School Environment (climate and culture) Essential Element of Cultural Proficiency: Valuing Diversity Existing State: Cultural Blindness Desired State: Cultural Competence

Summary of Actions Taken: I attended a PBIS training focused on creating a safe school environment for LGBT+ students. I was aware of several students struggling with LGBT identity issues, depression and anxiety, and even suicidal ideation. I invited a few students to be an advisory council for a potential Diversity Club. They evolved into a cohesive group of supportive friends. Taking inspiration from Humans of New York, Post Secret, and the Love Has No Labels video, we generated two questions for other students to submit creative responses: What is your inside-out self-portrait? and What do you wish people knew/ recognized/acknowledged about you? “Our Light Project,” based on the Marianne Williamson quote, was born.

Results and next Steps: The advisory group is excited about the potential and several seventh grade students have expressed interest in being a part of the group next year. We decided to have students respond to one of the two questions in Art. A bulletin board will be displayed with the questions and the responses. This will give us the opportunity to slowly share Our Light Project’s vision. Students and staff will be encouraged to generate submissions throughout the year. As students and staff gain a deeper understanding of each other, the level of mutual respect, non-judgement and acceptance will increase. As this happens, the hope is that incidents of students-in-crisis and students experiencing depression and anxiety will decrease.

Feedback Desired: What other potential concerns might we anticipate?

______Division of Human Resources and Development, Howard County Public School System 72 ______

OUR&LIGHT&PROJECT

Our!Light!Project’s!mission!is!to!build!a!culture!of!nonKjudgment! and!acceptance!through!creative!authenticity.!!We!will!share!a! glimpse!of!Our!Student’s!Light!through!Arts!submissions!to!the! following!two!questions:!!What'do'you'wish'people'recognized/ acknowledge/knew'about'you?''and'What'is'your'Inside?Out'Self' Portrait?!!Students!are!encouraged!to!answer!one!of!these!questions! through!drawing,!painting,!collage,!photography,!poetry,!lyrics,!short! stories!or!other!form!of!creative!expression.

Students!may!submit!their!creative!personal!responses!to!Ms.! Kooyman.!Please!be!advised!that!a!student!advisory!committee!will! help!choose!and!post!submissions!as!well!as!appropriate!resources.

“Our!deepest!fear!is!not!that!we!are!inadequate.!!Our!deepest!fear!is!that!we! are!powerful!beyond!measure.!!It!is!our!light,!not!our!darkness!that!most! frightens!us.!!We!ask!ourselves,!‘Who!am!I!to!be!brilliant,!gorgeous,!talented,! fabulous?’!!Actually,!who!are!you!not!to!be?!!Your!playing!small!does!not! serve!the!world.!!There!is!nothing!enlighten!about!shrinking!so!that!other! people!won’t!feel!insecure!around!you.!!We!are!all!meant!to!shine,!as! children!do.!!And!as!we!let!our!own!light!shine,!we!unconsciously!give!other! people!permission!to!do!the!same.!!As!we!are!liberated!from!our!own!fear,! our!presence!automatically!liberates!others.” KKMarianne!Williamson

______Division of Human Resources and Development, Howard County Public School System 73 ______Cultural Proficiency Seek difference; esteem it. Advocate equity for Continuously and assesses identifies the ways school can display appreciation for cultural identity. Positive feelings are intentionally provoked through strategic planning for cultural affirmation and multicultural transformation. value it See the difference; Cultural Competence Positively recognizes and appreciates the cultural identities of each person in the organization. Positive feelings are commonplace because school operations affirm the diverse and common cultural identities of all stakeholders. respond respond inappropriately See the difference; Precompetence Cultural Recognizes various cultural identities in limited, episodic, and/or inadequate ways. Positive feelings are present because school operations episodically affirm stakeholders’ multiple cultural identities. , , . , and alienation act like you don’t See the difference; Cultural Blindness Ignores cultural identities. Negative feelings are present because school operations periodically cause experiences such as dissonance marginality dualism negotiation for acceptance , . , , and School Environment make it wrong See the difference; Cultural Incapacity Tolerates differing cultural identities. Negative feelings are common because school operations frequently cause experiences such as alienation dissonance marginality dualism negotiation for acceptance

dualism , . , , stomp it out negotiation for See the difference; Cultural Destructiveness Disallows displays or expression of differing cultural identities. Negative feelings are rampant because school operations routinely cause experiences such as alienation dissonance marginality and acceptance displays Valuing staff, students members feelmembers Diversity – and community appreciation for valued and safe. and cultural identities, Extent to which the school environment 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 74 ______

Amanda Lowman Seventh Grade English Teacher Wilde Lake Middle School

______Division of Human Resources and Development, Howard County Public School System 75 ______

Amanda Lowman, English 7th Grade, Wilde Lake Middle School

Project Title: "What is Your Cultural Blind Spot?"

Banner Question: How can we encourage staff to identify and reflect on their cultural blind spots and move towards creating a more positive school environment?

Planning: Vision 2018: Outcome 3.1: HCPSS Collaborates with family and community partners to engender a culture of trust, transparency, and mutual respect. (3.1.1) (3.1.5), (3.1.2) Focus Area: Improving School Environment (Climate & Culture) Essential Element of Cultural Proficiency: Managing the Dynamics of Difference and Valuing Differences. Existing State: Cultural Destructiveness Desired State: Cultural Proficiency

Summary of Actions Taken: The original mission was created based on observations of destructive comments heard and experienced in the building. After researching our experiences and discussion, we identified that staff in the building were letting their cultural, school community or worldview blind spot affect their relationships with students, other staff members and parents. As we experience new administration and the creation of a new building it has been expressed after looking at the Gallup pole, listening to student seminars, exploring Danielson framework and creating the school improvement plan it is a vision and goal that all staff, parents, and students are working to share the same values and beliefs for a more positive school climate in which we do not refer to any one group as an issue. Ultimately, it is realized that the Blindspot and the damage of that was the cause of the climate in the school. We have worked to create a questionnaire for staff to self reflect on their own after hearing the voice of the students in this building (Socratic seminar data) and parent voice: What is your cultural Blindspot?, What is your school community Blindspot?, Are you usually just the bystander? Results and next Steps: The results of our findings have shown blind spots are being identified. We have seen and experienced that destruction has occurred. We hope to move forward with the data to continue working on identifying and growing as a staff.

Feedback Desired: How do we get staff to understand their cultural blind spot and move forward to create a more positive community?

______Division of Human Resources and Development, Howard County Public School System 76 ______it. Advocate equity for Facilitates positive conflict, and prizes, seeks out, and harvests differences in perspective through processes that leverage differences for continuous improvement. Seek difference; esteem Cultural Proficiency value it See the difference; Normalizes conflict resolution, dialogue, and problem-solving process. Staff and stakeholders feel 1) encouraged to express divergent perspectives and 2) efficacious in resolving conflicts. Cultural Competence respond respond inappropriately See the difference; Precompetence Develops or identifies conflict resolution strategies for use when conflict emerges. Staff feel supported by resources available to help mitigate and resolve conflict. Cultural act like you don’t See the difference; Ignores and/or avoids conflict in favor of processes that favor majority rule or finding common ground, with the belief that such processes are fair for all. Staff feel they must express dominant- cultural perspectives. Cultural Blindness School Environment Suppresses Suppresses conflict, and views those involved with resolution efforts as a negative. Staff are fearful that expressing divergent perspectives will result in disapproval. Cultural Incapacity See the difference; make it wrong stomp it out See the difference; Silences conflict, or forbids and shuns resolution attempts. Staff feel that any expression of perspectives that vary from the dominant school culture will result in exclusion, punishment, and/or removal. Cultural Destructiveness leverage differences. conflict and Difference – Dynamics of Dynamics Extent to which mediate cultural capacity exists to Managing the 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 77 ______Cultural Proficiency Seek difference; esteem it. Advocate equity for Continuously and assesses identifies the ways school can display appreciation for cultural identity. Positive feelings are intentionally provoked through strategic planning for cultural affirmation and multicultural transformation. value it See the difference; Cultural Competence Positively recognizes and appreciates the cultural identities of each person in the organization. Positive feelings are commonplace because school operations affirm the diverse and common cultural identities of all stakeholders. respond respond inappropriately See the difference; Precompetence Cultural Recognizes various cultural identities in limited, episodic, and/or inadequate ways. Positive feelings are present because school operations episodically affirm stakeholders’ multiple cultural identities. , , . , and alienation act like you don’t See the difference; Cultural Blindness Ignores cultural identities. Negative feelings are present because school operations periodically cause experiences such as dissonance marginality dualism negotiation for acceptance , . , , and School Environment make it wrong See the difference; Cultural Incapacity Tolerates differing cultural identities. Negative feelings are common because school operations frequently cause experiences such as alienation dissonance marginality dualism negotiation for acceptance

dualism , . , , stomp it out negotiation for See the difference; Cultural Destructiveness Disallows displays or expression of differing cultural identities. Negative feelings are rampant because school operations routinely cause experiences such as alienation dissonance marginality and acceptance displays Valuing staff, students members feelmembers Diversity – and community appreciation for valued and safe. and cultural identities, Extent to which the school environment 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 78 ______

Jansen McMillan

Special Education Teacher Glenelg High School

______Division of Human Resources and Development, Howard County Public School System 79 ______

Jay McMillan, Special Education teacher, Glenelg High School

Project Title: Using Community Circles within the classroom to create humane connections among staff and students to affect the overall school culture

Banner Question: How does cultural consciousness of peers affect student/staff confidence to promote more open and positive interactions at Glenelg High School?

Planning: Vision 2018: Goal 1- Students; Outcome 1.7- Schools support the social and emotional safety and well being of all students; Strategy 1.7.1- “Actively involve students in building positive school environments.” Focus Area: School Environment (Creating confidence to express one’s self) Essential Element of Cultural Proficiency: Assessing Cultural Knowledge Existing State: Cultural Incapability Desired State: Cultural Competency

Summary of Actions Taken: (Times New Roman, 12 pt font, 1.5 line spacing) As a member of the GHS 2015-2016 Level 2 Cadre, it has been rewarding on the journey to influence change; therefore, we have tried to create an avenue which promotes student voice as well as building confidence and acceptance of differences while respecting one’s opinion or view point within the classroom and the school culture. The process is as follows: use of October Gallup poll; Survey results to Staff and Students, target questions to students; student circle to assess root causes; root causes back to SIT; use of suggestions from SIT and Community circle with students to enact change; Actions; reassess; Sept. Revisit root causes; October new Gallup poll. Community circles are being used to offer a chance for students to be heard as well as building confidence, rapport and respect for one another using target questions and to share results and affect a cultural change in our school. Results and next Steps: Student voices continuing to be heard in community circles allowing for improvement of school culture. 1. How would you have felt if you were alive during the middle passage, Ottoman Empire or Holocaust? 2. If you could effect change what would you do? 3. Is it more important to lose memories from the past or to retain everything in the future? Each week work to have valued school groups into one “BIG” interactive group. Gallup poll results will offer data markers and target actions for school improvement of school environment. Feedback Desired: In what ways could this process improve to affect the school improvement? What are some ideas in which we can either expand on or incorporate to strengthen the structural diversity, psychological make up and racial climate.

______Division of Human Resources and Development, Howard County Public School System 80 ______it. Advocate equity for Plans for and engages in collaboration across all stakeholder groups of for purposes ongoing inquiry to currentassess state of school environment, envision a desired state, and strategically plan for and implement intentional moral action to create the desired school culture and climate. Seek difference; esteem Cultural Proficiency value it See the difference; Collaborates across stakeholder groups to adapt the school environment to meet the expressed or implied social and emotional needs of culturally diverse groups. Cultural Competence See the difference; Precompetence Responds to Responds social and emotional needs of diverse by groups episodically adding resources, events, and/or structures focused on those underserved by the school culture. respond inappropriately respond Cultural act like you don’t See the difference; Ignores social and emotional needs of diverse by groups making no changes to the school culture. . Cultural Blindness School Environment make it wrong See the difference; Responds to Responds social and emotional needs of diverse groups in that ways express assimilation into the school culture. Cultural Incapacity stomp it out See the difference; Cultural Destructiveness Rejects or dismisses evidence that diverse aregroups underserved by the school culture. . Diversity - and emotional Adapting to Adapting cultural group wellness of each school changes to nurtures the social Extent to which the 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 81 ______

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______Division of Human Resources and Development, Howard County Public School System 82 ______

William Reigel Social Studies Teacher Glenelg High School

______Division of Human Resources and Development, Howard County Public School System 83 ______

Bill Reigel, Social Studies Instructional Team Leader, Glenelg High School Project Title: Using Community Circles to Generate Human Connections Among Staff and Students to Affect School Culture

Banner Question: How does cultural awareness affect student/staff experience at Glenelg High School?

Planning: Vision 2018: Goal 1- Students; Outcome 1.4- Students are engaged in the learning process; Strategy 1.4.1- “Actively involve students in decision-making about their learning experiences.” Outcome 1.6- Meaningful measures of student outcomes are in place; Strategy 1.6.5- “Measure student hope, well-being, engagement, and perceptions of school climate.” Outcome 1.7- Schools support the social and emotional safety and well-being of all students; Strategy 1.7.1- “Actively involve students in building positive school environments.” Focus Area: School Environment (Climate & Culture) Essential Element of Cultural Proficiency: Assessing Cultural Knowledge Existing State: Cultural Incapacity to Desired State: Cultural Competence

Summary of Actions Taken: As a member of the GHS 2015-2016 Level 2 Cadre, I have worked hard to create a viable means for student voice to be heard and used to generate a cognitive and behavioral shift in our school culture. Using the Student Gallop poll results, I have encouraged the SIT to take the target questions to the classroom for students to identify root causes for the results of said survey. The process is as follows: October Gallup poll; Survey results to Staff and Students, target questions to students; student circle to assess root causes; root causes back to SIT; suggestions from SIT and Community circle with students to enact change; Actions; reassess; Sept. Revisit root causes; October new Gallup poll. Community circles are being used to offer a chance for students to be heard regarding target questions and to share results and affect a cultural change in our school.

Results/Significance (Next Steps): Student voice being heard in community circles allows for students and staff to be actively engaged in improvement of school culture. Removal of the gap between Staff and students will encourage alignment between stakeholders and will work to merge values of school groups into a larger whole. Gallup poll results will offer data markers and target actions for school improvement of school environment.

Feedback Desired: In what ways could this process be improved to affect more school improvement areas other than Gallup poll data?

______Division of Human Resources and Development, Howard County Public School System 84 ______promotes success for each student, is safe and nurturing for each stakeholder, and prepares each student for a diverse and changing world. it. Advocate equity for Seek difference; esteem Cultural Proficiency Continuously engages staff, students, and families in learning about, critiquing, planning for, and shaping a dynamic school environment that • • • value it See the difference; Cultural Competence Contains artifacts that reflect shared values and beliefs of current staff. Practices of all staff and stakeholders are congruent with and communicate shared values and beliefs. multipleUses disaggregated climate data points on an ongoing basis to help staff and stakeholders understand and positively influence the school environment. See the difference; Precompetence respond inappropriately respond Cultural Contains artifacts that reflect stated values and beliefs. Some (e.g., groups students, staff) are held accountable for practices aligned with stated values and beliefs while practices of others (e.g., teachers, administrators) are incongruent. annual,Uses disaggregated climate data to inform decisions about the school environment. act like you don’t See the difference; Cultural Blindness Lacks artifacts that reflect school values and beliefs, or reflects values and beliefs of a past staff Practices do not circulate around shared values and beliefs of staff. climateUses data in aggregate form to inform decisions about the school environment. School Environment make it wrong See the difference; Cultural Incapacity Contains artifacts displaying rules and consequences purposed for assimilation. Practices result from efforts to avoid punishment. Views climate data as unimportant or irrelevant. stomp it out See the difference; Cultural Destructiveness Contains artifacts that communicate intolerance of variation and a purpose of purging differences. Practices/behaviors motivated by self- assertion, fear, anger, and/or survival. Neglects to collect or analyze climate data, and/or discourages or prohibits attempts to the assess climate. Cultural Assessing Assessing and values). culture (shared Knowledge – about the school practices, beliefs, facilitates learning Extent to which the school environment 5 Essential Elements ______Division of Human Resources and Development, Howard County Public School System 85 ______

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______Division of Human Resources and Development, Howard County Public School System 86 ______

Angela Shuman School Counselor Murray Hill Middle School

______Division of Human Resources and Development, Howard County Public School System 87 ______

Angela Shuman, School Counselor, Murray Hill Middle School

Project Title: The effects of the student-teacher interaction on student engagement

Banner Question: Is there a correlation between discipline incidents (MIR & ODR) reported per grade and the students’ perception of being respected by teachers in that grade level?

Planning: Vision 2018: Goal 1 – Students: Outcome 1.6 _ Meaningful measures of student outcomes are in place; Strategy 16.5 – “Measure student hope, well-being, engagement, and perceptions of school climate.” Focus Area: Student Environment Essential Element of Cultural Proficiency: Assessing Cultural Knowledge Existing State: Cultural Blindness Desired State: Cultural Competence

Summary of Actions Taken: I assisted in analyzing the data results of the Student Voice survey administered to the Murray Hill Middle School student population on 12/8/15. The survey consisted of 12 multiple-choice questions and 3 short answer questions. Two of the questions in the survey focused on students’ perceptions with regard to respect and this led me to my banner question. I reviewed the 2015-2016 MHMS Discipline Summary By Grade Report (8/24/15 - 3/2/16) and compared that data to the results of the Student Voice survey. Results/Significance (Next Steps): Sixth grade had 73 discipline infractions, seventh grade had 153 and the highest number of incidents was reported in eighth grade with 211. I analyzed responses to the survey questions and the findings are detailed below. Survey Question #5: My teachers treat me with respect. 6th Grade: 10% disagree or strongly disagree 7th Grade: 17% disagree or strongly disagree 8th Grade: 22% disagree or strongly disagree

Survey Question #9: My teachers handle student misbehavior with respect. 6th Grade: 22% disagree or strongly disagree 7th Grade: 21% disagree or strongly disagree 8th Grade: 45% disagree or strongly disagree

In eighth grade, 45% of the students believe that teachers do not have handle discipline incidents with respect and this grade has the highest number of incidents reported. Feedback Desired: How could I share this data with 8th grade teachers in a manner that is culturally inclusive and non-judgmental of all members of the school community?

______Division of Human Resources and Development, Howard County Public School System 88 ______promotes success for each student, is safe and nurturing for each stakeholder, and prepares each student for a diverse and changing world. it. Advocate equity for Seek difference; esteem Cultural Proficiency Continuously engages staff, students, and families in learning about, critiquing, planning for, and shaping a dynamic school environment that • • • value it See the difference; Cultural Competence Contains artifacts that reflect shared values and beliefs of current staff. Practices of all staff and stakeholders are congruent with and communicate shared values and beliefs. multipleUses disaggregated climate data points on an ongoing basis to help staff and stakeholders understand and positively influence the school environment. See the difference; Precompetence respond inappropriately respond Cultural Contains artifacts that reflect stated values and beliefs. Some (e.g., groups students, staff) are held accountable for practices aligned with stated values and beliefs while practices of others (e.g., teachers, administrators) are incongruent. annual,Uses disaggregated climate data to inform decisions about the school environment. act like you don’t See the difference; Cultural Blindness Lacks artifacts that reflect school values and beliefs, or reflects values and beliefs of a past staff Practices do not circulate around shared values and beliefs of staff. climateUses data in aggregate form to inform decisions about the school environment. School Environment make it wrong See the difference; Cultural Incapacity Contains artifacts displaying rules and consequences purposed for assimilation. Practices result from efforts to avoid punishment. Views climate data as unimportant or irrelevant. stomp it out See the difference; Cultural Destructiveness Contains artifacts that communicate intolerance of variation and a purpose of purging differences. Practices/behaviors motivated by self- assertion, fear, anger, and/or survival. Neglects to collect or analyze climate data, and/or discourages or prohibits attempts to the assess climate. Cultural Assessing Assessing and values). culture (shared Knowledge – about the school practices, beliefs, facilitates learning Extent to which the school environment 5 Essential Elements ______Division of Human Resources and Development, Howard County Public School System 89 ______

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______Division of Human Resources and Development, Howard County Public School System 90 ______

Jennifer Street World Language Teacher Atholton High School

______Division of Human Resources and Development, Howard County Public School System 91 ______

Jennifer Street, World Language Teacher and I.T.L, Atholton High School

Project Title: Listening, Learning, and Leading with Student Voice for Equity and Inclusion

Banner Question: How can AHS improve student- teacher relationships?

Planning: Vision 2018: 1.4.1: Actively involve students in decision making about tier learning experiences, 1.7.1: Actively involve students in building positive school environment. Focus Area: School Environment Essential Element of Cultural Proficiency: Adapting to Diversity Existing State: Cultural Blindness Desired State: Cultural Proficiency

Summary of Actions Taken: I co-chair the Atholton Student Voice Circles with Phillip Cohen, AHS Counselor, Patrick Scible, AHS Administrator, and John Krownapple, Cultural Proficiency Coordinator, as a group facilitator. The group is comprised of 21 students, 9th through 12th grade, and 7 adults and has spent the year developing student-teacher (S-T) relationships through the empowerment of student voice. The group began by listening to students and reflecting on the Guiding Principles of Cultural Proficiency. This first step was crucial to the development of trust within the group, both in a S-S exchange as well as a S-T exchange. Students were authentically heard and shared openly based on their experiences. The second step was to learn from the students and engage in dialogue through self evaluations of where AHS fell along the Cultural Proficiency Continuum. We recognized small changes that could have large impacts on S-T relationships, impacting student academic growth, as well as, a shift in school environment. We used a data discussion protocol to evaluate data and lead to informed action planning. The final step it to lead with students and the group will be begin to implement the action plan devised in the last session based on priorities. Results and next Steps: AHS will continue student voice circles with new students and staff. Students will be presenting data and action plan to staff. And I will be sponsoring a committee of teachers and students to implement “Raider Time” which will give students an opportunity to build on S-T relationships.

Feedback Desired: How can a school get the entire staff engaged in moving past listening to students into leading with students and truly advocate an opportunity to be active stakeholders in their education?

______Division of Human Resources and Development, Howard County Public School System 92 ______

______Division of Human Resources and Development, Howard County Public School System 93 ______it. Advocate equity for Plans for and engages in collaboration across all stakeholder groups of for purposes ongoing inquiry to currentassess state of school environment, envision a desired state, and strategically plan for and implement intentional moral action to create the desired school culture and climate. Seek difference; esteem Cultural Proficiency value it See the difference; Collaborates across stakeholder groups to adapt the school environment to meet the expressed or implied social and emotional needs of culturally diverse groups. Cultural Competence See the difference; Precompetence Responds to Responds social and emotional needs of diverse by groups episodically adding resources, events, and/or structures focused on those underserved by the school culture. respond inappropriately respond Cultural act like you don’t See the difference; Ignores social and emotional needs of diverse by groups making no changes to the school culture. . Cultural Blindness School Environment make it wrong See the difference; Responds to Responds social and emotional needs of diverse groups in that ways express assimilation into the school culture. Cultural Incapacity stomp it out See the difference; Cultural Destructiveness Rejects or dismisses evidence that diverse aregroups underserved by the school culture. . Diversity - and emotional Adapting to Adapting cultural group wellness of each school changes to nurtures the social Extent to which the 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 94 ______

Tahesha Todd Special Education Para Educator Wilde Lake Middle School

______Division of Human Resources and Development, Howard County Public School System 95 ______

Tahesha Todd, Special Education Para-Educator, Wilde Lake Middle School

Project Title: What is Your Cultural Blindspot? Banner Question: How can staff members be encouraged to identify, reflect upon, and work to improve their cultural blindspots, with the goal of ensuring that WLMS move towards a more positive and inclusive school environment for all stakeholders? Planning: Vision 2018: Outcome 3.1: HCPSS Collaborates with family and community partners to engender a culture of trust, transparency, and mutual respect. (3.1.1) (3.1.5) (3.1.2) Focus Area: School Environment (Culture & Climate) Essential Element of Cultural Proficiency: Managing the Dynamics of Difference and Valuing Differences. Existing State: Cultural Destructiveness Desired State: Cultural Proficiency Summary of Actions Taken: My project mission is created based on observations of destructive comments and assumptions made daily which shape unfortunate experiences in the school. After diligently researching, thoroughly observing, and courageously discussing, I have identified that the staff is allowing their cultural, school community, and/or worldview blindspots to adversely affect their relationships with students, parents and other staff members. Through dissecting results from the Gallup Poll, exploring the Danielson Framework, and helping to create the School Improvement Plan, I have gathered a great deal of data that has revealed what the ultimate vision and goal of this project should be, which also closely aligns with the vision of the Superintendent. I am encouraged by the timing of this project for a few reasons, WLMS is currently adjusting to the message of a new administration, WLMS is experiencing the excitement of a newly built school, the HCPSS recently renewed concentration on the importance and value of diversity, as well as the importance of student voice. I created a questionnaire for the staff to reflect on any of their possible cultural blindspots, which will also allow staff to decipher if these blindspots are possibly affecting classroom and/or school environment. I created a questionnaire for students to voice any feelings of being misunderstood, misjudged, or culturally disregarded. I have maintained detailed notes on destructive comments, actions, experiences and decisions. In addition, I created an easily relatable Blindspot comparison to ensure better understanding of the damage these blindspots can cause. Results and next Steps: My results have shown that there are many Cultural Blindspots preventing our present school culture from evolving into a more positive environment for all.

Feedback Desired: Request for continued guidance to help alleviate the Blindspots discovered. I’d like committed support and involvement from WLMS building leadership and administration. ______Division of Human Resources and Development, Howard County Public School System 96 ______it. Advocate equity for Facilitates positive conflict, and prizes, seeks out, and harvests differences in perspective through processes that leverage differences for continuous improvement. Seek difference; esteem Cultural Proficiency value it See the difference; Normalizes conflict resolution, dialogue, and problem-solving process. Staff and stakeholders feel 1) encouraged to express divergent perspectives and 2) efficacious in resolving conflicts. Cultural Competence respond respond inappropriately See the difference; Precompetence Develops or identifies conflict resolution strategies for use when conflict emerges. Staff feel supported by resources available to help mitigate and resolve conflict. Cultural act like you don’t See the difference; Ignores and/or avoids conflict in favor of processes that favor majority rule or finding common ground, with the belief that such processes are fair for all. Staff feel they must express dominant- cultural perspectives. Cultural Blindness School Environment Suppresses Suppresses conflict, and views those involved with resolution efforts as a negative. Staff are fearful that expressing divergent perspectives will result in disapproval. Cultural Incapacity See the difference; make it wrong stomp it out See the difference; Silences conflict, or forbids and shuns resolution attempts. Staff feel that any expression of perspectives that vary from the dominant school culture will result in exclusion, punishment, and/or removal. Cultural Destructiveness leverage differences. conflict and Difference – Dynamics of Dynamics Extent to which mediate cultural capacity exists to Managing the 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 97 ______Cultural Proficiency Seek difference; esteem it. Advocate equity for Continuously and assesses identifies the ways school can display appreciation for cultural identity. Positive feelings are intentionally provoked through strategic planning for cultural affirmation and multicultural transformation. value it See the difference; Cultural Competence Positively recognizes and appreciates the cultural identities of each person in the organization. Positive feelings are commonplace because school operations affirm the diverse and common cultural identities of all stakeholders. respond respond inappropriately See the difference; Precompetence Cultural Recognizes various cultural identities in limited, episodic, and/or inadequate ways. Positive feelings are present because school operations episodically affirm stakeholders’ multiple cultural identities. , , . , and alienation act like you don’t See the difference; Cultural Blindness Ignores cultural identities. Negative feelings are present because school operations periodically cause experiences such as dissonance marginality dualism negotiation for acceptance , . , , and School Environment make it wrong See the difference; Cultural Incapacity Tolerates differing cultural identities. Negative feelings are common because school operations frequently cause experiences such as alienation dissonance marginality dualism negotiation for acceptance

dualism , . , , stomp it out negotiation for See the difference; Cultural Destructiveness Disallows displays or expression of differing cultural identities. Negative feelings are rampant because school operations routinely cause experiences such as alienation dissonance marginality and acceptance displays Valuing staff, students members feelmembers Diversity – and community appreciation for valued and safe. and cultural identities, Extent to which the school environment 5 Essential Elements

______Division of Human Resources and Development, Howard County Public School System 98 ______

Heather Walker

Fourth Grade Teacher Guilford Elementary School

______Division of Human Resources and Development, Howard County Public School System 99 ______

Heather Walker, Fourth Grade Teacher, Guilford Elementary School

Project Title: Shared Values in the Classroom

Banner Question: How can students value one another in the classroom in order to build collaboration?

Planning: Vision 2018: Goal 1-Students; Outcome 1.7- Schools support the social and emotional safety and well-being of all students; Strategy 1.7.1-“Actively involve students in building positive school environments.” Focus Area: School Environment Essential Element of Cultural Proficiency: Assessing Cultural Knowledge Existing State: Cultural Precompetence Desired State: Cultural Proficiency

Summary of Actions Taken: By definition, values are a personʼs principles or standards of behavior. Simply stated, itʼs what someone believes is important in life. Values can come from parents, religion, school, peers, people we admire, customs, and traditions. I believe that the values my students have should shape our classroom and promote a sense of feeling valued by each other. I chose to adapt the principles of the My Values exercise I participated in during the Level Two Cultural Proficiency learning opportunity. My students were facilitated through a process in which each student identified their own values in order to create Shared Values for the classroom. Completing this exercise allowed students to gain a better understanding of each other by listening to what their classmates value most. Results and next Steps: In developing this project, I drew inspiration from what I feel is one of my primary purposes as a teacher – to inspire my students. It prompted me to continue to evaluate why I do what I do on a daily basis, starting from the inside out. Allowing yourself to be vulnerable in order to grow as a person can be inspiring, however, I understand there must first be a willingness to be vulnerable. In order to break down the barriers to vulnerability, I decided to start by building trust within the classroom. True leaders and educators should inspire their team/students to follow because they want to, not because they have to. The character development of my students is extremely important to me and the work done though my project fosters that. As a result of this project, I hope to gain a better understanding of my students, as well as enabling them to have a better understanding of each other. This would pave the way towards achieving a connected classroom, sharing the same beliefs.

Feedback Desired: What data can be collected in order to analyze and assess the climate of the classroom?

______Division of Human Resources and Development, Howard County Public School System 100 ______promotes success for each student, is safe and nurturing for each stakeholder, and prepares each student for a diverse and changing world. it. Advocate equity for Seek difference; esteem Cultural Proficiency Continuously engages staff, students, and families in learning about, critiquing, planning for, and shaping a dynamic school environment that • • • value it See the difference; Cultural Competence Contains artifacts that reflect shared values and beliefs of current staff. Practices of all staff and stakeholders are congruent with and communicate shared values and beliefs. multipleUses disaggregated climate data points on an ongoing basis to help staff and stakeholders understand and positively influence the school environment. See the difference; Precompetence respond inappropriately respond Cultural Contains artifacts that reflect stated values and beliefs. Some (e.g., groups students, staff) are held accountable for practices aligned with stated values and beliefs while practices of others (e.g., teachers, administrators) are incongruent. annual,Uses disaggregated climate data to inform decisions about the school environment. act like you don’t See the difference; Cultural Blindness Lacks artifacts that reflect school values and beliefs, or reflects values and beliefs of a past staff Practices do not circulate around shared values and beliefs of staff. climateUses data in aggregate form to inform decisions about the school environment. School Environment make it wrong See the difference; Cultural Incapacity Contains artifacts displaying rules and consequences purposed for assimilation. Practices result from efforts to avoid punishment. Views climate data as unimportant or irrelevant. stomp it out See the difference; Cultural Destructiveness Contains artifacts that communicate intolerance of variation and a purpose of purging differences. Practices/behaviors motivated by self- assertion, fear, anger, and/or survival. Neglects to collect or analyze climate data, and/or discourages or prohibits attempts to the assess climate. Cultural Assessing Assessing and values). culture (shared Knowledge – about the school practices, beliefs, facilitates learning Extent to which the school environment 5 Essential Elements ______Division of Human Resources and Development, Howard County Public School System 101 ______

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______Division of Human Resources and Development, Howard County Public School System 102 ______

Lisa Goldberg First Grade Teacher Elkridge Elementary School

______Division of Human Resources and Development, Howard County Public School System 103 ______

Lisa Goldberg, First Grade Teacher, Elkridge Elementary School

Project Title: Emphasizing Students’ Strengths During Articulation

Banner Question: How can gathering information about students’ strengths as well as helpful strategies that have worked in the past impact student transitions?

Planning: Vision 2018: Goal 1- Students; Outcome 1.7 - Schools support the social and emotional safety and well-being of all students; Strategy 1.7.7 – Strengthen staff collaboration to support students’ social and emotional safety and well-being. Focus Area: Student Transitions Essential Element of Cultural Proficiency: Institutionalizing Cultural Knowledge Existing State: Cultural Pre-Competence Desired State: Cultural Proficiency

Summary of Actions Taken: We began by examining the current state of articulation. We saw that teachers were not given student strengths, they were given basic information about the student and/or deficits the students had, i.e. special needs, challenges, etc. We decided that changing the mindset of articulating and creating a space for sharing student strengths and/or helpful strategies that have worked for the student, would be beneficial and productive information for teachers as they begin a new year, eliminating any negative biases. This Strengths and Strategies Addendum that we created will be filled out for each child as the year comes to a close. As this is a new initiative, we are just introducing it to kindergarten and first grade teachers. In addition these teachers participated in a professional development session to hear why we decided to undergo this project, how to use this tool to presume competence in the student, as well as give them time to practice filling out the Strengths and Strategies Addendum itself. In addition, it gave us a chance to get teacher input about the Strengths and Strategies Addendum and how they felt about the shift in mindset. Results and next Steps: After teachers fill out the worksheets, we plan to collect the completed Strengths and Strategies Addendums from them to see what information has been gathered. In addition, next Fall we hope to meet with the first and second grade teachers (the grades who will be receiving the addendums) to get feedback about how it impacted the relationships or environments they built as the year began. Next Spring, we hope to extend these Strengths and Strategies Addendums to every grade level.

Feedback Desired: What other information should we consider as we more forward? How can the receiving teacher use this information when planning for the first few weeks of the school year?

______Division of Human Resources and Development, Howard County Public School System 104 ______

______Division of Human Resources and Development, Howard County Public School System 105 ______Cultural for equity Proficiency “Seek difference; esteem it. Advocate The interdependent network of groups responsible for successful student transitions create structures that provide opportunities to learn about the needs of all involved cultural groups, develop shared cultural identity, and critique and improve existing policies and practices. The holistic mindset and resulting actions of the network represent a commitment to explicit and healthy core principles, including continuous improvement for equitable outcomes, enhanced services for all, and the greater good. value it” Cultural Competence “See the difference; Groups responsible Groups for student transitions a shared possess cultural identity, advocate for one another, and focus on the effectiveness of their individual and collective practices in service of every student. The mindset and resulting actions of every group within the network (as well as the network as a whole) represents continuous improvement for equitable outcomes. respond Cultural inappropriately” Pre-Competence “See the difference; “See the difference; Groups responsible Groups for student transition processes are a loosely connected association of groups that focus on the effectiveness of their practices in service of every student. The mindset and resulting actions of the represents groups a commitment to improving practice in service of their requisite groups. Resultant improvements may not happen in alignment. Cultural Blindness act like you don’t” “See the difference; “See the difference; Groups involved with involvedGroups with student transition processes operate independently, focus on effectiveness of students transitioning, and do not see themselves as part of a greater whole. The mindset and resulting actions of the do not groups represent continuous improvement but, instead, maintenance of traditional roles, responsibilities, and actions - regardless of effectiveness. Student Student Transitions Cultural Incapacity make it wrong” “See the difference; “See the difference; Groups involved with involvedGroups with student transition processes view other involved in groups negative such ways, as subordinates, nuisances, incompetent, untrustworthy, and/or competitors. The mindset and resulting actions of the in work groups contradiction of one another’s efforts, maintain existing structures regardless of effectiveness, and involve an orientation of blame. Unsuccessful students and their families are problems to be remediated. out” “See the Cultural Destructiveness difference; it stomp Groups involvedGroups with student transitions to work rid the processes of other groups’ involvement and resist working with one another. The mindset and resulting actions of the indicate groups a perspective that their the group possesses correct way of doing things and other aregroups impediments to success. Unsuccessful students and their families are problems to be fixed, reformed, or purged. Cultural Elements 5 Essential Knowledge Institutionalizing The$extent$to$which$a$ mindset$of$equitable$ con5nuous$ improvement$is$ evident$in$the$ interdependent$ network$of$groups$ responsible$for$a$ successful$student$ transi5on. ______Division of Human Resources and Development, Howard County Public School System 106 ______

Kimberly Petry Kindergarten Teacher Elkridge Elementary School

______Division of Human Resources and Development, Howard County Public School System 107 ______

Kimberly A. Petry, Kindergarten Teacher, Elkridge Elementary School

Project Title: Emphasizing Students’ Strengths During Articulation

Banner Question: How can we shift the mindset of teachers to focus on students’ strengths during articulation, and how will this help the students to transition successfully?

Planning: Vision 2018: Goal 1- Students; Outcome 1.7 - Schools support the social and emotional safety and well-being of all students; Strategy 1.7.7 – Strengthen staff collaboration to support students’ social and emotional safety and well-being. Focus Area: Student Transition Essential Element of Cultural Proficiency: Institutionalizing Cultural Knowledge Existing State: Cultural Pre-Competence Desired State: Cultural Proficiency

Summary of Actions Taken: For this project, I worked with first-grade teacher, Lisa Goldberg, with whom I have articulated with for many years within our specific grade-level teams. Our first objective was to create a list of students’ strengths with a focus on tips and strategies that worked well in the student’s previous classroom and therefore, should transition with the student. Secondly, we created the Strengths & Strategies Addendum to be used with the current HCPSS Elementary Articulation Form. Thereafter, with our Administrator, we practiced completing the Addendum in a timely manner. A professional development training session was scheduled with both the Kindergarten and First Grade teams. The training included an introduction with the reasoning for the Addendum, Presuming Competence activity, and ended with an opportunity for the teachers to complete a Strengths & Strategies Addendum on one student. The professional development afforded the teams time to provide feedback and further collaboration for the continuous improvement of articulation to transition students successfully.

Results and next Steps: In May, we look forward to meeting with the First Grade team to articulate & review the data from the Strengths & Strategies Addendum. In the Fall, we will meet again and determine if the Addendum was a useful tool & what can be done to improve the Addendum for an equitable outcome for all. It is our desire, next Spring, to have each grade level complete the Addendum.

Feedback Desired: How can we continue to improve the Strengths & Strategies Addendum to ensure that it will be utilized for years to come?

______Division of Human Resources and Development, Howard County Public School System 108 ______

______Division of Human Resources and Development, Howard County Public School System 109 ______Cultural for equity Proficiency “Seek difference; esteem it. Advocate The interdependent network of groups responsible for successful student transitions create structures that provide opportunities to learn about the needs of all involved cultural groups, develop shared cultural identity, and critique and improve existing policies and practices. The holistic mindset and resulting actions of the network represent a commitment to explicit and healthy core principles, including continuous improvement for equitable outcomes, enhanced services for all, and the greater good. value it” Cultural Competence “See the difference; Groups responsible Groups for student transitions a shared possess cultural identity, advocate for one another, and focus on the effectiveness of their individual and collective practices in service of every student. The mindset and resulting actions of every group within the network (as well as the network as a whole) represents continuous improvement for equitable outcomes. respond Cultural inappropriately” Pre-Competence “See the difference; “See the difference; Groups responsible Groups for student transition processes are a loosely connected association of groups that focus on the effectiveness of their practices in service of every student. The mindset and resulting actions of the represents groups a commitment to improving practice in service of their requisite groups. Resultant improvements may not happen in alignment. Cultural Blindness act like you don’t” “See the difference; “See the difference; Groups involved with involvedGroups with student transition processes operate independently, focus on effectiveness of students transitioning, and do not see themselves as part of a greater whole. The mindset and resulting actions of the do not groups represent continuous improvement but, instead, maintenance of traditional roles, responsibilities, and actions - regardless of effectiveness. Student Student Transitions Cultural Incapacity make it wrong” “See the difference; “See the difference; Groups involved with involvedGroups with student transition processes view other involved in groups negative such ways, as subordinates, nuisances, incompetent, untrustworthy, and/or competitors. The mindset and resulting actions of the in work groups contradiction of one another’s efforts, maintain existing structures regardless of effectiveness, and involve an orientation of blame. Unsuccessful students and their families are problems to be remediated. out” “See the Cultural Destructiveness difference; it stomp Groups involvedGroups with student transitions to work rid the processes of other groups’ involvement and resist working with one another. The mindset and resulting actions of the indicate groups a perspective that their the group possesses correct way of doing things and other aregroups impediments to success. Unsuccessful students and their families are problems to be fixed, reformed, or purged. Cultural Elements 5 Essential Knowledge Institutionalizing The$extent$to$which$a$ mindset$of$equitable$ con5nuous$ improvement$is$ evident$in$the$ interdependent$ network$of$groups$ responsible$for$a$ successful$student$ transi5on. ______Division of Human Resources and Development, Howard County Public School System 110 ______

Laurie Poquette ESOL Teacher Elkridge Elementary School

______Division of Human Resources and Development, Howard County Public School System 111 ______

Laurie Poquette, ESOL Teacher, Waterloo Elementary School

Project Title: Increasing ESOL Awareness Within the Waterloo Community and Building

Banner Question: How can I increase the ESOL programʼs awareness both in my school building and in the community?

Planning: Vision 2018: Strategy Goal 1-Students; Outcome 1.2- Students have equitable access to a rigorous instructional program; Strategy 1.2.4- “Incorporate inclusive language development practices and presumed competence for English Language Learners.” Goal 3- Families; Outcome 3.4- HCPSS supports the well-being of students and families. Strategy 3.4.1- “Develop intentional strategies to connect directly with families who need additional supports.” Focus Area: Student Transition Essential Element of Cultural Proficiency: Valuing Diversity Existing State: Cultural Blindness Desired State: Cultural Competence

Summary of Actions Taken: After having noticed the need for ESOL program awareness within my school building and community, I developed a “student profile” sheet that will give classroom teachers a “snapshot” of the English language learner that is in their general education classroom. Furthermore, I modified an informational pamphlet that highlights the ESOL program that was handed out to families at Kindergarten registration by our registrar. To go along with that, I created a short Power Point presentation that highlights the ESOL program and gives pertinent information to families. This presentation will be given at Kindergarten Back-to-School-Night in the fall. Results and next Steps: The “student profile” sheet will allow classroom teachers to get a brief, yet poignant understanding of what the English language learner (ELL) should be able to do academically within the English language based on his/her proficiency levels in English. It will aid teachers when creating lessons and rigorous instruction for their whole class, including ELLs. This snapshot document will be modified based on what the classroom teacher needs/wants from it in order to get the most use out of it. The information given to families at registration and at Back- to-School Night gives them the knowledge they need about the ESOL program and will be used to start a discussion about what is best for their student as they are entering elementary school.

Feedback Desired: Being the only ESOL teacher in the school, how else can I raise awareness about the ESOL program and assist classroom teachers in planning rigorous instruction for English language learners?

______Division of Human Resources and Development, Howard County Public School System 112 ______equity.” Cultural esteem it. Proficiency Advocate for “Seek difference; Transition structures esteem the diversity of cultural identities, perspectives, and contributions while seeking to harness the strengths of all stakeholder groups such as: educators, specialists, teams, schools, families, students, and community partners. Transition processes are proactive and continuously assess and anticipate changes in the external factors of the surrounding community, as well as create an interdependent system focused on meeting the needs of all cultural groups and individual students. value it” Cultural Competence “See the difference; Transition structures demonstrate the recognition and appreciation for the cultural identities, perspectives, and contributions of all stakeholder groups, such as: educators, specialists, teams, schools, families, students, and community partners. Transition processes are responsive to diverse communities and to the personal, social, and cognitive development of individual students. Articulation respond Cultural ). inadequately” Pre-Competence “See the difference; “See the difference; Transition structures acknowledge the importance of including a variety of perspectives and andin groups do so limited, restrictive, or episodic (e.g., ways only on Day Transition processes consider the needs of diverse and/or groups incorporate disaggregated data about student groups. Cultural Blindness act like you don’t” “See the difference; “See the difference; Transition structures disregard the worth (value, significance) of including diverse perspectives, needs, and cultural identities of individuals by focusing on a one- size-fits-all approach. Transition processes are responsive to mandates, are general, and/or ignore the needs of diverse and groups individual students. Student Student Transitions Cultural Incapacity make it wrong” “See the difference; “See the difference; Transition structures are based solely on dominant cultural values that suppress the inclusion of diverse perspectives, needs, and cultural identities. Transition processes facilitate the identification of cultural differences of students, families, communities, or other organizational (e.g., groups grade level teams, schools, districts) as deficiencies to be remediated. it out” “See the Cultural Destructiveness difference; stomp Transition structures create environments that intimidate, punish, or devalue the expression of diverse perspectives, needs, and cultural identities. Transition processes prevent or exclude the identification of cultural differences between and among various individuals or groups. Element Valuing 5 Essential Diversity- The$extent$to$which$ structures$and$ processes$ acknowledge$$the$ diversity$between$ and$among$all$ involved$groups$and$ individuals.

______Division of Human Resources and Development, Howard County Public School System 113 ______

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______Division of Human Resources and Development, Howard County Public School System 114 ______

Tracey Richards Special Education Teacher Howard High School

______Division of Human Resources and Development, Howard County Public School System 115 ______

Tracey Richards, Special Education Case Manager/Co-Teacher, Howard High School

Project Title: Bridging the Gaps: Improving Post-secondary Outcomes for College-Bound Autistic Students

Banner Question: How can HCPSS develop a continuum of transition services that will address the unique needs of college-bound autistic students?

Planning: Vision 2018: Strategy 1.7.3 – Provide developmentally appropriate instruction on social and emotional safety and well-being, respect for peers, empathy, and personal strengths. Focus Area: Student Transitions Essential Element of Cultural Proficiency: Assessing Cultural Knowledge Existing State: Cultural Blindness/Pre-competence Desired State: Cultural Competence

Summary of Actions Taken: The number of autistic students enrolling in college after graduating from high school seems to be increasing, and Howard County works to graduate students who are “college and career ready.” Being “college-ready” requires that students possess certain academic skills, and HCPSS tends to focus on those skills during transition planning. However, many autistic students who possess the academic skills required for success in college frequently have deficits in non-academic skill areas that may impact their ability to be successful in the college setting. In an attempt to determine which skill areas are not being adequately addressed by transition structures currently in place in the county, I interviewed various stakeholders in the transition process. I also looked at programs designed to help students transition that are offered outside the school system.

Results and next Steps: Many of those I interviewed believe the non-academic skills necessary for successful transition into college are not currently being addressed by the school system for students planning to attend college. I found that there are programs that can help with transition, but they are either offered to students who will not be attending college, or they are offered outside the school system. The logical next steps would be to determine how to incorporate the best of those programs into HCPSS transition structures to improve post-secondary outcomes for autistic college-bound students.

Feedback Desired: What non-academic skills facilitate successful transition from high school into college for all students? In which non-academic skill areas do the biggest deficits exist for autistic students who plan to attend college? How can we incorporate more flexibility into the transition process to better meet the individual needs of a greater number of students?

______Division of Human Resources and Development, Howard County Public School System 116 ______equity” Cultural esteem it. Proficiency Advocate for “Seek difference; Transition processes facilitate stakeholders’ exploration of innovative and effective to ways build community and develop cultural identity. Cultural knowledge is continuously explored and intentionally used for continuous improvement of transition processes. value it” Cultural Competence “See the difference; Transitions processes unify all stakeholders in community, acknowledge the importance of culture, and focus on creating successful individual student transitions. Stakeholder groups learn about each other’s cultures in authentic in ways order to bridge the gaps between and among all stakeholder groups. “See the Cultural inadequately” Pre-Competence difference; respond Transition processes unite stakeholder focus on groups, individual responsibilities, and acknowledge differences between student groups regarding effective student transitions. Cultural knowledge is recognized as important bust shared in episodic or limited ways. “See the Cultural Blindness you don’t” difference; act like Transition processes do not unite stakeholder groups and are focused on individual responsibilities of transitioning whole (e.g., groups students, families, neighborhoods), ignoring differences within the groups. Cultural knowledge is ignored, hidden below the surface, and not valued as a part of the transition process. Student Student Transitions wrong” “See the Cultural Incapacity difference; make it Transition processes accommodate or create divisions between stakeholder holdinggroups, rigid beliefs about student transition processes. Cultural knowledge is shared for of surfacingpurposes flaws, changing non- dominant group practices, and assigning implicit blame. The dominant group focuses on informing the other group or aboutgroups how they should conform to dominant group beliefs and practices. it out” “See the Cultural Destructiveness difference; stomp Stakeholder groups believe transition processes are the responsibility of others. The sharing of cultural knowledge is resisted or such opportunities occur only to share information that denigrates cultural and groups blames them for lack of success. Cultural Elements Assessing Assessing 5 Essential Knowledge - The$extent$to$which$ transi/on$processes$ promote$shared$ responsibility,$develop$ community,$and$ facilitate$ understanding$of$one's$ own$individual$and$ organiza/onal$culture$ as$well$as$the$unique$ culture$of$all$involved$ groups.$

______Division of Human Resources and Development, Howard County Public School System 117 ______

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______Division of Human Resources and Development, Howard County Public School System 118 ______

Yochanon Stein Program Head Department of Special Education

______Division of Human Resources and Development, Howard County Public School System 119 ______

Yochanon Stein, Program Head, Department of Special Education – Ascend One

Project Title: Establishment of Equitable Section 504 Coordination and Management

Banner Question: What is the best manner to provide support to students with Section 504 Plans so that their needs are met and we as an institution are equitable in our support of these students and the staff who support them?

Planning: Vision 2018: Outcome 1.2: Students have equitable access to a rigorous instructional program. (1.2.3) Incorporate inclusive practices and presumed competence of students with disabilities. Focus Area: Student Transitions Essential Element of Cultural Proficiency: Institutionalizing Cultural Knowledge: The extent to which a mindset of equitable continuous improvement is evident in the interdependent network of groups responsible for a successful student transition. Existing State: Cultural Blindness Desired State: Cultural Competence

Summary of Actions Taken: Students with disabilities without educational impact requiring need of Special Education Services can be eligible for Civil Rights protection and needed accommodations to allow them access to instruction and educational environment. In HCPSS, there is no clear guideline on who within a school is responsible to manage the roles and responsibilities of the Section 504 coordinator and case manager. AP, School Counselors, Nurses and some Psychologists feel out of their area of expertise to manage these responsibilities with limited training, resources, and time given the many other responsibilities each of these positions have. While this process has been an issue for many years, with a new Section 504 Coordinator to HCPSS, and a new student information system database being used to generate the Section 504 documentation, these various groups are now stimulated to voice concerns that may have remained dormant within the Institution as many have noted these differences, but did not find means of communicating this without the natural catalyst that the change in program and leadership has allowed. As a key member in the transition to the new SIS, I have a prime vantage to support continued growth in the shift from institutional ‘blindness’ toward one that will allow for the students who have real needs to receive optimum supports that all groups truly desire for them. Results and Next Steps: (1) Successful implementation of Section 504 Plans into TIENET. (2) Created CANVAS Section 504 Community, Support Documents and Sessions. (3) Facilitated school based faculty work sessions to inform central office on supports needed. (4) Participant in workgroup around equitable establishment of roles across schools in HCPSS

Feedback Desired: What is your impression of my involvement toward influencing an outcome. Additionally, feedback on the impact of this work at your site would be appreciated! ______Division of Human Resources and Development, Howard County Public School System 120 ______Cultural for equity Proficiency “Seek difference; esteem it. Advocate The interdependent network of groups responsible for successful student transitions create structures that provide opportunities to learn about the needs of all involved cultural groups, develop shared cultural identity, and critique and improve existing policies and practices. The holistic mindset and resulting actions of the network represent a commitment to explicit and healthy core principles, including continuous improvement for equitable outcomes, enhanced services for all, and the greater good. value it” Cultural Competence “See the difference; Groups responsible Groups for student transitions a shared possess cultural identity, advocate for one another, and focus on the effectiveness of their individual and collective practices in service of every student. The mindset and resulting actions of every group within the network (as well as the network as a whole) represents continuous improvement for equitable outcomes. respond Cultural inappropriately” Pre-Competence “See the difference; “See the difference; Groups responsible Groups for student transition processes are a loosely connected association of groups that focus on the effectiveness of their practices in service of every student. The mindset and resulting actions of the represents groups a commitment to improving practice in service of their requisite groups. Resultant improvements may not happen in alignment. Cultural Blindness act like you don’t” “See the difference; “See the difference; Groups involved with involvedGroups with student transition processes operate independently, focus on effectiveness of students transitioning, and do not see themselves as part of a greater whole. The mindset and resulting actions of the do not groups represent continuous improvement but, instead, maintenance of traditional roles, responsibilities, and actions - regardless of effectiveness. Student Student Transitions Cultural Incapacity make it wrong” “See the difference; “See the difference; Groups involved with involvedGroups with student transition processes view other involved in groups negative such ways, as subordinates, nuisances, incompetent, untrustworthy, and/or competitors. The mindset and resulting actions of the in work groups contradiction of one another’s efforts, maintain existing structures regardless of effectiveness, and involve an orientation of blame. Unsuccessful students and their families are problems to be remediated. out” “See the Cultural Destructiveness difference; it stomp Groups involvedGroups with student transitions to work rid the processes of other groups’ involvement and resist working with one another. The mindset and resulting actions of the indicate groups a perspective that their the group possesses correct way of doing things and other aregroups impediments to success. Unsuccessful students and their families are problems to be fixed, reformed, or purged. Cultural Elements 5 Essential Knowledge Institutionalizing The$extent$to$which$a$ mindset$of$equitable$ con5nuous$ improvement$is$ evident$in$the$ interdependent$ network$of$groups$ responsible$for$a$ successful$student$ transi5on. ______Division of Human Resources and Development, Howard County Public School System 121 ______

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Stephanie Wallace Transition Specialist Homewood Center

______Division of Human Resources and Development, Howard County Public School System 123 ______

Stephanie Wallace, Transition Specialist, Homewood Center

Project Title: Understanding the Transition Process: Lacey and Donovon’s Stories

Banner Question: How can I use the lens of Cultural Proficiency to engage all stakeholders in supporting successful transition of students with disabilities post high school?

Planning: Vision 2018: 2.1.5 Provide professional learning to foster effective communication, respect, and collaboration in a diverse environment. Focus Area: Student Transitions Essential Elements of Cultural Proficiency: Managing the Dynamics of Difference Existing State: Cultural Pre-Competence Desired State: Cultural Competence

Summary of Actions Taken: Having worked in the non public sector, and now as a Transition Specialist for HCPSS, I have seen the importance of transition planning grow. Yet, the overall understanding of the significance of such planning is not universally understood. Outside of direct communication and relationships with the transition specialist, many stakeholders may not know how to navigate the post secondary world for students with disabilities. Therefore, I created and published an “infomercial”, which highlights the transition process of two students. However, I also realized staff needed more immediate resources to better understand the transition process. In addition to the video, I conducted a professional development workshop for all Special Education staff.

Results and Next Steps: Having no video production experience, I increased my knowledge throughout this process. The finalized video was uploaded to YouTube and the link (https://youtu.be/VNuJrXtTeqo) was shared with appropriate stakeholders. Before and after the professional development, staff took a pre and post assessment of their transition planning knowledge. Results indicated staff increased their understanding of the transition process. Individualized follow up meetings took place to answer specific questions. I hope these tools will be part of ongoing professional development throughout the Department of Special Education.

Feedback Desired: How can I continue to educate others about the importance of appropriate transition planning? What additional tools are needed to increase the level of cultural competence?

______Division of Human Resources and Development, Howard County Public School System 124 ______equity Cultural esteem it. Proficiency Advocate for “Seek difference; Communication venues are designed to create, sustain, and reevaluate the in ways which dialogue shapes student transition processes. All stakeholders are involved in strategically planning articulation processes that offer ongoing analysis in an ever-changing and richly diverse community in order to rouse inventive problem solving practices, make effective adaptations, and improve the process. value it” Cultural Competence generate data and problemsdiscuss in share successful envision success, build trust. compare assumptions about the students’, or groups’, organizations’ current states; context, practices, and “See the difference; Communication venues incorporate multiple perspectives and resources that build capacity for strong dialogue between and among all stakeholder such as: groups, educators, specialists, teams, schools, families, students, and community partners. Articulation processes engage multiple perspectives in reflection and dialogue in order to:      respond Cultural inappropriately” Pre-Competence “See the difference; “See the difference; Communication venues solicit input from diverse community as groups active participants, but may not integrate such input into the problem-solving process. Articulation processes acknowledge the needs of the community, groups, and individuals as they arise and respond to their diverse needs in limited or inappropriate ways and/or based on obligation or duty. Cultural Blindness act like you don’t” “See the difference; “See the difference; Communication venues ignore differences between and among groups and individuals while the dominant culture’s views have a greater influence on the problem-solving process. Articulation processes reinforce and maintain existing structures despite the changing needs of diverse community and groups individuals. Student Student Transitions Cultural Incapacity make it wrong” “See the difference; “See the difference; Communication thevenues suppress views of various and groups assert that the dominant culture’s views are paramount. Articulation processes acknowledge the unique concerns, and issues, needs of the community, and groups, individuals for the of airingpurposes grievances, complaining, or protesting. it out” “See the Cultural Destructiveness difference; stomp Communication that Communication that provokes any change is silenced, or forbidden. Articulation processes are seen as ineffectual and important decisions about student transitions are made in secret, excluding or disregarding the viewpoints that differ from the dominant group or individual. $ Elements 5 Essential Difference - Dynamics of Dynamics Managing the The$extent$to$which$ communica5on$ venues$and$ ar5cula5on$ processes$bridge$ differences$and$ inspire$crea5ve$ problem$solving.

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