C.A.R.E. Guide: Strategies for Closing the Achievement Gaps

C ULTURE

A BILITIES

R ESILIENCE

E FFORT

STRATEGIES FOR CLOSING THE ACHIEVEMENT GAPS

Enduring Student Reflections Resources Video Clips Understandings Activities

1 • C.A.R.E.: Strategies for Closing the Achievement Gaps C.A.R.E.: Strategies for Closing the Achievement Gaps

Fourth Edition, 2011

The National Education Association is the nation’s largest professional employee organization, representing 3.2 Million elementary and secondary teachers, education support professionals, college faculty, school administrators, retired educators, and students preparing to become teachers.

Copies of this guide are available at http://www.nea.org/care-guide

National Education Association

All Rights Reserved F o r eF w o r do r e w o r d by Dennis Van Roekel, President, and John I. Wilson, Executive Director National Education Association ur nation can no longer be satisfied with success for some students; instead we must cultivate the Ostrengths of all. An educational system designed to serve all students well will require educators with the skills, knowledge, and attitudes to value the diversity among students.

Students from diverse backgrounds bring their varied cultural, racial, and socio-economic characteristics with them to school. Culturally competent teaching is increasingly necessary if educators are to connect with their students. And to connect, educators need to acquire new teaching strategies that match students’ ways of understanding and interacting with the world. These approaches will help increase student performance as measured by grades and tests, enhance student access to more rigorous curriculum, and advance student attainment to high school completion and beyond. Culturally competent teaching, in other words, will play a major role in closing the achievement gaps that exist among race, gender, language, and social class groups. This publication—C.A.R.E.: Strategies for Closing the Achievement Gaps—will help us make this happen.

C.A.R.E.: Strategies for Closing the Achievement Gaps is research-based and was developed through the collaborative efforts of teachers, education support professionals, researchers, community advocates, parents, and practitioners. This new Fourth Edition also includes video clips of leading experts in cultural competence, English Language Learners, and teaching diverse students sharing what they know from their research and practice. These videos—developed and edited in collaboration with the Southern Poverty Law Center’s Teaching Diverse Students Initiative (TDSi www.tolerance.org/tdsi) – reinforce the activities and the educator reflections of the C.A.R.E. strategy guide and help users improve their practice for culturally and linguistically- diverse students, as well as for those who are economically disadvantaged.

C.A.R.E. stands for culture, abilities, resilience, and effort. As we learn about the cultures that students bring to school – their everyday experiences – and how to connect these experiences and cultures to what educators teach, we must also reflect on the culture that permeates schools and how it advantages or disadvantages certain students. Similarly, we learn that even students who may not perform well on standardized tests have abilities (learned in their homes and communities) on which we can build academic success. Resilient students, those students who persevere in schooling despite repeated failure or discouragement from their environment, are students for whom we must create protective factors inside school to help them keep an eye toward their future. And for students whom we find difficult to motivate, we must find out how they are motivated outside of school and bring those interests inside the school walls where we can direct them toward academic pursuits. If our students can’t learn the way we teach, then we must teach the way they learn.

Recently, more than 350 users of this C.A.R.E. strategy guide were surveyed and 8 out of 10 reported changing their teaching practices and found its contents useful in closing achievement gaps. Two-thirds of these educators also saw an increase in students’ motivation and interest in their studies. And 7 of 10 say their relationships with students and their family members improved.

All the C.A.R.E. strategies and reflections are critically important in the schools NEA identifies as priorities: those schools that have persistently under-performed in producing strong readers, adept math users, cogent writers, critical thinkers, and high school graduates. Creating success in these priority schools is the NEA’s major offense in the fight to advance public education and preserve it as an accessible social institution for all students and communities. We know that closing student achievement gaps helps students, empowers educators, and encourages communities. C.A.R.E.: Strategies for Closing the Achievement Gaps is a proven resource in our campaign to provide every student with a great public school.

Dennis Van Roekel, President John I. Wilson, Executive Director National Education Association National Education Association NEA OFFICERS Dennis Van Roekel NEA President Arizona

Lily Eskelsen NEA Vice President Utah

Rebecca (Becky) Pringle NEA Secretary-Treasurer Pennsylvania

NEA EXECUTIVE COMMITTEE Greg Johnson Oklahoma

Christy Levings Kansas

Paula Monroe California

Princess Moss Virginia

Len Paolillo Massachusetts

Joyce Powell New Jersey

NEA EXECUTIVE DIRECTOR John I. Wilson NEA Executive Director North Carolina AcknowledgmentsAcknowledgments n the summer of 2003, NEA gathered a diverse group of researchers, practitioners, Association staff, Iand community-based advocates in Washington, D.C., to identify research-based instructional strategies, school change activities, and family/school engagement efforts for closing the achievement gaps. The result of this work is the C.A.R.E.: Strategies for Closing the Achievement Gaps guide. We would like to thank the C.A.R.E. Advisory Committee for its valuable contributions to this effort. C.A.R.E. Advisory Committee Pat Alexander, Elsa Lee, UniServ Director, Maryland State Teachers Association, MD Bilingual Teacher, Alameda Unified School District, CA Bonnie Benard, Toni Martorelli, Researcher, WestEd, CA Partner, Star Group LLC, NM Joseph S. Brown, Patricia Sanchez, Diversity Education Training Specialist, Kodak, NY Teacher, Alameda Unified School District, CA Suzanne Bryant, Cristina Sanchez-Lopez, Curriculum Specialist, Alameda Unified School District, CA Consultant, Illinois Resource Center, IL Debra Deiters, Darius Lee Smith, Education Support Professional, Austin Independent School Community Activist, Denver, CO District, TX Rossi Ray Taylor, Ph.D. Linda Deliduka, Executive Director, Minority Student Achievement Network, IL Teacher, Burlington School District, VT Gwen Webb-Johnson, Ana Downs, Researcher, University of Texas at Austin, TX Bilingual Teacher, Montgomery County Public Schools, MD Paul Weckstein, Warlene Gary, Executive Director, Center for Law and Education, DC Executive Director, National PTA, IL Belinda Williams, Psy.D. Deena Johnson, Consultant, PA Teacher, Norfolk City Public Schools, VA Barbara Wilmarth, Cliff Kusaba, Vice President, Pinellas Classroom Teachers Association, FL UniServ Director, Teachers Association of Long Beach, CA NEA Staff Contributors Kelly J. Cedeño, Denise McKeon, Ed.D. CFM/Creative Services Research Rubén Cedeño, Ph.D. Anita Merina, Quality School Systems Public Relations Russell G. Clemons, Joel Packer, Membership and Organizing Government Relations Bob Eagan, Andrea Prejean, Ed.D. Membership and Organizing Student Achievement Leslie Fritz, Harry Lawson, UniServ, NM Membership and Organizing Donna Gold, Katrina Thompson, Quality School Systems Membership and Organizing Rocío Inclán, Luis-Gustavo Martinez, Membership and Organizing Quality School Systems Betty Jeung, Nikki Barnes, Membership and Organizing Teacher Quality Nancy Kochuk, Tom Blanford, Office of Executive Editor Teacher Quality NEA Human and Civil Rights Staff Contributors Rufina Hernández, Esq. Linda Cabral Director Michelle Y. Green Sheila Simmons, Ph.D. Kevin Kumashiro, Ph.D. Associate Director Genevieve Phelps Denise Alston, Ph.D. Patricia Wright, Ed.D. Linda Bacon Richard Verdugo, Ph.D.

iii • C.A.R.E.: Strategies for Closing the Achievement Gaps The National Education Association would like to acknowledge the contributions of Noni Mendoza Reis, Ed.D., and Christine Reveles, Ed.D., who wrote many of the activities for each chapter and facilitated the development of and the organizational scheme for the lesson plans based on the research and pedagogy of the Center for Research on Education, Diversity, and Excellence (C.R.E.D.E.). We would also like to thank the following organizations/ individuals who granted NEA permission to use their materials in this guide.

• Bonnie Benard and Carol Burgoa, WestEd, Oakland, CA

• Ruth Brannigan, author, and Mary Garner-Mitchell, illustrator, Tools for Teaching Resilience

• The Center for Research on Education, Diversity, and Excellence

• Linda Christensen, “The Politics of Correction,” Rethinking Schools magazine

• Education Alliance at Brown University, Providence, RI

• Jeanne Gibbs and TRIBES, Windsor, CA

• Irene McGinty and Noni Mendoza-Reis, authors of Towards Equity

• NEA Health Information Network, Washington, DC

• Peace Corps/Coverdell World Wise Schools, Washington, DC

• Cristina Sanchez-Lopez, Illinois Resource Center, Des Plaines, IL

• Jim Shipley and Associates

• The Rowman and Littlefield Publishing Group, Inc.

Acknowledgements for 4th Edition NEA

Edneka Haynes, Public Relations

Kim Hellmuth, Creative Services

Sewell Johnson, Media Production Group

Jeffrey Roberts, Creative Services

Southern Poverty Law Center

Teaching Diverse Students Initiative (TDSi)

Willis Hawley, Ph.D.

Rebecca James

iv • C.A.R.E.: Strategies for Closing the Achievement Gaps C o n t e n tC s o n t e n t s

Foreword...... i

Acknowledgments...... iii

Chapter 1: Opportunities and Challenges in Public Education Icons Used Throughout Introduction...... 1-1 This Guide Closing the Achievement Gaps...... 1-2 C.A.R.E. for All Students...... 1-3 CREDE Standards for Effective Pedagogy...... 1-5 How C.A.R.E. Theme Chapters Are Organized...... 1-6

Chapter 2: Culture, Language, and Economic Differences Enduring Understandings Introduction...... 2-1 Ready-to-Use Approaches, Strategies, and Activities...... 2-6

Chapter 3: Unrecognized and Undeveloped Abilities Introduction...... 3-1 Student Ready-to-Use Approaches, Strategies, and Activities...... 3-6 Activities Chapter 4: Resilience Introduction...... 4-1 Ready-to-Use Approaches, Strategies, and Activities...... 4-7

Reflections Chapter 5: Effort and Motivation Introduction...... 5-1 Ready-to-Use Approaches, Strategies, and Activities...... 5-7

Chapter 6: Community Support for C.A.R.E. Strategies Resources Introduction...... 6-1 Strategies and Activities at-a-Glance...... 6-5

Chapter 7: Developing a Systems Perspective for School Organization

Video Introduction...... 7-1 Clips Activities for School Organization...... 7-7 Facilitator's Guide...... 7-24

Chapter 8: Resources and References...... 8-1

v • C.A.R.E.: Strategies for Closing the Achievement Gaps C h a p t e r 1 C h a p t e r 1 Opportunities and Challenges in Public Education

ver the last several years, student In 2009, NEA launched the Priority Schools Oachievement has increased for all Campaign (PSC) to provide support and groups in all subjects, yet the gaps between resources to members working in schools rich and poor, White and minority remain receiving federal School Improvement Grants a persistent problem. A number of events (SIGs). The Campaign works hand-in-hand have occurred on the national, state, and with communities and policymakers to pur- local levels that have made an impact on sue innovative ways to measure student suc- how schools and teachers approach the cess and promote teacher quality. The PSC issue of closing the achievement gaps. also supports NEA affiliates with SIG schools The growing ethnic, racial, and economic in attracting and keeping the best educators diversity of our classrooms is demanding and necessary resources for schools of great- new strategies and skills in communication, est need. “Priority school” is the less pejora- instruction, and curriculum development. tive term NEA has adopted for a low-per- At the same time, standards-based reform, forming school. In most cases, these schools budget and program cuts, federal and state educate large numbers of racial and ethnic accountability laws, the “adoration” of test minority students, students living in poverty, scores as the sole measure of school suc- and students who are English Language cess, and overwhelmed parents and educa- Learners. tors have placed a heavy demand on public education’s and educators’ resources. The C.A.R.E. strategy guide is one of several online/on paper resources that is available to The current version of the federal education NEA members and others who are working law, “No Child Left Behind,” has created to improve the learning experiences of stu- many challenges for educators. Helping dents who attend priority schools as well as students meet standards and pass tests other students who are struggling to achieve has become a central activity in many of at high levels. our lives. The Elementary and Secondary Education Act (ESEA) provides more infor- “What can I do in my classroom?” That is mation than ever before about the relative the question we hear most often when edu- performance of students on state standard- cators confront the reality of the achieve- ized tests and highlights the need to ensure ment gaps in their school. The purpose of that all students succeed even beyond what this guide is: the tests require. • to offer research-based suggestions for The National Education Association is plac- what you can do tomorrow to create a ing an expanding emphasis on building learning environment in which diverse stu- support systems and providing resources to dents can learn and NEA affiliates and members to help close • to challenge educators to meet account- the achievement gaps. NEA works with fami- ability demands while still offering quality lies, local communities, business leaders, instruction to those students who need and state and national politicians to close the most help. the gaps and turn around low-performing schools. These efforts resulted in the creation Chapters include references to original of the NEA Priority Schools Initiative in 2001. research, Web sites, books, and other

1–1 • C.A.R.E.: Strategies for Closing the Achievement Gaps publications that will help build educators’ improving achievement for all students, knowledge base as they work with diverse but taking the steps needed to significantly groups of students. There is also a resource raise the achievement of traditionally under- section at the end of the guide. achieving groups of students, so that their achievement is on the same level as that of The newest element of the guide – online mainstream groups of students. As identi- only – is a collection of videos depicting fied in reviews of the research literature, sig- leading education experts who share their nificant changes are needed to close these views on the topics explored in each chap- gaps. In order to take a leadership role in ter. closing the achievement gaps, there are several things you can do:

Closing the Achievement • Embrace an agenda that focuses on all Gaps children and on targeting those strategies that have been shown to close the major challenge confronts those of achievement gaps among groups of Aus who work in today’s schools. That students. challenge is the gaps in academic achievement that exist among students by race: • Reflect upon the ways you think about White, Hispanic, Black, American Indian/ your students and the causes of low stu- Alaska Native and Asian/Pacific Islander dent achievement. How can we focus students. The challenge also extends to more on factors within the system, rather schools based on the economic status of than within children, that create barri- their neighborhoods, with achievement dif- ers to effective schooling for poor and/ ferences often occurring between affluent or culturally and linguistically diverse stu- and high-poverty schools. A picture of these dents? What aspects of the system (e.g., gaps emerges when federal and state laws classroom instruction, assessment, cur- require schools to break down the data and riculum, school leadership) can educators identify groups of students who are not influence? For example, what changes can achieving at high levels. you influence in your classroom, school, district, community, or NEA affiliate to In order to close the achievement gaps promote equity in schooling? Educators and help these students to be successful, can contribute to overall changes in the schools need a new vision of these under- system to promote equity in schooling achieving students. The work of research- by targeting what is within their sphere ers like Dr. Belinda Williams focuses on the of influence, and then working to expand need to move beyond the restructuring that influence. of schools to the “re-culturing” of education. Dr. Williams notes that it is important • Research innovative, truly comprehen- to understand the difference between sive approaches to school reform. Most “improving achievement” and “closing the school improvement plans focus on issues gap.” (Williams 2003). “Improving achieve- like class size and special programs. By ment” might involve putting in a new embracing an “all children” agenda, program, or some strategies for parental looking at integrating a range of theo- involvement, or even introducing standards. ries, and focusing on the system, you can All of those are important. If they are intro- engage in comprehensive planning that duced in a fragmented way, however, what includes, but goes beyond, these issues. you will typically find is only slight improve- Comprehensive reform can be redefined ment in achievement. by requiring accountability beyond one- dimensional strategies (e.g., standardized “Closing the gaps” involves not only tests) and toward approaches that address

1–2 • C.A.R.E.: Strategies for Closing the Achievement Gaps the multidimensional issues facing • How would instruction change if we were schools, classrooms, and students today. focusing on what students know, rather than what they don’t know? • Reflect on the types of learners in your classroom. How do they learn best? In • What would staff development be like if what ways can educators redefine out- we wanted to increase the resilience of all comes and results to enable all groups students? of individuals to contribute productively to society? How can educators enable all In this guide we hope to help you reflect on learners with the knowledge and inter- the causes of low student achievement and personal skills required to successfully how we can change the system of public participate in the workforce and in varying education by using innovative, comprehen- social, community, and family contexts? sive approaches to school reform. We will encourage you to reflect on the types of learners you have in your schools and class- C.A.R.E. for All Students rooms, revisit your theoretical assumptions on how learning occurs, and integrate and Research suggests that utilizing best embrace strategies that have been proven practices connected to culture, abilities, to close the achievement gaps. By using resilience, and effort—what we call the research-based, classroom-proven strate- “C.A.R.E. themes” in this guide—can close gies to address the C.A.R.E. themes, we can the achievement gaps. These themes rep- help all students to achieve at high levels, resent a current and solid research founda- close the achievement gaps, and meet tion on what works best for poor and/or accountability standards. culturally and linguistically diverse students. This guide will help you to reflect, plan, and implement approaches that address the C.A.R.E. themes of cultural, economic, and language differences; unrecognized and undeveloped abilities; resilience; and effort and motivation.

Traditional school reform has focused on four “cornerstones” for improvement: (1) curriculum, instruction, and assessment; (2) staff development; (3) family, school, and community engagement; and (4) school organization. When we combine what research tells us about the C.A.R.E. themes with these cornerstones, we can change schools so they can address students’ unique needs. The Priority Learner Framework that follows (page 1-4) shows how all of these pieces fit together.

The framework helps to pose such questions as:

• How would we engage families differently if we valued their cultural differences?

1–3 • C.A.R.E.: Strategies for Closing the Achievement Gaps NEA Priority Schools Initiative Source: Source: Belinda Williams, Psy.D., Consultant Decisionmaking Cornerstones for Staff and Instruction Curriculum Assessment Development bilities A and Potential Underdeveloped Unrecognized Unrecognized and

ultural, School C Priority R esilience Learner Economic, Differences and Language and ffort E Motivation Themes Knowledge -Based Priority School Learner Framework School Practices Family, Leadership, Policies, and Organization: and School Community, Engagement

1–4 • C.A.R.E.: Strategies for Closing the Achievement Gaps CREDE Standards for standards that are specifically relevant for the success of American Indian/Alaska Effective Pedagogy Native students.

ach C.A.R.E. theme correlates to one CREDE’s Seven Standards for Effective Eor two key Standards for Effective Pedagogy, in brief, are listed in the chart Pedagogy, developed by the Center for below. The standards marked with an Research on Education, Diversity, and asterisk are particularly important when Excellence (CREDE). Building on over 30 working with American Indian/Alaska Native years of extensive research on pedagogy for students. culturally and linguistically diverse students and students living in poverty, CREDE has The CREDE standards align with the C.A.R.E. gleaned five core principles of pedagogy themes to create a coherent map for class- that are critical for the success of students room practice that leads from the research historically at-risk of being “left behind.” on systemic change to classroom practices CREDE has also identified two additional that promote success for diverse students.

C.A.R.E. Themes and CREDE Standards for Effective Pedagogy

C.A.R.E. Themes CREDE Standards

Culture: The sum total of one’s experiences, Contextualization: Connect teaching and cur- knowledge, skills, beliefs, values, language, and riculum to the experiences, values, knowledge, interests. Learning is greatest when the cultures and needs of students. of home and school connect. * Learning through Observation-Modeling: Promote student learning through observation by modeling behaviors, thinking processes, and procedures.

Abilities: Intelligence is modifiable and multi- Challenging Activities/Teaching Complex dimensional. Abilities are developed through Thinking: Challenge students toward cognitive cultural experiences; culture affects thoughts complexity. and expression. Language and Literacy Development across the Curriculum: Develop student competence in the language and literacy of instruction across the curriculum.

Resilience: Displayed when protective factors Instructional Conversation: Teach through alter a person’s response to risk factors (pov- conversation. erty, crime, etc.) in the environment. Resilient Joint Productive Activity/Teachers and students exhibit social competence, problem- Students Producing Together: Facilitate learn- solving skills, and a sense of future. ing through activity shared by educators and students.

Effort: The energy used in reaching a goal. * Student Choice: Encourage student Maximized when students receive teacher decisionmaking. encouragement and high expectations for quality work.

1–5 • C.A.R.E.: Strategies for Closing the Achievement Gaps How C.A.R.E. Theme Chapters Are Organized he heart of the C.A.R.E.: Strategies for Closing the Achievement Gaps is divided into Tfour main chapters aligned with the themes. Each of the theme chapters has a similar structure with key sections that are described below:

1. C.A.R.E. Theme Introductions: A brief orientation to the C.A.R.E. themes is given that underscores their importance in effectively closing the student achievement gaps, defines each theme, and references what research has identified as key factors in that theme.

2. Enduring Understandings: These emphasize the understandings we want to be sus- tained in the classroom and are drawn from the research on effective pedagogy for teachers of low-income and/or culturally and linguistically diverse students.

3. Optimal Instruction for Culturally and Linguistically Diverse Students: This section describes the knowledge and skills that educators of low-income and/or culturally and linguistically diverse students need in order to be most effective, drawing from the research in culturally relevant pedagogy.

4. Educator Check-In and Educator Support Professional Check-In: The Check-Ins are self-assessments that include a series of questions about the chapter theme and are designed to help you reflect on your practice and think honestly about what you are doing in each of these areas whether your work is primarily in the classroom or not.

5. Approaches, Strategies, and Activities At-a-Glance Grid: This matrix is a ready-refer- ence to sample activities that illustrate each theme and is designed so that educators can review the contents and quickly access what they need.

6. CREDE Standards for Effective Pedagogy: Each C.A.R.E. theme correlates to one or two key Standards for Effective Pedagogy, building on over 30 years of extensive research on instruction for culturally and linguistically diverse students and students living in poverty by the Center for Research on Education, Diversity, and Excellence (CREDE).

7. Ready-to-Use Approaches, Strategies, and Activities: This section consists of learning experiences that help educators (a) develop a culturally competent learning community in their classroom; (b) recognize and strengthen students’ abilities; (c) promote students’ resilience; and (d) engage student motivation and effort. The strategies and activities presented are intended to be only a starting point for educators to strengthen their success with culturally and linguistically diverse students.

8. Chapter References: This summary of resources will help you to expand your reper- toire and understanding of each C.A.R.E. theme.

Please note: Use state or district curriculum standards to guide the development of your own activities. We have included examples for elementary and secondary classes.

For more information on any topic or activity, please refer to the resource cited.

1–6 • C.A.R.E.: Strategies for Closing the Achievement Gaps C h a p t e r 2 C h a p t e r 2 Culture, Language, and Economic Differences

ulture is the sum total of experiences, a) affirms our need to prepare students for Cknowledge, skills, beliefs, values, and their responsibilities in an interdependent interests represented by the diversity of world; students and adults in our schools. While culture is often defined and perceived by b) recognizes the role schools play in devel- schools as the celebration of important oping the attitudes and values necessary people, religions, traditions, and holidays, for a democratic society; as well as an appreciation of the customs of c) values cultural differences and affirms the different groups, it is also more than that. pluralism that students, their communi- Culture is as much, or as little, as the every- ties, and teachers reflect; and day experiences, people, events, smells, sounds, and habits of behavior that charac- d) challenges all forms of discrimination in terize students’ and educators’ lives. Culture schools and society through the promo- shapes a person’s sense of who they are tion of social justice. and where they fit in their family, community, and society. Enduring Understanding: Dr. Kris Gutierrez, Professor of Education at the University of Effective teachers of low-income and/ Colorado, notes that race and eth- or culturally and linguistically diverse nicity are not the same as culture–culture is students find ways to connect school dynamic and one should look for both simi- to their students’ lives every day. larities and variance in the culture of students. Optimal instruction for culturally and linguis- http://www.youtube.com/watch?v=Sfv21yhv84M tically diverse students: • contextualizes or connects to students’ everyday experiences, and Helping learners make the link between their culture and the new knowledge and • integrates classroom learning with out- of-school experiences and knowledge skills they encounter inside school is at the of life inside the community. heart of ensuring that all students achieve at high levels. In addition, appreciation of diverse cultures is a philosophical concept Why is an understanding of the role of built on the American ideals of freedom, culture in learning so important now? justice, equality, equity, and human dignity. This is acknowledged in documents as var- Most educators across the country, whether ied as the U.S. Declaration of Independence rural, suburban, or urban, can attest to and the United Nations Universal the changing demographics in America’s Declaration of Human Rights. schools. About two of every five public school students are Black, Hispanic, Asian/ Why is it important for educators to Pacific Islander or American Indian/Alaska know and understand diverse cultures? Native. The urgency for educators to expand their understanding of the role of culture Knowledge and understanding of the varied in learning is increased by recent findings cultures represented in our public schools: that “when students of color are taught with culturally responsive techniques…their aca-

2–1 • C.A.R.E.: Strategies for Closing the Achievement Gaps Dr. Jacqueline Jordan Irvine, es, and childrearing conventions is mediated Charles Howard Candler Professor of through their primary or home language. Urban Education Emerita at Emory Thus, in a learning environment that increas- University, discusses the importance of guard- es the connection between home and ing against over-generalizing about cultural differences. Understandings about diverse school culture, students benefit from: cultures may be thought of as frameworks within which to test hypotheses about indi- a) some use of home language and culture vidual student values and experiences. especially in the instruction of English Language Learners; http://www.youtube.com/watch?v=lYPl1f4wegQ b) opportunities for student-directed demic performance improves significantly” activities; (National Collaborative on Diversity in the Teaching Force, 2004). Yet, there are not c) teaching strategies that enhance under- enough educators of color to accomplish this standing; and task; 90 percent of the public school teach- d) parent and community engagement in ing force is white. This long standing dispro- the education of their children. portion led Paul Barton of the Educational Testing Service to declare several years ago We recognize the difficulty of involving cul- that, “all schools must support their teachers, turally and linguistically diverse parents and no matter what race and culture, to become community members, yet students thrive more knowledgeable about diversity so when we are successful in engaging the they can be better equipped to work with important adults in their lives. Developing the changing student populations in their a curriculum that promotes interaction classrooms” (quoted in Coker-Kolo, 2002). between students and their families can This need for the enrichment of all educa- go a long way toward creating a culturally tors’ knowledge- and skill-base is even more responsive school and high-achieving pressing today as the demand for the closing classroom. of the student achievement gaps abounds. What can educators do?

Developing cultural sensitivity and compe- CREDE Standards for tence can be both a difficult challenge and Culture an exciting opportunity for expanding one’s knowledge, skills, and beliefs. Training and • Contextualization: Connect teaching professional development opportunities can and curriculum to the experiences, val- be sought for school, district, and state level ues, knowledge, and needs of students. educators. NEA offers cultural diversity training • Learning through Observation- that can help staff recognize the value of mul- Modeling: Promote student learn- ticultural literacy and create an environment ing through observation by modeling that is supportive of multiple perspectives, behaviors, thinking processes, and pro- experiences, and democracy. Diversity training cedures. and the necessary self-reflection and persistent engagement with arising issues that follow can result in equitable education opportunities for How is culture connected to language? students and significant personal and professional growth for educators. The primary medium of culture is language. How a child or adult processes his or her Educators who understand culture can help unique values, beliefs, everyday experienc- students develop a positive self-concept by

2–2 • C.A.R.E.: Strategies for Closing the Achievement Gaps providing knowledge about the histories, and their life histories and experiences at the cultures, and contributions of diverse groups. center of the teaching and learning process. Thus, schooling has the potential to lay the Furthermore, infusing cultural knowledge into foundation for eliminating all forms of dis- instruction promotes pedagogy that occurs in crimination and intolerance. a context that is familiar to students and that addresses multiple ways of thinking. As advo- High expectations communicated regu- cates for cultural understanding, teachers and larly and consistently to students affect the students join as partners in critically analyzing achievement of culturally and linguistically oppression and power relations in their com- diverse students. Students in classrooms in munities, society, and the world. which educators encourage them and expect excellence from them do, indeed, excel. This chapter offers principles and strategies And, students learn best when they under- that begin to address the issues raised here. stand the larger purpose or meaning for their They help you to understand and to teach learning — when they know why they have to from the answers to the following questions: learn something, and it’s not just for the test. 1. What is culture? Why is advocating for the understanding 2. How does culture shape identity? of the culture of our students important? 3. What is culturally responsive teaching? 4. How can teachers effectively build upon Understanding culture in our schools students’ cultural identities to facilitate advances the practice of placing students learning?

NEA Human and Civil Rights The principles and strategies in this guide offers a variety of trainings and are only an initial step on a longer journey materials that can help educa- toward cultural competence, multicultural tors and education support profes- awareness, and a social justice perspective in sionals work more effectively with cul- your teaching. Our intent is to open a door turally diverse students and families. Provided by experienced trainers from to what is possible in meeting the needs of the Diversity Training Cadre and/or NEA culturally and linguistically diverse students. staff, training modules include: Culture References: • Understanding Cultural Diversity • Developing Cultural Identity Doyin O. Coker-Kolo: 2002, “A Systems • Reacting to Differences Analysis Approach To Integrating Cultural • Valuing Diversity in the NEA Diversity into Colleges of Education,” • Our Diverse Community: Living, Multicultural Perspectives 4(2):35-39.

Working, and Learning Together — National Collaborative on Diversity in the A Diversity Module for NEA Education Teaching Force, Assessment of Diversity in Support Professionals America’s Teaching Force: A Call to Action, To request Diversity Training, contact: (Washington, D.C.: National Collaborative on Diversity in the Teaching Force, 2004). Patricia A. Wright, Ed.D. Diversity Training Coordinator [email protected] or Akeia Reading Senior Administrative Assistant [email protected]

2–3 • C.A.R.E.: Strategies for Closing the Achievement Gaps Educator Check-In on Culture “How am I doing?”

Directions: Review the list below. Place a check by each item to reflect your practice. Then indicate the three items you would like to explore in order to improve your practice.

“I do this “I do this “I haven’t My priorities Indicators a lot” a little” done this” to explore

1. I know the cultural background of each of my students and use this knowledge as a resource for instructional activities.

2. I know the culture of my classroom environment and behaviors and how it affects all of my students.

3. I design lessons that require students to identify and describe another point of view, different factors, consequences, objectives, or priorities.

4. I integrate literature and resources from my students’ cultures into my lessons.

5. I know the English language level of each of my students (e.g. Language assessments such as Bilingual Syntax Measure, LAS, Woodcock-Munoz, IPT, CELDT).

6. I provide instruction that helps to increase the consciousness and valuing of differences and diversity through the study of historical, current, community, family, personal events, and literature.

7. I consistently begin my lessons with what students already know from home, community, and school.

8. I design my instructional activities in ways that are meaningful to students in terms of their local community norms and knowledge.

9. I incorporate local norms and perspective into my classroom instruction on a daily basis by talking to students, parents, and community members, and reading relevant documents.

10. I collaborate with students to design activities that build on community resources and knowledge.

11. I provide opportunities for parents to participate in classroom instructional activities.

12. I vary activities to address students’ learning styles (e.g., multiple intelligences, differentiated instruction).

13. I understand the differences between school academic language and my students’ social language and I use scaffolding techniques to bridge between the two.

2–4 • C.A.R.E.: Strategies for Closing the Achievement Gaps Educational Support Professional Check-In on Culture “How am I doing?”

Directions: Review the list below. Place a check by each item to reflect your practice. Then indicate the three items you would like to explore in order to improve your practice.

“I do this “I do this “I haven’t My priorities Indicators a lot” a little” done this” to explore

1. I know the cultural background of the students and/or parents I come in contact with and use this knowledge to be more effective in our interactions.

2. I reach out to parents to help them access services and information in our school.

3. I am familiar with the variety of languages our students use and understand.

4. I know the English language level of the students with whom I work.

5. I work to help increase the awareness and valuing of differences and diversity between students through training and by participating in community events and school activities.

6. I understand the value of the differences and diversity in our school staff and population.

7. I incorporate local norms and perspectives into my work on a daily basis by talking to students, parents, and community members and reading relevant documents.

8. I collaborate with students, families, and teachers to design activities that build on community resources and knowledge.

9. I make connections with parents to help them feel at home in our school.

10. I understand the differences between school academic language and my students’ social language and I help teachers make connections between the two.

2–5 • C.A.R.E.: Strategies for Closing the Achievement Gaps

Projects, Reflection—Mismatches in Reflection—Power Reflection—Parent Interviews, E classroom?” the I in do what about 2-24 page page 2-7 T Educator Educator Student Community-Based Featur Educator What’ page 2-14 Cultural Expectations, page 2-8 Relationships, page 2-10 page 2-12 page 2-20 Activity Number Activity 1. Community Agreements, page 2-7 2. emplate for Procedures Lesson, 3. 4. 5. 6. Data Gathering Instrument, 7. 8. es of Culture, page 2-15 9. “I am from….” Statements, page 2-23 10. s in My Name?, page 2-21 11. cultural is “What — Reflection ducator - -

Strategies student perspectives in creat ing a classroom community Incorporate tines Establish and classroom procedures rou Identify unspoken classroom cultural norms and assumptions Gather student/community data Implement community service learning. for a as resource families Engage Establish positive communication with families Explore cultural identity Reflect on culture in the classroom projects Culture: Approaches, Strategies, and Activities At-a-Glance Approaches Establish a Community of Learners and Leaders Know Your Students and Families

2–6 • C.A.R.E.: Strategies for Closing the Achievement Gaps Ready-to-Use Approaches, 4. Teacher and/or students rewrite the classroom norms onto a chart Strategies, and Activities to be displayed in the classroom Activity #1 at students’ eye level. For English Community Agreements language learners, be sure to include simple pictures/graphics This activity can help each diverse student to illustrate each of the feel a part of the classroom community, agreements. especially if the teacher elicits a response 5. Teach and model the norms from each child regardless of physical, aca- throughout the day. demic, or language ability. Debriefing (Reflection/Closure) Lesson Preparation 1. Ask students to respond to the Grades: K-12 following questions: Duration: 10-30 minutes Grouping: Whole class • What worked well in this Materials: Chart paper, pens activity? Objective: Co-create community agreements/classroom norms between • What norms did we follow? teacher and students. Assessment: All students participate in the • What could we do next time to process. work better together? Lesson Delivery Activity #2 Briefing Template for Procedures 1. Give students the objectives of Lesson the lesson (e.g., Today we are Setting out expectations for how the class- going to think about how we want room will operate helps students to under- to treat each other). stand their role in the learning process. 2. Briefly explain “the how” (e.g., You can work with your students to create We are going to develop a list of procedure charts for common classroom classroom norms). routines such as:

Instructional Frame • Group work • Lining up 1. Ask students to brainstorm the • Transition times following prompt: • Unfinished homework • Student-to-student disagreements What would help us work best • Turning in papers together in the classroom? • Heading papers • Individual work 2. Teacher records responses on • Activity centers chart paper. This activity helps to share the responsibil- 3. Teacher and students work ity for an orderly classroom among students together to categorize the and teachers. responses into community agreements/norms for the classroom.

2–7 • C.A.R.E.: Strategies for Closing the Achievement Gaps Lesson Preparation Activity #3 Grades: K-12 Educator Reflection— Duration: 5-20 minutes Mismatches in Cultural Grouping: Whole class Expectations Materials: Chart paper or tag board, Use this activity to understand and cel- markers ebrate the differences that may exist among Objectives: To establish, model, and students that reflect their varying cultures. reinforce classroom Directions procedures and routines Assessment: Student participation and fol- 1. In a small group, read the vignette and lowing through with classroom discuss the “Questions for Reflection.” procedures 2. Review the chart on “Individualist Lesson Delivery Perspective/Collectivist Perspective.”

Briefing: Explain objectives of lesson to stu- 3. Answer the “Discussion Questions” with dents so that they will help you to your colleagues. create a procedure for a classroom routine (e.g., “Today we are going 4. Would you change any of your answers to think about how we line up on the vignette based on what you’ve for recess. What would that look learned? like?”). Vignette: Mismatches in Cultural Expectations Instructional Frame In a linguistically diverse, urban neighborhood, 1. Ask students to develop the steps: parents (and their preschool children) remained “When it is time to line up, what with their elementary school children during do we do first? What is the second the school’s morning breakfast program. During step?” that time, the students shared their food with their family members. School administrators and 2. Continue asking students to teachers felt that the parents were taking advan- sequence the steps, as you write tage of the subsidized breakfast program. Stating these procedures on a chart. that parents were violating federal and district guidelines, administrators decided to close the school doors to the parents in the mornings. Sample Lining Up Procedures Parents protested the action, and teachers felt 1. Put work away. that the breakfast incident was another example of the school’s failure to foster parental involve- 2. Push chair in, and stand behind chair. ment.

3. Wait for signal from line leader to go to Questions for Reflection line (by table group). 1. What beliefs might the parents 4. Quiet voices until you reach the play- have had that led to their decision ground. to stay at school and eat breakfast with their children?

2. What beliefs might have guided administrators when they prohib- ited the parents and siblings from

2–8 • C.A.R.E.: Strategies for Closing the Achievement Gaps eating breakfast with their school- “Collectivist Perspective” column? age children? 3. Elaborate on some of the expecta- 3. How did the school personnel and tions and explain why you agree or the parents judge each other? disagree with them as an educator. What factors from your own cul- 4. How might the situation been tural background might influence dealt with differently by school your opinions? personnel taking cultural perspectives into account? 4. What kinds of conflicts might occur in a classroom because of these dif- Discussion Questions–”Individualist ferent cultural values? How might Perspectives/Collectivist Perspectives” you deal with such conflicts? What might you do in your classroom to 1. What makes sense to you allow for different cultural values? about the expectations in the “Individualist Perspective” column? The LAB at Brown University. The Diversity Kit: An Introductory Resource for Social Change in Education, Part II: Culture (Providence, RI: Education Alliance at Brown University, 2. What makes sense to you 2002), 25-26. about the expectations in the

Individualist Perspective Collectivist Perspective Student should “achieve her potential” for Student should “achieve her potential” in the sake of self-fulfillment. order to contribute to the social whole.

Student should work independently and get Student should be helpful and cooperate his own work done. Giving help to others with his peers, giving assistance when need- may be considered cheating. ed. Helping is not considered cheating. Student should not be singled out for Student should be praised frequently. The praise in front of her peers. Positive feed- positive should be emphasized whenever back should be stated in terms of student’s possible. ability to help family or community.

Student should attain intellectual skills in Student should learn appropriate social school; education as schooling. behaviors and skills as well as intellectual skills; education as upbringing. Student should engage in discussion and argument in order to learn to think critically Student should be quiet and respectful in (constructivist model). class because he will learn more this way (transmission model).

Property belongs to individuals, and others Most property is communal and not consid- must ask to borrow or share it. ered the domain of an individual.

Teacher manages behavior indirectly or Teacher has primary authority for managing emphasizes student self-control. behavior, but also expects peers to guide each other’s behavior. Parent is integrally involved with student’s academic progress. Parent believes that it is teacher’s role to provide academic instruction to student.

2–9 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #4 Americans, and American Indian/Alaska Educator Reflection—Power Natives. There is a clear parallel between Relationships those groups that are involuntary minorities and resulting school failure. For involuntary Social change in education requires us to minorities, participation in public institutions examine the relationships between indi- (like schools) that value the culture of the viduals and groups. The following activity dominant group may result in further loss of provides research on this issue and a real- culture, language, and power. Thus, in the life perspective into how that research plays case of involuntary minorities, it is of utmost out. Use it with a group of your colleagues importance to create a climate that values or as an individual reflection to improve students’ cultures and that follows culturally your practice. responsive pedagogy. Villegas (1991) elaborates: Directions A culturally responsive pedagogy 1. Read “Historical Power Relations and builds on the premise that how people Their Impact on Development and are expected to go about learning may Learning.” differ across cultures.... Cultural dif- 2. Read the vignette “Letter from Kai James ferences present both challenges and (1998).” opportunities for teachers. To maximize learning opportunities, teachers must 3. Discuss the questions with your gain knowledge of the cultures colleagues. represented in their classrooms, 4. How can you use what you have heard to then translate this knowledge into make improvements in your classroom? instructional practice. (page 13) Historical Power Relations and Their Impact on Development and Learning Bartolomé (1995) proposes that culturally responsive pedagogy alone is not enough Greenfield et al. (1996) and Bartolomé to mediate the effect of historical ineq- (1995) draw our attention to another key uity on involuntary minorities. Bartolomé variable in minority child development and emphasizes that methods by themselves learning: the historical power relationships do not suffice to advance the learning between dominant and non-dominant cul- of involuntary minorities. She advocates tural groups. Frequently, Asian Americans what she calls “humanizing pedagogy,” have been touted as the “model minority,” in which a teacher “values the students’ that is, as an undifferentiated group, Asian background knowledge, culture, and life Americans have not experienced the wide- experiences and creates contexts in which spread school failure commonly observed power is shared by students and teachers.” among Mexican Americans, Puerto Ricans, This power sharing and valuing of students’ African Americans, and American Indians/ lives and cultures may provide a positive Alaska Natives. Ogbu (1994) offers a dis- counterforce to the negative sociocultural tinction between voluntary and involuntary experiences of students; it can enable them minorities. Voluntary minorities are those to see themselves as empowered within the who freely immigrate to the U.S., such as context of school and allow them to retain Asian Americans. Involuntary minorities are pride in their cultural heritages. those who have been conquered, colo- nized, or subjugated by the U.S., such as Mexican Americans, Puerto Ricans, African

2–10 • C.A.R.E.: Strategies for Closing the Achievement Gaps VIGNETTE: Letter from Kai James (1998) Discussion Questions:

Kai James was a freshman in high school when • What is Kai James asking teachers to do? he wrote the following letter. • What do you think James’ experiences as “Dear High School Teacher” an African-American student have been I am a new high school student, and I am look- like in school? ing forward to these next years of my schooling. • Why do you think changing the power I feel the need to write this letter because I seek structure of schools is important to him? a different experience in high school from that • After reading this letter, what new of elementary school. One of the things I would thoughts do you have about cultural iden- like to see changed is the relationship between tity, development, and learning? students and teachers. I feel that a relationship that places students on the same level as teach- The LAB at Brown University, The Diversity Kit: An Introductory Resource for Social Change in Education, Part II. Culture ers should be established. By this I mean that (Providence, RI: Education Alliance at Brown University, 2002), students’ opinions should be taken serious [sic] 27-29. and be valued as much as those of teachers, and that together with the teachers we can shape the way we learn and what we learn... Introduction to Activities 5 and 6 After years of being ignored, what the students need, and in particular what Black students As teachers gain information about stu- need, is a curriculum that we can relate to and dents and their communities and shape that will interest us. We need appropriate cur- their instruction accordingly, teachers riculum to motivate us to be the best we can be. enhance their instruction and students learn We need to be taught to have a voice and have more content. Activities #5 and #6 will help teachers who will listen to us with an open mind you learn more about your students and and not dismiss our ideas simply because they their communities. differ from what they have been told in the past. We need to be made aware of all our options in Watch this brief video fea- life. We need to have time to discuss issues of turing Dr. Victoria Purcell-Gates, concern to the students as well as the teachers. Canada Research Chair in Early We must be able to talk about racism without Childhood Literacy, at the University of British running away from it or disguising the issue. We Columbia, as she describes how to get to know your students and their communities. must also be taught to recognize racism instead of denying it and then referring to those who http://www.youtube.com/watch?v=KNF3-4uRX2M have recognized it as “paranoid.” We also need to be given the opportunity to influence our education and, in turn, our destinies. Dr. Luis Moll, Professor of We should also be given the right to assemble Language, Reading and Culture at and discuss issues without having a teacher pres- the University of Arizona, describes ent to discourage us from saying what we need the Funds of Knowledge within students' to say. Teachers must gain the trust of their stu- homes which are of use to educators. dents, and students must be given the chance to http://www.youtube.com/watch?v=9HSJcDcxLhg trust their teachers. We need teachers who will not punish us just because they feel hostile or angry. We need teachers who will allow us to practice our culture without being ridiculed...

2–11 • C.A.R.E.: Strategies for Closing the Achievement Gaps Lesson Delivery Activity #5 Student Data-Gathering • Have students write their Instrument answers to the questions on the handout. This activity helps to broaden our understanding of what students bring to their • This a non-graded activity; you education experience that we can build on are looking for any data that for student success. will help you understand the perspectives and experiences of Lesson Preparation your students. Their responses, however, can give you a sample Grades: 4-12 of their writing skills. Grouping: Individual Materials: “What I want...” handout • You can also use the completed (page 2-13) activity as a discussion starter Objective: To gather information that will with students one-on-one. help the teacher understand Selected questions can be how students feel about used with K-3 students in a school and learning discussion. Assessment: Completed questionnaires reviewed by educator

There are lots of great resources available to help educators connect to an increasingly diverse student population. You can read books like Teaching for Diversity and Social Justice: A Sourcebook (Adams, Bell, and Griffin) or Against Common Sense: Teaching and Learning Toward Social Justice (Kumashiro) to gain a better understanding of the issues or look at Jeanne Gibbs’ Tribes for more practical strategies to apply in the classroom. Check the resource list in Chapter 8 for these and more materials.

2–12 • C.A.R.E.: Strategies for Closing the Achievement Gaps What I Want Most from School This Year 1. What I want most from school this year is ______2. It would be helpful to me in getting what I want most from school if ______3. The biggest problem I expect to have in getting what I want most from school is ______4. I might be able to overcome this problem if ______5. Some places I might go for help include ______6. I really believe I can get what I want from school if I ______

When I Think about School 1. When I think about school my first thoughts are about ______2. My most memorable experiences in school are ______3. What I like most about my present school is ______4. My most painful or disappointing experience in school was ______5. My favorite subject is______

because ______6. The kind of teacher I like most is one who ______

When I Am Not at School 1. When I am not at school what I enjoy the most is ______

because ______2. When I am not in school I spend most of my time with ______

because ______3. Of all the people I know, the one person I admire the most is ______

because ______4. If I could have just one wish granted, I would wish for ______

because ______5. If I could live any place in the world I would choose______

because ______

Adapted from E.R. Hollins, Culture in School Learning (New Jersey: Lawrence Erlbaum Associates, 1996).

2–13 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #6 Example: Elementary and Middle School Community-Based Projects • Teacher and whole class decide This activity can help you learn more about to start a recycling program in what is happening in your students’ com- the school cafeteria. munities and what matters most to them. • Students and teacher decide Lesson Preparation to which organization earned money will be donated from the Grades: K-12 recycling program proceeds. Duration: Two weeks or more Grouping: Whole class • They work with school admin- Materials: Depends on project istrators and custodians to set Objective: To use academic concepts and up a “recycling center” in the skills in meaningful contexts school cafeteria. such as community-based • Students create an “infomer- projects and/or service cial” about the project. learning projects Assessment: All students complete a • In teams of 3-4 students each, community-based project they go to other classrooms to present the goals of the recy- Lesson Delivery cling program and ask for support and participation in the Briefing: • Educator investigates possible program. projects in community such as recycling, taking care of the • Students keep track on a weekly local environment, tutoring basis of amount of recycled younger students, and volunteer materials (plastic, aluminum foil, work with community service etc.) by pounds. organizations. Example: High School Science • Educator connects with community stakeholders to obtain • Teacher and whole class decide feedback on potential projects. to start a “recycling car oil” program for their Environmental • Explain to students the objec- Science class. tives and rationale for this project. • Students coordinate an “Oil Collection Day” in a nearby Instructional Frame community location.

• Teacher presents possible ideas • Students make informational post- and asks students to brainstorm ers, flyers, brochures, and public additional ideas. service announcements on radio and television about responsible • Teacher and students agree on ways to recycle car oil. a project. • Students disseminate the infor- • Teacher and students co-create mation in the community. a plan to implement project. • Students organize their teams to staff the Oil Collection Day.

2–14 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #7 3. Ask students to describe some of these Features of Culture differences. Then ask why people in one group might behave differently from peo- An example of engaging families as ple in another group. resources for learning is found in the following lesson developed for use by the Peace 4. Explain that many differences are related Corps. The homework activity should be to culture—beliefs and ways of living that completed by the student with his or her are handed down from one generation to family members, and is appropriate for a the next. variety of grades. 5. Working from the statements on the Lesson 2: Features of Culture board, explain that all people share basic needs, and ask students for several exam- Grades: 6-12 ples (e.g., food, shelter, love, respect). Duration: 45-60 minutes for each In addition, each of us learns a set of worksheet behaviors and beliefs from the people we Grouping: Whole class and individual grow up with. Ask students for examples assignments (e.g., the manners we’re taught, the Materials: Worksheet #1, Features of way we celebrate holidays, how we are Culture (page 2-18) and expected to behave toward neighbors). Worksheet #2, Everyone Has a Finally, each individual has unique talents Culture (page 2-19) and preferences. Again, ask students for Objectives: Students will be able to: examples (e.g., I’m good at math, I’m • Explain some of the features good at soccer, I don’t like chocolate). of their own culture; • Describe their impressions of 6. Explain that when we talk about behav- how the culture of the iors and beliefs that a group of people United States and their own have in common (not individual talents culture have shaped them; and preferences), we are talking about • Explain some of the attri- culture. butes of culture. Instructions 7. Now have students look at some of the features of culture. Provide each student 1. Write the following statements on the with a copy of Worksheet #1, Features of board: Culture, (see page 2-18). Ask the students to complete the worksheet by filling in • No one is exactly like me. an example for each feature of culture. Work through a few of the features with • I have many things in common with the the students to ensure they understand members of my family and community. that they are being objective observers of • Every person in the world needs some their own taken-for-granted customs. of the same things I need. 8. Take the five features of culture that fol- 2. Point out to students that people in low and ask students to discuss the fol- various groups often look at people in lowing questions about these features: other groups as “different.” Ask students whether they have seen this occur in their • Celebrations: What kinds of cele- school or community. If so, why has it brations are important in your fam- happened? ily? In the United States?

2–15 • C.A.R.E.: Strategies for Closing the Achievement Gaps • Greetings: How do you generally different culture, their answers would be greet people you don’t know? different because they have grown up People you do know? in a different culture. Perhaps they have already found significant differences • Beliefs about hospitality: How do among their small groups. you show hospitality in your community? In your school? In your 13. Write this on the board: “Everyone has home? a culture.” It shapes how we see the world, ourselves, and others. Ask stu- • The role of family: Is there a par- dents now to address these questions: ticular age at which you celebrate an important event in your life with • What is culture? your family or community? • How does it shape the way we see • Attitudes about personal space the world, ourselves, and others? and privacy: How important do you feel it is to have personal space 14. Write the word “culture” in bold capital and privacy? letters across the board. Ask students as a class to come up with a definition. 9. Conduct a class discussion: what conclu- They may find it easier to list aspects of sions can you begin to draw about the culture—different elements that are true culture of the United States? What are of culture—than to come up with a full your impressions about how U.S. culture definition. Such a list might include: has shaped you? • Culture has to do with values and 10. Review Worksheet #2, Everyone Has a beliefs. Culture—Everyone Is Different, with students. For homework, ask students to • Culture involves customs and tradi- complete the worksheet. This will help tions. them identify unique aspects of their • Culture is collective, shared by a own culture. group. 11. When the students return with their • Everyone has a culture. homework (Worksheet #2), have them form small groups and compare their • Culture is learned. homework responses. After the groups compare their responses, ask: • Culture influences and shapes behavior. • Were your responses to the questions exactly alike? • Culture is transmitted from generation to generation. • What differences did you find among responses? • Culture is often unconscious; people are sometimes not aware of • How can you explain the differenc- how their behaviors and attitudes es? have been shaped by their culture.

12. Explain to students that their responses • People in all cultures have common to the worksheet questions were par- needs. tially shaped by the culture in which they were raised. Make the point that if these 15. Then provide the following definition: questions were given to students from a culture is a system of beliefs, values,

2–16 • C.A.R.E.: Strategies for Closing the Achievement Gaps and assumptions about life that guide behavior and are shared by a group of Our Association in Action: people. It includes customs, language, Creating Change Through and material artifacts. These are trans- Social Justice mitted from generation to generation, rarely with explicit instructions. The principles of Social Justice are deeply rooted in the mission, vision, and 16. Use the following questions to focus dis- core values of the NEA and its affiliates. cussion on the role culture plays in form- The Human and Civil Rights department ing our behavior and beliefs: offers a Social Justice training with the following objectives: • How do you think you learned your culture? 1. Exploring Social Justice principles and the ways they are relevant to educa- • How do you think your culture has tors’ work; shaped you? How has it influenced your values, preferences, and beliefs? 2. Identifying forms of injustice in the workplace and the association; and • Despite the differences in culture in our classroom, what are some 3. Learning how to create a more just things that everyone in our class- learning and working environment for room has in common? students and staff.

• How does culture shape the way To learn more about how to access we see the world, ourselves, and this training, contact Dr. Patricia Wright others? ([email protected]) or Akeia Reading ([email protected]). These materials were adapted from Building Bridges: A Peace Corps Classroom Guide to Cross Cultural Understanding. (Peace Corps/Coverdell World Wise Schools, Washington, DC. 2003 http://www.peacecorps.gov/wws/publications/bridges/index.cfm

You’ll find great ideas for incor- porating the cultures of your students as well as cultures from around the world in resources developed by the Peace Corps for their Coverdell World Wise Schools. Go to http://www.peacecorps.gov/wws/ publications/bridges/index.cfm for teacher- friendly materials that will support your curriculum.

2–17 • C.A.R.E.: Strategies for Closing the Achievement Gaps Worksheet #1 Features of Culture Directions: For each feature of culture, think of one example common to people in the United States or in the country where you were born. Use another sheet of paper if you need more space to write.

Styles of dress Concept of fairness

Ways of greeting people Nature of friendship

Beliefs about hospitality Ideas about clothing

Importance of time Foods

Paintings Greetings

Values Facial expressions and hand gestures

Literature Concept of self

Beliefs about child raising (children and Work ethic teens)

Attitudes about personal space/privacy Religious beliefs

Beliefs about the responsibilities of children Religious rituals and teens

Gestures to show you understand what has Concept of beauty been told to you

Holiday customs Rules of polite behavior

Music Attitude toward age

Dancing The role of family

Celebrations General worldview

Building Bridges: A Peace Corps Classroom Guide to Cross-Cultural Understanding. (Washington, D.C.: Peace Corps/Coverdell World Wise Schools, 2003). http://www.peacecorps.gov/wws/publications/bridges/index.cfm

2–18 • C.A.R.E.: Strategies for Closing the Achievement Gaps Worksheet #2 Everyone Has a Culture—Everyone Is Different

Directions: Respond to each question. Use another piece of paper if you need more space.

1. What languages do you speak? 6. How often do you see your extended family (for example, grandparents, aunts, uncles, and cousins)? What role do they play in your life?

2. What music do you listen to? What dances do you know?

7. What holidays and ceremonies are important in your family?

3. What foods do you eat at home?

4. In your family, what is considered polite 8. Describe something very important to and what is considered rude? What man- you. It could be a value, such as respect ners have you been taught? (Think about or honesty. It could be a person, such such things as table manners, behavior as a parent, brother, sister, or friend. It toward guests in your home, what to say could be a goal, such as going to col- when answering the telephone, how to lege or designing a Web site. It could say thanks for a meal.) be a hobby.

5. What do you wear on special occasions? 9. Based on what you’ve written, how would you describe the characteristics of the culture you’re a part of?

Building Bridges: A Peace Corps Classroom Guide to Cross-Cultural Understanding. (Peace Corps/Coverdell World Wise Schools, Washington, DC. 2003), http://www.peacecorps.gov/wws/publications/bridges/index.cfm

2–19 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #8 • Have I learned the correct last name and Educator Reflection—Parent pronunciation of the parent’s name? Interviews • Do I have several examples of the stu- One way to establish good communication dents’ work on hand? with families and parents is to think about • Have I placed signs in appropriate lan- the conversations that you have with par- guages, or appointed guides to escort ents during conferences, home visits, “back- parents to my room? to-school” nights, and other interactions. The list below is a checklist of sorts, with • Have support staff been made aware that issues to think about in preparing for the members of the community will be in the conversation and conducting the actual school? discussion. At the interview: Before the interview: • How specific and candid am I in giving a • Does the meeting time allow working par- parent information about her child’s per- ents to attend? formance?

• Is the meeting in conflict with religious or • Do I believe in the student’s ability to cultural events in the community? learn?

• Have I invited the parent to send a rep- • Am I conveying that confidence to the resentative, such as an older child, if the parent? parent is unable to attend the interview? • How clear am I at explaining what I am • Have I telephoned those people for whom attempting to do in class? it would be more common to convey messages orally? • Am I using the opportunity to learn about the parent’s hopes for his/her child? • Have I invited translators and cultural interpreters? • Am I using parents’ comments to rethink my teaching strategies? (Cultural interpreters are people who are familiar with the official and unofficial cul- • Am I giving the parent a chance to ask tures of the school and the cultures of the questions? home. Cultures here include the meanings, values, and practices that are common not • Am I listening/Am I paraphrasing and only to the ethnic group from which the par- giving back to the parent my understand- ent comes but also to their social class.) ing of what is being said?

• Do I attempt to hold some meetings with • Am I allowing time for the parent whose parents in the school and others in com- mother tongue is not English, or who munity buildings (i.e., community centers or speaks a variety of English different from recreational rooms of apartment buildings). mine, to convey her meaning?

• Have I ensured that the doors of the • Am I noting the parent’s non-verbal cues? building are unlocked so that parents can • Am I using the opportunity to learn from enter? the parent about the strategies which work well with the student in the area of work habits and conduct?

2–20 • C.A.R.E.: Strategies for Closing the Achievement Gaps • Am I using the opportunity to discover Instructional Frame ways in which the parent might contribute to the student’s learning and the life of 1. Day 1: Explain to students that the school? we are going to use our names to learn about each other. • Am I open to the fact that the parents’ economic / social reality may make it 2. Have students complete the impossible for them to participate in worksheet “What’s In My Name” school life in the traditional ways? as homework.

• Am I using the occasion to provide a 3. Day 2: Tell students the story of parent with more information about the your name. Explain that today school and about their rights as parents, they will get to know each other in order to empower them to participate by sharing their own stories. significantly in the life of the school? (Based on worksheet: “What’s in My Name?”). • Am I inviting parents to express their expectations of the school? 4. Ask students to share the story of their names by responding to the • Am I inviting a parent to express dissatis- questions from the assignment. factions and explore conflicts which he or she has experienced with the school? 5. With older students, you may want to share in small groups • Am I using the opportunity to explain the and have them respond to the school’s race relations policy to parents “debriefing” questions, then from all cultural and racial backgrounds? report to the large group.

Irene McGinty and Noni Mendoza-Reis,Towards Equity: A Guide Debriefing for Teaching and Learning in a Multicultural Society: Classroom Applications. (Sacramento: California Department of Education, 1998), 1105-1106. Ask students to process the activity by responding to the following questions: Activity #9 • Why do you think it is impor- What’s in My Name? tant to know the stories of our names? Activities #9 and #10 are opportunities to • What do we learn about each explore both your own and your students’ other through our names? cultural identities. • How did we do in this activity? • How can we work better Lesson Preparation together?

Grades: 3-12 Jeanne Gibbs, TRIBES: A New Way of Learning and Being Duration: 60 minutes Together. (Windsor, CA: CenterSource Systems, 2001), 276-277. Grouping: Whole class Materials: “What’s In My Name” worksheet (page 2-22) Objective: To build community among students Assessment: Participation of all students and teacher/ESP

2–21 • C.A.R.E.: Strategies for Closing the Achievement Gaps Name/Nombre______Date/Fecha______What’s in My Name? ¿Qué Hay en Mi Nombre?

Interview your parents. Then, answer the following questions about your name.

Entrevista a tus padres. Después, contesta las siguientes preguntas sobre tu nombre.

1. Why did your parents choose your name?

¿Por qué escogieron tu nombre tus padres?

2. If you were named after someone, who was it?

Si te pusieron el nombre de alguien, ¿de quién fue?

3. Do you like your name? Why or why not?

¿Te gusta tu nombre? ¿Por qué, o por qué no?

4. If you could choose another name, what would it be? Why?

Si Pudieras escoger otro nombre, ¿cuál sería? ¿Por qué?

Jeanne Gibbs, TRIBES: A New Way of Learning and Being Together (Windsor, CA: CenterSource Systems, 2001), 276-277.

2–22 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #10 5. Students share their statements at “I am from…” Statements tables. 6. Students discuss ways their state- This activity builds on the exploration of ments were alike and different. cultural identities and incorporates writing skills. Debriefing Lesson Preparation Process this activity by asking students the following: Grades: 6-12 Duration: 60 minutes • How are you like your Grouping: Whole class classmates? Materials: Paper, pencils, copy of “I Am From…”matrix, “I am from...” • How are you different from your statement on either overhead classmates? or chart paper Objectives: • Help students examine the • What did you learn about your variety of cultural factors classmates? that shape them • Learn more about your stu- • What did you learn about dents yourself? Assessment: Completion of “I am…” statement by all students and the • What did you learn that teacher/ESP surprised you? Lesson Delivery I AM FROM… Briefing: Southern ways • Explain purpose of lesson to Music students Soul food People of all shades • Point out that each of us is influ- Slaves Bright colors enced by a variety of factors in Loud voices our lives Concerts “Go on Girl” • Focus of activity is expression Sweet potato pie and and creativity vs. punctuation Turkey in the oven and grammar Chitterlings on the stove stinking up the house Instructional Frame Dancing all night Racism and small slights.

1. Show students a sample of an “I (W. Gary, October 2001) am from” statement. (Your own, or see sample below).

2. Show students matrix of sample “I am from…” Matrix categories/factors. Category/factors 3. Ask students if they have any more Places Events categories to add to matrix. Products Phrases Food Smells 4. Give students time to write their People Sounds own “I am from” statements. Common things Sights Pictures Ouches

2–23 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #11 Educator Reflection on Culture “What is cultural about what I do in the classroom?”

This activity builds on the exploration of cultural identities and incorporates writing skills. Dr. Alfredo Artiles, Professor of Special Education and English Language Learning at Arizona State University, argues that everything we do is influenced by culture. In addition to inquiring into the culture of the school and the cultures of their students, educators also need to investigate their own culture and the cultural assumptions that influence their teaching style.

In the video below, Dr. Artiles dicusses educator behaviors that are influenced by culture. http://www.youtube.com/watch?v=XQePuaUqtUg

Watch the video and then reflect on the following two questions: 1) Dr. Artiles asks, “What is cultural about what I do in the classroom?” What are some examples that he gives? 2) Consider your own practice. What are some behaviors and practices in your classroom that reflect your culture?

2–24 • C.A.R.E.: Strategies for Closing the Achievement Gaps C h a p t e r 3 C h a p t e r 3 Unrecognized and Undeveloped Abilities

he challenge facing every educator is You either have it or you don’t. Whatever a Tensuring that each student reaches her or child’s IQ is, well, that’s it.” his fullest potential. Often we cannot clearly see what that potential is, but it is still our Challenge: Despite much debate, research, responsibility to coach, guide, encourage, and and opinion, we really do not know what intel- support a student to achieve at the highest ligence is. All we really have are theories about possible level. intelligence, and some researchers suggest there are multiple kinds of it—all kinds equally This section of C.A.R.E.: Strategies for useful and supportive of student achievement. Closing the Achievement Gaps will give educators concrete ideas about how to This is a vitally important piece of informa- fulfill the responsibility of helping a diverse tion for educators who have students with array of students meet high standards. But diverse backgrounds and experiences, and first, it may be worthwhile to question a few thus, many ways of knowing and interpreting longstanding assumptions about student the world. With an appreciation for the many ability. In this questioning, we are likely to variations in how students learn, you have the find that all students have the capacity to opportunity to be successful with all your stu- achieve at high levels…if we change the dents—if you have access to multiple ways of way we think about them. teaching.

Let’s begin by challenging a few closely held Research at major universities over the past beliefs about student learning. 10+ years has resulted in the dismantling of long-held notions about the nature of Belief #1: “How Sally scores on the standard- intelligence. This has been good news for ized test tells me what she knows and what she can learn.” Enduring Understanding: When educators appreciate the broad array Effective educators of culturally of students’ interests, communication styles, and linguistically diverse students and ways of knowing the subject matter, they find ways to connect school to students’ recognize the need for multiple approaches lives and to instruction and assessment. They know recognize that intelligence can be that standardized tests seldom allow for tap- changed by learning experiences. ping into the wide range of what their students know and are able to do. Alternative Optimal instruction for culturally and assessments develop from a recognition linguistically diverse students: that learning is as much a social event as a • acknowledges that students come with cognitive one. For example, in one alterna- unrecognized abilities and underdevel- tive assessment strategy, educators engage oped potential; students in the assessment of their own work through student-led parent-teacher confer- • integrates multiple abilities and higher ences (Stiggins 2003). order thinking skills, and fosters autonomy. Belief #2: “We all know what intelligence is.

3–1 • C.A.R.E.: Strategies for Closing the Achievement Gaps educators who know that many students are smarter than they “test.” CREDE Standards for Abilities For example, Howard Gardner, a Harvard- based researcher, has been one of the • Challenging Activities/Teaching scholars (and perhaps the most familiar) Complex Thinking: Effective educators to re-think the idea that intelligence is a of culturally and linguistically diverse single concept that can be measured by a students traditional Intelligence Quotient (IQ) test. In challenge students toward cognitive Gardner’s view of intelligence, students are complexity. able to solve problems and create products using a variety of mental strategies. • Language and Literacy Development Across the Curriculum: Effective edu- But Gardner’s is not the only theory of intel- cators of culturally and linguistically ligence that suggests that 1) intelligence diverse has more than one major aspect; and 2) students develop student competence intelligence can be developed—that you in the language and literacy of instruc- are not limited by what you are born with. tion across the curriculum. Other researchers suggest that intelligence is something that can be grown, developed, and learned (Perkins 1995; Sternberg 2000). own learning. Furthermore, a ‘pedagogy of promise’ also engages students with As you work with students from different applying ideals such as fairness, equity, and cultures, economic backgrounds, and home justice to their world. For example, effec- languages, you may find that they are adept tive reading teachers engage students in at demonstrating what they know using a challenging discussions of the meaning of wide variety of abilities. In addition, you reading materials that reflect on their direct may find that students may start out slow, experiences (Taylor, et al. 2002). pick up speed, and catch up with their peers. This can happen when what they are Challenging our assumptions about student taught builds on what they know from their intelligence(s) and abilities opens the pos- everyday experiences. sibility for students to use their unique ways of understanding the world to grow their For example, Haberman’s (1991) view of intelligence. good teaching is contrasted with a “pedagogy of poverty.” A pedagogy of poverty, Belief #3: “My students don’t speak in Haberman’s view, entails many famil- English: how can I expect them to grasp iar teaching practices like assigning and math concepts and other complex topics?” reviewing homework, giving and reviewing tests, and marking papers and giving Challenge: When educators use appropri- grades. The balance of teacher control and ate teaching strategies, English language student autonomy is weighted toward the learners (ELLs) can become proficient writ- teacher (Ferguson 2004). “Good teachers and readers and successful in math, sci- ing,” in Haberman’s view, helps students ence and other core subjects. Sometimes see major concepts and general principles these strategies require that ELLs learn the while applying new ideas to their real-life mechanics of a subject matter using their problem. Good teaching helps students to own language before they make the transi- be engaged with issues they see as vital tion to English. For other students, joining and develops their capacity to plan their subject matter instruction with language

3–2 • C.A.R.E.: Strategies for Closing the Achievement Gaps development provides the key to opening Abilities References: students’ full potential. Jie-Qi Chen, Mara Krechevsk, and Julie When we consider the central importance Viens, Building on Children’s Strengths: The of language in learning and in understand- Experience of Project Spectrum (New York: Teachers College Press, 1998). ing culture, we find a need to become more familiar with our students’ everyday lives, Ronald Ferguson, Necessary Policies and beliefs, and values. In their cultures, we are Practices to Close the Student Achievement likely to find a foundation for students’ Gaps, Presentation to NEA Symposium on grasping of complex concepts and processes. Critical Issues for Educators, Washington, D.C., 2004. These common misconceptions about abili- Martin Haberman, “Pedagogy of Poverty ties often stand in the way of educators Versus Good Teaching,” Phi Delta Kappan, being fully successful, resulting in students 73 (1990): pp. 209-229. missing the opportunity to meet their highest potential. This guide offers practical David Perkins, Outsmarting IQ: The classroom and school strategies, coupled Emerging Science of Learnable Intelligence with suggestions for partnering with families (New York: The Free Press, 1995). and communities, which enable educators to challenge these beliefs with action. Robert J. Sternberg, Presentation to American Psychological Association, Washington, D.C., 2001. Robert J. Sternberg, Wisdom, Intelligence, and Creativity, Synthesized (New York: Cambridge University Press, 2003). Richard J. Stiggins, Balanced Assessment: The Key to Accountability and Improved Student Learning (Washington, D.C.: National Education Association, 2003). Barbara M. Taylor, Barbara J. Fry, Debra S. Peterson, and P. David Pearson, Steps for School-wide Reading Improvement (Washington, D.C.: National Education Association, 2003).

3–3 • C.A.R.E.: Strategies for Closing the Achievement Gaps Educator Check-In on Abilities “How am I doing?”

Directions: Review the list below. Place a check by each item to reflect your practice. Then indicate the three items you would like to explore in order to improve your practice.

“I do this “I do this “I haven’t My priorities Indicators a lot” a little” done this” to explore

1. I provide on-going opportunities for students to set their own learning goals.

2. I set my own learning goals in order to increase my ability to work with diverse students and periodically take time to assess how well I am doing.

3. I provide on-going opportunities for students to assess their own work using self-assessment measures such as rubrics, checklists, etc.

4. I help students learn about their individual cognitive strengths through learning style inventories, explicit teaching of thinking skills, and student self-monitoring.

5. I design instructional tasks that advance student understanding to more complex levels.

6. When I assist students in critical thinking and complex activities I help them advance their understanding by relating the task to their real-life experiences.

7. I promote language development in my lessons through the use of modeling, praising, eliciting, probing, paraphrasing, clarifying, etc.

8. I interact with students in ways that reflect their preferences for speaking such as wait-time, eye-contact, turn-taking, etc.

9. I model and encourage students’ use of academic content vocabulary.

10. I provide many opportunities throughout the school day for student-student and student-educator interaction focused on academic content.

11. I encourage and understand the need for students to use their first and second languages during learning activities.

12. I provide immediate and explicit feedback to students on an on-going basis.

3–4 • C.A.R.E.: Strategies for Closing the Achievement Gaps Educational Support Professional Check-In on Abilities “How am I doing?”

Directions: Review the list below. Place a check by each item to reflect your practice. Then indicate the three items you would like to explore in order to improve your practice.

“I do this “I do this “I haven’t My priorities Indicators a lot” a little” done this” to explore

1. I provide support for students to set their own learning goals.

2. I set my own learning goals in order to increase my ability to work with diverse students and periodically take time to assess how well I am doing.

3. I help students learn about their individual strengths through discussion, encouragement, and student self-monitoring.

4. When I assist students in classroom activities, I help them increase their understanding by relating the task to their real-life experiences.

5. I promote language development in my work with students through the use of modeling, praising, probing, paraphrasing, clarifying, etc.

6. I interact with students in ways that reflect their preferences for speaking such as wait-time, eye-contact, turn-taking, etc.

7. I model and encourage students’ use of academic content vocabulary.

8. I provide opportunities throughout the school day for student-educator interaction focused on academic content.

9. I encourage and understand the need for students to use their first and second languages during learning activities and around the school.

10. I provide immediate and specific feedback to students on an on-going basis.

3–5 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity Activity Number

Models of Different Types of Paragraphs, Models of Types Different page page 3-8

Student-Generated Rules for Punctuation, page 3-22 Student-Generated Rules for Punctuation, page 3-22

Educator Reflection—Formative and Summative Summative and Reflection—Formative Educator Assessment, Assessment, page 3-23

1. Venn Diagram, 1. page Venn 3-7 2. 2. 3. Text Representation, page Representation, 3-15 3. Text

4. 4. Learning and Assessing, page 3-15

5. Educator Reflection—Educator Expectations, page 3-20 page Expectations, Reflection—Educator Educator 5.

6. 6.

7. 7.

Strategies

Comprehension strategies Comprehension

Student Student goal-setting/portfolios

Hold high expectations for all all for expectations high Hold students

Multiple measures Multiple Approaches, Approaches, Strategies, and Activities At-a-Glance Grid

Approaches

Promote Promote Higher Order Order Thinking

High Expectations High

Assessment

3–6 • C.A.R.E.: Strategies for Closing the Achievement Gaps Ready-to-Use Approaches, Instructional Frame Strategies, and Activities • Part A: Introduction to Venn Diagram

Activity #1 To introduce elementary (K-3) students to Venn Diagram the Venn Diagram:

Conceptual understanding beyond rote 1. Educator can bring in a set of the learning helps to expand struggling stu- following: hula hoops/jump ropes/ dents’ ability to use their higher cognitive yarn and make two intersecting functions. The following activity illustrates circles. one way to do this. 2. Educator introduces and models Lesson Preparation vocabulary of “same” and “dif- Grades: K-12 ferent” ( ____ and ____ both have Duration: 20- 45 minutes long hair. Their hair is the same. Grouping: Whole class or educator-led ___ and ___ are wearing different small groups shoes). Materials: Chart paper, pens Objectives: • To compare and contrast 3. Educators ask students to identify characteristics or qualities similarities and differences from between two concepts (e.g., items in the classroom (blocks, story characters, geometric shoes, etc.). shapes, geographical areas, 4. Students place items in the Venn animals, plants, etc.) Diagram according to the similari- • To develop critical thinking ties and differences between the skills through analyzing items. The space where the two similarities and differences circles overlap is for items that hold characteristics in common. • To teach academic language The external spaces of the circles where they do not overlap are for Assessment: Student participation in the items that are different from each process; student completion other. Be sure to give students the of Venn diagram; student vocabulary term“Venn Diagram” ability to interpret the so that you build academic lan- information (orally or in guage. writing) presented in the Venn Diagram To introduce upper elementary and secondary (4-12) students to the Venn Diagram: Lesson Delivery 1. Educators can provide students Briefing: Introduce the objectives of this les- with a Venn Diagram worksheet son. “Today we are going to study the simi- with two intersecting circles. larities and differences between ______.” Briefly explain to students how they are 2. Educators can ask students to going to do this. “We are going to use think about the similarities and dif- our critical thinking skills to create a Venn ferences between two concepts Diagram that will show how concepts are the class is currently studying. alike and different.” 3. During whole group discussion, model on an overhead or on

3–7 • C.A.R.E.: Strategies for Closing the Achievement Gaps the board how to use the Venn Activity #2 Diagram to show the similarities Models of Different Types of and differences between the two Paragraphs concepts. As you model, students follow along, completing their own Providing students with templates or mod- Venn Diagrams. els as they are learning a new skill can be a good way to help them gain confidence 4. After the modeling and guided in their ability. The templates in this activity practice, have students work in were developed for English language learn- pairs to complete a Venn Diagram. ers but are useful for learners of varying • Part B: Instructional Application: ability levels. The “Expository Text Structures Character Analysis Chart” can be used to help students compare different approaches in writing. This can be done as a whole group activity or as an educator-led instructional conversa- Lesson Preparation tion with 3-7 students. Grades: 2-12 1. Students read two stories by same Duration: 20-40 minutes author and/or different versions Grouping: Small group, pairs, or whole of the same story (e.g., The Three group Bears by different authors, etc.). Materials: Chart paper, markers, “Models of Different Types of 2. Educator creates a Venn Diagram Paragraphs” (English and on chart paper with titles of books. Spanish, (pages 3-11 - 3-14), Educator also provides a work- “Expository Text Structures sheet version for each student. Chart” (page 3-10)

3. Students brainstorm similarities Objectives: • To learn ways to use different and differences between the main writing structures to characters of each story. communicate a variety of purposes 4. Educator and students discuss • To teach academic language similarities and differences. Assessment: Use a rubric rating to assess 5. Follow-up activity: Students create the quality of students’ com- a Venn Diagram comparing them- pleted paragraphs. selves to one of the characters. Lesson Delivery Debriefing Briefing: Introduce the objectives of this • What worked well in this activity? In lesson. “We are going to learn what ways did we follow our class- an easy way to write a paragraph room norms? to describe ______.” Briefly • What was challenging for you? explain to students how they are going to do this. “We are going • What are other uses for Venn to use a paragraph frame to help Diagrams? us learn how to write our paragraphs.” • How could we do better next time with this activity?

3–8 • C.A.R.E.: Strategies for Closing the Achievement Gaps Instructional Frame Debriefing

1. Engage students in a conversation • What worked well in this activity? about the topic they will be writing about in their paragraphs. Ask the • In what ways did we follow our students to share their background classroom norms? experiences and knowledge about • What was challenging for you? the topic. List their ideas using a Web or other graphic organizer • What are other things we might on a piece of chart paper. (See use a paragraph frame for? “Expository Text Structures Chart,” page 3-10). • How could we do better next time with this activity? 2. Distribute “Models of Different Types of Paragraphs”to students. Cristina Sanchez-Lopez, Ph.D., Education Consultant, Illinois Ask students to write a paragraph Resource Center, (2003). on the topic they just discussed using the paragraph frame structure to guide their writing. Model this process as guided practice if students are not ready to do this as an independent or partner activity.

3. Ask student volunteers to read aloud their paragraphs to a small group or the whole class. After each one shares, allow students to give appreciations or feedback, such as: “I like the part where you said______because ______.” Or “I have a question about ______.”

3–9 • C.A.R.E.: Strategies for Closing the Achievement Gaps Chart Solution Problem/

What is the problem? Who has the problem? action result decision Sequence Cycle Events Chart Fishbone Arrows Matrix Comparison Diagram Venn Spider Map Graphic Organizers that Fit the Purpose Web

Key Words Appeared, behaved, felt, acted following, Before, then, after, first, next finally, So, so that, since, thus, because, in order to, therefore, as a result Both, also, while, whereas, yet, but however, next, also, First, most another, important, finally so Solution, problem, answer, that, because, as a result -

Purpose how something looks, Tells feels or acts. Identifies charac - teristics or components. Lists sequential information or a series of events. Gives directions for doing or making something. why Explains reasons. Tells something happens or exists. Shows similarities and differences. Provides main topic, support - ing details, and examples. Identifies need and impor tance, suggests resolution, persuades, enlists support, and describes consequences. Expository Text Structures Chart Type of Text Structure of Text Type Description Time Order/Sequence Cause/Effect Compare/Contrast Enumerative/Listing Problem Resolution/ Persuasion Sanchez-Lopez, Cristina, Ph. D.; Education Consultant, Illinois Resource Center (2003)

3–10 • C.A.R.E.: Strategies for Closing the Achievement Gaps Models of Different Types of Paragraphs

Sequential:

In order to ______, you must follow several steps.

First, ______.

Then, ______.

Next, ______.

Finally, ______.

Chronological:

At the beginning, ______.

After that, ______.

Next, ______.

The ______ended when______.

Cristina Sanchez-Lopez, Ph.D., Education Consultant, Illinois Resource Center, (2003).

3–11 • C.A.R.E.: Strategies for Closing the Achievement Gaps Models of Different Types of Paragraphs

Compare-Contrast:

______and ______are alike and are different in several ways. First, they are alike because ______but they are different because ______.

Secondly, one is ______while the other is ______.

Finally, they are alike because ______.

But they are different because______.

Problem-Solution:

The problem began when______. The ______tried to______. ______.

After that,______.

Then, ______.

The problem was finally resolved when ______.

Cristina Sanchez-Lopez, Ph.D., Education Consultant, Illinois Resource Center, (2003).

3–12 • C.A.R.E.: Strategies for Closing the Achievement Gaps Modelos de Diferentes Tipos de Párrafos

Secuenciales:

Para ______, usted tiene que seguir varios pasos. Primero, ______.

Luego, ______.

Después, ______.

Por último, ______.

Cronológicos:

Al principio, ______.

Después de eso, ______.

Luego, ______.

El ______termina cuando ______.

Cristina Sanchez-Lopez, Ph.D., Education Consultant, Illinois Resource Center, (2003).

3–13 • C.A.R.E.: Strategies for Closing the Achievement Gaps Modelos de Diferentes Tipos de Párrafos

Compare-Contraste: ______y ______son similares y diferentes de varias maneras. Primero, son similares porque______pero son diferentes porque ______.

Segundo, uno es ______.

Mientras que el otro es______.

Por último, son similares porque ______.

Pero son diferentes porque ______.

Problema-Solución:

El problema comenzó cuando______.

El ______trató de ______. ______.

Después de eso, ______.

Luego, ______.

El problema fue finalmente resuelto cuando ______.

Cristina Sanchez-Lopez, Ph.D., Education Consultant, Illinois Resource Center, (2003).

3–14 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #3 Debriefing Text Representation • What worked well in this activity? There are lots of ways to test the reading comprehension of students beyond stan- • In what ways did we follow our dardized tests and traditional “read and classroom norms? respond” activities. This activity is a reminder • What was challenging for you? to look for alternative ways for your students to demonstrate their mastery of text and • How could we do better next time their varying ways of understanding and with this activity? communicating what they have learned. When thinking about assessing Lesson Preparation students, we often do not give students credit for what they do Grades: 1-8 know. Students’ lived experiences and Duration: 30–60 minutes home languages, for example, are assets Grouping: Whole class or educator-led that students bring into the classroom. The small groups following videos will help you begin think- Materials: Dependent on activity ing about how you can tap into students’ Objectives: • To demonstrate comprehen- prior knowledge and use students’ cultural sion of a story using stu- knowledge to increase their opportunities dents’ words and creative to learn. representations • To teach academic language Sonia Nieto–Multi-lingualism as assets not deficits Assessment: Use a simple rubric to rate the http://www.youtube.com/watch?v=83AxrJmEfH4 quality of the representations that students produce. Alfredo Artiles–Maximize student learning opportunities Lesson Delivery http://www.youtube.com/watch?v=dy47e15ZRl4 Briefing: Introduce the objectives of this lesson. “Today you are going to learn new ways to show what you learned Activity #4 from the story we just read.” Briefly Learning and Assessing explain to students how they are going to do this. “You are going to Use the following resources to help your use your creativity to select a way to students set learning goals, reflect on their re-tell the story.” work and progress, and develop assessment portfolios: Instructional Frame • “Week in Review”(page 3-16)—Use 1. Students read a story. this worksheet each week to help students reflect on their learning. 2. Students work in pairs to recreate the This develops metacognition and text using their own language. Activities critical thinking skills. can include: role-play, written summary, diorama, cartoon sequence. • “Self-Assessment for Second Nine Weeks”(page 3-17)—Have your 3. Students present their representation students use this worksheet to help to whole class or small group. them reflect on their learning over the past semester, and set goals for the next semester.

3–15 • C.A.R.E.: Strategies for Closing the Achievement Gaps Week in Review

Dates:______

This week in English I learned:

a) ______

b) ______

c) ______

This week in Math I learned:

a) ______

b) ______

c) ______

This week in Social Studies I learned:

a) ______

b) ______

This week in Science I learned:

a) ______

b) ______

Two good things that happened this week were:

a) ______

b) ______

Two things I would like to change about this week would be:

a) ______

b) ______

Irene McGinty and Noni Mendoza-Reis, Towards Equity: A Guide for Teaching and Learning in a Multicultural Society: Classroom Applications (Sacramento, California Department of Education, 1998).

3–16 • C.A.R.E.: Strategies for Closing the Achievement Gaps Self Assessment for Second Nine Weeks

1. What have you learned these nine weeks that will help you the most in the future?

2. What gave you the most problems these last nine weeks?

3. What was your biggest success?

4. How do you learn best?

5. What can you do well enough to teach another student?

6. List five things you are going to do next semester that will improve your grades.

7. Next semester I would like to do more of ______

8. If I could study anything I wanted I would study

9. The person I admire the most in the whole world is

Irene McGinty and Noni Mendoza-Reis, Towards Equity: A Guide for Teaching and Learning in a Multicultural Society: Classroom Applications (Sacramento: California Department of Education, 1998).

3–17 • C.A.R.E.: Strategies for Closing the Achievement Gaps Step-by-Step Decisions and Preparations in Using Portfolios for Student-Led Conferences

1. Inform parents, students, and administrators about the conference and the portfolio.

2. Decide how you will handle the daily/weekly work and how you will inform parents of weekly progress.

3. Decide how many, when, and where your conferences will be held.

4. Decide how you will handle the day-to-day process of taking up and handing out of papers. Decide details like using sticky pads for reflections, how many assignments students will reflect on, and when they will reflect on them.

5. Choose what kind of storage you will use for daily work and for the portfolio. How will you store these and handle them?

6. Determine what pieces of work you will want to require in the portfolio, and what pieces you will allow the children to choose.

7. Establish when you will build the portfolio and train the children for their conferences.

8. Select what type of invitation you will send and how you will confirm the conference.

9. Conduct the conferences. Plan ahead what to do in the event you cannot get a parent to the conference even after repeated contacts.

10. Analyze, discuss, and reflect on the successes of the conference and how it can be improved. Save these to review before the next conference.

Irene McGinty and Noni Mendoza-Reis, Towards Equity: A Guide for Teaching and Learning in a Multicultural Society: Classroom Applications (Sacramento: California Department of Education, 1998).

3–18 • C.A.R.E.: Strategies for Closing the Achievement Gaps Reflections

These are just a few examples of the kinds of questions and open-ended sentences to use as the children reflect on individual assignments, projects, or pieces chosen to go in the portfolio.

• What makes this piece of work well done?

• What could you do on this assignment to improve?

• What was difficult about this piece?

• What did you learn doing this assignment?

• How can you use this lesson when you grow up?

• What gave you problems on this piece?

• What did you do on this assignment that shows you are working on your personal goal?

• If you could do this assignment over, what would you do to make it better?

• What helped you learn how to do these problems?

• Why did you choose this piece to put in your portfolio?

• How did you solve this problem?

• What did you learn from doing this assignment that you could share with another student to help them?

• I can improve my grades next semester by______.

• What I liked most about this assignment was______.

• I should have done better on ______.

• I can improve how I learn by______.

• My personal goal is to ______.

• Next semester I would like to do more ______.

• Next semester I would like to learn more about ______.

Irene McGinty and Noni Mendoza-Reis, Towards Equity: A Guide for Teaching and Learning in a Multicultural Society: Classroom Applications (Sacramento: California Department of Education, 1998).

3–19 • C.A.R.E.: Strategies for Closing the Achievement Gaps • “Step-by-Step Decisions and Activity #5 Preparations in Using Portfolios for Educator Reflection— Student-led Conferences” (page Educator Expectations 3-18)—Use this tool to help you plan and develop your student Educators are often unaware of their expec- portfolio system. This tool also tations for individual students, but they helps you prepare the students to play a critical role in nurturing the abilities conduct parent conferences based of diverse students. Take a few minutes to on portfolio work. reflect on the ways that you can hold cultur- • “Reflections”(page 3-19)—Use ally and linguistically diverse students to these questions to help students high expectations. reflect on their assignments, projects, and pieces they select for Reflection Process their portfolios. 1. The chart “Holding Students to High Expectations” (page 3-21) lists four kinds of student performance for which teachers have expectations.

2. Review the reflective questions and examples on the chart.

3. Think of examples that illustrate how you practice each of these in your classroom.

4. As you reflect, think about what you have learned about the impact of cultural influences on ability development.

5. In a small group of colleagues, share your examples and listen to what your colleagues do to see what you can apply in your classroom.

3–20 • C.A.R.E.: Strategies for Closing the Achievement Gaps Holding Students to High Expectations Area of student Reflective Questions Examples of how I practice performance for these in my classroom teacher expectation

1. Quality and quantity of Am I teaching to content and/ I show my students work or state standards? samples of good quality work.

Do I focus on standards that build both skills and higher order thinking?

Are my students aware of what good quality work looks like?

Have I been explicit with my students about how they can produce high quality work?

2. Work habits and work Do my students know the I have baskets with labels for procedures procedures for starting and “Completed Work.” finishing their work?

3. Business and house- Do I co-create classroom norms I do a daily check in with my keeping routines with my students? class about following norms.

Are my students following the class norms?

4. Interpersonal behavior Do I teach my students how to I teach my students active communicate, problem solve, listening skills. and collaborate with their peers and other adults?

Do my students relate well to others?

Do my students exhibit a sense of confidence and positive self-esteem?

3–21 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #6 2. Put the students in small groups Student-Generated Rules for and distribute the passage. Ask Punctuation them to imagine that they are creating a new book to help students Frequently, students make the same gram- punctuate correctly. matical errors—punctuating dialogue, capitalization, commas, etc. One way to deal 3. Ask them to write up five rules with these errors is to ask students to gen- that explain punctuation for your erate the rules. They remember their own area of focus (like punctuating dia- rules far longer than when they read the logue) and to include an example rule and correct the errors in a punctuation for each rule from the selected exercise. passage. Give them hints to help them start: for example, on punc- Lesson Preparation tuating dialogue, look at where the commas, quotes, and capitals are Grades: 6-12 located. Duration: 45-60 minutes Grouping: Small groups 4. After checking to see if the rules Materials: Copies of story, chart paper, are correct, consolidate where pos- markers sible and post the rules on the wall Objectives: • To help students understand as a reminder during writing time. grammar and punctuation Students also learn that if they • To identify patterns of errors forget the rules, they can just pull students are making and down a novel that has dialogue correct them and figure them out again.

Lesson Delivery 5. See the “Patterns of Errors Check List” (page 3-23) for areas you may 1. Copy a page from a short story or want to focus on with your stu- novel that demonstrates the rules dents. You can identify your own you want students to learn—for list based on what you see in their example, to teach about punctuat- work. ing dialogue, choose a piece of dialogue interrupted by an attribu- Linda Christensen, “The Politics of Correction,” Rethinking tion, a question, a dialogue where Schools, 18, 1 (2003): 20-24 www.rethinkingschools.org the speakers change but there is no attribution.

3–22 • C.A.R.E.: Strategies for Closing the Achievement Gaps

Patterns of Errors Check List Activity #7 Educator Reflection— Formative and Summative Adapted from Mina P. Shaughnessy’s Assessment book Errors and Expectations: A Guide for the Teacher of Basic Writing (NY:Oxford Use multiple measures to assess students’ University Press, 1977). knowledge, mastery, instructional needs, and learning progress. Some examples of Using this list as a template, look for pat- such measures might include: terns of errors under each category: punctuation, grammar, spelling, and syntax. You 1. Formative Assessment: measures can add categories for essay and narrative that assess student progress writing as you move into this instruction. throughout the year. These measures are important to help inform Punctuation educators of instructional needs • Capitalization of students on a daily, weekly, and • End punctuation monthly basis: • Commas - series • rubrics, (for example, see - participles “Analytic Rubric of Prewriting - adverbial clauses Skills,” page 3-24) - adjective clauses • Dialogue quotation • checklists, • Academic quotation • observations, Grammar • curriculum-based tests (e.g., • Subject/verb agreement chapter tests), and • Basic verb tense (consistency) • Irregular verbs • portfolios • Special usage (case with pronouns, agreement in unusual contexts) 2. Summative Assessment: typically, these are measures that evaluate Spelling student progress at the end of the school year or the end of units, • Basic spelling patterns (doubled conso- or are used to determine specific nants, levels of student understanding. silent e, i before e, etc) Summative assessment helps edu- • Key standard/nonstandard variations • Demons cators and schools evaluate the effectiveness of instructional pro- Syntax grams for individual students, as well as overall classroom, school, • Sentence completeness and district progress each school • Basic word order (including direct and year: indirect questions) • Basic modification (phrases, words, clauses) • standardized tests, • Advanced sentences (parallel structures, periodic structures, variety) • chapter tests,

Linda Christensen, The Politics of Correction. (Milwaukee, WI: • English language development Rethinking Schools, 2003), Volume 18, #1, Pgs. 20-24, assessment www.rethinkingschools.org

3–23 • C.A.R.E.: Strategies for Closing the Achievement Gaps Analytical Rubric of Prewriting Skills

Student: ______Grade:______

Date: ______

Task: Now that you've finished your writing assignment, take a look at the chart below and find which previewing skill you used.

Novice Developing Expected Mastery

Idea I thought of I thought of a I thought of I thought of sever- Generation one idea and few ideas and many ideas and al ideas, solicited started writing. then chose one. then chose one. ideas from others, and then chose one.

Organization I began writing I jotted a few I used a graphic I used a detailed of Ideas without a plan. notes but did organizer to graphic organizer not use a graph- develop a that included my ic organizer. detailed plan ideas as well as suggestions from others.

Consideration I did not iden- I identified an I wrote with I gethered addi- of Audience tify an audience audience and my audience tional informa- and Purpose or a purpose. purpose but did and purpose in tion about my not write with mind. audience and/or them in mind. purpose before I began writing.

Writing Form I selected nei- I selected either I selected both After considering and Format ther the appro- the appropriate the appropriate possible alterna- priate form not form or format. form and for- tives, I selected format. mat. the most appropriate form and format.

Developed by Lori Windler, East Tipp Middle School, Lafayette, IN March 2002

Patti Ralabate, Meeting the Challenge: Special Education Tools that Work for All Kids, NEA Professional Library, 2003.

3–24 • C.A.R.E.: Strategies for Closing the Achievement Gaps C h a p t e r 4 C h a p t e r 4 Resilience

losing the achievement gaps and help- How do schools provide caring relationships Cing all students to be successful creates for students? large demands on educators. One of these demands is the need to develop a deep Caring educators provide trust and the mes- appreciation for the variety of cultures, sage of “being there” for a student. You can languages, and economic circumstances show respect for your students by acknowl- from which their students come. Research edging them for who they are, and making and practical experience show that these a one-on-one connection with them. Caring students have abilities that have not been educators look underneath the negative recognized or are yet to be fully developed. behavior of a student and refuse to take this Yet they often show a resilience–an ability to behavior personally. By listening and get- bounce back from adversity—in their every- ting to know your students, you tell them day lives that holds them in good stead. that they are important and they matter to you. Students excel when they believe that What is resilience and why is it important? you will help them succeed, show interest in their lives outside of school, and care Resilience is “a set of qualities and circum- about what they think about their classes stances that foster success despite risk and (Ferguson, 2004). The resilience research adversity” (Benard, 2004). Students who are has shown that the presence of just one car- resilient have strengths and characteristics ing adult in the life of a child can make the that help them succeed in school despite difference between success and failure in the difficulties they may face in their lives. school (Gay, 2000). Parents and educators can build on these strengths and help develop them in less resilient students. One way to do this is Enduring Understanding: through the power of caring adults and Effective teachers of culturally schools that convey high expectations and and linguistically diverse students provide opportunities for students to active- understand that they must find ways to ly participate in the learning process. support their students to build both academic as well as personal resilience. What can your school do to build resilience in students? Optimal Instruction for culturally and linguistically diverse students: When schools are places where the basic human needs for support, respect, and • promotes problem-solving, social com- belonging are met, motivation for learning petence, identity development and a is enhanced. According to research, there sense of control, purpose and future are three things that are critical to healthy • holds high expectations of students development and school success for students: caring relationships, high expecta- • develops and maintains caring relations, and opportunities for participation. tionships with students

• utilizes methods that increase student interaction and participation

4–1 • C.A.R.E.: Strategies for Closing the Achievement Gaps Why are high expectations important? What can you do to help build resilience in your students? Teachers who have high expectations for all of their students help them learn to believe Research has identified five key character- in themselves and in their futures while istics of resilience that you can use to help developing self-esteem, independence, and students be successful: optimism. By providing consistency in discipline policies, teaching methods, and curric- 1. Social competence: you can help ulum, your students know where they stand your students build relationship skills both behaviorally and academically. Time like communication skills, a sense of and again, research has shown that students humor, and caring to give them the can and will rise (or sink) to the expecta- ability to work successfully in school, tions that educators hold for them, whether as well as the community. we are talking about teaching algebra to 2. Problem-solving skills: you can help inner city elementary students or reducing your students develop the ability violence in troubled high schools. We are to effectively plan their work, think learning that even students who are strug- critically, and know when to seek help gling to complete homework or understand from others. assignments want you to both demand high quality work from them and encourage 3. Critical consciousness: you can help them to do well (Ferguson, 2004). your students build positive strategies for overcoming challenges such How can you provide students with as abuse, neglect, discrimination or opportunities for participation? oppression. Practices such as making learning more 4. Autonomy: you can help your stu- hands-on, involving students in curriculum dents develop a sense of their own planning, cooperative learning, peer help- identity as someone who can act ing, mentoring, and community service independently and exert control over can provide opportunities for participation their environment. Autonomy is not that will actively involve students in their valued equally in all cultures, however. own learning. You can involve students Therefore, when promoting autonomy more actively in learning by providing cur- in the classroom, it is important to be riculum that is challenging and inclusive sensitive to its varying value for differ- of different perspectives to build on your ent students. students’ strengths, interests, and experiences. Encouraging questioning—even 5. A sense of purpose and future: you by low achievers, asking students to help can help your students learn how to each other, and thinking ahead about how set goals that will motivate them to well students will enjoy your lessons all cre- succeed academically and personally, ate opportunities for student participation expose them to culturally-appropriate (Ferguson, 2004). successful role models, and emphasize the value of persistence, optimism, and hopefulness. CREDE Standard for Resilience Schools That Close the Achievement Gaps • Instructional Conversation–Teaching through conversation. In Bonnie Benard’s chapter “Turnaround Teachers and Schools”(Benard, 2003), there

4–2 • C.A.R.E.: Strategies for Closing the Achievement Gaps are several common strategies used by • The school provides students with career schools that are able to build resilience in exploration and high school transition students and close the achievement gaps. programs. These strategies describe schools that have • Early intervention services are a vision and mission that are based on high available. expectations, caring relationships, and opportunities for participation: • Diversity is seen as a strength and is celebrated. • There is support for teachers including time, resources, professional develop- • After-school programs promote ment opportunities, and the same fac- school-community partnerships and tors that are important for students – support students. caring, high expectations, and opportunities for participation. • There is ongoing assessment of how students feel the school is doing in • There is consistency across the school meeting their needs. in discipline, teaching strategies, and curriculum content. • Family-school-community partnerships are valued and recognized as impor- • The school has a shared mission based tant to the success of students. on meeting the needs of the whole student. • Students are out in the community doing service-learning. • The school is organized in small learning communities. Benard and Burgoa provide the following list that details the kinds of strengths that • School-based mentoring is provided. educators should work to develop in their students in order to foster resilience. Personal Resilience Strengths

SOCIAL COMPETENCE (Relationship Skills) AUTONOMY (Sense of Self/Identity)

qResponsiveness qAccomplishment qFlexibility qSelf-awareness qCross-cultural competence qDetachment qEmpathy/caring qResistance (refusal to accept qCommunication skills (both verbal negative messages about one’s self, family, and written) gender, culture) qSense of humor SENSE OF PURPOSE AND FUTURE PROBLEM-SOLVING SKILLS qSpecial interest/hobby qPlanning qGoal directedness qSees alternatives qAchievement motivation qCritical thinking qEducational aspiration qInsight qPersistence qResourcefulness qOptimism qCompelling future qFaith (spiritual connectedness) qSense of meaning

Bonnie Benard and Carol Burgoa, WestEd, Oakland, CA, 2002

4–3 • C.A.R.E.: Strategies for Closing the Achievement Gaps Resilience References I CAN DO IT! Bonnie Benard, “Turnaround Teachers and Schools” in Belinda Williams, Ed., Classroom Management Training Closing the Achievement Gap: A Vision for “I Can Do It!” is professional development Changing Beliefs and Practices, 2nd Edition created by teachers and delivered by teach- (Alexandria, VA: ASCD, 2003). ers, and is designed to be used with new Ronald Ferguson. Necessary Policies and K-12 teachers within their first five years of Practices to Close the Student Achievement teaching. The topic, classroom management, Gaps, Presentation to NEA Symposium on is relevant to teachers and education sup- Critical Issues for Educators (Washington, port personnel. Included in the curriculum is D.C., 2004). information about the elements necessary for successful classroom management, communi- Geneva Gay, Culturally Responsive Teaching: Theory, Research, and Practice cation or learning styles, interventions for dif- (New York: Teachers College Press, 2000). ficult behaviors, hints to create the smoothly flowing classroom, tools to begin building Pollack, Mica (Ed.) Everday Anti-Racism: positive parent / teacher relationships and an Getting Real About Race in School. (New opportunity to link with a partner for future York: New Press, 2008). support. The training is designed to impart as much information as possible while main- taining an interactive approach. To access the free online training, go to http://www.neaacademy.org/continuing- education/i-can-do-it.html

Dr. Geneva Gay, Professor of Education at the University of Washington-Seattle, explains how cultural differences between teachers and students can affect communication and classroom management.

http://www.youtube.com/watch?v=prHKO6eTWmY

4–4 • C.A.R.E.: Strategies for Closing the Achievement Gaps Educator Check-In on Resilience “How am I doing?”

Directions: Review the list below. Place a check by each item to reflect your practice. Then indicate the three items you would like to explore in order to improve your practice.

“I do this “I do this “I haven’t My priorities Indicators a lot” a little” done this” to explore

1. I work with small groups of students on a regular basis.

2. I facilitate small group conversations or dialogues that have instructional goals.

3. I vary ways of grouping students to promote interaction and participation.

4. I organize instruction that assists in the development of academic language.

5 I build positive, caring relationships with my students by acting as a role-model, nurturer, mentor, or friend.

6. I develop instructional activities that value students’ experiences and abilities.

7. Most of my instructional activities support my students to develop problem-solving skills.

8. I provide opportunities for students to become independent learners by planning lessons that incorporate student choice.

9. I help students communicate a sense of future by having them understand the purpose/rationale for the lessons and set goals for their own learning.

10. I model caring and support in my relationships with students and their parents.

11. I structure the class norms and activities to build trusting and caring relationships between students.

12. I implement instructional activities that promote success for all students.

13. I hold high expectations for my students in the following areas: quality and quantity of work, work habits and work procedures, classroom norms, and interpersonal behavior.

4–5 • C.A.R.E.: Strategies for Closing the Achievement Gaps Educational Support Professional Check-In on Resilience “How am I doing?”

Directions: Review the list below. Place a check by each item to reflect your practice. Then indicate the three items you would like to explore in order to improve your practice.

“I do this “I do this “I haven’t My priorities Indicators a lot” a little” done this” to explore

1. I work with small groups of students on a regular basis.

2. I build positive, caring relationships with students by acting as a role-model, nurturer, mentor, or friend.

3. I assist the teacher in developing instructional activities that value students’ experiences and abilities.

4. I help students communicate a sense of future by having them talk about their goals for their own learning.

5. I model caring and support in my relationships with students and their parents.

6. I help build trusting and caring relationships between students through interactions inside and outside the classroom environment.

7. I hold high expectations for students in the quality and quantity of the work that they do.

8. I hold high expectations for students in their work habits and work procedures.

9. I hold high expectations for students in their interpersonal behaviors.

10. I communicate high expectations to students by challenging them to do their best and letting them know I believe they can succeed.

4–6 • C.A.R.E.: Strategies for Closing the Achievement Gaps Reflection—Teaching Reflection—Teaching Reflection—Deficits into Reflection—Resilience-Based Out” Stress, page 4-12 Educator Through Through Conversation, page 4-23 T “Cutting Be Educator Educator Trees Get So Tall?, page 4-8 Get So Tall?, Trees page 4-14 Strengths, page 4-19 Pointers for Communicating with Staff, and Parents, page Youth, 4-26 Activity Number 1. Resilience: How ools Do for Teaching 3. 4. and Gentle Others, with Yourself 6. 7. 8. 2. Stress Buffer Shield, page 4-10 5. Believe It…or Not!, page 4-17

Strategies Foster resilience Develop strengths-based practices Engage students in dialogue about their learning Develop resilience

Resilience: Approaches, Strategies, and Activities At-a-Glance

Approaches Building Resilience Conversation Instructional

4–7 • C.A.R.E.: Strategies for Closing the Achievement Gaps Ready-to-Use Approaches, 5. Have students complete the worksheet “How Do Trees Get Strategies, and Activities So Tall?” Tell them to think about Activity #1 the discussion you had on dealing Tools for Teaching Resilience: with stress as they unscramble the How Do Trees Get So Tall? words. Ruth Brannigan, illustrations by Mary Garner-Mitchell, Tools for NEA’s Health Information Network has Teaching Resilience: Strategies for Life’s Ups and Downs Activity developed a variety of tools and resources Book: Grades K through 5, NEA Health Information Network, (Washington, DC: 2002), pp 5-6. for fostering resilience in students and adults. This activity helps students understand how to “bend with the breezes” in times of stress. “How Do Trees Get So Tall?”

Lesson Preparation Answer Key:

Grades: 3-5 Trust Grouping: Whole class or small groups Safety Materials: Word puzzle (page 4-9) Feelings Objective: To help students understand Heart Friends the aspect of “bending not Help breaking” in resilience and Health Love recognize that stress Happiness “symptoms” can be normal Self Talking reactions to an abnormal Goals situation Dreams Peace They Bend During Bad Storms Lesson Delivery

1. An old adage states that “tall trees bend with the breeze.” Children who face taxing situations with a resilient attitude are much more NEA’s Health Information likely to deal with those challenges Network offers several tools and effectively, much like tall trees dur- resources on managing stress. ing a storm. Contact [email protected] to learn about Kill Stress Before It Kills You, NEA HIN's 2. When working with students, dis- training for NEA affiliates, and take care cuss how trees and other plants of yourself. react to storms and strong winds.

3. Ask what they have witnessed during and after storms. Compare and contrast the plant discussion to what people can do to remain undamaged during stressful times.

4. Ask students to share their ideas about what it means to “bend without breaking.” Ask them to come up with examples.

4–8 • C.A.R.E.: Strategies for Closing the Achievement Gaps 18

4–9 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #2 8. Give them 15 minutes to share. Stress Buffer Shield 9. Have students return to their Another way to foster resilience is to help seats. students recognize and develop strategies 10. Ask students to share any obser- for dealing with stress. Activity 2 provides vations, insights, particularly good an example of one way to do this. ideas they picked up.

Lesson Preparation 11. Emphasize the importance of Grades: 6-12 using these buffers to help them Grouping: Whole class or small groups handle stress. Duration: 30-40 minutes Materials: Blank shield handout (page 4-11) My Stress Shield Objective: To understand how coping skills help transform stress into a positive force and protect

them from being Life My support overwhelmed by pressure experiences network of that have people who strengthened encourage Lesson Delivery me: and help me: Moving around a My best friend Stress buffers: personal store of constructive lot with my family My mother Losing a family My boss coping skills member

1. Distribute the “My Stress Shield” Attitudes/Beliefs that Physical self-care hab- help protect me: its that prepare me handout to each student. or help me release tension: People are basically Reading 2. Share examples with them of your good Bike riding own buffers. My religious views Working out I think I can succeed 3. Ask students to think about the qualities that make up their own Action skills I can use to change the situation: personal stress buffers. You may I’m organized want to discuss how students Not putting things off define stress.

4. Direct students to record their stress buffers in the appropriate sections of the shield.

5. Give them 10-15 minutes to complete this.

6. Ask students to form groups of three.

7. Have them share their shields with one another–they may hear things that they want to add to their own shields.

4–10 • C.A.R.E.: Strategies for Closing the Achievement Gaps My Stress Shield

Life experiences My support that have network of people who strengthened me: encourage and help me:

Attitudes/Beliefs that help Physical self-care habits that protect me: prepare me or help me release tension:

Action skills I can use to change the situation:

4–11 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #3 • How could we do better next “Cutting Out” Stress time with this activity? Ruth Brannigan, illustrations by Mary Garner-Mitchell, Tools for Elementary grade students and linguistically Teaching Resilience: Strategies for Life’s Ups and Downs Activity diverse students also need to develop strat- Book: Grades K through 5, NEA Health Information Network, (Washington, DC: 2002), 7-8. egies for coping with stress. Use this puzzle to begin a conversation with your students, particularly when they are feeling stressed over standardized testing. Feel free to create your own puzzle, modify the language, or make other changes to meet the needs of your students.

Lesson Preparation

Grades: 3-5 Grouping: Whole class Materials: Scissors, puzzle to cut out (page 4-13) Objective: To help children create a plan of action for times when there’s more to “process” than their “processor” can handle

Lesson Delivery

1. Have students cut out the blocks in the puzzle and match them to create a picture.

2. Examine the picture clues and talk about the activities listed. Have the students share which activities help them when they are feeling stressed.

3. Brainstorm a list of other activities that could help children feel relieved from stress. Imagine various everyday stressful situations and how some of these stress- relieving activities could help them to feel reassured and comforted. Ask, “What do you do to ‘take your mind off things?’”

Debriefing

• What worked well in this activity?

• What was challenging for you?

4–12 • C.A.R.E.: Strategies for Closing the Achievement Gaps 4–13 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #4 people escape into their work. Be Gentle With Yourself and Unfortunately, people can make Others things more difficult when they push themselves to keep going Even the youngest students are confronted when what they really need to with stressful or disadvantaged situations on do is relax. The Saint Bernard is a far-too-frequent basis. Here’s an easy way beloved for its dedication to to lead those students into a discussion of completing difficult tasks during dealing with stressful times. threatening situations, as well as for its loving personality. Lesson Preparation 2. Share the story with the students. Grades: K-2 Use the story of Barry, a famous Grouping: Whole class Saint Bernard, to start a discussion Materials: “Be gentle with yourself” story about how we can know when to (page 4-15) and dot-to-dot be gentle with ourselves and picture, (page 4-16), crayons others, and how to develop that Objective: To help students understand skill. how we can know when to be 3. Let the students complete the gentle with ourselves and oth- dot-to-dot picture. ers, and how to develop that skill, in order to deal with Ruth Brannigan, illustrations by Mary Garner-Mitchell, Tools stress, trauma or loss for Teaching Resilience: Strategies for Life’s Ups and Downs Activity Book: Grades K through 5, (Washington, DC: NEA Health Lesson delivery Information Network, 2002), 17-18.

1. Many people attempt to deal with stress, trauma or loss by trying to avoid it. For example, some

4–14 • C.A.R.E.: Strategies for Closing the Achievement Gaps 4–15 • C.A.R.E.: Strategies for Closing the Achievement Gaps 4–16 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #5 3. How should students decide how Believe It…Or Not! to screen what they watch, read, and listen to, especially during Part of building critical consciousness stressful times? among culturally and economically diverse students is helping them understand how 4. As a related activity, students could to deal with the barrage of information they make up their own “believable” confront through newspapers, television, and “unbelievable” headlines. radio, and the Internet. Grades: 6-12

Lesson Preparation Use actual headlines from the local news- Grades: 3-12 paper to guide your discussion of questions Grouping: Whole class 1-4 above. Materials: Believe It…Or Not! (page 4-18) Ruth Brannigan, illustrations by Mary Garner-Mitchell, Tools Objective: To help students to be “critical for Teaching Resilience: Strategies for Life’s Ups and Downs Activity Book: Grades K through 5, (Washington, DC: NEA Health consumers” of information, Information Network, 2002), 17-18. and decide whether they should believe every headline they read or every story they hear on television or radio

Lesson Delivery

Grades: 3-5

1. Discussion for this activity is directed toward student’s own responsibilities where media is concerned.

2. Ask “Is it wise to watch the news over and over when negative news is presented?”

4–17 • C.A.R.E.: Strategies for Closing the Achievement Gaps 4–18 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #6 3. Look at your list again. Do any of these Educator Reflection–Deficits words describe a student in your class? A into Strengths student you see in the cafeteria? A student out on the playground? One who Too often, we tend to see only the nega- rides your school bus? Think about the tive traits–the “deficits”–of certain students, strengths this student brings to school. rather than focusing on the skills that they What could you do to turn the deficits bring to the classroom. Behavioral prob- into strengths for this student? What lems, academic struggles, language difficul- could you change in your classroom, caf- ties–these can all become barriers to learn- eteria, in the playground or bus environ- ing if we only focus on what is not working. ment that might make a change in this To help turn those perceived deficits into student? strengths that support students, let’s consider a new view of students. 4. Look at the “Self-Reflection Resilience Checklist.”(page 4-21) This self-assess- Reflection Process: ment lists practices that have been shown to build resilience in students. Which 1. Review the list of “deficits” in “Our ones do you do on a regular basis? Which Words Matter!” (page 4-20) Can you ones do you need to add or do more change your perspective and find a way often? Complete the checklist for yourself to describe each of these deficits as a and use it to think about improving your strength? practice and guiding you in choosing staff development opportunities. 2. When you finish, compare your answers to a colleague’s; you may find another way of looking at a challenging student. What Is My School Doing To Talk about your responses. You can also Foster Social and Emotional refer to the “answer key” at the end of Learning? this activity, for more ideas (page 4-21). The Collaborative for Academic, Social, and Emotional Learning (CASEL) pro- Dr. Sonia Nieto, Professor vides a number of online and print Emerita of Language, Literacy, resources that support the develop- and Culture at the University of ment of resilience. CASEL’s mission is to Massachusetts, shares her personal experi- enhance children’s success in school and ences being an English language learner. life by promoting coordinated, evidence- She discusses how her home language based social, emotional, and academic - originally seen as a deficit by teachers learning as an essential part of education - was a great resource in her academic from preschool through high school. career. Go to www.casel.org to access a brief http://www.youtube.com/watch?v=_GtPoT3kbxU.5 guide that is intended to help educators evaluate how their school is doing in fostering social and emotional learning.

4–19 • C.A.R.E.: Strategies for Closing the Achievement Gaps Our Words Matter! DEFICITS STRENGTHS

Short attention span

Irresponsible

Distractible

Hyperactive

Unpredictable

Impulsive

Loud

Stubborn

Poor planner

Disorganized

Willful

Bossy

Argumentative

Tests limits

Manipulative

Anxious

Impatient

Explosive

Disobedient

Rebellious

Defiant

Angry

4–20 • C.A.R.E.: Strategies for Closing the Achievement Gaps Our Words Matter! DEFICITS STRENGTHS

Short attention span Many interests

Irresponsible Carefree

Distractible Perceptive

Hyperactive Energetic

Unpredictable Flexible

Impulsive Spontaneous

Loud Enthusiastic

Stubborn Persistent

Poor planner Present-oriented

Disorganized Unstructured

Willful Determined

Bossy Takes leadership

Argumentative Committed

Tests limits Risk-taker

Manipulative Negotiator

Anxious Cautious

Impatient Eager

Explosive Dramatic

Disobedient Self-directed

Rebellious Non-conformist

Defiant Bold

Angry Activist

4–21 • C.A.R.E.: Strategies for Closing the Achievement Gaps Self-Reflection Resilience Checklist Place a ✓by the items that demonstrate your strengths-based practices. Place a + by items you would like to improve or strengthen. I demonstrate CARING AND SUPPORT for my students by: ____ Creating and sustaining a caring sense of community ____ Creating one-to-one connections ____ Actively listening/Using eye contact ____ Paying attention and showing interest ____ Praising and encouraging ____ Getting to know hopes, interests, and dreams ____ Showing respect ____ Being nonjudgmental ____ Looking beneath “problem” behavior ____ Using humor/smiling/laughing ____ Creating small, personalized groups ____ Creating opportunities for peer-helping and cross-age mentoring I communicate HIGH EXPECTATIONS to my students by: ____ Believing in the innate resilience of every child ____ Seeing culture as an asset ____ Challenging and supporting (“You can do it; I’ll be there to help.”) ____ Connecting learning to students’ interests, strengths, experiences, dreams, and goals ____ Encouraging creativity and imagination ____ Seeing student behavior as driven by basic needs (love, belonging, etc.) ____ Setting clear expectations/boundaries/structure ____ Using rituals and traditions ____ Using a variety of instructional strategies to tap multiple intelligences ____ Conveying to students they have power to change and determine their own behavior and thoughts I provide opportunities for my students’ PARTICIPATION and CONTRIBUTION by: ____ Providing opportunities for students to plan, make decisions, and problem-solve ____ Empowering youth to help create after-school program rules Creating opportunities for creative expression: ____ Art ____ Music ____ Writing/Poetry ____ Storytelling/Drama Inviting the active participation of often excluded groups: ____ Girls/Women ____ Youth of color ____ Youth with special needs ____ Infusing service learning ____ Offering peer-helping, cross-age helping, and peer support groups ____ Using cooperative learning ____ Providing ongoing opportunities for personal reflection ____ Providing ongoing opportunities for dialog/discussion ____ Providing ongoing opportunities for experiential/active learning

4–22 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #7 with larger groups or individuals. For exam- Educator Reflection—Teaching ple, teachers may work on a unit or themat- Through Conversation ic topic with the whole class, followed by small group ICs that focus on researching Instructional conversation (IC) is teaching and analyzing selected aspects of the topic. through conversation to guide students to In engaging diverse students through construct more complex understandings dialogue, the teacher: of a topic, text, problem, or other activity. The following information provides an intro- 1. arranges the classroom to accommodate duction to this instructional strategy that is conversation between the teacher and a very effective in developing the abilities of small group of students on a regular and diverse students. frequent schedule; 2. has a clear academic goal that guides Dr. Linda Darling-Hammond, conversation with students; Charles E. Ducommun Professor of Education at Stanford 3. ensures that student talk occurs at higher University, explains the importance of dis- rates than teacher talk; cussing race and recognizing its centrality in the identities of students and teachers. 4. guides conversation to include students’ views, judgments, and rationales, using http://www.youtube.com/watch?v=1PPO4_prh7E text evidence and other substantive support; Reflection Process: 5. ensures that all students are included in 1. Read “Getting Started with the conversation according to their pref- Instructional Conversation” erences;

2. Reflect: does the “teacher talk” 6. listens carefully to assess levels of stu- resemble your own way of speak- dents’ understanding; ing to students? 7. assists students’ learning throughout the 3. Think about how you can conversation by questioning, restating, improve your own Instructional praising, encouraging, and so forth; and Conversation with your students. 8. guides the students to prepare a prod- 4. Look at the chart “Suggested uct that indicates the Instructional Teacher Talk.” (page 4-25) Practice Conversation’s goal was achieved. an instructional conversation with a colleague around a current curricu- A teacher begins IC by simply asking stu- lar objective that you are working dents to talk about a selected activity, text, on in your classroom. or experience from their point of view, that is, based on their knowledge from home, Getting Started with Instructional community, or school. The teacher encour- Conversation ages every student to talk specifically about personal and school experiences Instructional conversation (IC) takes advan- that relate to the text and to the concepts tage of conversation’s appeal for students the teacher plans to develop. Students are when topics are interesting, and participa- encouraged to participate in the IC using tion is comfortable and inclusive. Ordinarily, language forms and styles that are comfort- IC takes place in small groups, though a able for them. Those forms and styles vary teacher may have Instructional Conversations enormously; after all, many cultures have

4–23 • C.A.R.E.: Strategies for Closing the Achievement Gaps Learning Academic Language Dr. Georgia Garcia, Professor Instructional Conversation Example of Curriculum and Instruction at the University of Illinois Urbana- Haitian students learn to listen selectively Champaign, discusses the difference in a seventh-grade beginning English lan- between social and academic English and guage study class. In a “Welcome to School” how students learn academic English. unit emphasizing school vocabulary, reading a school map, and listening to school http://www.youtube.com/watch?v=tfPxYMzmDfM announcements, the teacher converses with students about a learning strategy called Listen Selectively, to help students plan ties, field trips, or complex real-world prob- their own learning. Using students’ home lems, or through resource books, media, or language, she asks them how they learn other sources. Such an experience provides and how they can learn better. They discuss all participants with a shared notion of the action steps for achieving their learning goals. intended IC topic, the basis for initiating The teacher guides students to connect their IC conversation. While any good conversa- action steps with what it means to listen tion requires some latitude and drift in the selectively. They use a chart with important topic, the teacher’s leadership is used to features of selective listening, such as attend- continue to focus on the topic goal. While ing to key words and phrases, to words or the goal remains firm, the route to the goal themes that repeat, or to words that give is responsive to students’ participation and clues, such as first, finally, for example, and developing understanding. so forth. Students listen to the teacher read Here are some of the varied ways in which the school announcements to fill out the chart students can participate in instructional for the information they need. After discuss- conversation: ing the chart, they follow it for the rest of the school day. (Ann S. Rosebery, B. Warren Stephanie Stoll Dalton, Pedagogy Matters: Standards for Effective Teaching Practice (Santa Cruz, CA: Center for Research on and F. Conant, “Appropriating Scientific Education, Diversity, and Excellence, 1998), 26-33. Discourse: Findings from Language Minority Classrooms,” The Journal of Learning Sciences, (2,1 (1992) : 61-94. Student Participation Formats in Instructional Conversation very different styles for how people talk with • Students bid to answer. each other, and for how children talk with • Students co-narrate. adults. By accepting students’ preferred • Students respond chorally. participation formats, teachers can elicit • Students take turns. more student speech. That gives teach- • Students speak simultaneously. ers more opportunities to promote precise • Students use overlapping speech. and complex student language expression. • Students are called non-routinely. Precise and complex thought is developed • Students self-select. simultaneously. Selecting an Instructional Goal

Instructional conversation requires a clear instructional goal and a plan for assistance and assessment that guides students to the goal. If students have little common knowledge on a selected topic, a teacher will provide appropriate direct or indirect experience in the form of hands-on activi-

4–24 • C.A.R.E.: Strategies for Closing the Achievement Gaps Instructional Conversation’s Balanced Participation

TEACHER TALK STUDENT TALK

• occurs less than total student talk • occurs more than teacher talk

• sets up opportunities for students’ talk • is every students’ product

• has a topic focus • addresses the topic

• is responsive to students’ talk and language • uses own preferred style of talking such as co- proficiency, scaffolding the discussion when narration, simultaneous, choral, or overlapping needed speech

• models proper forms (syntax and grammar) of • uses proper forms of the language of instruc- the language of instruction tion in response to models

• elicits students’ language on the topic through • uses content lexicon and concepts in response probes about reasoning and feelings to models, probes, and the flow of conversation

Suggested Teacher Talk for an Instructional Conversation

Paraphrasing: summarizing, restating, com- Clarifying: need more information, check- municating your understanding ing assumptions

• So… • Tell me a little more about… • In other words… • Let me see if I understand… • What I hear you saying… • So, what you are saying is…? • As I listen to you, I’m hearing… • Can you give me an example of…? • I’d be interested in knowing more about… • Tell me what you mean by… • To what extent…?

Reflective: analyze, reflect on cause and Mediational: forecast what might happen, effect, metacognition, promote sense of imagine possibilities, analyze, compare and self-efficacy contrast

• When ______happened, what thoughts • What would happen if…? went through your mind? • What would it look like if you were to….? • What do you think led up to…? • What’s another way you might…? • How do you know? • What might you see happening if…? • What would you like to have happened differently?

*Adapted from CREDE Teaching Alive! Foundations of Coaching. (Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, 1998).

4–25 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #8 Educator Reflection—Resilience-Based Pointers for Communicating with Youth, Staff, and Parents Educators can use instructional conversations to support students in building resilience skills. Talking to students about common stressors, like adapting to a new environment, preparing for a test, or talking with teachers or peers, can help to build trust. How we talk to students, and each other, can help to shift a student from risk to resilience. What follows are ideas for how to shape your conversations to build resilience.

Resilience-based Pointers for Communicating with Youth, Staff, and Parents

STEP 1 I CARE… Let the person know that he/she is important to you and to the group. However this is done, it must be credible and sincere.

STEP 2 I SEE… Focus on observable behavior. What did you see or hear that caused you to be concerned? SAY: You missed class for 3 days… DON’T SAY: You are not living up to your commitment. SAY: You don’t manage to get your homework done an more… DON’T SAY: You are really lazy and waste too much time. You are only giving 10 percent. STEP 3 I FEEL… Let the person know how you feel about his/her behavior. Feelings are best expressed by a single word. “I feel angry.” “I feel worried.” This makes it clear to the person that what she/he is doing is affecting someone else. This reduces the chance of raising defenses and helps to avoid an argument.

STEP 4 LISTEN Listen to the person. Show this with facial expressions and other body language. Ask questions. Resist distractions. Caution: Be prepared for silence. Since you probably chose the time and place for addressing the issue, the person may or may not be prepared to talk at the time. They may be ready to talk at another time if you don’t alienate them now.

STEP 5 I WANT… When you have heard the person’s perspective let him/her know what you would like to happen. This is an opportunity to reinforce rules and expectations and make clear how you want the behavior to change.

STEP 6 I WILL… Let him/her know how you will provide support. What are you willing to do? Your willingness to provide support will help create a bond and make change possible. Relationships and interpersonal process are the keys to changing behavior, not facts, warnings, or hysteria. ©2002 Bonnie Benard and Carol Burgoa/WestEd.

4–26 • C.A.R.E.: Strategies for Closing the Achievement Gaps C h a p t e r 5 C h a p t e r 5 Effort and Motivation

e have each, at some time, taught a ability (“Girls just can’t do math.”) while oth- Wclass that just did not go over well. ers see it in terms of effort (“If I just try hard, What went wrong, we wonder. We prepared I can accomplish anything.”) Educators carefully, knew the material well, delivered have a critical role in helping students and the information precisely, but our students encouraging parents to emphasize the role didn’t get the information, and didn’t care. of effort over ability when students confront We may have walked away assuming the new or difficult tasks. (Corbett, Wilson, and students just weren’t motivated; they just Williams 2002). didn’t try to understand. Assumption #2: My students are How do our personal experiences and view- unmotivated points color what we see in our students? Let’s examine some of the assumptions we Who hasn’t heard a student say, “I’m bored share about the effort our students exert – why do we have to do this?” What moti- and what energizes them to learn. We may vates you may not be exactly the same find out that nothing went wrong—except as what motivates your students, but that our assumptions about effort and doesn’t mean that your students aren’t motivation. motivated. Often, the key to success is recognizing that all students are motivated for Assumption #1: Students don’t put a lot success in some area, and we have to find of effort into the work ways to tap into that area to build a motiva- that they turn in tion for academic success.

It’s easy to jump to this conclusion when we look at the papers that are handed in by Enduring Understanding: Effective some of our students. But demonstrated educators of culturally and linguisti- achievement doesn’t necessarily equate to cally diverse students understand the the amount of effort that a student puts into importance of building on students’ inter- his or her work. Recent surveys of middle ests, experiences, and knowledge to moti- and high school students found that African vate and engage them in their learning. American and Hispanic students often Optimal instruction for culturally and put in the same amount of time on their linguistically diverse students: homework but are less likely to complete it because they understand less of what is • Recognizes the distinction between taught or what they read (Ferguson 2004). intrinsic and extrinsic motivation As a result, many of us assume that an incomplete or missing homework assign- • Allows the expression of student inter- ment always means less effort was made ests and uses those interests to guide when it may not mean that at all. instruction

From another view, we have learned over • Provides constructive and regular feed- the years that students perceive their capac- back, using errors as opportunities for ity to do work quite differently. Some stu- learning in ways that honor and respect dents see capacity in terms of their innate students’ developmental levels

5–1 • C.A.R.E.: Strategies for Closing the Achievement Gaps tion or socialization by significant others— CREDE Standards for especially parents and teachers” (quoted Effort in Lumsden, 1994). Thus, we find that there is something educators can do to help • Joint Productive Activity – Educators increase students’ intrinsic motivation: and Students Producing Together: Facilitate learning through joint produc- • Be explicit in what you expect of students, tive activity among educators and stu- letting them know what excellence looks dents. like;

• Student Choice: Encourage student • Communicate through action and words decisionmaking. that you will not give up on the student; and

One key strategy has been identifying • Encourage students to help each other research or service projects that are rel- when they are having trouble (Ferguson, evant to students’ communities. Berman 2004) (1997) reports on long-standing strategies Moving beyond these assumptions, what to engage students by offering realistic does the research tell us? courses on contemporary social problems, discussions of current issues where diver- In Effort and Excellence in Urban gent points of view are shared, coopera- Classrooms: Expecting–and Getting– tive learning projects where students learn Success with All Students (Corbett, Wilson, about and address social problems in and and Williams, 2002), the authors look at the outside of school, service learning projects, assumptions that we make about the cross-age tutoring and mentoring of stu- capabilities of culturally diverse learners, dents new to the country. Not only do such including students from low-income fami- teaching strategies help to motivate stu- lies. They share examples of teachers and dents to develop new skills and knowledge, schools that capitalize on students’ intrinsic but they also help them to develop respon- motivation with a focus on what the stu- sibility for their community and society. dents can do rather than what students can’t do, and build on the fact that success Assumption #3: There is nothing I can do builds the motivation in students to succeed. to motivate my students Some researchers have argued that students We all understand the difference between who have developed an “entity” view of intrinsic and extrinsic motivation. We pro- ability—they see their ability as fixed and vide extrinsic motivation in a number of limited—can benefit if they receive training ways (e.g., grades, rewards for success, gold that shifts them to an “incremental” view of stars for compliance to rules)–some of them ability. This incremental view helps students work for all students, some don’t. But what see ability as something that can be devel- about intrinsic motivation–the continuous oped—little by little—through practice. To effort that is driven by students’ own desire encourage this incremental view and help for excellence and achievement? According students improve their effort, educators can to Jere Brophy of the University of Chicago act more as resources for their students than Department of Teacher Education, moti- judges, focus students more on learning vation to learn is a competence acquired processes than on outcomes, and help stu- “through general experience but stimulated dents see errors as natural and useful parts most directly through modeling, communi- of the learning process rather than as evi- cation of expectations, and direct instruc- dence of failure. (Dweck and Elliott, 1983)

5–2 • C.A.R.E.: Strategies for Closing the Achievement Gaps How does an understanding of our stu- and community service. A climate of care, dents’ culture help us motivate them to concern, trust and respect also engenders a excellence? feeling of connectedness in a classroom.

How does culture—the language, eth- How can we tell if students are making an nicity, economic circumstance, and daily effort when we can’t see them doing it? experiences of a student—affect motivation? Having some understanding of what How many times have you struggled to is happening in students’ lives can help complete some task, only to watch another you understand what would affect their individual breeze through it almost effort- effort and motivation to do well in school. lessly? As educators, it’s helpful to remem- Knowledge of what that student has to ber that a student getting a lower grade overcome to complete schoolwork can give may have actually put more effort into their you an idea of what you could do to help work than a student receiving a higher the student overcome those obstacles. grade. That struggling student may need For example, is the student expected to more encouragement and positive feed- work after school to help support the fam- back to sustain their motivation to keep ily? Does the student have responsibility trying. You can acknowledge and recognize to care for siblings? Are there adults in the the effort they put out, even if they don’t family who speak English and can help the reach the standard that is set. student with homework? Has the student The Tripod Project at Harvard University moved from school to school, making it dif- found that African American and Hispanic ficult to keep up with the curriculum? What middle and high school students actu- about the effect of traumatic events such as ally put as much time and effort into their the loss of a parent? You can’t “fix” most of incomplete homework as other students these things, but knowing about them can invested in their completed assignments help you to make adjustments and provide (Ferguson, 2004). Why the difference? support for the student. Hispanic and African American students Based on research findings, we know that often did not understand the material motivation depends on the extent to which enough or did not have parents who could teachers are able to satisfy students’ needs help them understand and therefore to feel in control of their learning, feel couldn’t finish the homework. So who made competent, and feel connected with oth- the greatest effort: those with completed ers. Ferguson (2004) counts as one of the homework or those without? The answer is central tasks of classroom social and intel- not immediately clear. lectual engagement the balance between Are grades the only reward students should teacher (educator) control and student be trying for? autonomy. When educators allow students to have significant input into learning goals, Despite the emphasis placed by state and classroom activities, and daily routines and federal mandates on accountability systems, procedures, students are likely to feel more student effort is important not just in terms autonomous and motivated to participate. of grades and standardized tests. Effort is important for character development, life In fostering competence and industrious- skills, and success in work and the commu- ness, educators can provide learning experi- nity. While many students are not motivated ences that involve both creativity and critical by the assignment of grades, we can look thinking. Connectedness involves strategies outside the classroom to see what does such as advisory programs, cooperative motivate them and find ways to build on learning, peer mentoring and counseling, those activities in meaningful ways that will

5–3 • C.A.R.E.: Strategies for Closing the Achievement Gaps affect students’ lives as well as their aca- Chapter References demic success. Sheldon Berman, Children’s Social How much do other school staff understand Consciousness and the Development of about effort and motivation? Social Responsibility (Albany, N.Y.: State University of New York Press, 1997). OK, so you understand how hard your students are working, but what happens when Dick Corbett, Bruce Wilson, and Belinda your principal walks in the door and doesn’t Williams, Effort and Excellence in Urban see every student working in the same way? Classrooms: Expecting—and Getting— Other adults in the school–administrators, Results With All Students (New York: teachers and ESPs, even parents and vol- Teachers College Press, 2002). unteers–need to recognize that there are variations in the way students work and dif- Carol Dweck and E. Elliott, “Achievement ferences in what student effort looks like. Motivation,” in P. Mussen (Ed.), Handbook For example, administrators would benefit of Child Psychology. Vol. 4., Socialization, from understanding variations in effort and Personality, and Social Development (New how that impacts what may be happening York: Wiley, 1983), 643-691. in a classroom–not all students and class- Ronald Ferguson, Necessary Policies and rooms will look the same, and there needs Practices to Close the Student Achievement to be dialogue with the teacher to avoid Gaps, Presentation to NEA Symposium on problems when evaluations are made, feed- Critical Issues for Educators (Washington, back is given, etc. You may have to take D.C., 2004). the initiative in sharing this information and starting the conversation. Linda S. Lumsden, “Student Motivation to Learn,” Eric Digest 92 (June, 1994): 94. It’s also important for you to have a good working relationship with families to support students and motivate them to do their best. You can learn from parents about what motivates their child, and what levels of effort they are seeing at home when their child is working on homework, family responsibilities, and hobbies. You can help parents understand what’s going on in the classroom and how to help their child do their best work. But as you talk to families, you need to be careful not to fall into the trap of making assumptions about what is influencing the student based on their culture – not all poor students have parents who are uninterested in what happens in school and not all Asian students are motivated to be straight “A” students. Effective family-school communication requires us to shape our conversations carefully with families to enlist them as partners in their child’s success.

5–4 • C.A.R.E.: Strategies for Closing the Achievement Gaps Educator Check-In on Effort “How am I doing?”

Directions: Review the list below. Place a check by each item to reflect your practice. Then indicate the three items you would like to explore in order to improve your practice.

“I do this “I do this “I haven’t My priorities Indicators a lot” a little” done this” to explore

1. I provide regular opportunities in which I, as teacher/facilitator, collaborate with students on meaningful projects.

2. My students play an active role in generating ideas for curriculum and help to develop some learning activities.

3. I encourage students to not feel limited by their perceived ability, but to put forth their best effort in their work.

4. I differentiate my instruction to maximize the learning of each of my students and ensure that I am addressing each student’s approach to learning.

5. I use my own errors as opportunities to improve my teaching.

6. I use instructional methods that build on students’ strengths and interests as well as their cultural experiences.

7. I communicate expectations about classroom participation and students’ ability for mastery, as well as time frames for task completion for each of my lesson activities.

8. For each lesson, I provide students with a rationale for learning concepts, skills, or tasks and how the instructional activities relate to their lives.

9. I get to know my students so that I am familiar with the emotional and social barriers they may face to putting forth their best effort.

10. I use students’ errors as opportunities to advance learning.

11. I provide frequent feedback and monitor student progress regularly.

12. I communicate often with parents regarding their children’s progress, success, and difficulties.

13. I examine my instructional practices to ensure that I am not favoring certain groups of students over others.

14. I include families and members of the students’ cultural communities in classroom activities.

15. I vary my instructional groupings to allow for maximum student participation and interaction with me and with other students.

16. I act as a facilitator, guide, mediator, and knowledgeable consultant to my students as opposed to being a “Sage on the Stage.”

5–5 • C.A.R.E.: Strategies for Closing the Achievement Gaps Educational Support Professional Check-In on Effort “How am I doing?”

Directions: Review the list below. Place a check by each item to reflect your practice. Then indicate the three items you would like to explore in order to improve your practice.

“I do this “I do this “I haven’t My priorities Indicators a lot” a little” done this” to explore

1. I take advantage of opportunities to collaborate with students on meaningful projects.

2. I encourage students to not feel limited by their perceived abilities, but to put forth their best efforts in their work.

3. I use my own errors as opportunities to improve my work.

4. I get to know my students so that I am familiar with the emotional and social barriers they may face to putting forth their best efforts.

5. I use students’ errors as opportunities to advance learning.

6. I provide frequent feedback on student progress around academic, social, and behavioral goals regularly to the appropriate staff.

7. I examine my work practices to ensure that I am not favoring certain groups of students over others.

8. I include families and members of the students’ cultural communities in activities as appropriate.

9. I communicate expectations about participation, behavior, and students’ ability for each activity in which students are engaged with me.

10. I find ways to use students’ interests to engage and motivate them in their class work.

5–6 • C.A.R.E.: Strategies for Closing the Achievement Gaps

Heads Together, page 5-10 Intelligences in the Reflection–Praise vs. Reflection—Diversity in Reflection—Guidelines for Reflection—Multiple Multiple Classroom, Classroom, page 5-24 Numbered Educator Say Educator Educator Educator Encouragement, page 5-11 Literature, page 5-14 Designing Effective Activity Centers, page 5-19 Intelligences, page 5-21 Something, page 5-13 Activity Number 1. Carousel Brainstorm, page 5-8 2. Think-Pair-Share, page 5-9 3. 4. 5. Something, Write 6. 8. 9. 10. 7. K-W-L, page 5-17

Strategies Cooperative learning Promote intrinsic Incorporate curriculum and activities that draw on students’ lives and experiences Use multicultural literature and materials Assess and activate students’ prior knowledge for each lesson Implement activity motivation centers for diverse learners Identify a variety of students’ learning preferences Effort: Effort: Approaches, Strategies, and Activities At-a-Glance Approaches

Build on Students’ Unique Interests Incorporate Authenticity in the Curriculum Differentiate Instruction Based on Students’ Academic Needs and Their Interests

5–7 • C.A.R.E.: Strategies for Closing the Achievement Gaps Ready-to-Use Approaches, • Everyone listens to each Strategies, and Activities participant’s contribution • No discussion or judging of Activity #1 ideas Carousel Brainstorm 4. The recorder writes the ideas that The “Carousel Brainstorm” is an information group members brainstorm in sharing structure that allows participants to response to the prompt on the brainstorm various topics while benefiting from the ideas of others at the same time. chart. It is well-suited to the instructional or scaf- 5. At the educator’s signal, students folding needs of culturally and linguistically move to their next chart as a group diverse students, as well as shy students. and do the following: Lesson Preparation • Rotate the role of recorder Grades: 2-12 Duration: 30-60 minutes • Read the prompt Grouping: Small groups of four Materials: Chart paper, markers • Read the ideas written on the Objective: To encourage equity of chart participation in generating a variety of ideas about a topic • Record additional ideas Assessment: Individual student participation; equity of participation in 6. Each group must add something small groups to every chart (it should be a new idea), and may also place a star Lesson Delivery next to an idea that already has been written that their group Briefing: Introduce the objectives of this strongly agrees with. lesson. “Today we are going to brainstorm ideas about ______.” Briefly explain to 7. Activity finishes when groups students how they are going to do this. return to their original charts. “We are going to collaborate in small groups to create brainstorm lists on the 8. Optional extension: When groups chart paper you see on the walls.” return to their original chart, ask them to circle their top three favor- Instructional Frame ite ideas. Each group selects a Reporter. Then, the reporters from 1. Assign each group to a chart on each group take turns to share the the wall. Each chart has a different top three ideas from their chart. prompt or question. Debriefing 2. One member of the group (the “Recorder”) should have a marker • What worked well in this color that no other group has. activity?

3. Remind students that brainstorm- • In what ways did we follow our ing means a flow of ideas, thus: classroom norms?

• All answers are acceptable • What was challenging for you?

• Everyone participates • What are other things for

5–8 • C.A.R.E.: Strategies for Closing the Achievement Gaps which we might use a Carousel Instructional Frame Brainstorm? 1. Educator poses a prompt or ques- • How could we do better next tion about the concept and unit of time with this activity? study. For example, if a class was studying the fire department and Note: Educators should allow about 1-2 its relationship to the community, minutes per rotation, and perhaps add on the educator might ask: 30 seconds to each as the activity nears the end. To keep up motivation, do not allow • Elementary : What does a fire- the activity to drag. fighter do? Think about this for a moment, and share with your Irene McGinty and Noni Mendoza-Reis, Towards Equity: A Guide for Teaching and Learning in a Multicultural Society: Classroom partner. Applications, (Sacramento, CA: California Department of Education, 1998), 771. • Middle : When we visit the fire department next week, what will be most interesting to you and Activity #2 why? Think about this for a min- Think-Pair-Share ute, and share your For the next activity, you may want to devel- responses with your neighbor. op some ways to pair students with class- • High School: If you were a fire- mates they don’t always work with in order fighter, what equipment would to provide a variety of experiences and you be sure to point out to stimulate different ideas. This activity helps students on field trips and why? to scaffold or bridge content with academic Think about this for a minute, language, especially for English language and share your response with a learners. partner.

Lesson Preparation 2. To ensure that all students par- Grades: K-12 ticipate, you may want to have an Duration: l0-40 minutes, depending on objective process for picking part- number of prompts ners (choose someone wearing Grouping: Partners the same color, who has a pet, etc.) Materials: Depends on activity 3. Allow each student one minute to Objective: To provide an opportunity for share with his or her partner after students to build academic hearing the prompt. You may and conversational language want to remind them about good Lesson Delivery listening skills and ask them to listen without responding while Briefing: Introduce the objectives of this the student’s partner is sharing. lesson. “Today we are going to work in partners to help us think about ______.” Briefly 4. With older students, you may explain to students how they are going to want to give them another minute do this. “We are going to first think about to respond to what they heard, ______, and then find a partner, and share get clarification, ask questions, your ideas.” etc. 5. When pairs finish, ask students to share some of the ideas they heard. Allow students to discuss

5–9 • C.A.R.E.: Strategies for Closing the Achievement Gaps or ask questions as you connect to do this. “First, I will ask you this to the unit. a question. Then, everyone in your group will put your heads 6. You may want to use several together to choose a response. rounds on the same or different One person in your group will prompts. Students can stay with share your response to the rest the same partner to discuss the of the class.” next prompt, or you can have them choose a new partner. Instructional Frame Debriefing 1. In advance, determine a process for forming heterogeneous • What worked well in this groups of three to five students, activity? ensuring that you have culturally and linguistically diverse groups. • In what ways did we follow our classroom norms? 2. Students number off within their small team or group. Each stu- • What was challenging for you? dent on the team will have a different number. • How could we do better next time with this activity? 3. The educator poses a question of the students and asks that Activity #3 they make sure everyone in the Numbered Heads Together group can answer it. “Numbered Heads” is a cooperative learn- 4. Students share among them- ing structure for the introduction, mas- selves to make sure everyone in tery, or review of important information. It their group knows the answer. encourages engagement, accountability, and cooperation of diverse students. 5. The educator calls a number at random and the students with Lesson Preparation that number raise their hands to be called upon to share their Grades: 1-12 groups’ response (the educator Duration: 10-30 minutes calls a different number for each Grouping: Small groups of 3-5 question, or “round”). Materials: Depends upon the content Debriefing Objective: To help students work together to master or review • What worked well in this activity? concepts in a manner that ensures equitable • In what ways did we follow our participation classroom norms? Assessment: Individual student participa- • What was challenging for you? tion, equity of student contributions within the group • What are other things we might use “Numbered Heads” for? Lesson Delivery • How could we do better next • Briefing: Introduce the objectives of this lesson. “Today time with this activity? we are going to work in small Adapted, Irene McGinty and Noni Mendoza-Reis, Towards Equity: groups to help us learn more A Guide for Teaching and Learning in a Multicultural Society, about ______.” Briefly explain Classroom Applications (Sacramento, CA: California Department to students how they are going of Education, 1998), 891.

5–10 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #4 4. What are some ways you can transform Educator Reflection–Praise vs. your praise phrases to encouragement Encouragement phrases? Write some examples below:

Praise is from educator to student and has ______an external, general focus, but doesn’t ______address the specific behaviors that you want to reinforce. This activity focuses on turn- ______ing praise into encouragement to build on effort and motivation in diverse students. ______

Reflection Process ______

1. Think about the ways in which you pro- ______vide positive feedback to students in your classroom. Write down some of the ______phrases you hear yourself say: ______Research has shown that stu- ______dents of color can lack academic confidence when they confront ______difficult content that social stereotypes ______suggest people of their race or ethnicity seldom master. Mica Pollock, an anthro- ______pologist of education, discusses strategies for addressing “stereotype threat” thereby ______encouraging minority students to achieve at high academic levels. ______http://www.youtube.com/watch?v=19e48qBIQTw ______

2. Read the chart that describes praise and encouragement (page 5-12). Do your positive remarks sound more like “praise” or like “encouragement”?

3. Remember that encouragement focuses on specific student behavior (their work or performance), and does not put a label on the student. Praise is good; but to build self-efficacy, use encouragement.

5–11 • C.A.R.E.: Strategies for Closing the Achievement Gaps Encouragement Sounds Like: “I especially liked the way that you included the background of the characters. Do you think you can explain how you did this to your table group?” hard work really shows “Your on this. I noticed how you helped your team with each of the stages of writing.” “Please check know your if work. you You’ll need to spend more time on this if you check it against the rubric.” essay showed great organization. “Your Each idea was clearly paragraphs had developed. a Your topic sentence and were followed by two or more supporting sentences.”

Praise Sounds Like: “I loved your paper. You are so “I creative.” loved You your paper. are always so cooperative. “You I like that.” just perfect. Wow!” “That’s are so organized, great!” “You

5–12 • C.A.R.E.: Strategies for Closing the Achievement Gaps Dr. Jacqueline Jordan Irvine, 3. Partners decide how much of the text Charles Howard Candler Emerita to read silently before stopping to “Say Professor of Urban Education at Something.” Emory University and Senior Policy Analyst Denise Alston of the National Education 4. Both students comment on what was Association explain in the following videos read, author’s style or tone, comprehen- why discussion of culture and race in the sion problems, personal connections, classroom is critical in connecting curricu- what the passage made them think of, lum to the lived experiences of students. images that came to mind, etc.

Dr. Jacqueline Jordan Irvine–http://www. 5. Process is repeated. youtube.com/watch?v=iLsatDEs26Y 6. Can also be done in a large group when Dr. Denise Alston–http://www.youtube.com/ teacher is reading aloud and stops for watch?v=wlJdime-1SI quick oral responses. 7. Can use the same process when showing a Activity #5 short video clip as a pre-reading Say Something, Write Something activity.

Culturally and linguistically diverse students Write Something learn best when there is an authentic purpose in the lesson being taught. Authenticity Lesson Preparation is best developed when educators incorpo- Grades: 3-12 rate diverse students’ lives and experiences Duration: Depends on content into their lessons. The writing process offers Grouping: Pairs or small groups opportunities for educators to draw upon Materials: Assigned reading materials for the students’ lives and experiences. content This is an alternative strategy to help English Objective: To provide students with a Language Learners and other students to writing strategy for responding master curriculum content as they read. to literature and nonfiction texts.

Say Something Lesson Delivery

Lesson Preparation 1. Copy a page of text and allow space for large margins in which students can write Grades: 2-9 their comments. Duration: Depends on content Grouping: Pairs or small groups 2. Students may write their comments while Materials: Assigned reading materials for they read and follow the same procedure content as in the “Say Something” activity. Objective: To provide students with an 3. Students may also use “post-it” notes to oral strategy for responding to write their comments and leave them on literature and nonfiction texts the pages of the book rather than copying (science, social studies, etc.) the actual text.

Lesson Delivery 4. The notes students produce will serve as 1. Students choose a selection to read. guides for “Say Something,” for studying for a test, or for writing summaries. 2. Students select their reading partner. Cristina Sanchez-Lopez, Ph. D.; Education Consultant, Illinois Resource Center, 2003.

5–13 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #6 ethnic flair. Experience history from anoth- Educator Reflection—Diversity er’s cultural standpoint. Have readers role play characters from cultures outside their in Literature own during social studies.

Why is multicultural literature so important? • Broaden your own palate. Model reading Children need every kind of role model on your own. As adults, we all have our that is appropriately available. Our children favorite genres and authors. But when was come from an incredibly wide range of the last time you read out of your comfort backgrounds and have many different ways zone to explore another culture? of experiencing the world. We need to read and experience, with authenticity, things • Buy and recommend multicultural books – that come from their point of view to be a for yourself, your kids, to donate, as gifts fully rounded human being. for others. Bottom line, publishing decisions are based on simple economics: If Sometimes books are written by people you buy it, they’ll print more! who imagine a world they’ve never lived. As a result, we get books full of factual errors, • Befriend your school library media spe- stereotyping, and pictures that are not help- cialist. These children’s literature special- ful to anyone. Look at the sources cited and ists can recommend quality multicultural the acknowledgements made by the author. books from authentic sources as well as It’s important to get a clear and detailed cita- share book reviews, catalogs from mul- tion—if that’s missing, be suspicious. If you ticultural publishers, and other trade come across a story that is described generi- resources such as the MultiCultural cally as “an African story,” for example, Review, Horn Book, and School Library instead of being tied to a specific tribe or Journal. region, you should question its authenticity. • Stay abreast of trends. Seek out profes- Unfortunately, even today, we see books sional forums, periodicals, online journals, with pictures of other cultures that are the discussion groups, book fairs, and trade equivalent of Italians wearing kilts and shows to help expose you to the wide speaking with German accents. range of good choices that are available.

Educators and parents can make multicul- NEA’s Read Across America is a year-round tural literature a part of the fabric of every- literacy program that celebrates the joy day life by taking a few simple steps: and importance of reading. NEA’s Read Across America has helped to establish the • Check the culture connection. Read National Education Association as a leader author bios from flap copy, reviews, and in the literacy field with bilingual programs, publishers’ Web sites to see if the author/ community service literacy programs, illustrator has more than a casual connec- literacy materials for all ages, and its nation- tion to the culture. al celebration of reading on March 2, Dr. • Cross cultural borders. Don’t wait for Seuss’s birthday. Black History month to recommend a Read Across America provides educators book about African American culture, with a variety of resources on multicul- or go looking for a book about Native tural literature. For a list of publishers of Americans at Thanksgiving. Offer a child children’s books in languages other than balanced reading that incorporates books English, check out the Read Across America about other cultures all year round. Web site, www.nea.org/readacross.

• Infuse multicultural books across the cur- On the following pages you will find a list riculum and in read-at-home activities. of Web sites that promote multiculturalism During math, try a counting book with an through literature.

5–14 • C.A.R.E.: Strategies for Closing the Achievement Gaps Celebrate Reading 365 Days a Year: Multicultural Web Resources

Resources for promoting multiculturalism through literature in the classroom abound on the Internet! They don’t call it the World Wide Web for nothing! Browse for a bit at any of the following sites and you’re sure to find ways to open windows on the world for your students.

• Celebrating Cultural Diversity through Children’s Literature contains links to annotated bibliographies of children’s multicultural books appropriate for the elementary grades (kin- dergarten through grade six). Cultural groups currently listed include: African Americans, Chinese Americans, Latino/Hispanic Americans, Japanese Americans, Jewish Americans, Native Americans, and Korean Americans. www.multiculturalchildrenslit.com/

• The Multicultural Pavilion by Paul Gorski features teacher resources, original essays and articles, educational equity information, classroom activities, Listserv, poetry, songs, film reviews, and more. http://www.edchange.org/multicultural/index.html

• Reading Rockets is dedicated to launching young readers with a special focus on helping struggling readers. There are resources for parents, teachers, principals, librarians, and other professionals and includes a bilingual site http://ColorinColorado.org for parents and educators of English language learners. Although many resources are in Spanish in English, the ColorinColorado site has tip sheets for parents of young children (preschool to grade 3) in Arabic, Chinese, Haitian Creole, Hmong, Korean, Navajo, Russian, Tagalog, and Vietnamese. http://readingrockets.org

• Jean Mendoza and Debbie Reese, “Examining Multicultural Picture Books for the Early Childhood Classroom: Possibilities and Pitfalls,” Early Childhood Research and Practice, Fall 2001, vol. 3, no. 2. http://ecrp.uiuc.edu/v3n2/mendoza.html

• Forty years of Coretta Scott King Award winners from the American Library Association are featured on the ALA website which includes order information for books, videos, post- ers, bookmarks, and seals. http://www.ala.org/ala/mgrps/rts/emiert/cskbookawards/store.cfm

• The Multicultural Review is dedicated to a better understanding of ethnic, racial, and religious diversity.” Features articles and book reviews. www.mcreview.com/index.html

• Culture for Kids offers products for teaching about languages and cultures, but also includes a Multicultural Holidays and Events calendar on its Web site. www.cultureforkids.com/resources/multiculturalcalendar.tpl?cart=1088047347812367

• Students can take the “Culture Quest World Tour” from the Internet Public Library. www.ipl.org/div/kidspace/cquest/

• “How to Choose the Best Multicultural Books” article from Scholastic Instructor with leads to 50 great books, plus advice from top educators, writers, and illustrators on how to spot literature that transcends stereotypes. http://teacher.scholastic.com/products/instructor/multicultural.htm

• Scholastic offers tips, lesson plan ideas, and ready-to-go activities in its Teachers’ Timely Topics for Multiculturalism and Diversity. http://teacher.scholastic.com/professional/diversity/index.htm

5–15 • C.A.R.E.: Strategies for Closing the Achievement Gaps • The Assembly on Literature for Adolescents (ALAN) offers booklists for middle and high school readers. http://www.alan-ya.org/

• With the online Scholastic activity, “Global Trek,” students can read and learn about countries around the world and share thoughts, feelings, and opinions with students from other nations and cultures through “Classport,” an electronic classroom exchange. with http://teacher.scholastic.com/activities/globaltrek/

• At Reading Online, learn more about “Bilingual Books: Promoting Literacy and Biliteracy in the Second-Language and Mainstream Classroom” from Gisela Ernst-Slavit and Margaret Mulhern. http://www.readingonline.org/articles/ernst-slavit/

• At the Global Café, a partnership between the Peace Corps and NewsHour Extra, teens can find out what it is like to go to school in Lesotho, Africa, or check out world views from other countries at http://www.pbs.org/newshour/extra/globalcafe/peacecorps/.

• Building Bridges: A Peace Corps Classroom Guide to Cross-Cultural Understanding includes short, adaptable lesson plans and activities for grades 6-12 that build cross-cultural awareness, respect, and communication in the classroom. http://www.peacecorps.gov/wws/publications/bridges/index.cfm

• “The International Peace Museum”developed by students at Indian Hill Primary School in Cincinnati, Ohio, offers a look at being a new student in a new country and at its International Day celebration at http://www.ih.k12.oh.us/ps/PEACE/Eastwing.htm.

Adapted from November, 2000 NEA Today interview with Joseph Bruchac, Abenaki storyteller, publisher, and children’s book author, and the 2005 NEA’s Read Across America Member Kit.

5–16 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #7 3. Ask the class “What do you know about K-W-L ______?” Record their answers on the “K” chart. Be sure Students who come from low-income and/ to allow opportunities for all students to or culturally and linguistically diverse back- contribute. grounds learn best when their prior knowledge is activated for lessons. Educators can 4. Now ask the class “What do you best access prior knowledge by finding out want to learn about ______that what students already know about the topic you don’t know, or that you want being studied. to know more?” Record their answers on the “W” chart, again Lesson Preparation making sure all students can add to the list. Grades: K-12 Duration: 20-30 minutes 5. Review the “W” list with the class Grouping: Whole class or individual and connect what is listed to the Materials: Chart paper and markers upcoming unit. If there are items (whole class); or K-W-L that you can’t address, you may worksheet (page 5-18, want to let students know this or individual) use these for supplemental activi- Objectives: • To access students’ prior ties. This is the time to let students knowledge on a topic and know about concepts that must build on it to enhance learn- be included in the unit to address ing content area standards. • To engage students in shaping the development of a 6. Post the charts where students will unit of study be able to see them throughout the unit of study. Lesson Delivery 7. After the unit is completed, review 1. Introduce students to the general the lists on the “K” and “W” topic for the unit of study. charts. Ask students “What did you learn about ______during our 2. Introduce students to the concept unit?” List all of their responses. of K-W-L: Compare the results to what students said they wanted to learn. • K – “What do I know about this What can you do to address any topic?” gaps?

• W – “What do I want to learn about Grades 3-12: With older students, you this topic?” can use the same group process as listed above. However, K-W-L can be very useful • L – “What did I learn about this for students to do on an individual basis in topic?” order to track their own achievement. Grades K-2: For younger students, com- 8. After explaining the K-W-L con- plete the activity together as a group on cept, provide each student with chart paper. a K-W-L worksheet. Ask them to complete the “K” and “W” sections individually.

5–17 • C.A.R.E.: Strategies for Closing the Achievement Gaps 9. Ask students to share 1 or 2 things 12. This informal assessment helps they want to learn in this unit. Let students to measure their learn- them know if there are areas that ing with more than just a test you won’t be able to cover. score or grade. Students can keep these sheets as part of their 10. Ask students to file their individu- portfolio. al K-W-L in the appropriate place (folders, student work file, etc.) 13. You can also do a mid-unit for later use. assessment using either the whole class or individual process 11. At the end of the unit, ask students in order to check on students’ to complete their sheets by listing progress and adjust your instruc- what they learned. Ask “Did you tion. learn about all of the areas you were interested in? If not, what could you do to accomplish that?”

K— What do I KNOW about W— What do I WANT to L— What did I LEARN about this topic? learn about this topic? this topic?

5–18 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #8 Conversation). The timeline for implementa- Educator Reflection— tion will vary among educators and is also Guidelines for Designing dependent upon student readiness. It is Effective Activity Centers important that the educator ensure all students are successful in each phase of imple- Activity Centers are an effective way to mentation before moving on to the next design learning experiences that capitalize phase. on students’ interests, achievement levels, and motivation. Small group activities that It is important to include a task card for each promote joint productive activity (collabora- Activity Center so that students have a writ- tion) provide opportunities for students to ten set of instructions that they can easily use their talents to contribute to a group refer to. This also helps to prevent students product. In addition, working in indepen- from constantly asking the educator, “What dent activity centers can provide students do I do?” thus developing a sense of student practice in leadership, interdependency, collaboration and autonomy within their small communication, language development and group. The task card should include the activ- interpersonal skills. ity center title, language objectives, content standards, materials needed, any activity Activity Centers, when done well, provide products to be produced, an assessment, the educator time to facilitate small-group specific directions, and any relevant refer- instruction. ences. Students need to be able to do the activity with very little teacher direction. Activity Centers do take time to establish in the classroom, but they are certainly worth Best Practices in the educator’s effort once they are in place. Cooperative Learning Most students are highly motivated when Robert Slavin, of Johns Hopkins University, working in Activity Centers, especially when describes the characteristics of productive the tasks are engaging and require cooperative learning, including the goal that creativity. Activity Centers are not the place every member of the group achieves success. for rote kinds of learning activities, but rather activities that require collaboration, creative http://www.youtube.com/watch?v=Mz23BxMATj8 thinking, hands-on activities, and interaction. Finally, triple check to ensure that all the It is also recommended that Activity Centers resources students might need are avail- be phased-in over time. Typically, it will take able –oversupply! You might want to make between four and eight weeks to implement a checklist for yourself with a list of supplies an Activity Centers classroom with Activity needed for each center, including the task Centers taking up part (1 or 2 hours) or most card or instructions, the assessment criteria, (but not all) of the school day. The educator and all necessary materials. begins this process by spending one to two weeks in creating a classroom community What follows are some recommended guide- through teambuilding, norm setting, and lines for creating Activity Centers, developed establishing procedures and routines. The by the Center for Research on Education, educator then begins to incorporate activ- Diversity, and Excellence (CREDE). ity center activities, one or two each week, Teaching Alive, 2nd Ed., (Santa Cruz, CA: Center for Research on while teaching students to work indepen- Education, Diversity, and Excellence, 2004), 108. dently without educator guidance. Once students are successful in working in centers, the educator introduces procedures for the educator-led small group (Instructional

5–19 • C.A.R.E.: Strategies for Closing the Achievement Gaps CREDE Guidelines for Designing Effective Activity Centers: Facilitating Learning and Ensuring Success r Determine the content standards or benchmarks and learning objectives this Activity Center (AC) will meet. r Decide the learning outcomes students will achieve by completing the tasks at this AC. r Design a ‘challenging’ activity. Challenging Activities are those in which students generate new knowledge by using information to perform complex tasks that require various forms of elaboration such as analysis, synthesis or evaluation. Challenging Activities also include (a) clearly stated, high expectations for student performance; (b) assessment (e.g., rubrics or checklists) by educator, peer, or self; and (c) assistance through modeling, explaining, interacting, and feedback (educator, adult, peer, or self). r Include tasks that provide opportunities for students to apply content vocabulary and use content language in discussions or extended reading or writing assignments. r Design activities that are relevant to students by connecting new content to students’ lives and interests, or drawing on students’ prior knowledge and experience. r Determine what product students will generate. In many activities, have students collaborate with a partner or in small groups to create a shared product to facilitate student dialogue and peer assistance. r Break each task into manageable subtasks to ensure that all students are successful! For some tasks, provide different levels of challenge for students of different ability levels. r Include optional extensions for students who work quickly, or those who may benefit from additional, more challenging work. r Determine how the product will be assessed, such as with a rubric, points, or a checklist; the criteria for assessment; and whether the assessment will be done by the student, a peer, or the educator. r Make activity center instructions (e.g., signs, task cards, or instruction sheets). Design the instructions with the student in mind, considering students’ ability levels and language proficiency when determining factors such as font size, number of words, vocabulary, or the need for diagrams, icons, or visual representations. r Clearly state your assessment criteria on the task card. r Gather and organize resources for each activity center.

Teaching Alive, 2nd Ed., (Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence, 2004).

5–20 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #9 4. Think of a specific skill or objective Educator Reflection–Multiple that your English language learn- Intelligences ers are encountering. Review and discuss what teaching activities, Think about your own “multiple” intelli- teaching materials, and instruc- gences – how did you develop them inside tional strategies you would use in and outside of school? This activity encour- planning a lesson for a group of ages you to reflect with your colleagues on English language learners, using strategies for engaging your students' inter- the “Eight Ways of Teaching” as ests, recognizing the impact that cultural a guide. diversity may have on how students demon- The LAB at Brown University, The Diversity Kit: An Introductory strate their abilities. Resource for Social Change in Education, Part I (Providence, RI: Education Alliance at Brown University, 2002), 54, 47. Although teachers should use various instructional approaches, it is important In the following video, Dr. Dorothy to remember that teachers also need to Strickland, Samuel DeWitt Proctor enhance the capacities of students to learn Professor of Education at Rutgers content in different ways. University, discusses the danger of assigning specific learning styles to students. Reflection Process http://www.youtube.com/watch?v=UXbQHJpWu-I 1. Think of a typical day in your classroom. Jot down the activities asso- ciated with each subject-area block or whatever blocks your day falls into. Use “Eight Ways of Teaching” (page 3-26) to map your activities in terms of the intelligences they call upon. If something calls upon more than one intelligence, put it in all the appropriate cells.

2. Talk with a colleague about his or her understanding of intelligence. What is “intelligent behavior?” How do they know what their own intelligence is? How do they use it?

3. Examine the “Summary of the Eight Ways of Teaching” (page 3-25) and discuss with colleagues the strategies you have used with your students. Do you use all sensory modes–visual, auditory, tactile, kinesthetic–when teaching concepts and skills?

5–21 • C.A.R.E.: Strategies for Closing the Achievement Gaps Summary of the “Eight Ways of Teaching”

Adapted from T. Armstrong, Multiple Intelligence in the Classroom (Alexandria, VA: ASCD, 1994). Intelligence Teaching Teaching Instructional Activities Materials Strategies

LINGUISTIC lectures, word games, books, tape recorders, read about it, write discussions, storytelling, stamp sets, books on about it, talk about it, choral reading, journal tape, CD player, key- listen to it writing, independent board reading in many genres

LOGICAL- brain teasers, problem calculators, math manip- quantify it, think criti- MATHEMATICAL solving, science experi- ulatives, science equip- cally about it, conceptu- ments, mental calcula- ment, math games alize it tion, number games, critical thinking graphs, maps, videos, SPATIAL visual presentations, LEGO sets, art materi- see it, draw it, color it, metaphor, art activities, als, optical illusions, mind-map it mapping, imagination cameras, picture library games, mind visualiza- tion building tools, clay, BODILY-KINESTHETIC hands-on learning, sports equipment, build it, act it out, touch drama, dance, sports manipulatives, tactile it, get a “gut feeling” of that teach, tactile activi- learning resources it, dance it ties, relaxation exercises tape recorder, tape col- MUSICAL rapping, songs that lection, musical instru- sing it, rap it, listen to it teach ments, CD player, CD collection

board games, party INTERPERSONAL cooperative learning, supplies, props for the teach it, collaborate on peer tutoring, commu- role-plays it, interact with respect nity involvement, social to it gatherings, simulations self-checking materials, INTRAPERSONAL individualized instruc- journal, materials for connect it to your per- tion, independent study, projects sonal life, make choices options in course of with regard to it study, self-esteem building notebooks, binoculars, NATURALISTIC outdoor explorations, tape recorders, books observe it, explore it, observations, experi- about nature and envi- listen to it, describe it, ments, tours of particu- ronments, photographs gather data or impres- lar environments and films, CD player sions about it

5–22 • C.A.R.E.: Strategies for Closing the Achievement Gaps “Eight Ways of Teaching”

Intelligence Teaching Teaching Instructional Activities Materials Strategies

LINGUISTIC

LOGICAL- MATHEMATICAL

SPATIAL

BODILY-KINESTHETIC

MUSICAL

INTERPERSONAL

INTRAPERSONAL

NATURALISTIC

Adapted from T. Armstrong, Multiple Intelligence in the Classroom (Alexandria, VA: ASCD, 1994).

5–23 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #10 are going to play a detective game Multiple Intelligences in the called ‘Find Someone Who…’ and Classroom then I will give you a worksheet to help you find out all the ways you Educators are not the only ones who need are smart.” to understand that there are different ways of learning that students bring to the class- Instructional Frame room. It is important for culturally diverse 1. Have students play the “Find students to understand that they each bring Someone Who…” game. different skills and approaches to learning. This understanding helps them build on a. Try to find a classmate who can their strengths and helps educators see the actually perform the tasks on variety of ways students can be motivated the list, not just say he/she can to learn. do them.

Lesson Preparation b. Once the person has performed the task, ask them to Grades: 3-12 sign on that line. Duration: 1 hour Grouping: Whole group, individual c. An individual may only sign Materials: • Worksheet – “Multiple your paper once. Intelligences: Find Someone Who…” (page 5-26) 2. Debrief: • Worksheet – “Survey on Multiple Intelligences” • What did you learn about (pages 5-27 - 5-30) your classmates during the Objectives: • To understand learning “Find Someone Who….” strengths and differences activity? among classmates 3. Briefly describe the different • To assess personal learning Multiple Intelligences. Have them strengths and areas to devel- written on chart paper or large op cards. Point to the written “intelli- • To help students think criti- gence” as you introduce each one. cally about how they can demonstrate their “intel- 4. As you introduce each Multiple ligences” and strengthen Intelligence, ask students to share intelligences that are less- examples of ways they might dem- developed onstrate that intelligence. You may Assessment: Student participation in want to ask students to work in activities; student reflection groups to create illustrations for during debriefing. each of the Multiple Intelligences. These can be used to create a Lesson Delivery class book so that students can Briefing: Introduce the objectives of this review these ideas throughout lesson. “Today we are going to the year. learn about all the different ways 5. Distribute worksheet: “Survey on we can show that we are smart.” the Multiple Intelligences.” Briefly explain to students how they are going to do this. “First we a. Students complete the survey

5–24 • C.A.R.E.: Strategies for Closing the Achievement Gaps individually without talking to • What are some ways that other classmates. you show that you are smart?

b. Once completed, ask students • What kinds of smart do you to share their assessments with feel you need to develop, or a partner. do more of?

c. Make sure students understand Debriefing there are no “right” answers. We all use more than one way • What worked well in this to learn and may depend more activity? heavily on one than another. • In what ways did we follow d. As a group, have students our classroom norms? create a chart of the different • What was challenging for intelligences and brainstorm you? ways that they could show their abilities. Some possible • How could we do better prompts to use are (modify next time with this activity? these as appropriate for your age group): Irene McGinty and Noni Mendoza-Reis, Towards Equity: A Guide for Teaching and Learning in a Multicultural Society, Classroom Applications (Sacramento: California Department of Education, • What did you learn about 1998), 308-312. yourself after doing the survey on Multiple Intelligences?

5–25 • C.A.R.E.: Strategies for Closing the Achievement Gaps Multiple Intelligences: Find Someone Who... Inteligencias Múltiples: Encuentre a alguien que...

Directions: • Try to find someone who can actually perform the following, not just say he/she can do them. • Once the person has performed the task, ask them to sign on that line. • An individual may only sign your paper once.

Direcciones: • Trate de encontrar a alguien que pueda hacer lo siguiente, no tan solo decir que puede hacerlo. • Cuando la persona haya hecho la tarea, pídale que firme en esa linea. • Una persona solo puede firmar su papel una vez.

Find someone who can... Encuentre a alguien que pueda...

- whistle a few notes from a song. - chiflar unas pocas notas de una canción. ______

- stand on one foot with eyes closed for at least 5 seconds. - pararse en un solo pie con los ojos cerrados por los menos ______5 segundos.

- say at least 2 lines from a rap, poem or story she/he has learned. - decir pro lo menos 2 líneas de un “rap,” poema o cuento que haya aprendido. ______

- draw a quick diagram explaining how a pencil sharpener works. - dibujar un diagrama rápido explicando cómo funciona un sacapuntas. ______

- briefly share a dream she/he had in the past 2 weeks. - contar brevemente un sueño que tuvo en las 2 semanas últimas. ______

- complete the pattern: 10, 13, 16, 19, ___, and explain why. - completar el patrón siguiente: 10, 13, 16, 19, ___, y explicar por qué. ______

- honestly say they are not embarrassed during this activity. - decir con toda honestidad que no ha sentido vergüenza haciendo ésta actividad. ______

Irene McGinty and Noni Mendoza-Reis, Towards Equity: A Guide for Teaching and Learning in a Multicultural Society, Classroom Applications (Sacramento: California Department of Education, 1998).

5–26 • C.A.R.E.: Strategies for Closing the Achievement Gaps Survey on the Multiple Intelligences (continued) Sondeo de Intelgencias Múltiples (continuación)

Inteligencia Musical Musical Intelligence

Me gusta cantar. –––– I like to sing.

Con frecuencia escucho música en el radio, en casetes o en CDs. ____ I often listen to music on the radio, on cassettes, or on CDs.

Sé tocar un instrumento musical. ____ I know how to play a musical instrument.

Cuando estoy trabajando o estudiando, acostumbro a llevar rítmos con mis manos o en mi cabeza. ____ Often, when I am working or studying, I make rhythms with my hands or in my head.

Me conozco las melodías de muchas canciones. ____ I know the melodies of many songs.

Inteligencia Naturalista Naturalist Intelligence

Las plantas y los animales son importantes para mí. ____ Plants and animals are important to me.

Me gusta en estar con mascotas. ____ I enjoy being with pets.

Disfruto estando en la naturaleza (el bosque, en la playa, en el parque). ____ I enjoy being in nature (the forest, at the beach, at the park)

Me gusta aprender casas sobre los animales, las plantas, la naturaleza o el espacio exterior. ____ I like to learn about animals, plants, nature, or outer space.

Con frecuencia me pregunto por qué los animales hacen lo que hacen. ____ I often wonder about why animals do what they do.

Con frecuencia trabajo afuera, cuidando plantas, flores, árboles o jardines. ____ I often work outside, taking care of plants, flowers, trees, or gardens.

Me gusta desarmar cosas para saber cómo funcionan. ____ I like to take things apart to find out how they work.

Irene McGinty and Noni Mendoza-Reis, Towards Equity: A Guide for Teaching and Learning in a Multicultural Society, Classroom Applications (Sacramento: California Department of Education, 1998). 5–27 • C.A.R.E.: Strategies for Closing the Achievement Gaps Survey on the Multiple Intelligences Sondeo de Inteligencias Múltiples

Directions: Check off the statements that apply to you. Direcciones: Marque las fraces qe se apliquen a usted. Inteligencia Lingüística Linguistic Intelligence

Los libros son muy importantes para mí. –––– Books are very important to me.

Leer y escribir son importantes para mí. ____ Reading and writing are important to me.

Recientemente, escribí algo de lo cual me siento orgulloso(a). ____ Recently, I wrote something of which I am proud.

Me gusta contar cosas a otras personas sobre lo que he leído. ____ I like to tell things about what I have read to other people.

Antes de hablar, leer o escribir, escucho las palabras en mi cabeza. ____ Before speaking, reading, or writing, I hear the words in my head.

Inteligencia Espacial Spatial Intelligence

Tengo sueños vividos por la noche. ___ I have vivid dreams at night.

Prefiero leer libros con muchos dibujos. ____ I prefer to read books that have many pictures.

Me gusta dibujar, colorear o pintar. ____ I like to draw, color, or paint.

En general, sé cómo dirigirme en mi vecindario. ____ Generally, I know how to get around in my neighborhood.

Me gusta hacer rompecabezas y laberintos. ____ I like to do puzzles and mazes.

Irene McGinty and Noni Mendoza-Reis, Towards Equity: A Guide for Teaching and Learning in a Multicultural Society, Classroom Applications (Sacramento: California Department of Education, 1998).

5–28 • C.A.R.E.: Strategies for Closing the Achievement Gaps Survey on the Multiple Intelligences (continued) Sondeo de Inteligencias Múltiples (continuación)

Inteligencia Corporal Bodily Intelligence

Yo juego por los menos un deporte fuera de la escuela cada semana. –––– I play at least one sport outside of school each week.

Es difícil para mí estar sentado(a) mucho rato. ____ It is difficult for me to sit for a long time.

Disfruto haciendo actividades manuales como el coser, construir modelos o trabajar con madera. ____ I enjoy doing activities with my hands like: sewing, building models, or work with wood.

Necesito tocar cosas para saber cómo funcionan. ____ I need to touch things to learn about how they work.

Prefiero pasar mi tiempo libre al exterior. ____ I prefer to spend my free time outdoors.

Inteligencia Lógica y Matemática Logical and Mathematical Intelligence

Los matemáticas y los ciencias son mis temas favoritos. ___ Math and science are my favorite subjects.

Estoy interesado(a) en ciencias y tecnología. ____ I am interested in science and technology.

Me resulta fácil hacer cuentas en mi cabeza. ____ It is easy for me to do math in my head.

Me gustan los juegos de lógica, como el ajedrez o las damas. ____ I like games of logic, such as chess or checkers.

Creo que casi todo se puede explicar usando la ciencia. ____ I believe that almost everything can be explained using science.

Irene McGinty and Noni Mendoza-Reis, Towards Equity: A Guide for Teaching and Learning in a Multicultural Society, Classroom Applications (Sacramento: California Department of Education, 1998).

5–29 • C.A.R.E.: Strategies for Closing the Achievement Gaps Survey on the Multiple Intelligences (continued) Sondeo de Inteligencias Múlitples (continuación)

Inteligencia Intrapersonal Intrapersonal Intelligence

Prefiero hacer cosas solo(a) en lugar de con un grupo. –––– I prefer to do things alone rather than with a group.

Escribo en un diario en mi la casa para llevar un registro de mi vida. ____ I write in a diary or journal at home to record my life.

Prefiero pasar mis vacaciones en las montañas en lugar de Disneylandia. ____ I would rather spend my vacation in the mountains than in Disneyland.

Tengo algunas metas que quisiera hacer en mi vida. ____ I have some goals that I want to do in my life.

Creo que sé cuáles son las cosas en las que hago un buen trabajo. ____ I believe that I know in which things I do good work.

Inteligencia Interpersonal Interpersonal Intelligence

Mis amigos (amigas) vienen a preguntarme mi opinión. ___ My friends come to me for my opinion.

Prefiero los deportes en equipo, como el fútbol o el or béisbol, más que aquellos en los que juega uno solo. ____ I prefer team sports, like soccer or baseball, more than those that you do alone.

Tengo por lo menos 4 buenos amigos (buenas amigas). ____ I have at least 4 good friends.

Prefiero trabajar con un grupo en vez de solo(a). ____ I prefer to work with a group rather than alone.

Cuando tengo un problema, uso a mis amigos (amigas) para resolverlo. ____ When I have a problem, I use my friends to resolve it.

Irene McGinty and Noni Mendoza-Reis, Towards Equity: A Guide for Teaching and Learning in a Multicultural Society, Classroom Applications (Sacramento: California Department of Education, 1998).

5–30 • C.A.R.E.: Strategies for Closing the Achievement Gaps C h a p t e r 6 C h a p t e r 6 Community Support for C.A.R.E. Strategies

he research evidence is compelling in making, school governance and supportive Tits support of the idea that partnerships home learning activities. Thus, we aspire which increase engagement of parents and to family engagement that goes beyond the community in the public schools are involvement. essential to closing the Achievement Gaps. When schools, families and community A recent research report analyzes par- groups work together to support learning, ent involvement over the past decade, children tend to do better in school, stay in confirming the increase in the display of school longer, and like school more. children’s ability when families, parents and the community are engaged in school- The C.A.R.E. themes (Culture, Ability, ing. (Southwest Educational Development Resilience, Effort) are instrumental in help- Laboratory, 2003) The research indicates ing to close the Achievement Gaps and are that when families are engaged, students: supported in part by decisions made at the school and district level. These decisions • Earn higher grades and test scores are essential to sustaining the changes and • Enroll in higher-level programs improvements that the C.A.R.E. themes foster. • Pass their classes, are promoted, and earn credits This section of the strategy guide is focused on the decisions made at the school and • Attend school regularly district level to improve community, family and school engagement, to enhance the • Have better social skills, show ability of schools to close the Achievement improved behavior, and adapt well to Gaps and cultivate improvement solutions. school

Educators realize that the job of educating • Graduate and go on to postsecondary students cannot be achieved by schools education alone; a collaborative effort combining schools, families and community agencies is The need to increase family and commu- most effective. Schools, families and, more nity support comes at a time when many importantly, students benefit from com- families and communities are challenged by munity engagement that connects with stu- changing demographics and income gaps. dents’ cultures, allows students’ abilities to Fewer jobs are providing wages sufficient emerge, promotes students’ resilience, and to meet basic needs, and 21 percent of chil- motivates them to excellence. dren live in poverty. More than one million U.S. children ages 5-14 care for themselves Although parent and community involve- during non-school hours and 19 percent of ment has always been a cornerstone of them are growing up in households where our schools, that involvement has usually a parent is not a high school graduate. been controlled by the schools. For the Families are stressed by immigration, most part, “involvement” has focused on acculturation, and assimilation pressures. fundraising initiatives, volunteering, and supporting school activities. We now under- Children and families that are at the short stand that new roles for families and the end of the wealth and income gap, how- broader community must include decision ever, display a level of resiliency that must

6–1 • C.A.R.E.: Strategies for Closing the Achievement Gaps be acknowledged, supported and nurtured. Educational Support Research in the area of family resilience has Professionals—paraeducators, shown that families demonstrating persever- teacher aides, bus drivers, janitors, ance and resourcefulness in the face of chal- and others—are often able to connect to lenging situations can bounce back from the community in ways that teachers and stress, crises, and trauma to experience life administrators cannot. ESPs tend to live successes (Hernández-Alarcón, 2004). in the community surrounding the school more often, living with the students they Resilient families have a flexible struc- serve. They often represent the com- ture, connectedness across the family, and munity that the school serves in their various social and economic resources. language, ethnicity, and connections to Resilience is fostered in the family by belief neighborhood organizations. Immigrant systems that increase options for resolving parents who are intimidated by teach- problems and promoting healing after a ers because of the language barrier or crisis. Communication processes can foster other cultural issues may be much more resilience by encouraging open emotional willing to talk to their child’s bus driver, expression and collaborative problem-solv- or teacher aide, or cafeteria worker. ing (Walsh, 2003). Schools recognizing these Teachers and ESPs should collaborate on factors in families build systems to support building strong community-family-school and maximize this resilience. Engaging the connections. community in school decision-making, while creating connections between the school, parents and families also has a positive parental involvement is particularly impor- impact on the effort and motivation of chil- tant for Native American students and will dren. actually lead to larger increases in GPA for “More than 30 years of research indicate them than for other ethnic groups. that children benefit from family-school No matter what their race, ethnicity, or collaborations, which provide parents with income, most families have high aspirations opportunities to shape their children’s for their children’s success; however, those learning.” aspirations may not easily translate into Heather Weiss, a positive impact on student success and Harvard Family Research Project often are reflected in different engagement strategies. While families from ethnic and A number of studies have been conducted racial minorities are often actively engaged on the connection between family-school- in their children’s schooling, that engage- community partnerships and various aspects ment can differ from the involvement of of student achievement. On the whole, white, “mainstream” families and may be these studies have confirmed that there is hidden from the school staff. For example, a positive relationship between these part- Chinese-American parents tend to be very nerships and improved achievement for active in home-based involvement, drawing students, including families of all economic, on family and community resources to com- racial, ethnic and educational backgrounds pensate for what schools lacked instead of (Henderson and Mapp, 2003). Additional raising concerns with teachers and adminis- research found that the grade point aver- trators. age of 10th grade students was significantly affected by parental involvement in the Research has identified several barriers early grades. While the results were true for to the engagement of minority and low- all ethnic groups, the research shows that income families in their children’s schooling,

6–2 • C.A.R.E.: Strategies for Closing the Achievement Gaps and these barriers can be overcome. Time • Help low-income families obtain the constraints, child care needs, transporta- support and services they need to tion problems, language differences, lack of keep themselves healthy, safe, and knowledge and understanding of how U.S. well-fed. schools work, and varying cultural beliefs about the role of families in the schooling • Recognize that it will take time to build of children are all areas that schools can trust between families, communities, address. and schools.

Schools can build stronger relations with In addition to the research cited above, Dr. families and communities and strengthen Joyce Epstein (1997) addresses six areas of achievement among minority and low- parent involvement that can help in closing income students by addressing several the Achievement Gaps: areas: 1. Parenting —Assist families with par- • Adopt formal policies at the school enting and child-rearing skills, under- and district levels that will promote standing child and adolescent devel- family involvement and emphasize opment, and setting home conditions engaging families that represent the that support children as learners at diversity of the student population. each age and grade level. Assist schools in understanding families. • Ensure the active and on-going support of the school principal in 2. Communicating —Communicate with providing leadership for family families about school programs and engagement. student progress through effective two-way communications. (School to • Focus on identifying ways to honor home, home to school) the hopes and concerns that families have for their children, including an 3. Volunteering —Improve recruit- acknowledgement of the commonali- ment, training, work, and scheduling ties and the differences among to involve families as volunteers and students and families. audiences at the school or in other locations to support students and • Strengthen the capacity of educators school programs. to work well with families and develop systems for making outreach to fami- 4. Learning at Home—Involve families lies a priority. with their children in learning activities at home, including homework and • Identify ways to provide support for other curriculum-related activities and immigrant families in understanding decisions. how schools work as well as helping families and students understand what 5. Decisionmaking —Include families as schools expect of them. participants in school decisions, governance, and advocacy through • Provide families with training and PTA/PTO, school councils, commit- resources that will support early litera- tees, and other parent organizations. cy and help them monitor homework. 6. Collaborating with the Community— • Encourage and support student Coordinate resources and services for involvement in after-school and extra- families, students, and the school with curricular activities. businesses, agencies, churches and

6–3 • C.A.R.E.: Strategies for Closing the Achievement Gaps other groups, and provide services to Joyce L. Epstein, L. Coates, K.C. Salinas, the community. M.G. Sanders, and B.S. Simon, School, Family, and Community Partnerships: Your Some of the strategies necessary to pro- Handbook for Action, (Thousand Oaks, CA: mote and generate support for community Corwin Press, 1997). and parental involvement as we work to close the Achievement Gaps include: Anne T. Henderson, and K.L. Mapp, V.R. Johnson, Don Davies, Beyond the Bake 1. create a comfortable climate for Sale: The Essential Guide to Family-School partnerships Partnerships, (New York: The New Press, 2007). 2. enhance family/community access to schools and school personnel Eduardo Hernández-Alarcón, Family Resiliency, National Education Association 3. enhance learning opportunities for Joint Conference on Concerns of Minorities families and Women, 2004. 4. strengthen communication chan- Froma Walsh, “Family Resilience: A nels between schools, families and Framework for Clinical Practice–Theory and communities. Practice” Family Process Journal, Spring Our success in closing the student 2003. Achievement Gaps grows when we apply Heather Weiss, Harvard Family Research what research tells us about the importance Project. http://www.hfrp.org/ of family and community partnerships, looking at them through the lens of culture, abilities, resilience and effort. In the next section, you will find activities and resources to help you build on what research has taught us and use the C.A.R.E. themes in helping us build successful partnerships.

Chapter References

Martha Boethel, Diversity: School, Family, and Community Connections, National Center for Family and Community Connections with Schools, (Austin, TX: Southwest Educational Development Laboratory, 2003).

John B. Diamond, Ling Wang, Kimberly Williams Gomez, May 2004. “African- American and Chinese-American Parent Involvement: The Importance of Race, Class, and Culture” Research Digest, FINE Network, Harvard Family Research Project. http://www.hfrp.org/

6–4 • C.A.R.E.: Strategies for Closing the Achievement Gaps Community Support: Strategies and Activities At-a-Glance

Strategy Activity Number Encouraging engagement in schools 1. Educator Reflection—Assessing Partnerships, page 6-5 2. Educator Reflection—100 Ways to Make Your School Family Friendly, page 6-8

Family support for learning 3. Educator Reflection—Family Support for Learning, page 6-11 4. Interactive Homework–Math in My House, page 6-14 5. Educator Reflection—Learning About Your Community, page 6-17

Activity #1 4. Ask each group to report out on their Educator Reflection— assessment; if more than one group Assessing Partnerships was responsible for a particular section, have both groups share their responses. This form can be used in a school to assess Reports should include how they answered the climate that exists for family and com- each question and issues or areas of con- munity partnerships. Teachers also can use cern they identified. this evaluation form to assess their own classrooms and the climate that they have 5. Allow participants from other groups to created for partnerships. respond to what they hear and come to consensus on how each item is rated. Directions 6. When all groups have reported out, use 1. If possible, involve all staff members in the data generated to discuss how to this activity – instructional, support pro- improve the climate for partnerships and fessionals, and administrators – in order develop an action plan for addressing to get a broad perspective of the climate areas of concern. of the school. Now that you have assessed your 2. Break the staff into several small groups community partnerships, consider and give each participant a copy of the how you could improve your school climate by engaging families. The following handout “Assessing Partnerships (pages video will help you reflect on how you could 6-6 - 6-7).” If possible, the groups should improve the partnership between the school include representatives of each employee staff and the parents. type. Nel Noddings, Jacks Professor Emeriti of Child 3. Assign each group a specific section of the Education at Stanford University discusses the importance of finding ways to include all par- assessment form (“school climate,” “out- ents in the school community, rather than judg- reach,” etc.) and ask them to complete ing parents who stay away from the school. the assessment as a group. Give them ten http://www.youtube.com/watch?v=95Fe22w5tD8 minutes to complete their portion.

6–5 • C.A.R.E.: Strategies for Closing the Achievement Gaps Assessing Partnerships

Directions: For each statement, write “yes,” or “no,” or “unsure.”

The School Climate ____ 1. There are signs and welcoming messages that say parents and community are welcome here. ____ 2. Signs and messages are provided in languages other than English if applicable. ____ 3. Family members and community members are welcomed as observers in the classroom. ____ 4. Family members and community members are welcomed as volunteers in the classroom. ____ 5. Adult-sized chairs, besides the teachers’, are located throughout the school. ____ 6. Our school has a parent room or parent corner where information is provided to parents in a variety of ways. ____ 7. The mission and vision of our school are posted throughout the school and distributed to parents and the community. ____ 8. Our school has a parent/community involvement plan or policy. ____ 9. Our school parent involvement policy or plan was developed with the input of parents and community members. ____10. All school staff are provided staff development opportunities in family-community involvement.

Outreach

____11. Special efforts are made to involve women and men from different racial and national origin groups in all parent activities. ____ 12. Linkages have been made with community organizations and religious groups which serve the families of children enrolled in our program. ____ 13. Our school buildings are open for use by the community. ____ 14. Liaisons are available to help with parent involvement activities and outreach. ____ 15. A particular effort is made to involve male family members in program activities. ____ 16. Some parent involvement activities take place out in the community. ____ 17. There are efforts to reach families often stereotyped as “hard-to-reach.”

Communicating with Parents and Community Members

____ 18. All staff make an effort to communicate regularly and positively with parents. ____ 19. There is a regular school newsletter with information for parents and the community. ____ 20. Parent communications are written clearly and simply using language the family can understand. ____ 21. Curriculum standards and school procedures are clearly communicated to parents at the beginning of each year or when children are enrolled. ____ 22. Positive communication channels are promoted and encouraged with families early in the school year. ____ 23. Communication with families and communities is expressed in multiple ways. ____ 24. School support staff are provided training in communicating with families and community members. ____ 25. Teachers and administrators are provided training in communicating with families and community members.

6–6 • C.A.R.E.: Strategies for Closing the Achievement Gaps Assessing Partnerships (continued)

Policy and Procedures

____ 26. There is an active parent-led organization supported by school staff. ____ 27. Members of the parent organization are representative of the school population by race, gender, and national origin. ____ 28. Parents are trained to be effective team members. ____ 29. Parents and community members are involved in school decision-making teams. ____ 30. Funds and resources are provided to support parent and community involvement.

Parent and Community Activities ____ 31. There are equal opportunities for working parents and community members to attend meetings and activities. ____ 32. Parents are involved in recommending parent and family activities. ____ 33. There are educational activities and training for parents which enable them to work with their own child at home. ____ 34. There are social activities for families and community members that promote interactions with school staff. ____ 35. There are adult education classes for the parents themselves (ESL, GED, exercise classes, etc.). ____ 36. There are parenting-skills workshops for the parents themselves. ____ 37. Parents and community members are involved in assessing the parent/community partnership initiative. ____ 38. There is an updated file of community services and resources for parents and families (e.g., health, social services, financial aid, emergency assistance, etc.).

Reporting Children’s Progress to Parents ____ 39. Teachers make an effort to say positive things about the child and emphasize the child’s strengths in their progress reports to parents. ____ 40. Teacher concerns about a child’s progress are communicated clearly to parents. ____ 41. Parents participate in decisions affecting their child’s education. ____ 42. All educational programs and services for their child are explained clearly to parents. ____ 43. Meetings are arranged at the parents’ request to discuss parent concerns regarding their child. ____ 44. Parent-teacher conferences are scheduled at times convenient to the parents as well as the teachers. ____ 45. Transportation arrangements are made for parents to attend parent-teacher conferences if needed. ____ 46. Child-care arrangements are made for meetings and other parent activities if needed. ____ 47. There are teacher/parent/community recognition programs for service to the school. ____ 48. Some parent-school activities offer refreshments and an opportunity for communicating information between school staff and parents.

(From NEA Membership and Organizing, Family-School-Community Partnerships Training Manual, 2004).

6–7 • C.A.R.E.: Strategies for Closing the Achievement Gaps Dr. Jeannie Oakes, Director of 10) Involve families in staff development Education and Scholarship for the programs with staff. Ford Foundation and Professor Emerita of Education at the University of 11) Give positive feedback to show appre- California at Los Angeles argues that teachers ciation to families through notes, tele- need to develop the capabilities to engage in phone calls, and special events. cross-race interactions with families, some of whom may feel uneasy about their relations 12) Approach all families with an open with schools. mind and positive attitude. http://www.youtube.com/watch?v=g7kwjOYKvFQ 13) LISTEN! Activity #2 14) Learn children’s strengths, talents, and Educator Reflection— interests through interactions with fami- 100 Ways to Make Your lies. School Family Friendly 15) Explain expectations to families in a Here is a “tip sheet” that educators can use manner they can understand and sup- to make their schools open and inviting for port. families. 16) Set aside appointment times that are 100 Ways to Make Your School Family convenient for working families. Friendly 17) Make family conferences student-led 1) Create a policy for family involvement in and mandatory at all grade levels. your school. 18) Understand the best ways families 2) Use the word “family” instead of parent receive information from the school when communicating with families. and then deliver it that way.

3) Make sure family involvement is part of 19) Explain school rules and expectations your school mission and vision state- and ask for home support. ments. 20) Create opportunities for informal dia- 4) Celebrate the cultures in your commu- logue with families. nity with specific school programs and 21) Address concerns honestly, openly, and practices. early on. 5) Celebrate families-of-the-month or week. 22) Show support for PTA and other parent 6) Create a family or parent center within and family organizations by attending your school. as often as you can.

7) Designate special family parking to 23) Create classroom, grade-level, and make access to your school easy. school newsletters.

8) Make sure your school entrances and 24) Maintain and update your Web page. directions are clear and in languages 25) Publish and post your school and office spoken within your community. hours. 9) Train teachers, administrators, and stu- 26) Create a family handbook similar to dents about the importance of family your student handbook. involvement in schools.

6–8 • C.A.R.E.: Strategies for Closing the Achievement Gaps 27) Have all information available in lan- and in the evening at specified times guages spoken within your school. and dates.

28) Use available technology to promote 43) Help teachers understand the impor- your family involvement goals. tance of family involvement.

29) Work with families to understand cul- 44) Evaluate and spruce up the exterior tural practices that will promote better and entrances to your building. communication. 45) Evaluate and repaint areas that need 30) Listen to family perceptions of how repainting. they feel when they visit your school. 46) Remove all graffiti and vandalism within 31) Listen to family perceptions of how twenty-four hours. families feel they are treated at your school. 47) Suggest your school be used as a poll- ing place on Election Day. 32) Modify school climate based on family and student input. 48) Provide displays and information when community groups are using your 33) Know the students in your school and school. their various peer groups. 49) Create bookmarks with important 34) Provide programs on topics of interest school information and pass them out to families. to visitors.

35) Evaluate all of the family meetings you 50) Evaluate and create a plan for appro- have and move two from the school priate lighting for evening activities. into the community. 51) Allow all families access to your school 36) Provide family support programs or computer labs and library. groups to help families work with their children. 52) Make sure the “reduced speed” signs in the school zone are visible. 37) Keep abreast of parenting issues to offer assistance to families. 53) Allow family members to be involved in the governance of your school. 38) Offer parenting classes in child development, discipline, and similar topics. 54) Train parents to participate in school planning and decisionmaking. 39) Create and attend fairs and events especially designed to bring all families 55) Provide biographical information about together. the principal and administration. 40) Create a database of families and their special talents, interests, and ways in 56) Publish important telephone and fax which they can support school activities. numbers in at least five different places. Use this database when calling families 57) Publish the names of administrators and to assist in school. their phone numbers in every newsletter 41) Start a family book club. and on the school Web site.

42) Be available before and after school, 58) Publish a monthly newsletter.

6–9 • C.A.R.E.: Strategies for Closing the Achievement Gaps 59) Place all printed information on the 75) Create classes that help families under- school Web site. stand school curriculum.

60) Increase the number of events geared 76) Promote visitation days for families. to families for whom English is their second language. 77) Publish your school safety and security plan. 61) Promote your school logo or mascot on all publications. 78) Train security personnel in family friendly concepts. 62) Create a “brag about” that promotes your school and its programs. Have 79) Establish a nonthreatening sign-in or copies in every visitor area of your entrance policy. school. 80) Send letters home to all families the 63) Provide all staff with business cards. same day as a problem or negative occurrence in school. 64) Provide all teachers with telephones in their classrooms. 81) Use telecommunications technology to send messages home about school 65) Evaluate the clubs and cocurricular activities. activities at your school to ensure that all students have opportunities for 82) Create family invitations to school func- involvement. tions.

66) Increase the percentage of students in 83) Increase the number of school staff clubs and student activities. involved in student activities and family programs with incentives and grants for 67) Schedule a club fair during the school extra pay. day. 84) Provide opportunities to expose 68) Create a plan to articulate more closely students to school activities within the with your feeder schools. school day.

69) Find five ways to celebrate and pro- 85) Celebrate the history of your school by mote your school’s diversity. providing information to all students and families. 70) Identify all of the peer groups in your school. Have lunch with each of them 86) Ask families to share their experiences monthly. if they attended your school.

71) Create a program to bring diverse stu- 87) Involve grandparents in school functions. dents together. 88) Ask families to share their cultures with 72) Ensure school governance opportuni- students during the school day. ties are open to students. 89) Create experiential learning opportuni- 73) Publish a school calendar with pictures ties by using families in the process. that promotes activities about your school. 90) Fill the walls of your school with motivation to families and students. 74) Evaluate all of your school publications for school “jargon.” 91) Always thank families for their involvement in your school.

6–10 • C.A.R.E.: Strategies for Closing the Achievement Gaps 92) Handwrite five thank-you notes to fami- Activity #3 lies per month. Educator Reflection— 93) Create opportunities to recognize and Family Support for Learning reward all students, staff, and their fam- Schools can create family learning programs ilies. that provide support for student achieve- 94) Allow students to organize and implement. Parents create a learning environment ment new student orientation programs. for their children through the natural, everyday activities and experiences that occur in 95) Ask businesses to help you promote the home. All families, even families with family involvement. low literacy skills, are capable of building rich home learning environments. The list 96) Find ten businesspersons to provide on pages 6-12 and 6-13 shares some char- mentors for your school. acteristics of good home learning environ- 97) Make sure your school governance ments and can be shared with parents in a council has a business liaison. number of ways, for example:

98) Create a budget for all school assemblies. • Educators can share this information verbally and in writing at open house in a 99) Increase by 20 percent the number of large group presentation. opportunities for families and teachers to communicate. • Educators can share this information verbally and in writing at a parent confer- 100) Believe that family involvement ence. This may open up a dialogue that improves the achievement of every allows teachers to identify areas where student. they can assist parents.

Reprint permission granted by The Rowman and Littlefield Publishing Group, Inc. 2004: “Engaging All Families” Steven M. • The characteristics can be shared and dis- Constantino, 2003. cussed as part of a parent education class.

Dr. Joyce Epstein, the Director It may also be useful to have a discussion of the Center on School, Family, and of these characteristics among the school Community Partnerships, at Johns staff, to identify possible barriers parents Hopkins University, discusses the principal’s role in prioritizing and encouraging parental may encounter, assistance that schools may involvement. need to provide, training opportunities, etc. Education Support Professionals (ESPs) can http://www.youtube.com/watch?v=VyUbIfGQO9A be especially effective in communicating expectations about home learning environments because they most often come from the neighborhoods and communities of the students. Engaging ESPs in creating events to reach out to family members about what they can do to promote student achievement helps to bridge the gap between home and school.

6–11 • C.A.R.E.: Strategies for Closing the Achievement Gaps Family Support for Learning Creating Successful Home Learning Environments • Establishing a Daily Family Routine • Providing time, space, quiet and materials for child’s studying, reading and hobbies • Assigning chores and regular household tasks • Encouraging good health habits: proper balance of rest and activity, regular breakfast and dinner schedule, good nutrition, health care as needed Monitoring Out-of-School Activities • Guiding the constructive use of leisure time: after-school activities, use of TV, and time with friends • Setting clear rules and standards • Discussing rules with child • Rewarding success and applying sanctions appropriately and consistently Modeling the Value of Learning and Hard Work • Setting an example by reading at home and engaging in other learning activities • Encouraging effort for long-term gains vs. short-term benefits • Playing games together (e.g., Scrabble, Monopoly, dominoes) that require planning ahead and problem solving rather than pure luck • Communicating openly and encouraging verbal give-and-take Expressing High but Realistic Expectations for Achievement • Setting developmentally appropriate goals and standards for child’s conduct • Discussing regularly topics concerning education, careers, life skills, rules • Affirming personal worth through positive messages and affirming the child as a winner Encouraging the Child’s Overall Development and Progress in School • Cultivating a warm and supportive home atmosphere • Expressing interest in child’s education both at home and by attending school events • Urging child to work hard in school • Staying in touch with child’s teachers • Expressing affection and approval • Noticing and rewarding achievement in school

6–12 • C.A.R.E.: Strategies for Closing the Achievement Gaps Family Support for Learning Reading, Writing, and Discussion among Family Members • Reading and listening to children read • Discussing school day, family members’ lives, and current events • Storytelling, recounting experiences, and sharing problem-solving strategies • Writing of all kinds (e.g., grocery lists, telephone messages, letters, diary entries) • Relating everyday experiences to what is being learned in school, and using these experiences as teaching opportunities • Helping students expand their vocabulary • Conducting family activities that help students expand their view of the world Using Community Resources to Meet Family Needs • Exposing children to cultural activities (e.g., visits to library, museums, movies, concerts) • Enrolling children in youth enrichment programs (e.g., after-school sports or lessons, community programs, clubs) • Introducing children to responsible mentors (e.g., coaches, counselors, friends, staff of local organizations or churches) • Using visits to the library to expand learning opportunities and develop interests

(From NEA Membership and Organizing, Family-School-Community Partnerships Training Manual, 2004).

6–13 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #4 Requires teachers to: Interactive Homework–Math • Communicate with families about how to in My House work and interact with their children at Successful family learning programs involve home both generations. In some learning pro- • Guide involvement and interaction grams, children and adults learn side by side. In others, they learn separately. In • Design homework that elicits family par- still others, they do both. Adults acquire ticipation skills, as needed, for their own benefit and to model learning for their children. They • Clarify homework objectives, processes also acquire specific skills they can apply in and evaluation procedures helping their children learn. What unites all (From NEA Membership and Organizing, Family-School- of the activities under the heading “fam- Community Partnerships Training Manual, 2004). ily learning” is the goal to assist children, directly or indirectly, in acquiring the skills One example of interactive homework is necessary to become life-long learners. found in this math activity developed by the One way to do this is through a “homework WEEA Equity Resource Center. partnership” as you see in the following handout. By structuring homework to be Activity: Math in My House more interactive between families, students, Grades: 3-9 and teachers, learning can be enhanced for Duration: 20-40 minutes both students and their families. Materials: Graph paper or chalkboard, Interactive Homework: A Three- “Math in My House” Way Partnership worksheet (page 6-16), calculator Requires students to: Objective: • To make students aware of the various ways their family • Talk to someone at home about what they members use mathematics are learning in class in their daily lives • To help involve parents in • Share their work, ideas and progress with their children’s math education their families • To reinforce math concepts • Think, write, then teach parents the lesson and skills (Computing and and discuss the outcomes interpreting statistics, calcu- lating percentages, construct- Requires parents to: ing bar and circle graphs) Preparation • Become involved in their child’s learning 1. Design a tally sheet on which stu- • Share thoughts, ideas, insights and experi- dents may record their answers. ences with their child 2. Plan the questions students will • Comment on their child’s work and use to interview their parents progress or other family members about the ways their family members • Request information from teachers in a use mathematics or math skills. communication session Prepare some key questions

6–14 • C.A.R.E.: Strategies for Closing the Achievement Gaps such as: 2. Which family member uses math skills in the most ways at home? Have the • How do you use math to pay bills? class tally the number of ways math skills are used by their fathers, moth- • How do you use math to do taxes? ers, aunts, uncles, etc. They can then • How do you use math to invest? compute averages for each type of family member and make a table to • How do you use math to budget? display their findings.

• How do you use math to cook? 3. Which types of home activities are most often mentioned as requiring • How do you use math to sew? math skills? Have the class decide on how they want to categorize home • How do you use math to do wood- activities. Suggestions include: working? • Housework—cooking, yardwork, • How do you use math to and repairs garden? • Financial—paying bills, preparing 3. Using their math books as a resource, taxes, and creating budgets students might also prepare a list of key topics, for instance, rounding • Shopping—for groceries, clothes, whole numbers and decimals, addi- gifts, or household needs tion and subtraction of decimals, problem solving, reading graphs and • Leisure activities–woodworking, charts, using geometric concepts, and sewing, gardening, and other hob- so forth. They can ask their parents bies how they use these skills at home. 4. Combine the data for the entire 4. After the interview, have each student class, and make a circle graph that categorize and tally their family data. shows the major types of activities Have students prepare data sum- and the percentage of times each maries, graphs and charts, and figure was mentioned by family members. averages. Ideas for data summaries For example, your students may find are listed below. The summaries can a class total of 600 ways math is used be done in small groups or by the at home. They might determine that whole class. 50 percent of these “ways” were in the financial area, 15 percent in Ideas for data summaries housework, 30 percent in shopping, and 5 percent in leisure activities. 1. What math skills are used most often at home? Have students count and This activity can be expanded to survey the tally the number of times each math ways parents or other family members use skill was mentioned by their family math on their jobs. members, and combine to find class WEEA Equity Resource Center at EDC, Newton, MA, www.edc. totals. Make a bar graph to display org/WomensEquity/pubs.htm the data for the 6 to 12 most frequently used skills.

6–15 • C.A.R.E.: Strategies for Closing the Achievement Gaps Math in My House

Ways My Family Uses Family Member Math Skills Needed Math at Home

6–16 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #5 out the year where parents contrib- Educator Reflection—Learning ute to the agenda. About Your Community II. Defining the Community The following suggestions and ques- How will you define the “community?” How tions are intended to serve as guides for can you find out what the issues are in the the teacher to have ways to draw upon the community and bring them to the class- knowledge, culture, language, and experi- room? (e.g. immigration, zoning, new com- ences of families and other members of the mercial developments, community events). school’s community: The following give suggestions about how to answer these questions: Classroom Applications • Use community newspapers as a resource. I. Relationships/Building a • Listen to people who know the com- Community of Learners munity and use them as bridges. In order to build a community of learn- • Plan community field trips. ers there must be a trusting relationship in • Listen to student voices through such place. The following are suggestions about activities as the “morning message” how to develop a community of learners where students have opportunity to with the families in a particular classroom. give news about their communities. • Community Building - Invite families to attend an evening III. Teachers/Students As of entertainment and information Ethnographers where students present what they How will you gain information about the are learning and family members households of your students? How will you have the opportunity to interact informally. negotiate the topics with parents and students? Some suggestions are: • Recognition • Teacher gains information through - Develop ways to recognize positive things students do in school home visit. (awards assemblies, recognition • Students interview their parents awards.) through homework logs. Topics might - Develop ways to recognize parents be: for the positive things they do to - histories (family, residential, labor) help their children succeed. - chores - interaction styles Dr. Jacqueline Jordan Irvine, - daily activities Charles Howard Candler Professor - literacy Emerita of Urban Education at Emory University, addresses the misconception that parents do not care about their children’s education. http://www.youtube.com/watch?v=xPeLvCzJRqQ

• Ongoing Contact - Develop regular communication with parents via phone calls, home visits, newsletters. - Schedule regular meetings through-

6–17 • C.A.R.E.: Strategies for Closing the Achievement Gaps IV. Developing Authentic Curriculum How will you develop curriculum from household knowledge gained through ethnograph- ic methods? (Refer to III above.) What types of support will you need? Jeanne Gibbs, TRIBES: A New Way of Learning and Being Together. (Windsor, CA: CenterSource Systems, 2001) p.1095.

The office of Minority Community Outreach (MCO) reaches out to minority communities to create and support a network of supporters of public education. The collaboratives that have been forged across the country seek to bridge the gaps between parents, student, and the broader community. For example, NEA MCO recently hosted a conference organized by APIAVote on the increasing importance of Asian Americans and Pacific Islanders in public office. Another product, Native Education 101: Basic Facts about American Indian, Alaska Native, and Native Hawaiian Education is the result of a partnership between the National Education Association and the National Indian Education Association. It gives a glimpse into problems faced by Natives in schools and explains a variety of laws and executive orders that gov- ern Native students’ education. MCO also has an ongoing partnership with the Schott Foundation, a source of rich research and advocacy information pertaining to the educational status of students of color, especially Black and Hispanic boys. Learn about NEA’s outreach to minority students at http://www. nea.org/home/MinorityCommunityOutreach. html

6–18 • C.A.R.E.: Strategies for Closing the Achievement Gaps C h a p t e r 7 C h a p t e r 7 Developing a Systems Perspective for School Organization

very school is unique in how it is affect- els: school-wide, department, classroom, Eed by diverse factors such as the socio- and other parts of the school. Good lead- economic level of students, the experience ers create and sustain clear and visible level of the staff, the condition of the physi- values, an environment for innovation and cal facilities, levels of funding from local, learning, and they focus on the needs of all state, and national programs, the diversity stakeholders in the school community. They of languages and ethnicities in the school connect to families and key community community, and other characteristics. Even groups to address issues and concerns, and while district, state, and national policies promote communication and collaboration. drive many of the systems of schools (e.g., Leaders encourage careful planning geared personnel, purchasing, transportation), each toward success. school shapes itself to meet the needs of the population it serves. Every school needs Planning: Schools and classrooms that a unique method of organizing the work of set and meet high goals develop strong, educating its own students. highly- focused plans for improvement that are living documents, not something that What do we need to keep in mind as we is written and filed away on the shelf. Plans think systemically about the structure of are developed collaboratively to reflect the our schools and how they operate? First, views and needs of all groups. Classroom we have to recognize that in any system, plans drive instruction by being aligned to one part has an impact on all the other state and district standards and community parts – they are interdependent. Next, there expectations, providing direction for the are several important features of a system work of teachers, education support pro- that, when working well together, result in fessionals, and students. In this way, all the high productivity (read: high achievement parts of the school community have a stake in schools) and greater satisfaction among in the school’s success. the people in the system (students, staff, families, etc.). Let’s look now at what several Stakeholder focus: Educators, students, strands of research tell us about what con- families, and community members are all tributes to making schools highly productive stakeholders in the education process – and satisfying to the people who are a part they all have much to gain or lose by what of them. happens in the classroom. Achievement Gaps-closing schools and classrooms Core values: Effectively operating schools focus on developing appropriate relation- have clearly defined values – they know ships with stakeholder groups, addressing what is important to support their own and their unique needs and ensuring they have their stakeholders’ (e.g., families, communi- “bought into” the school’s and classrooms’ ties) success. Policies, classroom practices, plans. Promoting stakeholder buy-in to the and behaviors are all consistent with the school’s plan requires effective communica- core values that they have explicitly identi- tion and management of information. fied. Sharing and articulating a school’s core values is one function of leadership. Information systems: Effective schools have systems to manage and use data and Leadership: Schools where all students information for improvement, not just as achieve have good leadership at many lev- once-a-year snapshots of testing results.

7–1 • C.A.R.E.: Strategies for Closing the Achievement Gaps Classroom and student data are collected also determine if the school community’s and analyzed to guide the teacher and stu- results are lining up closely with their core dents in making decisions, shaping instruc- values. tion, and managing improvement efforts. Information is freely shared with students Well-functioning systems have all these and parents in order to give them a well- aspects working together, supporting each rounded picture of student learning and other, aligning with each other so a change achievement. Key decisions about staff and in one reinforces a positive change in the student development are made based on other. Schools that seek to be successful the reliable data that is collected. with culturally and linguistically diverse students are most in need of making sure that Human resources: Successful schools moti- these parts of the school’s system work well vate and enable educators and students to and harmoniously. One approach to ensur- develop and realize their full potential. They ing that this occurs is by developing a ‘cul- maintain an environment that promotes ture of continuous improvement.’ cooperation, innovation, and excellence, supporting not only the learning needs of students but the training and development Developing a Culture of of teachers and educational support pro- Continuous Improvement fessionals. They also provide a climate that values the satisfaction and well-being of stu- One core value that guides highly success- dents, staff, and families. Families, students, ful systems is Continuous Improvement. In a and staff who have a say in how schools are high achieving school this core value would run are generally more satisfied with their manifest as students and staff always ask- outcomes. ing, “how can we do better?” Schools, their staff, and students are able to continuously School and classroom procedures: Schools improve their practice and their perfor- that support high achievement have clearly mance because they have clear goals, they defined, well-managed procedures that plan how to meet their goals, they assess are easily understood by and available to how well they are meeting their goals, and all stakeholders. Students understand and they change what they do when they see often help develop the procedures that are how they could do even better. used in their classrooms. This increases the likelihood that the needs of students from Let’s look more closely at how a culture of diverse backgrounds and varying abilities continuous improvement can help cultur- are met and that the schools get the out- ally and linguistically diverse students and comes they desire. their schools reach and sustain high levels of achievement. In a culture of continuous Outcomes and results: Schools committed improvement: to excellence look at a variety of measures not just standardized tests, to determine • Mistakes are seen as opportunities for if desired outcomes are being met. They growth. There is a focus on learning from measure all of their goals (staff professional our mistakes, analyzing what happened, development, student and staff satisfaction and taking action on what we learn. and well-being, etc.) and use the results to improve how they work. “The teacher, • Understanding the cultural, language, and students, families and other key stakehold- economic differences of the students and ers of the classroom learning system can families who make up the school commu- answer the question ‘how are we doing on nity leads to success when these factors the things we determined are important’ at are addressed in setting goals and plan- any point in time.” (Shipley, 2002). They can ning for student success.

7–2 • C.A.R.E.: Strategies for Closing the Achievement Gaps • Schools provide staff development to help with a focus on assessing growth and educators change their practice to meet change. the needs of culturally and linguistically diverse students, develop leadership skills One way to support continuous improve- in teachers and ESPs to take on new roles ment is through the KEYS process, which in the school, and build on the capacity of can provide you with valuable data in a diverse staff to bounce back and over- improving the teaching and learning condi- come obstacles. tions in your school and classroom.

• Leaders understand that research shows that when students and staff are happy, KEYS To a Quality School they actually tend to be more successful. Finding ways to tap the motivation of In order to implement the C.A.R.E. themes, staff members can lead to staff well-being each school could consider several of the and satisfaction, more involved and elements that research shows are essen- productive students and staff, and a more tial for creating a quality school. The NEA successful school. Finding ways to tap KEYS2.0 (Keys to Excellence in Your School) the motivation of students can lead to research has identified six “KEYS” made up higher achievement. of 42 indicators of a quality school.

• Everyone understands that strategic The six KEYS are: planning and goal setting are critically Key 1: Shared Understanding and important to the success of the entire Commitment to High Goals school community. Key 2: Open Communication and • Classrooms are organized to help students Collaborative Problem Solving take responsibility for their own learning. Students are involved in creating a Key 3: Continuous Assessment for Teaching classroom mission, and start from the first and Learning day of school to take an active role in the learning process. The classroom mission Key 4: Personal and Professional Learning is a living document that students and teachers regularly use to guide what Key 5: Resources to Support Teaching and happens in the classroom. Learning

Students and educators work together to Key 6: Curriculum and Instruction PLAN how they will achieve goals, DO the The focus of the KEYS2.0 approach, as dis- work, STUDY what happened and how well tinguished from the strategies, described they did, and ACT on what they learned, in the other chapters, is the emphasis on analyzing the outcome of their efforts and collective action to improve teaching and learning from their mistakes. There are no learning. While the C.A.R.E. theme chapters surprises; students understand what they highlighted what individual educators might are going to be learning about the out- do in their respective classrooms, the fol- comes and expectations for the curriculum lowing indicators, activities, and questions and are actively involved in determining are intended to be considered by the entire how they will meet those expectations. school community, either as a whole or in Working both independently and in teams, small groups. In this way, the school can students take responsibility for their learn- become organized to address the needs of ing and their discipline as part of a non- culturally and linguistically diverse students threatening, non-competitive environment systemically and move them to their full potential as learners.

7–3 • C.A.R.E.: Strategies for Closing the Achievement Gaps The KEYS survey instrument is a good standing and meeting the needs of way to identify high priority areas among students the quality indicators that the school can address. When educators, students (at the • Measures if regular communication high school level), parents, and community between the school and parents exists members take the KEYS survey, they receive related to helping children learn specific information about their school com- Why: munity that helps them to know what are the strengths and areas in need of improve- Trust between the school and home is ment. They can then choose to reflect, then essential and if it doesn’t exist, it must be act on those areas that they determine will built. Some low-income and minority par- help them improve. ents have had such negative experiences with school that they carry distrust with Through several years of working with them when they bring their children to schools, we have found, however, there are school. School personnel have a responsi- a number of indicators that have critical bility to reach out to parents on their own importance for every school that is strug- territory, in supportive, familiar environ- gling to be successful. We have arranged ments. Whatever steps are taken to build those indicators here to align with the trust require sensitivity to the distance— C.A.R.E. themes. whether real or imagined—between home What follows are: and school.

- The KEYS2.0 Indicator that aligns Ultimately the goal of parent involvement is with the CARE themes parent empowerment. Parents’ voice in how their children are educated is critical to the - What: The school elements that the school’s success. Family members may not indicator measures initially come ready to collaborate in decisionmaking, but this is where their - Why: The rationale for paying engagement can lead. attention to these elements How: - How: A suggested way to incorporate the school elements To maximize the school’s success, the management and planning teams develop a - Questions to consider: as you move plan for involving and working with parents forward in dealing with this catego- in the school. Another strategic opportunity ry of elements may include establishing communication with: Culture • Independent advocacy groups to Indicator: Teachers work closely with par- lobby and work for school reform and ents to help students learn and improvements to improve education • District-level councils and committees for What: family and community involvement • Measures the level of effort school staff • Teacher association building represen- makes toward building trust with parents tatives to inform families about school • Looks into the working relationship board or other local elections between teachers and parents in under-

7–4 • C.A.R.E.: Strategies for Closing the Achievement Gaps • Networks to link all families with parent their school environment and found that representatives teachers in heavily minority and low-income schools generally hold lower expectations • Neighborhood or ethnic organizations for students than teachers in high-income that have strong ties to the parents your schools. The survey also found that there is school serves a gap of expectations between elementary and secondary school levels. Questions to Consider: How: 1. What can be done to establish trust and build partnerships with parents? In a meeting of all the school’s staff, discuss your beliefs about students’ ability to learn 2. How would you communicate the need and the kinds of expectations you have for parents to take a greater role in assist- for students. Explore in small groups how ing their school in meeting student learn- your expectations may affect your behavior ing needs? toward students from diverse cultures. 3. How can parents, students and other staff Questions to Consider: get involved in making decisions for their school goals? 1. How should instruction be tailored to meet individual student learning needs? 4. What changes to current practices will be necessary to ensure a participatory pro- 2. To what extent should the school focus cess for decision making in school? on how to teach versus what to teach?

Ability 3. How should teachers and staff collaborate to assess student progress and Indicator: School operates under the determine content for professional assumption that all students can development in their school? learn 4. What do teachers and educational sup- What: port professionals need to know about • Assesses whether the school operates brain-based approaches to learning for under the assumption that ALL students diverse students? can learn regardless of parent involvement Resilience or student motivation Indicator: Teachers and staff collaborate to • Explores how instruction is tailored to remove barriers to student individual student learning needs learning • Measures the extent to which the school What: staff believes that success in school- related activities is due primarily to factors • Appraises the extent of cooperation within a school’s control among teachers across grade levels, subject matter and school to solve problems • Evaluates whether there is active involve- affecting student learning ment of all teachers in the education of students • Measures if teachers feel prepared to address individual student differences and Why: use faculty meetings to collectively solve The MetLife Survey of the American Teacher problems 2001 explored educator’s opinions about

7–5 • C.A.R.E.: Strategies for Closing the Achievement Gaps Why: Motivating students to high achievement may result from school staff creatively work- Building resilience in students involves the ing together to identify alternative learning cooperation of all staff in the school and opportunities to help diverse students can help students to be successful socially succeed. and academically. Communication among staff who may know the relative strengths of How: students can help students build on those strengths to overcome temporary setbacks. Form study teams to research individual needs of students. Share the research with How: the staff, and in small groups work on plans to make curricular and/or social modifica- Questions to Consider: tions as needed by the study.

1. What can be done to encourage educa- Questions to Consider: tors to work together in new ways to positively affect learning for diverse students 1. What happens to students who are not in your school? progressing as expected academically?

2. How could educators prepare themselves 2. Do teachers and other school employees to address individual learning styles assume individual and collective respon- among students in your school? sibility for helping under-achieving students progress? 3. What resources are available to help educators to develop the protective factors 3. How does an understanding of our stu- of resilience in students? dents’ culture help us motivate them to excellence? Effort 4. How can we tell if students are making an Indicator: Instruction includes interventions effort when we can’t see them doing it? for students who are not suc- ceeding Systemic Change Begins with Us.

What: The tools of system change can lead to real transformation for students and educators. • Determines whether there are “avenues But systems don’t change unless the people of access” for students coming to school in them do. Michael Fullan captures a fun- with differing needs, motivations and damental truth about systemic change and readiness skills for learning how we should approach it:

• Evaluates if opportunities exist for school “The starting point for what’s worth staff to work together to find and apply fighting for is not system change, alternative teaching strategies to help not change in others around us, but struggling students succeed rather than change in ourselves. This is both more attributing their lack of success to external achievable and paradoxically is the first conditions step towards system change because it contributes actions, not words.” (1998) Why:

Student success, or lack of success, can best be understood as a result of interaction between students and the world in which they live, of which the school is a part.

7–6 • C.A.R.E.: Strategies for Closing the Achievement Gaps School Organization References Activities for School Organization

Fullan, Michael and Hargreaves, A. (1998). Topic Activity What’s worth fighting for in your school? Culture of continuous 1. Using an Affinity New York: Teachers College Press. improvement Process To Develop a Mission The Metropolitan Life Survey of the Statement, page 7-8 American Teacher 2001: Key Elements of Quality Schools. 2. The Plan-Do-Study- Act Cycle, page 7-9 Jim Shipley, School Improvement Resource Guide: A Guide for Practitioners Using the 3. Student Climate Baldrige Approach for School Improvement Stakeholder Focus Survey, page 7-11 and Performance Excellence (Seminole, FL: Jim Shipley and Associates, 2004). Core Values 4. School Survey 7-13

NEA’s KEYS 2.0 Initiative Activity #1 What makes a quality school? In Using an Affinity Process To 1989, NEA researchers set out to answer Develop a Mission Statement that question by identifying the conditions a school needed to have in place for students Developing a classroom mission statement to achieve at the highest levels. The result of helps to create a focus for students’ learn- this ground-breaking research is the KEYS2.0 ing goals and objectives. The activity on Initiative. Short for Keys to Excellence for page 7-8 helps to ensure that the diverse Your Schools, KEYS is: views of all your students are honored. • A survey tool that lets schools measure for themselves the extent to which the quality The basic elements of this process could indicators are present also be used to create a school mission • A process that brings educators, parents statement as well. and the community together to improve their local schools. Across the nation, schools are using NEA’s KEYS2.0 program to put themselves on the road to quality and ultimately to improve student achievement. To learn more about the KEYS2.0 Initiative and to see a demo of the survey, visit www.keysonline.org.

7–7 • C.A.R.E.: Strategies for Closing the Achievement Gaps Using an Affinity Process To Develop a Mission Statement Tool Time

1. Post the questions on chart paper, one question per chart:

• Why are we here? What do we have to do well together? How will we make it happen?

• The mission of our class is to DO WHAT? FOR WHOM? HOW?

2. Individually and silently record single responses to each of the questions on a single “Post-it” note. It is perfectly acceptable to tackle one question at a time.

3. Post all notes on the chart paper or bulletin board.

4. Take turns grouping similar responses together.

5. When all students are satisfied with the groupings, label the group of notes. Reach agreement that the labels reflect the key ideas of the class. Use the group labels as the elements of the class mission statement.

DO What? DO What?

Be Be good Think good readers writers

The mission of Mr. Smith’s class is to be the best readers, thinkers, and writers that we can be by working and learning together. Mr. Smith’s 5th Grade Class

Just a reminder...

• The process of teachers and students working together to compose a statement of mission or purpose is more important than the final product.

• Mission statements define a constancy of purpose for teachers, students, parents, and other key stakeholders of the classroom learning system.

• Short, sweet, and memorable is better than long, jargon-filled, and forgettable.

Reproduced from Classroom PDSA in Action: The Fast Track to Improving Results with permission from Jim Shipley and Associates, Inc.

7–8 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #2 The Plan-Do-Study-Act Cycle

What is continuous improvement? The activity on page 7-10 walks you through the basic steps for keeping track of what you are doing and changing your behavior as you go along to move closer and closer to success. Familiarizing culturally and linguistically diverse students with this process has the potential to empower them to halt a failure cycle before it becomes a habit.

7–9 • C.A.R.E.: Strategies for Closing the Achievement Gaps Plan-Do-Study-Act Cycle

1. Assist students in analyzing their Show the learner where he or personal performance toward the TUDY S learning standards and class/ course/ she is performing and where program goals. he or she needs to be.

2. Work with students to develop per- Help the learner set a short- sonal learning goals aligned to class/ term target for getting PLAN course/program goals–at least one closer to where he or she learning goal per student. needs to be.

3. Assist students in determining how Show the learner how a they will measure their progress on a quiz score, project grade, or regular (weekly or monthly) basis. rubric score is a sign of his or her learning performance.

4. Provide students with a template for Give the learner graph paper graphing their progress on a weekly and teach him or her how to or monthly basis. chart their score or grade.

Give the learner an action 5. Provide students with a template for plan form, and teach them personal action planning for how they will work toward their goal(s). how to describe what they’re going to do to improve. DO Let them ‘do’ their plan!

6. Establish a regular time and process Make data analysis a regu- for students to review their personal lar part of the classroom goals and update their data folders based on new levels of performance. schedule. TUDY S 7. Provide parents with a Teach parents how to look way to document their at their student’s learning review of their student’s results. performance.

8. Establish a regular time for students Make action planning a to develop new action plans based regular part of the classroom ACT on new levels of performance. schedule.

Let them ‘do’ their plan!

Reproduced from Classroom PDSA in Action: The Fast Track to Improving Results with permission from Jim Shipley and Associates, Inc.

7–10 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #3 5. Have a student collect all of the surveys Student Climate Survey for you to review after class ends.

There are many surveys available for gaug- Debriefing ing “customer satisfaction” – how students 1. Use the survey results to help improve feel about their daily experiences in school. your classroom environment. The survey on page 7-12 was developed by teachers in Pinellas County, Florida, as 2. Let students know if there are concerns a simple way to periodically monitor their they have raised that you cannot address. classroom atmosphere. The data are used by the teacher to make improvements or 3. Let students know how you plan to use address classroom issues – they are not their feedback. reported or shared with anyone else. 4. Determine how often you will survey stu- You can adapt the language to reflect the dents in order to have useful data – once reading level of your students. Develop sur- each semester? Once each grading peri- vey questions that will provide you with the od? Other? information you need in order to improve your classroom. 5. Remember – these are data that can help you in developing a culture of continuous This survey could be adapted for use with improvement. parents to gather data on how they feel about their connection to your classroom.

Lesson Preparation

Grades: 3 -12 Duration: 10 -15 minutes Grouping: Individual Materials: Student Climate Survey (page 7-12) Objective: To obtain feedback from students in order to make improvements in classroom climate and processes Lesson Delivery

1. Distribute surveys to students. They should not write their names on these.

2. Ask students to answer each question based on how they feel about the classroom environment.

3. Encourage students to provide specifics about any problem areas in order to help you make improvements.

4. Assure students that the surveys are confidential.

7–11 • C.A.R.E.: Strategies for Closing the Achievement Gaps Student Climate Survey Please complete the following survey by circling the response that best expresses your feelings about this class:

The teacher treats me with respect.

strongly agree agree not sure disagree strongly disagree

I am proud of my work.

strongly agree agree not sure disagree strongly disagree

I feel the teacher wants me to be successful in this class.

strongly agree agree not sure disagree strongly disagree

I feel the teacher wants my opinion.

strongly agree agree not sure disagree strongly disagree

I think the class works to achieve our mission.

strongly agree agree not sure disagree strongly disagree

I am encouraged to be creative and think for myself.

strongly agree agree not sure disagree strongly disagree

I think my teacher is helpful to me.

strongly agree agree not sure disagree strongly disagree

There is a system in place to help me understand and complete my assignments. strongly agree agree not sure disagree strongly disagree

I set goals for myself to help me achieve at my highest level.

strongly agree agree not sure disagree strongly disagree

I keep data about my progress and improvement.

strongly agree agree not sure disagree strongly disagree

Comments:

7–12 • C.A.R.E.: Strategies for Closing the Achievement Gaps Activity #4 The five themes are: Educator Reflection—Learning • Open and productive discussions of race About Your School Community • Diversity-responsive professional develop- School structures, processes and cultures ment significantly affect teaching and learning in all schools and this is particularly true in • Positive school climate racially and ethnically diverse schools. The Teaching Diverse Students Initiative (TDSi) • Access to rigorous learning opportunities of the Southern Poverty Law Center, an NEA partner, has developed a version of its • Curriculum, instruction, and assessment School Survey for use with C.A.R.E. This tool that affirms diversity assesses whether conditions in your school Group leaders are encouraged to use the support teaching and provide opportunities Facilitator’s Guide (see p. 7-24) to enhance to learn that address the needs of all stu- participants' understanding. The guide dents in racially and ethnically diverse class- provides relevant information regarding rooms. The survey’s purpose is not to grade who should take the survey, how the survey or judge schools, but to generate inquiry, should be evaluated, and how the survey discussion and actions that can lead to con- can be used to foster action. ditions that support continuous improvement in student learning.

Students’ feelings and opportunities to learn are affected by what’s going on in their classrooms as well as throughout the school. For example, student engagement is not only a classroom issue but also a school-wide issue. In order to change students’ opportunities and motivation to learn, change at the school level must occur. Discussing the school conditions with your colleagues and administrators—and your students—is productive.

The survey involves two steps: (1) completing the survey questions and (2) taking a closer look into the questions. As you take a closer look, you will find that questions, discussions, and videos are clustered around the following themes. Review the answers of your team and read the relevant text, watch the videos and discuss what's happening in your school.

7–13 • C.A.R.E.: Strategies for Closing the Achievement Gaps Step 1 – Completing the Survey Questions

1. School Staff talk openly with one another about how to address issues relating to race and ethnicity in the school.

Choose one: (*required)