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A Practical Guide to Accelerating Student Achievement Across CulturesStrategies for Administrators, Teachers, Students, and Parents
Developed by the Education That Is Multicultural and Achievement (ETMA) Network
In collaboration with the Achievement Initiative for Maryland’s Minority Students (AIMMS) Steering Committee
And the
Maryland State Department of Education (MSDE)
September 2008
Education That Is Multicultural andAchievement (ETMA) Network The ETMA Network, with representatives from all 24 Maryland local school systems, the Maryland State Department of Education (MSDE), and higher education provides leadership at the local school system and state levels to implement multicultural education programs and policies related to student achievement, cur-riculum, instruction, school climate, staff development, and instructional resources. Some of the members listed below assisted in the original drafting of this document, while others listed below provided input into the development and revisions of this document.*
Chair Judith SmithDirector, Curriculum and Instruction, Multicultural Education, and DiversityBaltimore City Public School System
MSDE RepresentativesWoodrow GrantLinda ShevitzRenée Yarbough-WilliamsSupreet Anand
School System RepresentativesHoward Min Kim
Kent Ray Fenner
Montgomery Donna Graves Lola Crawford
Prince George’s Pam Harris Rita Robinson
Queen Anne’s Cynthia Chirumbole Debbie Lawrence
St. Mary’s Mary Bradford Deanna Mingo
Somerset Clarence Johnson
Talbot Regina Gates
Washington Gloria Grimsley
Wicomico Judylynn Mitchell
Worcester Wynnette Morris
Higher Education Susan Arisman Theresa Filbert
Allegany Mary Louise Jones
Anne Arundel Marti Pogonowski
Baltimore City Malcum Dates
Baltimore Cheryl Brooks
Calvert Cheryl Johnson Karen Phelps
Caroline Jim Orr
Carroll Peg Kulow
Cecil Aggie Langan
Charles Rosie Kelley
Dorchester Maria Lamb
Frederick Ted Luck A. Maria Whittemore
Garrett Jim Morris
Harford Michael Seymour Cathy R. Price
* All affiliations are as of the development of this Guide.
i
Achievement Initiative for Maryland’s Minority Students (AIMMS) Steering CommitteeThe AIMMS Steering Committee, which includes members from elementary through postsecondary edu-cation, provides assistance to the Maryland State Department of Education and local school systems in elimi-nating student achievement gaps. The individuals listed below contributed to the development of this guide.*
Dr. Barbara Dezmon, Chair
Dr. Ines Lucia Cifuentes
Dr. Janet Moye Cornick
Dr. Lawrence Dolan
Ms. Phyllis Ettinger
Dr. Gary Gotfredson
Mr. Woody Grant
Dr. Warren Hayman
Dr. Martin Johnson
Dr. Genevieve Knight
Dr. John Larson
Dr. Minnie Reynolds
Dr. Skipp Sanders
Ms. Jasmine Shriver
Dr. Judith Smith
Mr. Richard Steinke
Dr. Edna Szymanski
Dr. Leroy Tompkins
Dr. Jennifer West
Dr. Gwen Willis-Darpoh
Dr. Carolyn Wood
Ms. Natalie Woodson
Mr. Michael T.S. Wotorson
* All affiliations are as of the development of this Guide.
ii
MESSAGE FROM THE STATESUPERINTENDENT
Maryland’s public school population is one of the most ethnically diverse in the nation, and we appreciate the richness that this diversity brings to our classrooms and our communities. Maryland has there-fore taken the lead in improving student achievement across cultures by implementing Education That Is Multicultural, a state regulation promoting positive school environments that are conducive to learn-ing and free from bias, harassment, and discrimination. The regulation affects instruction, curriculum, staff development, and instructional resources in all subjects and in all grades.
Maryland’s foremost educational goal is to prepare students to be lifelong learners and productive citizens in our increasingly global society. We celebrate our commonalities as well as our uniqueness, and we acknowledge the many factors that play a part in shaping our lives. Marylanders from many faiths and cultural backgrounds contribute to the rich human fabric of our state, and just as we affirm the democratic values that support our shared beliefs, we pay tribute to the differences that characterize our families, our schools, and our neighborhoods. A Practical Guide to Accelerating Student Achievement Across Cultures was developed for Maryland school administrators, teachers, and families, as they strive to help learners from diverse backgrounds reach their true potential. I am indebted to all the educators who contributed innovative ideas, activities, and strategies to the Guide. When we work together to prepare students to know others, we help them bridge worlds. And when we work together to prepare them to achieve, we help them build a bridge to their future.
Sincerely,
Nancy S. GrasmickState Superintendent of Schools
iii
Acknowledgements
The development of the Practical Guide to Accelerating Student Achievement Across Cultures: Strategies for Administrators, Teachers, Students, and Parents, was a collaborative effort of educators across the State of Maryland. Appreciation is extended to the following:
The members of the Education That is Multicultural and Achievement Network •for their dedicated efforts in creating this guide.
The M• aryland State Department of Education for its leadership in supporting the project and recognizing its need as a resource for the educators and parents across the State.
Dr. Je• nnifer Moy West for sharing the Holistic Learner Framework as a model to organize the strategies for this document and for collaborating with the Education That Is Multicultural and Achievement Network in developing this project.
The S• teering Committee of the Achievement Initiative for Maryland’s Minority Students for their input and feedback during the development of the guide.
iv
v
Table of Contents
Rationale for the Guide 1
Introduction to the Guide 3
Holistic Learner Framework and the Connection to the Guide 4
Strategies 8For Administrators • 9For Teachers • 18For Students • 27For Parents (Fa• milies and Guardians) 40
References 54
Appendix
Pro• fessional Development Competencies for Enhancing 56TeacherEfficacyinImplementingEducationThatIsMulticulturaland Accelerating Minority Achievement
RATIONALE FOR THE GUIDEJudith Smith, Ed.D.Baltimore City Public School System
The basis for the strategies identified in this guide is the premise that education through cultures, the idea that multicultural elements should permeate all aspects of schooling, is an approach that views culture as a powerful yet often invisible factor that influences the outcomes of school-ing. (George Gheverghese Joseph, Multicultural Mathematics, 1993) (COMAR 13A.04.05.01-.04)
Dr. James Banks reports in the conclusion of a four-year research study by a panel of interdisci-plinary scholars, that it is important for teachers to “understand the complex characteristics of eth-nic groups within the United States’ society and the ways in which race, ethnicity, language, and social class interact to influence student behav-ior.” He further states that a school’s organization-al strategies should ensure that “members of the school community learn collaborative skills and dispositions in order to create a caring environ-ment for students” (Diversity Within Unity, Center for Multicultural Education, College of Education, University of Washington, Seattle). In that vein, Dr. Paul Gorski identified “Six Critical Paradigm Shifts (Questions) for Multicultural Education.” Paradigm Two asks the question, “Is it possible to make shifts in student outcomes working within a system that is inherently racist, sexist, classist, etc?” (www.mhe.com/multicltural)
The key factor to support the focus on cultural context for instruction is linked to the goal of student self-direction. In this guide, the aim of self-direction develops the whole child as per the Holistic Learner Framework. A sense of self-direction, the ability for students to work inde-pendently and collaboratively in any academic arena and on any assessment, is attained by developing the student’s own personal, cognitive, and social dimensions. This ability is lacking in many children of poverty, children from unstable living environments, and some children of diverse cultural experiences. Many students from diverse
backgrounds lack the prior instructional, social, and cognitive experiences that positively affect their sense of academic self-direction. Thus, this guide includes strategies and activities to develop all three of these dimensions simultaneously.
A cognitive foundation is needed to provide stu-dents the experiences to connect to the instruc-tional strategies and learning activities used in the classroom. Many students receive this foundation from their parents and guardians. Many do not. Dr. Ruby Payne indicates that cognitive input strategies frame the quality and the quantity of data as gathered by the student and are neces-sary prerequisites for the efficient use of data and communication in learning situations (Framework for Understanding Poverty). For example, before a student can understand cause and effect, he/she must be provided an experience with which a connection to a cause and effect situation can be made and internalized. Students from various cul-tures and diversities (race, gender, religious pref-erence, socioeconomic status, language group, or disability) who have had experiences that differ from those experiences as expected in school, may need special assistance to “match the method of instruction to their learning characteristic” to assure that they can access the curriculum and achieve high standards. Parents and guardians can assist educators in this process by knowing what experiences to provide and providing access to these experiences for their children. Professional development for educators and administrators must include the development of cognitive mediation strategies for implementation with students. Mediation strategies build struc-ture and organization into the learning process for students with diverse backgrounds who still lack a sense of academic self-direction and focus. (Eleanor Renee Rodriquez and James Bellanca, An Instructional Guide for the Urban Educator/ What is it About Me that You Can’t Teach?, 1996).
2
Professional and human development experi-ences will also provide pragmatic actions that advocates (students, teachers, parents/guardians, and administrators) can implement to promote the holistic growth of the learner.
During effective professional development, educa-tors should experience the following:
Explore their own cultural experiences and •identify how they impact the learning envi-ronment of students
De• velop sensitivity to cultural bias in in-structional materials and texts, in classroom patterns of thinking, in modes of communica-tion, and in teaching/learning strategies (cul-tural bias refers to diversity factors, including but not limited to race, national origin, ethnic-ity, gender, disability, socioeconomic status, religion, and region)
En• hance the understanding of how the con-struction of knowledge, learning styles, and multiple intelligences impact teaching and learning on diverse groups of students
Artic• ulate and model high expectations that result in achievement for all students
Enhance• their ability to differentiate instruc-tion using diverse strategies
Educators must also explore culture as a col-lection of customs, rituals, beliefs, tools, mores, etc. possessed by a group of people who may be related to one another by factors such as common language, religion, geographical contiguity, or socioeconomic class.
The Maryland Teacher Professional Develop-ment Standards call for effective professional development that ensures that all teachers have the “knowledge, skills, and dispositions to meet the diverse learning needs of all their students.”
Educators that incorporate the pragmatic strate-gies and learning activities in this guide, will increase their cultural proficiency, their ability to be cognitively and affectively successful with all students notwithstanding cultural and eco-nomic background. A workforce that has attained cultural proficiency possesses the ability and the will to:
incr1. ease student achievement toward the standards across all diverse learning groups;
ensure2. equitable access and support for all students to participate in the highest level of teaching and learning programs;
prepare3. students academically and socially to participate successfully in a diverse society;
strengthen4. students’ pride in themselves and their cultural identities and achieve-ments; and
increase5. awareness and understanding of commonality and diversity among individu-als and groups. Developing a culturally proficient workforce will have positive outcomes for the student population of the State of Maryland. This guide provides a means toward this end.
3
INTRODUCTION TO THE GUIDESusan Arisman, Ph.D.Frostburg State University; former Dean of the College of Education
This document, A Practical Guide to Accelerating Student Achievement across Cultures: Strategies for Administrators, Teachers, Students, and Parents, was developed to provide action steps that can be taken by teachers, parents, administrators, and students themselves to develop the personal, cog-nitive, and social dimensions of students. These advocates are identified in The Holistic Learner Framework: A Culturally Responsive Approach to Accelerating the Achievement of Low Performing Students.
The Guide is divided into four sections, one sec-tion for each advocate. Within each section, the five Cultural Competencies, previously devel-oped by the Education That Is Multicultural and Achievement (ETMA) Network, are delineated by goal and strategies for each competency. These five core competencies and goals are as follows:
Participating in Intercultural Com-1. munication
Goal: Adopt a global perspective that promotes the valuing of cultural, ethnic, and linguistic diversity
2. Reducing Prejudice
Goal: Eliminate racism and other forms of prejudice and discrimination within the learning environment
Establishing3. Culturally Supportive Learning Environments
Goal: Determine and implement appro-priate strategies that allow all students to learn
Designing4. and Implementing Curric-ulum and Instruction for Education That Is Multicultural and Accelerat-ing Minority Achievement
Goal: Establish and maintain high expec-tations for achievement for all students
Designing5. Tests, Measurements, and Assessments for Achievement Equity
Goal: Utilize tests, measurements, and assessments to access information and prepare for instruction and learning
Also included in the guide are twelve strategies, with one to four strategies stated per goal. These strategies are followed by specific recommenda-tions for action. In this way, the competencies may be utilized by the practitioner and parent alike.
The Guide incorporates scientifically based research on minority achievement as well as best practices as compiled by the members of the ETMA Network. Therefore, the strategies incorporate what is known about setting high expectations, delivering instruction for student achievement, monitoring and assessing progress, as well as creating a culture and climate in which all students feel safe and valued.
The Guide is designed to be self-selective for the user. The beginning administrator or a senior staff member may use it; the novice teacher or the master educator will find it equally valuable. Parents and students may focus on the support strategies and the actions they could take to advo-cate for meeting the needs of each child from the perspective of the family.
4
HOLISTIC LEARNER FRAMEWORK Jennifer Moy West, Ph.D.Howard University
Overview
The Holistic Learner Framework: A Culturally Responsive Approach to Accelerating the Achieve-ment of Low Performing Students is a graphic rep-resentation of the interrelationship among three dimensions of human development–personal, cognitive, and social. The dimensions intercon-nect and reflect the academic focus on each do-main (academic identity, curriculum mastery, and classroom community-oriented learning) leading to the ultimate objective of on/above grade level achievement.
The Holistic Learner Framework in practice pres-ents dimension parameters that are predicated on the theoretical works of different scholars, researchers, and practitioners. The Guide to Competencies for Accelerating Student Achievement Across Cultures: Strategies for Administrators, Teachers, Students, and Parents provides a method for incorporating these parameters into strategies, activities, and interventions that will help teach-ers, principals, parents, and students, themselves, accelerate achievement away from low academic performance.
Both The Holistic Learner Framework and The Guide to Competencies address the personal, cognitive and social contexts in which teaching and learning occur. The Guide to Competencies provides concrete actions for those primary advocates who are most responsible for the teaching-learning process. The primary advocates to accelerate student achievement are teachers, students, parents, and principals (administrators). They are identified as “primary” because of their direct contact and influence on the development of the student.
The Holistic Learner Framework Dimensions: Personal, Cognitive, and Social
The Holistic Learner Framework addresses the whole child by focusing on the personal, cogni-tive, and social dimensions of development. There are numerous ways that the dimensions of The Holistic Learner Framework could interrelate. However, since the main objective of education is to strengthen the cognitive dimension, this frame-work highlights the influence of the personal and social domains on the cognitive dimension. In other words, all dimensions are simultaneously strengthened, but the goal of working on the per-sonal and social dimensions is to help accelerate the cognitive domain and ultimately achievement.
Using more educationally oriented terminology, the personal dimension focuses on building a stu-dent’s academic identity. The cognitive dimension focuses on achieving curriculum mastery. Finally, the social dimension focuses on strengthening a student’s skill as a classroom community-oriented learner.
Academic identity focuses on student factors that facilitate high levels of school success. Academic identity pertains to:
a 1. student’s sense of self as an achiever and the understanding of strengths/assets that contribute to his/ her success;
scho2. ol success skills such as persistence, resilience, and the use of formal registers of language;
a futu3. re orientation and an academic pur-pose;
es4. tablish long and short-term goals; 5) a sense of academic efficacy and learning to attribute successes to personal work habits.
5
Curriculum mastery focuses on helping students utilize preferred ways of knowing and learning and helping them to develop and strengthen the cognitive functions that are necessary for ef-ficiently mastering content. Curriculum mastery also includes developing the following accelera-tion preparation skills:
kn1. owing the target and being familiar with exemplary work;
kno2. wing current level of performance and what must be done to improve; and
setting3. goals for monitoring academic growth.
Classroom community-oriented learners are students who have a sense of collective responsi-bility and work collaboratively in the classroom community. These learners have skills that allow them to:
work interdependently; 1.
use 2. their personal, cognitive, and social as-sets to facilitate high levels of achievement for the group; and
participate3. in the types of academic dis-course required for standardized assess-ments and successful classroom negotiation in the academy.
Primary Stakeholders: Students, Teachers, Parents, and Administrators (Principals)
Students as Learners
The conceptual framework for holistic learning is generated from a learner-focused acceleration approach. The learner-focused approach is based on the consumer–oriented marketing techniques used by the business and medical professions. These professions usually begin by identifying and studying their consumers and developing plans/marketing strategies that specifically target identified needs. Education is one of the few pro-fessions that does not systematically operate by a learner (consumer) focused approach.
Underlying the learner-focused approach to acceleration are strength-based and asset-based educational paradigms which promote the belief that every child brings cognitive, social, emotion-al, ethnic, gender, and socioeconomic resources to the learning process (Boykin, 2000; Jaegers & Carroll, 2002). These assets and resources can be used by the teacher and the student (and all others who are advocating for the student) in ac-celerating achievement through the teaching and learning process. In addition, research in this area has demonstrated significant educational ben-efits in helping students become aware of their personal, cognitive, and socioemotional resources (Hrabowski, Maton, & Greif, 1998; Hrabowski, Maton, Greene, & Grief, 2002; Zins, Elias, Green-berg, & Weissberg, 2000). Essentially, students who are aware of their strengths and possess the skills to utilize them in the classroom become a valuable resource in shaping their learning and the learning of their peers.
Teachers as Stakeholders
Academically low performing groups of students increase their chances of achieving when placed with educators who ensure that the personal, cog-nitive, and socio-emotional needs of their students are incorporated into the instructional process (Au, 1993; Brown, 1998; Foster, 1997; Gay, 2000; Ladson-Billings, 2001). In addition, teachers who are grounded in the foundational knowledge bases for diversity are primed for facilitating achievement among marginalized student groups (Smith, 1998). While there are some teachers who embody these skills at the beginning of their academic tenure, most are the products of effec-tive professional development. Effective profes-sional development for teachers who will help eliminate the achievement gaps must be relevant and target the acceleration of low performing students across cultural groups (Gueskey, 2004; Smith, 1998).
There is a growing body of professionaldevelopment research on the benefits of help-ing teachers learn by connecting and reflecting with colleagues in their schools (Bambino, 2004; Routman, 2004; Willis, 2004). This approach, of professional growth into the orientation and complexities of teaching, provides structures for teachers to improve their teaching by examining
6
the work of their students and fellow teachers and giving and receiving feedback. This teaching and learning process is relevant and facilitates team-ing to collaboratively improve day-to-day progress for low performing students. The Guide to Compe-tencies provides the substance for this successful daily implementation and interaction.
Administrators (Principals)
The concept of holism is a human development parameter and, therefore, applies to adults as well as to children. The personal, cognitive, and social dimensions of human development can be used by administrators to help teachers successfully implement and meet the objectives of the Holistic Learner Framework. For example, to address the personal dimension, administrators can help their staff adopt a set of personal and behavioral characteristics that promote academic excellence across cultural groups. Interventions at the cogni-tive level might include professional development on the foundational knowledge bases that support acceleration among ethnically and economically diverse student groups. Another cognitive level intervention includes creating a professional climate that supports teacher flexibility and creativity in the development and implementa-tion of effective acceleration strategies for low performing students. Finally, support at the social dimension level should include creating an environment where teachers feel a sense of communalism, interdependence, and support in their efforts to learn and effectively teach diverse student groups.
Parents (Family and Guardians)
Most often parents or guardians are the first adults to frame the learning process and cogni-tive development for their children. These adults lay the foundation in preparation for school and can provide the support for a successful school experience. Individuals who assume the parental role for children assume a central and critical role in mediating their learning (Haywood, 1993). Mediated learning is a process based on the belief that all individuals are learners who can learn beyond what we ever thought possible. The philosophy behind mediated learning states that the mind has an unlimited capacity to grow and
change. This philosophy suggests that cognitively low performing students do not always know how to think, where to start or what to do when new information is given to them. Mediated learning experiences teach children to develop the “learn how to learn” skills for school and subsequently help students to develop into strategic think-ers who are better able to understand and solve problems in school and in life. Mediated learn-ing experiences are thought to be essential for the adequate cognitive development of children (Haywood, 1993; Jensen, Feurerstein, Kaniel, &Tzuriel, 1988). Parents can play a significant role in facilitating mediated learning experiences. The strategies and activities for parents outlined in The Guide provide a springboard for supporting the cognitive development of children throughout their years of growth.
7
8
A PRACTICAL GUIDE TO ACCELERATING STUDENT ACHIEVEMENT ACROSS CULTURES STRATEGIES FOR ADMINISTRATORS, TEACHERS, STUDENTS, AND PARENTS
9
AD
MIN
ISTR
ATO
RS
Com
pete
ncy
I: In
terc
ultu
ral C
omm
unic
atio
n
GO
AL:
Ado
pt a
glo
bal p
ersp
ectiv
e th
at p
rom
otes
the
valu
ing
of c
ultu
ral,
ethn
ic, a
nd li
ngui
stic
div
ersi
ty.
Adm
inis
trat
ors
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Inst
itutio
naliz
e be
havi
ors a
nd a
ctiv
ities
that
pro
mot
e po
sitiv
e le
arni
ng e
nvir
onm
ents
for a
ll st
uden
ts.
1.M
onito
r you
r per
sona
l bel
iefs
re
gard
ing
cultu
ral,
ethn
ic, a
nd
lingu
istic
div
ersi
ty a
nd th
eir i
mpa
ct
on y
our s
choo
l’s c
ultu
re.
2.D
evel
op a
pro
cess
to g
et fe
edba
ck
from
facu
lty/s
taff
/com
mun
ity o
n th
e ef
fect
iven
ess o
f you
r co
mm
unic
atio
n ac
ross
cul
ture
s.
STR
ATE
GY
A ~
Inst
itutio
naliz
e be
havi
ors a
nd a
ctiv
ities
that
pro
mot
e po
sitiv
e le
arni
ng e
nvir
onm
ents
for a
ll st
uden
ts.
1.Se
ek in
form
atio
n fr
om
facu
lty/s
taff
/com
mun
ity o
n w
ays i
n w
hich
they
hav
e be
en e
ffec
tive
in
com
mun
icat
ing
acro
ss c
ultu
res.
2.En
gage
facu
lty/s
taff
/oth
er
adm
inis
trato
rs in
ong
oing
pr
ofes
sion
al d
evel
opm
ent t
o im
prov
e th
e ef
fect
iven
ess o
f cro
ss-c
ultu
ral
com
mun
icat
ion.
3.Pr
ovid
e op
portu
nitie
s for
staf
f and
st
uden
ts to
lear
n ab
out f
orm
al a
nd
info
rmal
com
mun
icat
ion
styl
es
acro
ss c
ultu
res.
STR
ATE
GY
A ~
Inst
itutio
naliz
e be
havi
ors a
nd a
ctiv
ities
that
pro
mot
e po
sitiv
e le
arni
ng e
nvir
onm
ents
for a
ll st
uden
ts.
1.Fa
cilit
ate
conv
ersa
tions
am
ong
staf
f re
gard
ing
effe
ctiv
enes
s of c
ross
-cu
ltura
l com
mun
icat
ion.
2.In
fuse
staf
f mee
tings
with
“ic
e br
eake
rs”
or a
ctiv
ities
that
pro
mot
e aw
aren
ess a
nd th
e va
luin
g of
di
vers
ity.
3.Im
plem
ent s
tude
nt p
rogr
ams
(cur
ricul
ar, c
o-cu
rric
ular
, and
ext
ra-
curr
icul
ar) t
hat p
rom
ote
com
mun
icat
ion
acro
ss c
ultu
res.
10
AD
MIN
ISTR
ATO
RS
Com
pete
ncy
I: In
terc
ultu
ral C
omm
unic
atio
n
GO
AL:
Ado
pt a
glo
bal p
ersp
ectiv
e th
at p
rom
otes
the
valu
ing
of c
ultu
ral,
ethn
ic, a
nd li
ngui
stic
div
ersi
ty.
Adm
inis
trat
ors
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Rec
ogni
ze a
nd a
ffirm
co
mm
onal
ities
and
diff
eren
ces a
mon
g va
riou
s cul
ture
s rep
rese
nted
in sc
hool
s.
1.R
espe
ct a
nd a
ppre
ciat
e th
e va
rious
cu
lture
s rep
rese
nted
in th
e sc
hool
.
2.B
e aw
are
of y
our o
wn
inte
ract
ions
w
ith v
ario
us c
ultu
ral g
roup
s en
surin
g bi
as-f
ree
inte
ract
ions
.
STR
ATE
GY
B ~
Rec
ogni
ze a
nd a
ffirm
co
mm
onal
ities
and
diff
eren
ces a
mon
g va
riou
s cul
ture
s rep
rese
nted
in sc
hool
s.
1.Pr
ovid
e m
ater
ials
that
supp
ort
mul
ticul
tura
l aw
aren
ess a
nd
enco
urag
e th
eir u
se th
roug
hout
the
scho
ol.
2.Pr
ovid
e in
form
atio
n on
mul
ticul
tura
l co
nnec
tions
and
eve
nts d
urin
g an
noun
cem
ents
and
oth
er re
gula
r co
mm
unic
atio
n ch
anne
ls.
3.En
sure
the
crea
tion
of b
ulle
tin
boar
ds a
nd h
allw
ays w
ith
mul
ticul
tura
l the
mes
dis
play
ing
the
dive
rsity
of t
he st
uden
t bod
y in
the
scho
ol.
STR
ATE
GY
B ~
Rec
ogni
ze a
nd a
ffirm
co
mm
onal
ities
and
diff
eren
ces a
mon
g va
riou
s cul
ture
s rep
rese
nted
in sc
hool
s.
1.In
vite
and
supp
ort t
he in
volv
emen
t of
fam
ilies
in sh
arin
g cu
ltura
l ex
perie
nces
.
2.Se
ek w
ays t
o re
ach
out t
o cu
ltura
l gr
oups
in th
e sc
hool
com
mun
ity.
3.B
e ap
proa
chab
le to
all
cultu
ral g
roup
s.
11
AD
MIN
ISTR
ATO
RS
Com
pete
ncy
I: In
terc
ultu
ral C
omm
unic
atio
n
GO
AL:
Ado
pt a
glo
bal p
ersp
ectiv
e th
at p
rom
otes
the
valu
ing
of c
ultu
ral,
ethn
ic, a
nd li
ngui
stic
div
ersi
ty.
Adm
inis
trat
ors
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
C ~
Rec
ruit,
hir
e, a
nd
reta
in tr
aine
d st
aff/f
acul
ty m
embe
rs
from
div
erse
bac
kgro
unds
.
1.R
efle
ct o
n yo
ur in
tera
ctio
ns a
nd
rela
tions
hips
with
staf
f/fac
ulty
from
di
vers
e ba
ckgr
ound
s.
2.En
sure
that
the
rete
ntio
n an
d re
crui
tmen
t pro
cess
is b
ias f
ree.
3.R
ecog
nize
the
tale
nts a
nd g
ifts t
hat
dive
rse
staf
f mem
bers
brin
g to
the
lear
ning
env
ironm
ent.
STR
ATE
GY
C ~
Rec
ruit,
hir
e, a
nd
reta
in tr
aine
d st
aff/f
acul
ty m
embe
rs fr
om
dive
rse
back
grou
nds.
1.Pr
ovid
e pe
er p
artn
ers a
nd o
ther
su
ppor
ts to
staf
f/fac
ulty
mem
bers
fr
om d
iver
se b
ackg
roun
ds.
2.Ex
pand
you
r kno
wle
dge
of d
iver
sity
by
doi
ng re
sear
ch, a
cces
sing
w
ebsi
tes,
and
cont
actin
g or
gani
zatio
ns.
Exa
mpl
es: N
ame,
Bro
wn
Uni
vers
ity
site
s, et
c.
STR
ATE
GY
C ~
Rec
ruit,
hir
e, a
nd re
tain
tr
aine
d st
aff/f
acul
ty m
embe
rs fr
om d
iver
se
back
grou
nds.
1.D
evel
op re
latio
nshi
ps w
ith h
isto
rical
ly
Bla
ck c
olle
ges a
nd u
nive
rsiti
es
(HB
CU
’s) a
nd w
ith o
rgan
izat
ions
and
as
soci
atio
ns th
at fo
cus o
n di
vers
ity.
2.In
itiat
e ac
tiviti
es, s
uch
as si
mul
atio
ns,
that
pro
mot
e po
sitiv
e di
alog
ue a
roun
d cu
lture
and
race
.
3.H
ave
advo
cate
s com
plet
e
Intro
spec
tive
asse
ssm
ents
rela
ted
to
pers
onal
cul
tura
l pro
ficie
ncy.
Exa
mpl
es: N
ame,
Bro
wn
Uni
vers
ity
site
s, et
c.
12
AD
MIN
ISTR
ATO
RS
Com
pete
ncy
II: P
reju
dice
Red
uctio
n
GO
AL:
Elim
inat
e ra
cism
and
oth
er fo
rms
of p
reju
dice
and
dis
crim
inat
ion
with
in th
e le
arni
ng e
nviro
nmen
t.
Adm
inis
trat
ors
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STRA
TEG
Y A
~ Im
plem
ent p
olic
ies
and
proc
edur
es th
at a
ddre
ss
disc
rim
inat
ion,
bia
s, an
d pr
ejud
ice
in
your
scho
ol.
1.Le
arn
the
role
that
bia
s, di
scrim
inat
ion,
and
pre
judi
ce h
ave
play
ed in
the
hist
oric
al e
xper
ienc
e of
gro
ups a
nd in
divi
dual
s in
the
Uni
ted
Stat
es.
2.R
efle
ct u
pon
the
ineq
uitie
s tha
t st
ill e
xist
in o
ur so
ciet
y an
d ef
forts
to
add
ress
them
.
3.C
ontin
ually
exa
min
e pe
rson
al
belie
fs a
nd sc
hool
pol
icie
s, pr
actic
es, a
nd p
roce
dure
s to
dete
ct
inst
itutio
nal r
acis
m, s
exis
m,
clas
sism
, etc
.
STR
ATE
GY
A ~
Impl
emen
t pol
icie
s and
pr
oced
ures
that
add
ress
dis
crim
inat
ion,
bi
as, a
nd p
reju
dice
in y
our s
choo
l.
1.R
evis
e do
cum
ents
and
pra
ctic
es to
en
sure
equ
itabl
e ed
ucat
iona
l op
portu
nitie
s for
all
stud
ents
.
2.Pr
ovid
e op
portu
nitie
s for
staf
f and
st
uden
ts to
und
erst
and
how
ex
pect
atio
ns, s
tere
otyp
ing,
and
bia
s ha
ve a
neg
ativ
e ef
fect
on
cros
s-cu
ltura
l and
race
rela
tions
and
st
uden
t ach
ieve
men
t.
3.Pr
ovid
e tim
e an
d ex
perie
nces
that
as
sist
staf
f to
self-
refle
ct o
n pe
rson
al
beha
vior
s tha
t uni
nten
tiona
lly
prom
ote
ineq
uity
in th
e le
arni
ng
envi
ronm
ent.
STR
ATE
GY
A ~
Impl
emen
t pol
icie
s and
pr
oced
ures
that
add
ress
disc
rim
inat
ion,
bi
as, a
nd p
reju
dice
in y
our s
choo
l.
1.St
ruct
ure
oppo
rtuni
ties f
or a
div
erse
gr
oup
of st
akeh
olde
rs to
hav
e on
goin
g op
portu
nitie
s to
exam
ine
bias
in
scho
ol p
ract
ices
and
pol
icie
s.
2.En
sure
that
all
stak
ehol
der
repr
esen
tativ
es h
ave
a vo
ice
in
revi
sing
doc
umen
ts a
nd p
ract
ices
to
refle
ct e
quity
.
3.C
halle
nge
bias
in th
e la
ngua
ge a
nd
beha
vior
of a
dults
and
stud
ents
.
4.Fo
llow
pol
icie
s in
plac
e th
at a
ddre
ss
bias
and
dis
crim
inat
ory
beha
vior
.
5.In
clud
e yo
ur sc
hool
syst
em
antid
iscr
imin
atio
n st
atem
ents
on
all
scho
ol p
ublic
atio
ns.
13
AD
MIN
ISTR
ATO
RS
Com
pete
ncy
II: P
reju
dice
Red
uctio
n G
OA
L: E
limin
ate
raci
sm a
nd o
ther
form
s of
pre
judi
ce a
nd d
iscr
imin
atio
n w
ithin
the
lear
ning
env
ironm
ent.
A
dmin
istr
ator
s
Pe
rson
al D
imen
sion
C
ogni
tive
Dim
ensi
on
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Pro
mot
e a
scho
ol/c
lass
env
ironm
ent t
hat i
s fre
e fr
om b
ully
ing,
har
assm
ent,
and
into
lera
nce.
1.
O
bser
ve c
o-cu
rric
ular
and
ex
tracu
rric
ular
pro
gram
s, sp
ecifi
cally
, to
dete
ct h
ow st
uden
ts
from
diff
eren
t rac
ial/e
thni
c gr
oups
in
tera
ct w
ith e
ach
othe
r. 2.
O
bser
ve a
nd re
flect
upo
n ho
w st
aff
is h
elpi
ng st
uden
ts to
acq
uire
the
colla
bora
tive
and
inte
rper
sona
l sk
ills n
eede
d to
live
, lea
rn, a
nd
wor
k w
ith st
uden
ts a
nd a
dults
from
ot
her r
acia
l/eth
nic
grou
ps.
3.
Obs
erve
and
refle
ct u
pon
how
staf
f re
spon
ds to
inci
dent
s of b
ias a
nd
hara
ssm
ent b
ased
on
dive
rsity
fa
ctor
s suc
h as
race
, gen
der,
natio
nal o
rigin
, dis
abili
ty, r
elig
ion,
ph
ysic
al a
ppea
ranc
e, e
tc. t
o de
term
ine
the
need
s for
pr
ofes
sion
al d
evel
opm
ent.
STR
ATE
GY
B ~
Pro
mot
e a
scho
ol/c
lass
en
viro
nmen
t tha
t is f
ree
from
bul
lyin
g,
hara
ssm
ent,
and
into
lera
nce.
1.
D
evel
op c
o-cu
rric
ular
and
ex
tracu
rric
ular
pro
gram
s tha
t pro
vide
al
l stu
dent
s with
opp
ortu
nitie
s to
inte
ract
mea
ning
fully
with
pee
rs fr
om
raci
al a
nd c
ultu
ral g
roup
s oth
er th
an
thei
r ow
n.
2.
Ensu
re th
at st
aff h
as o
ngoi
ng
oppo
rtuni
ties t
o be
com
e sk
illfu
l in
teac
hing
stud
ents
col
labo
rativ
e an
d in
terp
erso
nal s
kills
nee
ded
to li
ve,
lear
n, a
nd w
ork
with
stud
ents
and
ad
ults
from
oth
er ra
cial
and
cul
tura
l gr
oups
. 3.
D
evel
op st
aff c
apac
ity a
nd sk
ill to
ef
fect
ivel
y ad
dres
s bia
s and
st
ereo
typi
ng th
roug
h an
arr
ay o
f sta
ff
deve
lopm
ent e
xper
ienc
es.
STR
ATE
GY
B ~
Pro
mot
e a
scho
ol/c
lass
en
viro
nmen
t tha
t is f
ree
from
bul
lyin
g,
hara
ssm
ent,
and
into
lera
nce
1.
Impl
emen
t co-
curr
icul
ar a
nd e
xtra
curr
icul
ar
activ
ities
and
exp
erie
nces
for s
tude
nts t
o en
sure
that
mem
bers
hip
and
parti
cipa
tion
is
inte
rrac
ial a
nd c
ross
-cul
tura
l and
refle
ctiv
e of
the
scho
ol’s
dem
ogra
phic
s. 2.
M
odel
the
use
of e
ffec
tive
cros
s-cu
ltura
l in
tera
ctio
n an
d co
mm
unic
atio
n sk
ills w
ith
stud
ents
, sta
ff, a
nd fa
mili
es.
3.
Ask
stud
ents
, sta
ff, a
nd p
aren
ts fo
r co
nstru
ctiv
e fe
edba
ck a
bout
adm
inis
trativ
e ha
ndlin
g of
inst
ance
s of b
ias a
nd
ster
eoty
ping
to m
odel
the
need
for l
ifelo
ng
lear
ning
tow
ard
cultu
ral c
ompe
tenc
e.
4.
Dis
sem
inat
e sc
hool
and
scho
ol sy
stem
po
licie
s abo
ut b
ully
ing
and
hara
ssm
ent t
o st
aff,
stud
ents
, and
par
ents
. Pr
ovid
e in
form
atio
n in
diff
eren
t lan
guag
es a
s ne
eded
. 5.
In
vest
igat
e or
app
oint
a d
esig
nee
to
inve
stig
ate
alle
gatio
ns o
f har
assm
ent.
6.
Whe
n ap
prop
riate
, ref
er c
ases
of h
aras
smen
t to
des
igna
ted
cent
ral o
ffic
e
14
AD
MIN
ISTR
ATO
RS
Com
pete
ncy
III: C
ultu
rally
Sup
port
ive
Lear
ning
Env
ironm
ents
G
OA
L: D
eter
min
e an
d im
plem
ent a
ppro
pria
te s
trat
egie
s th
at a
llow
all
stud
ents
to le
arn.
A
dmin
istr
ator
s
Pe
rson
al D
imen
sion
Cog
nitiv
e D
imen
sion
Soci
al D
imen
sion
STR
ATE
GY
A ~
Inst
itutio
naliz
e be
havi
ors a
nd a
ctiv
ities
that
pro
mot
e po
sitiv
e le
arni
ng e
nvir
onm
ents
for a
ll st
uden
ts.
1.
Ref
lect
on
the
uniq
ue w
ays t
hat
cultu
res r
epre
sent
them
selv
es a
nd
on c
ultu
ral a
sset
s and
stre
ngth
s re
late
d to
stud
ent l
earn
ing.
2.
Se
ek in
form
atio
n on
cul
ture
and
le
arni
ng st
yles
and
com
plem
enta
ry
inst
ruct
iona
l app
roac
hes.
3.
Be
thor
ough
ly k
now
ledg
eabl
e ab
out t
he sk
ills s
tude
nts f
rom
di
vers
e ba
ckgr
ound
s nee
d fo
r sc
hool
succ
ess.
STR
ATE
GY
A ~
Inst
itutio
naliz
e be
havi
ors
and
activ
ities
that
pro
mot
e po
sitiv
e le
arni
ng
envi
ronm
ents
for a
ll st
uden
ts.
1.
Enco
urag
e st
uden
ts to
dem
onst
rate
thei
r le
arni
ng in
a w
ay re
flect
ive
of th
eir
cultu
re (i
.e.,
mus
ic, a
rt, li
tera
ry g
enre
). 2.
Ex
pect
all
teac
hers
to u
se a
var
iety
of
appr
oach
es to
ens
ure
that
all
stud
ents
from
di
vers
e cu
lture
s lea
rn in
way
s bes
t sui
ted
to th
eir l
earn
ing
styl
es a
nd m
ultip
le
inte
llige
nces
. 3.
Id
entif
y an
d te
ach
the
scho
ol su
cces
s sk
ills u
nder
lyin
g ac
adem
ic le
arni
ng to
di
vers
e fa
mili
es a
nd st
aff a
s too
ls fo
r w
orki
ng w
ith st
uden
ts.
4.
Ensu
re th
at h
igh
leve
ls o
f aca
dem
ic
oppo
rtuni
ties a
re o
ffer
ed e
quita
bly
to a
ll cu
ltura
l gro
ups.
5.
Ensu
re e
quita
ble
acce
ss to
inst
ruct
iona
l te
chno
logy
for a
ll st
uden
ts.
6.
Prov
ide
staf
f dev
elop
men
t on
the
effe
ctiv
e us
e of
inst
ruct
iona
l tec
hnol
ogy
and
curr
ent l
earn
ing
reso
urce
s.
STR
ATE
GY
A ~
Inst
itutio
naliz
e be
havi
ors a
nd a
ctiv
ities
that
pro
mot
e po
sitiv
e le
arni
ng e
nvir
onm
ents
for a
ll st
uden
ts.
1.
Stru
ctur
e te
ache
r-st
uden
t in
tera
ctio
ns th
at ta
ke c
ultu
ral
back
grou
nds i
nto
acco
unt.
2.
Esta
blis
h an
d m
aint
ain
prof
essi
onal
le
arni
ng c
omm
uniti
es in
whi
ch
teac
hers
can
shar
e w
hat t
hey
know
ab
out c
ultu
rally
-influ
ence
d le
arni
ng
styl
es a
nd c
lass
room
app
licat
ions
of
that
kno
wle
dge.
3.
Pr
ovid
e on
goin
g op
portu
nitie
s for
fa
mili
es a
nd st
aff f
rom
div
erse
ba
ckgr
ound
s to
deve
lop
colle
ctiv
e re
spon
sibi
lity
for s
choo
l suc
cess
sk
ills.
4.
Use
pro
fess
iona
l lea
rnin
g co
mm
uniti
es to
exa
min
e st
uden
t w
ork,
det
erm
ine
evid
ence
of s
tude
nt
lear
ning
, and
dev
elop
indi
cato
rs fo
r hi
gh-le
vel p
erfo
rman
ce.
15
AD
MIN
ISTR
ATO
RS
Com
pete
ncy
IV: C
urric
ulum
and
Inst
ruct
ion
for E
duca
tion
That
Is M
ultic
ultu
ral
and
Acc
eler
atin
g M
inor
ity A
chie
vem
ent
GO
AL:
Est
ablis
h an
d m
aint
ain
high
exp
ecta
tions
for a
chie
vem
ent f
or a
ll st
uden
ts.
Adm
inis
trat
ors
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Con
vene
stak
ehol
ders
to
deve
lop
expe
ctat
ions
for s
tude
nts a
nd
prov
ide
staf
f dev
elop
men
t tha
t pro
mot
es
acce
lera
tion
of a
chie
vem
ent f
or d
iver
se
stud
ent p
opul
atio
ns.
1.A
ssur
e th
at th
e vi
sion
, mis
sion
, goa
ls,
and
scho
ol im
prov
emen
t pla
n em
phas
ize
high
exp
ecta
tions
for a
ll st
uden
ts.
2.A
sses
s you
r act
ions
on
a co
ntin
uing
ba
sis t
o as
sure
that
they
com
mun
icat
e hi
gh e
xpec
tatio
ns fo
r all
stud
ents
and
st
aff.
3.C
larif
y yo
ur th
inki
ng a
bout
how
hig
h ex
pect
atio
ns a
re o
pera
tiona
lized
in th
e cl
assr
oom
s.
STR
ATE
GY
A ~
Con
vene
stak
ehol
ders
to
deve
lop
expe
ctat
ions
for s
tude
nts a
nd
prov
ide
staf
f dev
elop
men
t tha
t pro
mot
es
acce
lera
tion
of a
chie
vem
ent f
or d
iver
se
stud
ent p
opul
atio
ns.
1.C
omm
unic
ate
the
visi
on, m
issi
on,
goal
s, an
d sc
hool
impr
ovem
ent p
lan
rela
ted
to h
igh
expe
ctat
ions
to a
ll st
akeh
olde
rs.
2.R
equi
re th
at a
ll te
ache
rs k
now
and
un
ders
tand
wha
t hig
h ex
pect
atio
ns
look
like
and
soun
d lik
e in
the
clas
sroo
m.
STR
ATE
GY
A ~
Con
vene
stak
ehol
ders
to
dev
elop
exp
ecta
tions
for s
tude
nts a
nd
prov
ide
staf
f dev
elop
men
t tha
t pro
mot
es
acce
lera
tion
of a
chie
vem
ent f
or d
iver
se
stud
ent p
opul
atio
ns.
1.H
old
publ
ic fo
rum
s in
whi
ch a
ll st
akeh
olde
rs w
ork
toge
ther
to
supp
ort h
igh
expe
ctat
ions
for
stud
ent a
chie
vem
ent.
2.O
bser
ve re
gula
rly a
nd g
ive
feed
back
to
teac
hers
on
how
they
dem
onst
rate
hi
gh e
xpec
tatio
ns fo
r all
stud
ents
, es
peci
ally
div
erse
stud
ents
.
16
AD
MIN
ISTR
ATO
RS
Com
pete
ncy
V: T
ests
, Mea
sure
men
ts, a
nd A
sses
smen
ts fo
r Ach
ieve
men
t Equ
ity
GO
AL:
Util
ize
test
s, m
easu
rem
ents
, and
ass
essm
ents
to a
cces
s in
form
atio
n an
d pr
epar
e fo
r ins
truc
tion
and
lear
ning
.
Adm
inis
trat
ors
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Iden
tify
patte
rns o
f ac
hiev
emen
t ass
ocia
ted
with
eth
nici
ty,
gend
er, o
r soc
ioec
onom
ic st
atus
to p
rom
ote
awar
enes
s of a
nd e
limin
ate
stud
ent
achi
evem
ent g
aps i
n th
ese
area
s.
1.U
se d
isag
greg
ated
ach
ieve
men
t dat
a to
re
flect
on
the
effe
ctiv
enes
s of t
he
scho
ol in
mee
ting
the
need
s of a
ll st
uden
ts, e
spec
ially
gen
der a
nd ra
cial
gr
oups
, Eng
lish
lang
uage
lear
ners
, st
uden
ts fr
om lo
w so
cioe
cono
mic
ba
ckgr
ound
s, an
d st
uden
ts w
ith
disa
bilit
ies.
STR
ATE
GY
A ~
Iden
tify
patte
rns o
f ac
hiev
emen
t ass
ocia
ted
with
eth
nici
ty,
gend
er, o
r soc
ioec
onom
ic st
atus
to
prom
ote
awar
enes
s of a
nd e
limin
ate
stud
ent a
chie
vem
ent g
aps i
n th
ese
area
s.
1.W
ork
with
facu
lty/s
taff
to d
evel
op
and
impl
emen
t a p
roce
ss to
ana
lyze
an
d re
port
achi
evem
ent a
nd
parti
cipa
tion
data
in a
dis
aggr
egat
ed
form
at.
2.Id
entif
y an
d im
plem
ent n
eede
d in
stru
ctio
nal c
hang
es.
3.U
se d
ata
as d
iagn
ostic
and
pr
escr
iptiv
e to
ols f
or im
prov
ing
stud
ent a
chie
vem
ent a
nd m
odify
ing
teac
hing
pra
ctic
es, n
ot a
s the
onl
y cr
iteria
for p
rom
otio
n, re
tent
ion,
or
acce
ss to
aca
dem
ic p
rogr
ams.
4.U
se d
isag
greg
ated
dat
a to
det
erm
ine
leve
l of p
artic
ipat
ion
by g
ende
r/rac
e/
etc.
, in
gifte
d an
d ta
lent
ed c
lass
es,
spec
ial e
duca
tion
prog
ram
s, an
d ad
vanc
ed a
nd A
P cl
asse
s in
your
sc
hool
s; d
evel
op st
rate
gies
to a
ddre
ss
disp
ariti
es in
thes
e ar
eas.
STR
ATE
GY
A ~
Iden
tify
patte
rns o
f ac
hiev
emen
t ass
ocia
ted
with
eth
nici
ty,
gend
er, o
r soc
ioec
onom
ic st
atus
to
prom
ote
awar
enes
s of a
nd e
limin
ate
stud
ent a
chie
vem
ent g
aps i
n th
ese
area
s.
1.Pr
ovid
e a
safe
env
ironm
ent i
n w
hich
fa
culty
/sta
ff c
an d
iscu
ss re
ason
s for
di
spar
ities
in a
chie
vem
ent.
2.Pr
ovid
e op
portu
nitie
s for
staf
f to
shar
e a
rang
e of
eff
ectiv
e as
sess
men
t st
rate
gies
.
17
AD
MIN
ISTR
ATO
RS
Com
pete
ncy
V: T
ests
, Mea
sure
men
ts, A
nd A
sses
smen
ts F
or A
chie
vem
ent E
quity
GO
AL:
Util
ize
test
s, m
easu
rem
ents
, and
ass
essm
ents
to a
cces
s in
form
atio
n an
d pr
epar
e fo
r ins
truc
tion
and
lear
ning
.
Adm
inis
trat
ors
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Util
ize
asse
ssm
ent t
ools
that
take
into
con
side
ratio
n th
e af
fect
ive
and
cultu
ral d
omai
ns o
f the
chi
ld.
1.D
evel
op p
erso
nal k
now
ledg
e ab
out a
ra
nge
of a
sses
smen
ts.
STR
ATE
GY
B ~
Util
ize
asse
ssm
ent t
ools
that
take
into
con
side
ratio
n th
e af
fect
ive
and
cultu
ral d
omai
ns o
f the
chi
ld.
1.Se
t sta
ndar
ds fo
r tea
chin
g th
at in
clud
e as
sess
men
t of t
he a
ffec
tive
and
cultu
ral d
omai
ns in
add
ition
to th
e co
gniti
ve d
omai
n.
2.Th
roug
h pr
ofes
sion
al d
evel
opm
ent,
prov
ide
teac
hers
with
a m
ultip
licity
of
test
ing
form
ats t
o he
lp st
uden
ts
dem
onst
rate
thei
r ach
ieve
men
t.
3.H
ave
teac
hers
des
ign
and
use
in- c
lass
as
sess
men
ts to
mon
itor i
ndiv
idua
l st
uden
t pro
gres
s on
a da
ily o
r wee
kly
basi
s, th
ereb
y pr
ovid
ing
a ba
sis f
or
early
inte
rven
tion.
4.En
sure
that
stud
ents
from
div
erse
ba
ckgr
ound
s rec
eive
equ
itabl
e re
sour
ces t
o ac
hiev
e su
cces
s in
all
cour
ses,
incl
udin
g hi
gher
leve
l co
urse
s.
STR
ATE
GY
B ~
Util
ize
asse
ssm
ent
tool
s tha
t tak
e in
to c
onsi
dera
tion
the
affe
ctiv
e an
d cu
ltura
l dom
ains
of t
he
child
.
1.Fa
cilit
ate
the
disc
ussi
on o
f a ra
nge
of a
sses
smen
ts a
nd h
ow th
ey c
an b
e us
ed to
ver
ify a
chie
vem
ent.
2.Pr
ovid
e ca
se st
udie
s tha
t allo
w st
aff
and
facu
lty to
wor
k w
ith a
rang
e of
as
sess
men
ts.
18
TEA
CH
ERS
Com
pete
ncy
I: In
terc
ultu
ral C
omm
unic
atio
n
GO
AL:
Ado
pt a
glo
bal p
ersp
ectiv
e th
at p
rom
otes
the
valu
ing
of c
ultu
ral,
ethn
ic, a
nd li
ngui
stic
div
ersi
ty.
Teac
hers
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Dev
elop
and
app
ly
stra
tegi
es fo
r com
mun
icat
ing
acro
ss
cultu
res,
incl
udin
g th
e cu
lture
s of g
ende
r, an
d po
verty
.
1.In
fuse
mul
ticul
tura
l per
spec
tives
in
your
cla
ssro
om.
2.U
nder
stan
d th
e ro
le o
f cro
ss-c
ultu
ral
com
mun
icat
ion
to in
crea
se a
cade
mic
ac
hiev
emen
t.
STR
ATE
GY
A ~
Dev
elop
and
app
ly
stra
tegi
es fo
r com
mun
icat
ing
acro
ss
cultu
res,
incl
udin
g th
e cu
lture
s of g
ende
r, an
d po
vert
y.
1.Id
entif
y th
e de
mog
raph
ics o
f you
r sc
hool
’s p
opul
atio
n.
2.Id
entif
y th
e co
mpo
nent
s of s
urfa
ce
and
deep
cul
ture
and
thei
r im
plic
atio
n in
inst
ruct
ion.
3.En
gage
in p
rofe
ssio
nal d
evel
opm
ent
activ
ities
and
/or c
ours
es in
the
field
of
Educ
atio
n Th
at is
Mul
ticul
tura
l.
4.U
nder
stan
d pr
inci
ples
of m
ultic
ultu
ral
educ
atio
n as
set f
orth
in th
e ET
M
Byl
aw.
5.In
corp
orat
e pr
inci
ples
of m
ultic
ultu
ral
educ
atio
n in
dai
ly a
nd lo
ng-te
rm
less
on p
lann
ing.
STR
ATE
GY
A ~
Dev
elop
and
app
ly
stra
tegi
es fo
r com
mun
icat
ing
acro
ss
cultu
res,
incl
udin
g th
e cu
lture
s of g
ende
r, an
d po
verty
.
1.R
equi
re st
uden
ts to
exa
min
e ev
ents
an
d si
tuat
ions
from
mul
tiple
pe
rspe
ctiv
es.
2.A
naly
ze a
nd a
ffirm
com
mon
aliti
es
and
diff
eren
ces b
etw
een
and
amon
g cu
lture
s with
in y
our c
lass
room
.
19
TEA
CH
ERS
Com
pete
ncy
I: In
terc
ultu
ral C
omm
unic
atio
n G
OA
L: A
dopt
a g
loba
l per
spec
tive
that
pro
mot
es th
e va
luin
g of
cul
tura
l, et
hnic
, and
ling
uist
ic d
iver
sity
.
Te
ache
rs
Pe
rson
al D
imen
sion
C
ogni
tive
Dim
ensi
on
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Use
cul
tura
l co
mm
unic
atio
n st
yles
as t
ools
to e
nhan
ce
stud
ent a
chie
vem
ent i
n th
e wr
itten
, tau
ght,
and
acce
ssed
cur
ricu
lum
s. 1.
M
onito
r you
r ow
n ve
rbal
and
non
-ve
rbal
com
mun
icat
ion
for s
ensi
tivity
to
war
ds o
ther
s.
2.
Iden
tify
and
unde
rsta
nd y
our p
erso
nal
com
mun
icat
ion
styl
e an
d m
ake
mod
ifica
tions
as n
eede
d to
bet
ter
com
mun
icat
e w
ith st
uden
ts a
nd
colle
ague
s.
STR
ATE
GY
B ~
Use
cul
tura
l co
mm
unic
atio
n st
yles
as t
ools
to
enha
nce
stude
nt a
chie
vem
ent i
n th
e w
ritte
n, ta
ught
, and
acc
esse
d cu
rric
ulum
s.
1.
Teac
h th
e fo
rmal
regi
ster
of
lang
uage
(the
lang
uage
of s
choo
l an
d w
ork/
stan
dard
Eng
lish)
th
roug
h th
e in
form
al re
gist
er o
f la
ngua
ge.
2.
Teac
h st
uden
ts h
ow, w
hen,
and
w
hy to
cod
e sw
itch
(dep
endi
ng
upon
the
audi
ence
) with
out
disr
espe
ctin
g th
e ho
me
lang
uage
.
STR
ATE
GY
B ~
Use
cul
tura
l co
mm
unic
atio
n st
yles
as t
ools
to e
nhan
ce
stud
ent a
chie
vem
ent i
n th
e wr
itten
, tau
ght,
and
acce
ssed
cur
ricu
lum
s.
1.
Use
cul
tura
lly re
spon
sive
co
mm
unic
atio
n w
ith st
uden
ts a
nd
pare
nts.
2.
C
larif
y st
uden
t non
-ver
bal
com
mun
icat
ion
to d
ispe
l m
isun
ders
tand
ings
.
3.
Avo
id sa
rcas
m, c
onde
scen
sion
, put
do
wns
, and
oth
er v
erba
l abu
se.
4.
W
here
app
ropr
iate
, inc
orpo
rate
the
stud
ent l
angu
age
and
com
mun
icat
ion
styl
e to
info
rm a
nd e
nhan
ce in
stru
ctio
n.
5.
In
corp
orat
e th
e cu
lture
of t
he h
ome
in
inst
ruct
ion
to a
ctiv
ate
prio
r kno
wle
dge.
6.
Iden
tify
and
unde
rsta
nd st
uden
ts’
pers
onal
com
mun
icat
ion
styl
es.
7.
Id
entif
y an
d ap
prec
iate
the
disc
ours
e pa
ttern
s for
bot
h pa
rent
s and
stud
ents
.
20
TEA
CH
ERS
C
ompe
tenc
y II:
Pre
judi
ce R
educ
tion
GO
AL:
Elim
inat
e ra
cism
and
oth
er fo
rms
of p
reju
dice
and
dis
crim
inat
ion
with
in th
e le
arni
ng e
nviro
nmen
t.
Teac
hers
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Cre
ate
a bi
as a
nd
hara
ssm
ent f
ree
lear
ning
env
iron
men
t by
lear
ning
and
pra
ctic
ing
tech
niqu
es fo
r co
mba
ting
prej
udic
e, h
aras
smen
t, an
d/or
di
scri
min
atio
n in
the
lear
ning
en
viro
nmen
t.
1.R
efle
ct, s
elf-
asse
ss, a
nd c
laim
ow
ners
hip
of y
our o
wn
prej
udic
es a
nd
bias
es.
2.Id
entif
y st
rate
gies
to o
verc
ome
your
ow
n pr
ejud
ices
and
bia
ses.
STR
ATE
GY
A ~
Cre
ate
a bi
as a
nd
hara
ssm
ent f
ree
lear
ning
env
iron
men
t by
lear
ning
and
pra
ctic
ing
tech
niqu
es fo
r co
mba
ting
prej
udic
e, h
aras
smen
t, an
d/or
di
scri
min
atio
n in
the
lear
ning
en
viro
nmen
t.
1.U
se in
stru
ctio
nal m
ater
ials
that
are
bi
as a
nd st
ereo
type
free
.
2.U
se d
isag
greg
ated
dat
a to
dev
elop
and
ad
dres
s pat
tern
s of c
once
rns r
elat
ed to
cl
imat
e an
d ac
hiev
emen
t.
3.U
se c
limat
e in
vent
orie
s, pe
riodi
cally
, in
the
clas
sroo
m to
mon
itor t
he
lear
ning
env
ironm
ent.
STR
ATE
GY
A ~
Cre
ate
a bi
as a
nd
hara
ssm
ent f
ree
lear
ning
env
iron
men
t by
lear
ning
and
pra
ctic
ing
tech
niqu
es fo
r co
mba
ting
prej
udic
e, h
aras
smen
t, an
d/or
di
scri
min
atio
n in
the
lear
ning
en
viro
nmen
t.
1.B
uild
a re
latio
nshi
p w
ith e
very
chi
ld
thro
ugh
posi
tive
daily
per
sona
l in
tera
ctio
ns.
2.Fo
ster
an
envi
ronm
ent o
f hig
h ex
pect
atio
ns w
ith su
ppor
t for
succ
ess
for e
very
stud
ent.
3.C
halle
nge
bias
es a
nd st
ereo
type
s tha
t in
hibi
t stu
dent
ach
ieve
men
t.
4.D
evel
op th
e ca
paci
ty, s
kill,
and
will
to
cha
lleng
e bi
ases
and
ster
eoty
pes
that
inhi
bit i
nter
-gro
up u
nder
stan
ding
w
ithin
you
r sch
ool a
nd y
our
clas
sroo
m.
21
TEA
CH
ERS
C
ompe
tenc
y II:
Pre
judi
ce R
educ
tion
GO
AL:
Elim
inat
e ra
cism
and
oth
er fo
rms
of p
reju
dice
and
dis
crim
inat
ion
with
in th
e le
arni
ng e
nviro
nmen
t.
Teac
hers
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Iden
tify
and
use
stra
tegi
es th
at fo
ster
inte
r-gr
oup
unde
rsta
ndin
gs a
nd p
ositi
ve a
cade
mic
and
so
cial
rela
tions
hips
.
1.C
reat
e an
env
ironm
ent i
n w
hich
all
stud
ents
see
them
selv
es a
nd o
ther
s in
tradi
tiona
l, no
n-tra
ditio
nal,
and
non-
ster
eoty
pica
l way
s.
2.U
nder
stan
d yo
ur o
wn
evol
ving
cu
ltura
l ide
ntity
.
3.Ex
amin
e yo
ur b
elie
fs a
nd
expe
ctat
ions
for t
he st
uden
ts y
ou
teac
h.
STR
ATE
GY
B ~
Iden
tify
and
use
stra
tegi
es th
at fo
ster
inte
r-gr
oup
unde
rsta
ndin
gs a
nd p
ositi
ve a
cade
mic
and
so
cial
rela
tions
hips
.
1.R
ecog
nize
and
rew
ard
stud
ents
who
di
spla
y po
sitiv
e ac
adem
ic b
ehav
ior
and
soci
al re
latio
nshi
ps.
2.A
ssis
t stu
dent
s in
docu
men
ting,
m
onito
ring,
and
adj
ustin
g cu
rren
t le
vels
of p
erfo
rman
ce.
STR
ATE
GY
B ~
Iden
tify
and
use
stra
tegi
es th
at fo
ster
inte
r-gr
oup
unde
rsta
ndin
gs a
nd p
ositi
ve a
cade
mic
and
so
cial
rela
tions
hips
.
1.In
corp
orat
e co
oper
ativ
e le
arni
ng
stra
tegi
es in
to in
stru
ctio
n.
2.Es
tabl
ish
and
nurtu
re a
cla
ssro
om
clim
ate
of in
clus
iven
ess,
affil
iatio
n,
and
mut
ual s
uppo
rt.
3.H
elp
stud
ents
use
pro
blem
solv
ing
and
conf
lict r
esol
utio
n.
4.Pr
ovid
e st
uden
ts w
ith a
ctiv
ities
that
bu
ild p
ersi
sten
ce a
nd re
silie
nce.
5.B
uild
a c
omm
unity
of l
earn
ers i
n yo
ur
clas
sroo
m.
6.Fo
ster
a se
nse
of c
olle
ctiv
e re
spon
sibi
lity
for a
ll m
embe
rs o
f the
sc
hool
com
mun
ity.
7.H
elp
stud
ents
iden
tify
thei
r per
sona
l, co
gniti
ve, a
nd so
cial
ass
ets a
nd th
ose
sam
e as
sets
in o
ther
s.
22
TEA
CH
ERS
Com
pete
ncy
III: C
ultu
rally
Sup
port
ive
Lear
ning
Env
ironm
ents
G
OA
L: D
eter
min
e an
d im
plem
ent a
ppro
pria
te s
trat
egie
s th
at a
llow
all
stud
ents
to le
arn.
Te
ache
rs
Pe
rson
al D
imen
sion
Cog
nitiv
e D
imen
sion
Soci
al D
imen
sion
STR
ATE
GY
A ~
Org
aniz
e th
e ed
ucat
iona
l env
ironm
ent i
n w
ays t
hat
supp
ort d
iver
se le
arni
ng st
yles
and
m
ultic
ultu
ral p
ersp
ectiv
es.
1.
Und
erst
and
the
ratio
nale
for u
sing
a
varie
ty o
f fle
xibl
e gr
oupi
ng
stra
tegi
es.
2.
C
omm
it to
ach
ievi
ng e
quity
by
addr
essi
ng th
e in
divi
dual
nee
ds o
f ea
ch le
arne
r. 3.
B
elie
ve th
at y
ou a
re c
apab
le o
f m
akin
g a
diff
eren
ce in
you
r st
uden
ts’ l
earn
ing.
4.
U
nder
stan
d th
at th
e le
vel o
f tea
cher
ex
pect
atio
ns d
irect
ly c
orre
late
s to
stud
ent a
chie
vem
ent.
5.
Take
ow
ners
hip
for s
tude
nts’
le
arni
ng.
6.
Ref
lect
on
teac
hing
pra
ctic
es in
re
latio
nshi
p to
teac
her e
xpec
tatio
ns.
7.
Com
plet
e a
self-
asse
ssm
ent o
f you
r te
achi
ng p
ract
ices
.
STR
ATE
GY
A ~
Org
aniz
e th
e ed
ucat
iona
l env
ironm
ent i
n w
ays t
hat
supp
ort d
iver
se le
arni
ng st
yles
and
m
ultic
ultu
ral p
ersp
ectiv
es.
1.
Pr
ovid
e cl
assr
oom
opp
ortu
nitie
s so
that
stud
ents
bec
ome
awar
e of
th
e st
ereo
type
s ass
ocia
ted
with
va
rious
cul
tura
l gro
ups a
nd
unde
rsta
nd th
e ne
gativ
e im
pact
of
ster
eoty
ping
. 2.
M
otiv
ate
stud
ents
to w
ork
tow
ards
thei
r ful
lest
pot
entia
l. 3.
Te
ach
the
form
al re
gist
er o
f la
ngua
ge a
s a w
ay o
f neg
otia
ting
the
scho
ol sy
stem
and
the
wor
k en
viro
nmen
t. 4.
A
sses
s stu
dent
lear
ning
styl
es
and
mak
e ap
prop
riate
in
stru
ctio
nal a
ccom
mod
atio
ns.
STR
ATE
GY
A ~
Org
aniz
e th
e ed
ucat
iona
l en
viro
nmen
t in
ways
that
supp
ort d
iver
se le
arni
ng
styl
es a
nd m
ultic
ultu
ral p
ersp
ectiv
es.
1.
Cre
ate
an e
nviro
nmen
t tha
t inc
reas
es st
uden
ts’
will
ingn
ess t
o ta
ke in
telle
ctua
l ris
ks.
2.
Prov
ide
stud
ents
with
gui
danc
e in
iden
tifyi
ng
thei
r pur
pose
for b
eing
in sc
hool
. 3.
Te
ach
stud
ents
to c
onne
ct a
cade
mic
succ
ess t
o pe
rson
al e
ffor
ts.
4.
Fost
er a
n en
viro
nmen
t to
supp
ort a
“ca
n do
” at
titud
e.
5.
Hel
p st
uden
ts u
nder
stan
d th
eir i
ndiv
idua
l and
co
llect
ive
role
in th
e in
terd
epen
dent
cl
assr
oom
com
mun
ity.
6.
Ass
ist s
tude
nts i
n di
scov
erin
g an
d m
axim
izin
g th
eir l
earn
ing
styl
es.
7.
Shar
e st
uden
t lea
rnin
g st
yles
with
par
ents
se
ekin
g th
eir p
ersp
ectiv
e an
d in
put.
8.
Use
a v
arie
ty o
f gro
upin
g st
rate
gies
.
9.
Com
mun
icat
e hi
gh e
xpec
tatio
ns to
eve
ry
stud
ent a
nd p
rovi
de su
ppor
ts fo
r suc
cess
.
23
TEA
CH
ERS
Com
pete
ncy
IV: C
urric
ulum
and
Inst
ruct
ion
for E
duca
tion
That
Is M
ultic
ultu
ral
and
Acc
eler
atin
g M
inor
ity A
chie
vem
ent
GO
AL:
Est
ablis
h an
d m
aint
ain
high
exp
ecta
tions
for a
chie
vem
ent f
or a
ll st
uden
ts.
Teac
hers
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Des
ign
and
impl
emen
t cu
rric
ulum
and
inst
ruct
ion
that
exp
ands
te
achi
ng e
ffica
cy in
Edu
catio
n Th
at is
M
ultic
ultu
ral.
1.Id
entif
y yo
ur o
wn
teac
hing
styl
e an
d un
ders
tand
the
impa
ct o
f you
r te
achi
ng st
yle
on st
uden
ts w
ith
vary
ing
lear
ning
styl
es.
2.V
ary
your
teac
hing
styl
e to
mat
ch th
e di
vers
e le
arni
ng st
yles
of y
our
stud
ents
.
STR
ATE
GY
A ~
Des
ign
and
impl
emen
t cu
rric
ulum
and
inst
ruct
ion
that
exp
ands
te
achi
ng e
ffica
cy in
Edu
catio
n Th
at is
M
ultic
ultu
ral.
1.R
efle
ct m
ultic
ultu
ral e
duca
tion
com
pone
nts i
n cu
rric
ulum
and
in
stru
ctio
n.
2.Id
entif
y de
ficits
in in
stru
ctio
nal
prac
tice
that
may
neg
ativ
ely
impa
ct
stud
ent a
chie
vem
ent.
3.D
evel
op a
nd im
plem
ent
inte
rdis
cipl
inar
y un
its in
tegr
atin
g m
ultic
ultu
ral a
ppro
ache
s.
4.In
clud
e sc
hool
succ
ess s
kills
in y
our
curr
icul
um.
5.R
evie
w e
xist
ing
inst
ruct
iona
l m
ater
ials
for p
ossi
ble
bias
and
repo
rt to
app
ropr
iate
per
son.
6.Se
lect
cul
tura
lly re
leva
nt, b
ias-
free
in
stru
ctio
nal m
ater
ials
for u
se in
the
clas
sroo
m.
STR
ATE
GY
A ~
Des
ign
and
impl
emen
t cu
rric
ulum
and
inst
ruct
ion
that
exp
ands
te
achi
ng e
ffica
cy in
Edu
catio
n Th
at is
M
ultic
ultu
ral.
1.Te
ach
stud
ents
to w
ork
coop
erat
ivel
y w
ith sp
ecifi
c ro
les,
indi
vidu
al
resp
onsi
bilit
ies,
and
acco
unta
bilit
y fo
r a
finis
hed
prod
uct/p
erfo
rman
ce.
24
TEA
CH
ERS
Com
pete
ncy
IV: C
urric
ulum
and
Inst
ruct
ion
for E
duca
tion
That
Is M
ultic
ultu
ral
and
Acc
eler
atin
g M
inor
ity A
chie
vem
ent
GO
AL:
Est
ablis
h an
d m
aint
ain
high
exp
ecta
tions
for a
chie
vem
ent f
or a
ll st
uden
ts.
Teac
hers
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Des
ign
and
impl
emen
t cu
rric
ulum
and
inst
ruct
ion
that
exp
ands
te
achi
ng e
ffica
cy in
acc
eler
atin
g M
inor
ity
Achi
evem
ent.
1.Em
ploy
eff
ectiv
e cl
assr
oom
m
anag
emen
t whe
re st
uden
t dig
nity
is
mai
ntai
ned.
2.Pr
ovid
e flu
id, f
lexi
ble
grou
ping
and
m
ovem
ent o
f stu
dent
s to
avoi
d th
e ne
gativ
e im
pact
of t
rack
ing.
STR
ATE
GY
B ~
Des
ign
and
impl
emen
t cu
rric
ulum
and
inst
ruct
ion
that
exp
ands
te
achi
ng e
ffica
cy in
acc
eler
atin
g M
inor
ity
Achi
evem
ent.
1.V
ary
inst
ruct
iona
l stra
tegi
es in
ord
er
to b
ridge
gap
s in
acad
emic
ac
hiev
emen
t.
2.Te
ach
stud
ents
to u
se se
lf-qu
estio
ning
an
d th
ink-
alou
d te
chni
ques
to u
npac
k th
eir t
hink
ing.
3.A
ccel
erat
e ra
ther
than
rem
edia
te
stud
ents
.
4.C
onsi
der g
ende
r diff
eren
ces i
n cu
rric
ulum
and
inst
ruct
ion.
5.M
ake
care
er c
onne
ctio
ns w
hene
ver
poss
ible
.
6.Te
ach
stud
ents
to b
e pr
ecis
e an
d ac
cura
te.
7.Pr
ovid
e ex
empl
ary
wor
k sa
mpl
es fo
r st
uden
ts.
STR
ATE
GY
B ~
Des
ign
and
impl
emen
t cu
rric
ulum
and
inst
ruct
ion
that
exp
ands
te
achi
ng e
ffica
cy in
acc
eler
atin
g M
inor
ity
Achi
evem
ent.
1.B
uild
rela
tions
hips
of m
utua
l res
pect
.
2.H
elp
stud
ents
lear
n to
refle
ct o
n th
eir
own
acad
emic
succ
esse
s and
failu
res
and
set g
oals
in o
rder
to m
ake
prog
ress
.
3.U
se p
roxi
mity
as a
tool
to e
nhan
ce
inst
ruct
ion.
4.A
dd h
umor
to st
uden
t int
erac
tions
.
5.Te
ach
stud
ents
how
to sh
are
inte
llect
ually
.
25
TEA
CH
ERS
Com
pete
ncy
V: T
ests
, Mea
sure
men
ts, a
nd A
sses
smen
ts fo
r Ach
ieve
men
t Equ
ity
GO
AL:
Util
ize
test
s, m
easu
rem
ents
, and
ass
essm
ents
to a
cces
s in
form
atio
n an
d pr
epar
e fo
r ins
truc
tion
and
lear
ning
.
Teac
hers
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Sel
ect t
estin
g an
d as
sess
men
t too
ls th
at h
ave
been
nor
med
on
a v
arie
ty o
f eth
nic,
gen
der,
and
soci
oeco
nom
ic p
opul
atio
ns to
doc
umen
t in
stru
ctio
nal e
ffect
iven
ess.
1.U
nder
stan
d ho
w d
ata
info
rms
inst
ruct
ion.
2.U
se su
mm
ativ
e an
d fo
rmat
ive
asse
ssm
ents
to m
ake
inst
ruct
iona
l de
cisi
ons.
3.A
djus
t ins
truct
ion
(re-
teac
hing
) bas
ed
on a
chie
vem
ent p
atte
rns.
4.Fo
cus o
n ac
cele
ratio
n ra
ther
than
re
med
iatio
n to
impr
ove
achi
evem
ent.
STR
ATE
GY
A ~
Sel
ect t
estin
g an
d as
sess
men
t too
ls th
at h
ave
been
nor
med
on
a va
riet
y of
eth
nic,
gen
der,
and
soci
oeco
nom
ic p
opul
atio
ns to
doc
umen
t in
stru
ctio
nal e
ffect
iven
ess.
1.D
isag
greg
ate
stud
ent d
ata.
2.Se
lect
and
use
ass
essm
ents
that
are
bia
s fr
ee.
3.U
se d
isag
greg
ated
dat
a to
info
rm
inst
ruct
ion.
4.Id
entif
y an
d el
imin
ate
prog
ram
s and
pr
actic
es th
at a
re in
effe
ctiv
e as
ev
iden
ced
by d
ata.
5.Pr
ovid
e st
uden
ts w
ith a
mul
tiplic
ity o
f op
portu
nitie
s and
form
ats t
o sh
ow w
hat
they
kno
w.
STR
ATE
GY
A ~
Sel
ect t
estin
g an
d as
sess
men
t too
ls th
at h
ave
been
nor
med
on
a v
arie
ty o
f eth
nic,
gen
der,
and
soci
oeco
nom
ic p
opul
atio
ns to
doc
umen
t in
stru
ctio
nal e
ffect
iven
ess.
1.Pr
ovid
e di
vers
e m
embe
rs o
f the
sc
hool
com
mun
ity w
ith re
ady
and
user
frie
ndly
acc
ess t
o ac
hiev
emen
t da
ta.
26
TEA
CH
ERS
Com
pete
ncy
V: T
ests
, Mea
sure
men
ts, a
nd A
sses
smen
ts fo
r Ach
ieve
men
t Equ
ity
GO
AL:
Util
ize
test
s, m
easu
rem
ents
, and
ass
essm
ents
to a
cces
s in
form
atio
n an
d pr
epar
e fo
r ins
truc
tion
and
lear
ning
.
Te
ache
rs
Pe
rson
al D
imen
sion
C
ogni
tive
Dim
ensi
on
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Des
ign
instr
uctio
n th
at re
sults
in b
reak
thro
ugh
acce
lera
tion
of m
inor
ity a
chie
vem
ent.
1.
D
evel
op p
erso
nal k
now
ledg
e ab
out a
rang
e of
ass
essm
ents
.
2.
Util
ize
asse
ssm
ents
to m
onito
r ac
adem
ic g
row
th a
nd to
info
rm
the
desi
gn o
f foc
used
inst
ruct
ion
for a
ccel
erat
ion
of m
inor
ity
achi
evem
ent.
3.
Bas
ed o
n th
e ac
hiev
emen
t dat
a fo
r ea
ch st
uden
t, m
ake
a pe
rson
al
com
mitm
ent t
o ad
just
inst
ruct
iona
l ob
ject
ives
so th
at e
very
chi
ld
reac
hes h
is/h
er le
arni
ng g
oals
.
STR
ATE
GY
B ~
Des
ign
instr
uctio
n th
at re
sults
in
bre
akth
roug
h ac
cele
ratio
n of
min
ority
ac
hiev
emen
t.
1.
Use
diff
eren
tiate
d in
stru
ctio
n w
hich
mea
ns
that
con
tent
, pro
cess
, and
stud
ent p
rodu
cts
are
base
d on
stud
ent l
earn
ing
prof
iles
(cul
tura
l ide
ntity
, lea
rnin
g st
yles
, and
m
ultip
le in
telli
genc
es),
read
ines
s, an
d in
tere
st.
2.
U
se a
sses
smen
t too
ls a
nd in
stru
ctio
nal
deliv
ery
that
take
s int
o co
nsid
erat
ion
the
affe
ctiv
e an
d cu
ltura
l dom
ains
of t
he c
hild
.
3.
Bas
ed o
n an
alys
is o
f dat
a, u
pdat
e an
d ad
just
ob
ject
ives
to re
ach
lear
ning
goa
ls.
4.
U
se d
ata
to id
entif
y ac
hiev
emen
t pat
tern
s an
d ga
ps.
5.
Des
ign
and
use
in-c
lass
ass
essm
ents
to
mon
itor i
ndiv
idua
l stu
dent
pro
gres
s on
a da
ily o
r wee
kly
basi
s, th
ereb
y pr
ovid
ing
a ba
sis f
or e
arly
inte
rven
tion.
6.
D
emys
tify
test
ing
form
ats a
nd m
odal
ities
for
stud
ents
as p
art o
f the
ir te
stin
g pr
epar
atio
n.
STR
ATE
GY
B ~
Des
ign
instr
uctio
n th
at re
sults
in b
reak
thro
ugh
acce
lera
tion
of m
inor
ity a
chie
vem
ent.
1.
Fo
ster
a c
lass
room
com
mun
ity th
at
incl
udes
a se
nse
of c
olle
ctiv
e re
spon
sibi
lity,
inte
rdep
ende
nce,
an
d in
telle
ctua
l sha
ring.
2.
Teac
h st
uden
ts h
ow to
wor
k as
a
com
mun
ity o
f lea
rner
s. 3.
C
olla
bora
te w
ith o
ther
pr
ofes
sion
als i
n re
view
ing
data
an
d m
akin
g pr
ogra
mm
ing
and
inst
ruct
iona
l dec
isio
ns.
4.
Sh
are
and
utili
ze d
isag
greg
ated
da
ta to
atta
in st
akeh
olde
r sup
port
for e
quita
ble
prog
ram
de
velo
pmen
t thr
ough
out t
he
scho
ol c
omm
unity
.
27
STU
DEN
TS
Com
pete
ncy
I: In
terc
ultu
ral C
omm
unic
atio
n G
OAL
: Ado
pt a
glo
bal p
ersp
ectiv
e th
at p
rom
otes
the
valu
ing
of c
ultu
ral,
ethn
ic, a
nd li
ngui
stic
div
ersi
ty.
Stud
ents
Pe
rson
al D
imen
sion
C
ogni
tive
Dim
ensi
on
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Lea
rn a
bout
and
ap
prec
iate
cul
tura
l, et
hnic
, and
ling
uisti
c di
vers
ity.
1.
Lea
rn a
bout
you
r ow
n cu
ltura
l
h
erita
ge, b
oth
curr
ent a
nd h
isto
ric.
1.
Mon
itor t
he c
ultu
ral d
iver
sity
in
scho
ol o
rgan
izat
ions
.
STR
ATE
GY
A ~
Lea
rn a
bout
and
ap
prec
iate
cul
tura
l, et
hnic
, and
lin
guist
ic d
iver
sity.
1.
D
iscu
ss m
ultip
le p
ersp
ectiv
es
on c
urre
nt a
nd h
isto
rical
is
sues
. 2.
D
emon
stra
te a
n ap
prec
iatio
n of
the
cultu
ral d
iver
sity
in th
e U
nite
d St
ates
whi
le
reco
gniz
ing
com
mon
val
ues,
belie
fs, a
nd c
usto
ms.
3.
A
naly
ze a
nd e
valu
ate
soci
al
issu
es.
4.
Prop
ose
solu
tions
to
cont
empo
rary
soci
al p
robl
ems
(loca
l, na
tiona
l, an
d gl
obal
).
STR
ATE
GY
A ~
Lea
rn a
bout
and
app
reci
ate
cultu
ral,
ethn
ic, a
nd li
ngui
stic
dive
rsity
. 1.
Le
arn
abou
t the
cul
tura
l her
itage
of o
ther
s, bo
th c
urre
nt a
nd h
isto
ric.
2.
Invo
lve
fam
ily, f
riend
s, an
d ot
her s
tude
nts i
n le
arni
ng a
bout
you
r cul
tura
l her
itage
. 3.
D
iscu
ss th
e w
ide
rang
e of
div
ersi
ty w
ithin
cu
ltura
l gro
ups.
4.
D
iscu
ss st
ereo
typi
ng a
nd it
s neg
ativ
e im
pact
on
inte
r-gro
up u
nder
stan
ding
. 5.
Pa
rtici
pate
in in
ter-c
ultu
ral g
roup
s and
or
gani
zatio
ns in
you
r sch
ool a
nd c
omm
unity
. 6.
Pa
rtici
pate
in a
soci
al a
ctio
n pr
ojec
t to
addr
ess a
cur
rent
issu
e in
you
r sch
ool o
r co
mm
unity
thro
ugh
scho
ol a
nd c
omm
unity
gr
oups
(suc
h as
stud
ent g
over
nmen
t, cl
ubs,
etc.
).
7.
Exte
nd in
vita
tions
to st
uden
ts o
f all
cultu
ral
grou
ps to
join
org
aniz
atio
ns to
som
e w
hich
yo
u be
long
.
28
STU
DEN
TSC
ompe
tenc
y I:
Inte
rcul
tura
l Com
mun
icat
ion
GO
AL:
Ado
pt a
glo
bal p
ersp
ectiv
e th
at p
rom
otes
the
valu
ing
of c
ultu
ral,
ethn
ic, a
nd li
ngui
stic
div
ersi
ty.
Stud
ents
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Acc
ess i
nfor
mat
ion
to
expa
nd k
now
ledg
e of
the
hist
ory
and
cultu
re o
f div
erse
gro
ups.
1.R
ead
mat
eria
ls in
scho
ol a
nd a
t hom
e w
hich
rein
forc
e th
e co
ncep
t of t
he
Uni
ted
Stat
es a
s a so
ciet
y of
peo
ple
from
man
y di
ffer
ent b
ackg
roun
ds
with
com
mon
goa
ls a
s a n
atio
n.
STR
ATE
GY
B ~
Acc
ess i
nfor
mat
ion
to
expa
nd k
now
ledg
e of
the
hist
ory
and
cultu
re o
f div
erse
gro
ups.
1.C
ritic
ally
revi
ew th
e m
edia
(te
levi
sion
, mov
ies,
mus
ic,
new
spap
ers,
radi
o, m
agaz
ines
, etc
.) fo
r exa
mpl
es o
f cul
tura
l bia
s, m
isre
pres
enta
tions
, and
ster
eoty
ping
.
2.Id
entif
y ex
ampl
es o
f pos
itive
and
ac
cura
te p
ortra
yals
of d
iver
sity
in th
e m
edia
.
3.A
cces
s inf
orm
atio
n fr
om c
ompu
ter
reso
urce
s, te
xts,
the
med
ia, m
usic
, art,
et
c. re
late
d to
div
erse
cul
tura
l gro
ups.
4.U
tiliz
e cl
assr
oom
reso
urce
s, th
e sc
hool
med
ia c
ente
r, an
d th
e pu
blic
lib
rary
to e
xpan
d yo
ur k
now
ledg
e of
yo
ur o
wn
and
othe
rs’ c
ultu
res.
5.Le
arn
anot
her l
angu
age
and
read
st
orie
s and
info
rmat
ion
abou
t oth
er
cultu
res i
n th
at la
ngua
ge.
STR
ATE
GY
B ~
Acc
ess i
nfor
mat
ion
to
expa
nd k
now
ledg
e of
the
histo
ry a
nd
cultu
re o
f div
erse
gro
ups.
1.Pa
rtici
pate
in v
isits
to si
tes i
n yo
ur
com
mun
ity to
exp
and
your
kn
owle
dge
of d
iver
sity
(mus
eum
s, hi
stor
ic si
tes,
com
mun
ity c
ente
rs, a
rt ga
llerie
s, fa
ith-b
ased
site
s, et
c.).
29
STU
DEN
TSC
ompe
tenc
y I:
Inte
rcul
tura
l Com
mun
icat
ion
GO
AL:
Ado
pt a
glo
bal p
ersp
ectiv
e th
at p
rom
otes
the
valu
ing
of c
ultu
ral,
ethn
ic, a
nd li
ngui
stic
div
ersi
ty.
Stud
ents
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
C ~
Dev
elop
com
mun
icat
ion
stra
tegi
es to
elim
inat
e cu
ltura
l con
flict
.
1.Ex
amin
e yo
ur o
wn
non-
verb
al
com
mun
icat
ion.
STR
ATE
GY
C ~
Dev
elop
com
mun
icat
ion
stra
tegi
es to
elim
inat
e cu
ltura
l con
flict
.
1.D
evel
op o
ral c
omm
unic
atio
n an
d w
ritin
g sk
ills t
o cl
early
shar
e yo
ur
thou
ghts
and
kno
wle
dge.
2.K
now
and
be
able
to u
se “
hom
e”
lang
uage
and
“sc
hool
” la
ngua
ge
appr
opria
tely
in d
iffer
ent s
ettin
gs.
3.Le
arn
info
rmat
ion
abou
t the
hom
e cu
lture
with
oth
er st
uden
ts a
nd
teac
hers
.
4.Le
arn
to sp
eak
a la
ngua
ge o
ther
th
an y
our
nativ
e la
ngua
ge.
5.R
ecog
nize
the
impa
ct o
f non
-ver
bal
com
mun
icat
ion
on c
ross
-cul
tura
l un
ders
tand
ing.
STR
ATE
GY
C ~
Dev
elop
com
mun
icat
ion
stra
tegi
es to
elim
inat
e cu
ltura
l con
flict
.
1.A
ssis
t Eng
lish
lang
uage
lear
ners
to
acqu
ire w
ritte
n an
d sp
oken
lang
uage
sk
ills.
2.Fa
cilit
ate
com
mun
icat
ion
betw
een
your
hom
e (f
amily
) and
you
r sch
ool
com
mun
ity.
3.Sh
are
info
rmat
ion
abou
t you
r hom
e cu
lture
with
oth
er st
uden
ts a
nd
teac
hers
.
4.A
ppre
ciat
e th
e di
vers
e w
ays t
hat
othe
rs sh
are
thei
r ide
as a
nd th
ough
ts.
5.Pa
rtici
pate
and
ass
ume
a va
riety
of
role
s in
diff
eren
t lea
rnin
g an
d so
cial
gr
oups
.
6.In
tera
ct w
ith o
ther
s who
are
nat
ive
spea
kers
of o
ther
lang
uage
s.
30
STU
DEN
TSC
ompe
tenc
y II:
Pre
judi
ce R
educ
tion
GO
AL:
Elim
inat
e ra
cism
and
oth
er fo
rms
of p
reju
dice
and
dis
crim
inat
ion
with
in th
e le
arni
ng e
nviro
nmen
t.
Stud
ents
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Dem
and
your
righ
ts a
s a
pers
on li
ving
in th
e U
nite
d St
ates
, whi
le
assu
min
g th
e re
spon
sibi
litie
s of
citiz
ensh
ip.
1.U
nder
stan
d yo
ur ri
ght t
o be
a
resp
ecte
d m
embe
r of y
our h
ome
and
scho
ol fa
mili
es a
nd c
omm
uniti
es.
STR
ATE
GY
A ~
Dem
and
your
righ
ts a
s a
pers
on li
ving
in th
e U
nite
d St
ates
, whi
le
assu
min
g th
e re
spon
sibi
litie
s of
citiz
ensh
ip.
1.Le
arn
abou
t you
r rig
hts r
efle
cted
in
fede
ral,
stat
e, a
nd lo
cal l
aws
perta
inin
g to
div
ersi
ty fa
ctor
s suc
h as
ge
nder
, rac
e, n
atio
nal o
rigin
, di
sabi
lity,
lang
uage
, hom
eles
snes
s, an
d ag
e.
2.Le
arn
abou
t the
his
tory
of p
ast l
aws
and
even
ts re
late
d to
dis
crim
inat
ion
base
d on
a ra
nge
of d
iver
sity
fact
ors
in b
oth
the
Uni
ted
Stat
es a
nd a
roun
d th
e w
orld
.
STR
ATE
GY
A ~
Dem
and
your
righ
ts a
s a
pers
on li
ving
in th
e U
nite
d St
ates
, whi
le
assu
min
g th
e re
spon
sibi
litie
s of
citiz
ensh
ip.
1.A
ssum
e a
lead
ersh
ip ro
le in
pr
esen
ting
info
rmat
ion
abou
t ed
ucat
iona
l and
civ
il rig
hts i
n yo
ur
scho
ol p
ublic
atio
ns a
nd a
ctiv
ities
.
31
STU
DEN
TSC
ompe
tenc
y II:
Pre
judi
ce R
educ
tion
GO
AL:
Elim
inat
e ra
cism
and
oth
er fo
rms
of p
reju
dice
and
dis
crim
inat
ion
with
in th
e le
arni
ng e
nviro
nmen
t.
Stud
ents
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Pro
mot
e a
scho
ol/c
lass
en
viro
nmen
t tha
t is f
ree
from
bul
lyin
g,
hara
ssm
ent,
and
into
lera
nce.
1.B
e re
spec
tful t
o th
e di
vers
e in
divi
dual
s in
your
scho
ol a
nd
com
mun
ity.
2.R
efra
in fr
om b
ehav
iors
that
har
ass,
bully
, or “
put d
own”
oth
ers.
STR
ATE
GY
B ~
Pro
mot
e a
scho
ol/c
lass
en
viro
nmen
t tha
t is f
ree
from
bul
lyin
g,
hara
ssm
ent,
and
into
lera
nce.
1.K
now
you
r sch
ool a
nd sc
hool
syst
em
polic
ies r
elat
ed to
bul
lyin
g,
hara
ssm
ent,
and
into
lera
nce.
2.Le
arn
the
impa
ct th
at b
ully
ing
and
hara
ssm
ent h
ave
on o
ther
s.
3.Le
arn
abou
t ind
ivid
uals
who
mod
el
and
prom
ote
peac
eful
inte
ract
ions
.
STR
ATE
GY
B ~
Pro
mot
e a
scho
ol/c
lass
en
viro
nmen
t tha
t is f
ree
from
bul
lyin
g,
hara
ssm
ent,
and
into
lera
nce.
1.Se
ek a
ssis
tanc
e fr
om a
dults
and
pee
rs
at sc
hool
and
hom
e w
hen
you
are
a ta
rget
of h
aras
smen
t, bu
llyin
g,
into
lera
nce,
or d
iscr
imin
atio
n.
2.H
elp
or se
ek h
elp
for o
ther
s who
are
th
e ta
rget
s of b
ully
ing
and
hara
ssm
ent
for a
ny re
ason
or f
acto
r (su
ch a
s rac
e,
sexu
al o
rient
atio
n, g
ende
r, ph
ysic
al
appe
aran
ce, e
cono
mic
leve
l, di
sabi
lity,
relig
ion,
lang
uage
, etc
.).
3.M
ake
new
stud
ents
feel
wel
com
e in
yo
ur sc
hool
.
4.Es
tabl
ish
or p
artic
ipat
e in
scho
ol
activ
ities
or o
rgan
izat
ions
that
wor
k to
el
imin
ate
disc
rimin
atio
n, h
aras
smen
t, bu
llyin
g, a
nd in
tole
ranc
e.
32
STU
DEN
TSC
ompe
tenc
y III
: Cul
tura
lly S
uppo
rtiv
e Le
arni
ng E
nviro
nmen
ts
GO
AL:
Det
erm
ine
and
impl
emen
t app
ropr
iate
str
ateg
ies
that
allo
w a
ll st
uden
ts to
lear
n.
Stud
ents
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Dev
elop
a se
nse
of
colle
ctiv
e re
spon
sibili
ty fo
r lea
rnin
g.
1.D
emon
stra
te re
silie
ncy
and
pers
ever
ance
in fa
cing
cha
lleng
es a
nd
adve
rsity
.
2.B
e w
illin
g to
mak
e m
ista
kes a
nd to
le
arn
from
them
.
3.D
evel
op a
“C
an D
o” a
ttitu
de fo
r sc
hool
and
life
.
4.U
nder
stan
d th
e re
latio
nshi
p be
twee
n pe
rson
al e
ffor
t and
succ
ess.
STR
ATE
GY
A ~
Dev
elop
a se
nse
of
colle
ctiv
e re
spon
sibi
lity
for l
earn
ing.
1.B
e an
aca
dem
ic ri
sk-ta
ker i
n as
king
qu
estio
ns, p
artic
ipat
ing
in c
lass
di
scus
sion
s, an
d ex
pres
sing
you
r ow
n id
eas.
2.Le
arn
and
use
copi
ng st
rate
gies
for
deal
ing
with
cha
lleng
es a
nd a
dver
sity
.
STR
ATE
GY
A ~
Dev
elop
a se
nse
of
colle
ctiv
e re
spon
sibili
ty fo
r lea
rnin
g.
1.C
omm
unic
ate
and
inte
ract
pos
itive
ly
with
pee
rs a
nd a
dults
to p
rom
ote
a se
nse
of c
omm
unity
.
2.C
ontri
bute
to th
e ad
vanc
emen
t and
su
cces
s of t
he c
lass
room
com
mun
ity.
3.U
se y
our p
erso
nal s
treng
ths a
nd
abili
ties t
o he
lp th
e sc
hool
co
mm
unity
.
33
STU
DEN
TSC
ompe
tenc
y III
: Cul
tura
lly S
uppo
rtiv
e Le
arni
ng E
nviro
nmen
ts
GO
AL:
Det
erm
ine
and
impl
emen
t app
ropr
iate
str
ateg
ies
that
allo
w a
ll st
uden
ts to
lear
n.
Stud
ents
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Con
trib
ute
to a
safe
and
or
derl
y cl
assr
oom
and
scho
ol
envi
ronm
ent t
hat p
rom
otes
ach
ieve
men
t an
d su
cces
s for
all
stud
ents
.
1.M
aint
ain
a lif
esty
le fr
ee o
f dis
rupt
ive,
vi
olen
t, or
crim
inal
beh
avio
rs.
2.M
aint
ain
a he
alth
y lif
esty
le fr
ee o
f dr
ugs a
nd a
lcoh
ol.
STR
ATE
GY
B ~
Con
trib
ute
to a
safe
and
or
derl
y cl
assr
oom
and
scho
ol
envi
ronm
ent t
hat p
rom
otes
ach
ieve
men
t an
d su
cces
s for
all
stud
ents
.
1.Le
arn
whe
n an
d ho
w to
app
ropr
iate
ly
appr
oach
adu
lts re
gard
ing
scho
ol
conc
erns
.
2.Le
arn
and
unde
rsta
nd th
e po
sitiv
e an
d ne
gativ
e co
nseq
uenc
es o
f you
r ac
tions
.
3.Le
arn
and
know
how
to d
eal
posi
tivel
y w
ith c
onfli
ct.
STR
ATE
GY
B ~
Con
trib
ute
to a
safe
and
or
derly
cla
ssro
om a
nd sc
hool
en
viro
nmen
t tha
t pro
mot
es a
chie
vem
ent
and
succ
ess f
or a
ll st
uden
ts.
1.U
nder
stan
d an
d ob
ey sc
hool
and
cl
assr
oom
rule
s and
regu
latio
ns.
2.D
emon
stra
te re
spec
t for
you
rsel
f and
fo
r the
righ
ts o
f oth
ers.
3.Tr
eat e
duca
tors
and
pee
rs w
ith
resp
ect.
4.C
hoos
e pr
oduc
tive
and
posi
tive
frie
nds a
nd ro
le m
odel
s.
34
STU
DEN
TS
Com
pete
ncy
IV: C
urric
ulum
and
Inst
ruct
ion
for E
duca
tion
That
Is M
ultic
ultu
ral
and
Acc
eler
atin
g M
inor
ity A
chie
vem
ent
GO
AL:
Est
ablis
h an
d m
aint
ain
high
exp
ecta
tions
for a
chie
vem
ent f
or a
ll st
uden
ts.
Stud
ents
Pe
rson
al D
imen
sion
Cog
nitiv
e D
imen
sion
Soci
al D
imen
sion
STR
ATE
GY
A ~
Dev
elop
skill
s and
co
mpe
tenc
ies t
o en
hanc
e ac
hiev
emen
t. 1.
A
ttend
scho
ol re
gula
rly a
nd o
n tim
e.
2.
Dev
elop
a p
lan
to o
rgan
ize
your
tim
e ef
fect
ivel
y to
com
plet
e ta
sks.
3.
O
rgan
ize
your
cla
ss w
ork
to h
elp
you
prep
are
for f
utur
e le
sson
s.
4.
Acq
uire
and
pra
ctic
e ef
fect
ive
stud
y ha
bits
. 5.
Le
arn
to w
ork
both
inde
pend
ently
an
d co
llabo
rativ
ely.
6.
Rec
ogni
ze a
nd u
se le
arni
ng a
nd
orga
niza
tiona
l stra
tegi
es th
at a
re
the
mos
t eff
ectiv
e fo
r you
pe
rson
ally
. Fin
d ou
t wha
t wor
ks
best
for y
ou a
nd d
o it.
7.
Id
entif
y yo
ur p
erso
nal s
treng
ths,
abili
ties,
and
inte
rest
s.
STR
ATE
GY
A ~
Dev
elop
skill
s and
com
pete
ncie
s to
enha
nce
achi
evem
ent.
1.
C
ompl
ete
all c
lass
and
hom
e as
sign
men
ts o
n tim
e.
2.
Find
out
wha
t wor
k w
as m
isse
d w
hen
you
are
abse
nt a
nd m
ake
it up
pro
mpt
ly.
3.
Impr
ove
note
-taki
ng, r
esea
rch,
and
org
aniz
atio
nal
skill
s.
4.
Org
aniz
e yo
ur c
lass
wor
k to
hel
p yo
u pr
epar
e fo
r fu
ture
less
ons.
5.
A
cqui
re a
nd p
ract
ice
effe
ctiv
e st
udy
habi
ts.
6.
Cla
rify
expe
ctat
ions
for l
esso
ns a
nd a
ssig
nmen
ts.
7.
Use
exe
mpl
ary
wor
k as
a m
odel
for y
our o
wn
wor
k in
scho
ol a
nd in
the
com
mun
ity.
8.
Use
lear
ning
reso
urce
s ava
ilabl
e in
you
r sch
ool,
com
mun
ity, a
nd h
ome.
9.
W
ork
to b
ecom
e pr
ofic
ient
in E
nglis
h, w
hile
m
aint
aini
ng y
our h
ome
lang
uage
. 10
. B
ecom
e pr
ofic
ient
in th
e us
e of
com
pute
r te
chno
logy
.
STR
ATE
GY
A ~
Dev
elop
skill
s an
d co
mpe
tenc
ies t
o en
hanc
e ac
hiev
emen
t. 1.
Fi
nd o
ut h
ow y
ou le
arn
best
. W
ork
with
you
r tea
cher
s or
coun
selo
rs to
iden
tify
your
pr
efer
red
lear
ning
styl
e(s)
and
m
ultip
le in
telli
genc
es.
2.
Acc
ess l
earn
ing
thro
ugh
your
pr
efer
red
styl
e(s)
whi
le
deve
lopi
ng o
ther
mod
es o
f le
arni
ng.
3.
Lear
n to
wor
k bo
th
inde
pend
ently
and
co
llabo
rativ
ely.
4.
Act
ivel
y pa
rtici
pate
in
clas
sroo
m a
ctiv
ities
such
as
disc
ussi
ons a
nd p
roje
cts.
35
STU
DEN
TS
Com
pete
ncy
IV: C
urric
ulum
and
Inst
ruct
ion
for E
duca
tion
That
Is M
ultic
ultu
ral
and
Acc
eler
atin
g M
inor
ity A
chie
vem
ent
GO
AL:
Est
ablis
h an
d m
aint
ain
high
exp
ecta
tions
for a
chie
vem
ent f
or a
ll st
uden
ts.
Stud
ents
Pe
rson
al D
imen
sion
C
ogni
tive
Dim
ensi
on
So
cial
Dim
ensi
on
STR
ATE
GY
B –
Sup
port
a
clim
ate
of c
omm
itmen
t to
educ
atio
n.
1.
Mak
e ac
adem
ic su
cces
s an
impo
rtant
and
val
ued
goal
for
you
and
your
frie
nds.
2.
Take
resp
onsi
bilit
y fo
r you
r ow
n le
arni
ng.
3.
Set s
hort-
term
and
long
-term
ac
hiev
emen
t and
car
eer g
oals
. 4.
D
evel
op h
abits
of w
orki
ng
hard
to a
chie
ve d
esire
d go
als.
5.
St
ay in
scho
ol a
nd g
radu
ate
from
hig
h sc
hool
. 6.
Pl
an, p
repa
re fo
r, an
d en
roll
in
high
er le
vel a
nd a
dvan
ced
cour
ses.
7.
B
ecom
e a
life-
long
lear
ner.
STR
ATE
GY
B –
Sup
port
a c
limat
e of
com
mitm
ent
to e
duca
tion.
1.
D
evel
op c
ritic
al th
inki
ng sk
ills.
2.
Mak
e co
nnec
tions
bet
wee
n ed
ucat
iona
l suc
cess
an
d pr
epar
atio
n to
ear
n a
livin
g in
soci
ety.
3.
Pa
rtici
pate
fully
in a
ppro
pria
te sp
ecia
l sch
ool
acad
emic
pro
gram
s to
mee
t you
r ow
n ne
eds
(suc
h as
ELL
, Rea
ding
Rec
over
y, su
mm
er
lear
ning
act
iviti
es, e
tc.).
4.
R
ead
a va
riety
of m
ater
ials
in sc
hool
and
at
hom
e to
impr
ove
your
read
ing
skill
s and
to le
arn
mor
e ab
out t
he w
orld
. 5.
O
btai
n in
form
atio
n ab
out c
redi
ts a
nd c
ours
es
need
ed fo
r gra
duat
ion,
adm
ittan
ce in
to h
ighe
r ed
ucat
ion,
and
the
wor
ld o
f wor
k.
6.
Con
tinue
mat
h in
stru
ctio
n th
roug
hout
you
r ac
adem
ic y
ears
to b
ette
r pre
pare
you
for t
he
wor
ld o
f wor
k an
d co
llege
. 7.
En
cour
age
your
scho
ol, m
edia
cen
ter,
and
scho
ol sy
stem
to e
xpan
d th
eir r
esou
rces
(tex
ts,
vide
os, c
ompu
ter p
rogr
ams,
etc.
) to
refle
ct th
e hi
stor
y an
d cu
lture
of p
eopl
e of
diff
eren
t ba
ckgr
ound
s.
STR
ATE
GY
B –
Sup
port
a c
limat
e of
co
mm
itmen
t to
educ
atio
n.
1.
Enco
urag
e yo
ur fr
iend
s to
striv
e fo
r ac
adem
ic su
cces
s.
2.
Dis
cuss
with
fam
ily m
embe
rs,
teac
hers
, and
gui
danc
e co
unse
lors
pl
ans t
o at
tend
col
lege
and
pre
pare
fo
r the
wor
ld o
f wor
k.
3.
Serv
e as
a tu
tor o
r men
tor f
or p
eers
or
you
nger
stud
ents
. 4.
Pa
rtici
pate
act
ivel
y to
com
plet
e st
ate
Serv
ice
Lear
ning
requ
irem
ents
fo
r gra
duat
ion.
5.
Pa
rtici
pate
in sc
hool
and
co
mm
unity
act
iviti
es th
at e
xpan
d yo
ur ta
lent
s and
skill
s (ac
adem
ic
club
s, m
usic
gro
ups,
mat
h-sc
ienc
e pr
ogra
ms,
deba
ting
team
s, vi
deo
prod
uctio
n gr
oups
, dra
ma
prog
ram
s, an
d at
hlet
ics)
.
36
STU
DEN
TS
Com
pete
ncy
IV: C
urric
ulum
and
Inst
ruct
ion
for E
duca
tion
That
Is M
ultic
ultu
ral
and
Acc
eler
atin
g M
inor
ity A
chie
vem
ent
GO
AL:
Est
ablis
h an
d m
aint
ain
high
exp
ecta
tions
for a
chie
vem
ent f
or a
ll st
uden
ts.
Stud
ents
Pe
rson
al D
imen
sion
C
ogni
tive
Dim
ensi
on
So
cial
Dim
ensi
on
STR
ATE
GY
C ~
Act
ivel
y se
ek
supp
ort f
rom
oth
ers t
o as
sist y
ou in
re
achi
ng y
our g
oals
. 1.
Se
ek g
uida
nce
from
oth
ers a
s you
de
term
ine
your
pur
pose
for
atte
ndin
g sc
hool
regu
larly
.
STR
ATE
GY
C ~
Act
ivel
y se
ek su
ppor
t fr
om o
ther
s to
assi
st y
ou in
reac
hing
you
r go
als.
1.
Lear
n ab
out a
nd ta
ke a
dvan
tage
of
acad
emic
ass
ista
nce
avai
labl
e in
you
r sc
hool
and
com
mun
ity (t
utor
ing,
afte
r-sc
hool
hel
p, te
ache
r con
fere
nces
, etc
.).
STR
ATE
GY
C ~
Act
ivel
y se
ek su
ppor
t fro
m
othe
rs to
ass
ist y
ou in
reac
hing
you
r goa
ls.
1.
Enco
urag
e fa
mily
mem
bers
, gua
rdia
ns, a
nd
com
mun
ity m
embe
rs to
shar
e th
eir
know
ledg
e, sk
ills,
and
cultu
ral h
erita
ge
with
you
and
oth
er st
uden
ts.
2.
A
sk fa
mily
mem
bers
to v
isit
scho
ol a
nd
atte
nd c
onfe
renc
es a
nd sp
ecia
l eve
nts.
3.
Se
ek a
ssis
tanc
e fr
om a
dults
in y
our s
choo
l re
late
d to
thei
r rol
es a
nd re
spon
sibi
litie
s (c
ouns
elor
, sch
ool n
urse
, etc
.).
4.
Iden
tify
an a
dult
you
rela
te to
in y
our
scho
ol se
tting
to se
rve
as a
men
tor a
nd a
ro
le m
odel
. 5.
R
each
out
to c
omm
unity
lead
ers f
rom
di
vers
e cu
ltura
l bac
kgro
unds
to p
artic
ipat
e in
scho
ol a
ctiv
ities
and
to h
elp
solv
e pr
oble
ms r
elat
ed to
thei
r are
as o
f int
eres
t.
6.
Hel
p or
gani
ze a
nd p
artic
ipat
e in
stud
ent
acad
emic
reco
gniti
on c
erem
onie
s and
ac
tiviti
es.
37
STU
DEN
TSC
ompe
tenc
y IV
: Cur
ricul
um a
nd In
stru
ctio
n fo
r Edu
catio
n Th
at Is
Mul
ticul
tura
l an
d A
ccel
erat
ing
Min
ority
Ach
ieve
men
t
GO
AL:
Est
ablis
h an
d m
aint
ain
high
exp
ecta
tions
for a
chie
vem
ent f
or a
ll st
uden
ts.
Stud
ents
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
D –
Dev
elop
kno
wle
dge
and
skill
s to
beco
me
a se
lf-su
ffici
ent
cont
ribu
ting
mem
ber o
f a g
loba
l so
ciet
y.
1.D
eter
min
e yo
ur c
aree
r int
eres
ts
and
find
out w
hat a
cade
mic
and
sk
ill p
repa
ratio
n is
requ
ired
for
jobs
in y
our a
rea
of in
tere
st.
2.V
ote
in st
uden
t ele
ctio
ns a
s pr
epar
atio
n fo
r vot
ing
as a
n ad
ult
in lo
cal,
stat
e, a
nd n
atio
nal
elec
tions
.
STR
ATE
GY
D –
Dev
elop
kno
wle
dge
and
skill
s to
bec
ome
a se
lf-su
ffici
ent c
ontri
butin
g m
embe
r of
a g
loba
l soc
iety
.
1.Le
arn
abou
t and
dis
cuss
loca
l, na
tiona
l, an
d gl
obal
issu
es in
the
new
s to
be a
ble
to m
ake
info
rmed
dec
isio
ns.
2.Id
entif
y w
ays i
n w
hich
indi
vidu
als c
an p
lay
a ro
le in
scho
ol, l
ocal
, sta
te, n
atio
nal,
and
glob
al d
ecis
ion-
mak
ing.
3.Id
entif
y th
e re
quire
men
ts fo
r Uni
ted
Stat
es
citiz
ensh
ip fo
r peo
ple
born
in o
ther
co
untri
es w
ho c
ome
to th
e U
nite
d St
ates
.
STR
ATE
GY
D –
Dev
elop
kno
wled
ge
and
skill
s to
beco
me
a se
lf-su
ffici
ent
cont
ribu
ting
mem
ber o
f a g
loba
l soc
iety
.
1.In
tera
ct w
ith st
uden
ts fr
om o
ther
cu
lture
s/co
untri
es/re
gion
s to
gain
ap
prec
iatio
n an
d un
ders
tand
ing
of
othe
r cul
ture
s/co
untri
es/re
gion
s.
38
STU
DEN
TSC
ompe
tenc
y V:
Tes
ts, M
easu
rem
ents
, and
Ass
essm
ents
for A
chie
vem
ent E
quity
GO
AL:
Util
ize
test
s, m
easu
rem
ents
, and
ass
essm
ents
to a
cces
s in
form
atio
n an
d pr
epar
e fo
r ins
truc
tion
and
lear
ning
.
Stud
ents
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Pre
pare
phy
sica
lly,
emot
iona
lly, a
nd a
cade
mic
ally
for
test
s, m
easu
rem
ents
, and
as
sess
men
ts.
1.V
isua
lize
your
self
achi
evin
g su
cces
s on
test
s and
ass
essm
ents
.
2.B
e w
ell r
este
d an
d ha
ve a
nu
tritio
us m
eal b
efor
e ta
king
cl
assr
oom
, sta
te, a
nd n
atio
nal
test
s.
3.Ta
ke p
repa
ratio
n co
urse
s for
PS
AT,
SA
T, a
nd A
P ex
ams.
4.Ta
ke P
SAT
and
SAT
exam
s.
5.En
roll
in A
P an
d H
onor
s cou
rses
.
STR
ATE
GY
A ~
Pre
pare
phy
sica
lly,
emot
iona
lly, a
nd a
cade
mic
ally
for t
ests
, m
easu
rem
ents,
and
ass
essm
ents
.
1.St
udy
in a
dvan
ce fo
r tes
ts.
2.U
se re
sour
ce m
ater
ials
to h
elp
you
lear
n in
form
atio
n (f
lash
car
ds, s
tudy
out
lines
, et
c.).
STR
ATE
GY
A ~
Pre
pare
phy
sica
lly,
emot
iona
lly, a
nd a
cade
mic
ally
for t
ests,
m
easu
rem
ents,
and
ass
essm
ent.
1.Fo
rm p
eer s
tudy
and
supp
ort g
roup
s to
pre
pare
for a
sses
smen
ts.
39
STU
DEN
TSC
ompe
tenc
y V:
Tes
ts, M
easu
rem
ents
, and
Ass
essm
ents
for A
chie
vem
ent E
quity
GO
AL:
Util
ize
test
s, m
easu
rem
ents
, and
ass
essm
ents
to a
cces
s in
form
atio
n an
d pr
epar
e fo
r ins
truc
tion
and
lear
ning
.
Stud
ents
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Use
test
s, m
easu
rem
ents,
and
ass
essm
ents
to
eval
uate
you
r pro
gres
s and
to se
t ac
adem
ic g
oals
for i
mpr
ovem
ent.
1.D
evel
op n
ew le
arni
ng g
oals
ba
sed
on th
e an
alys
is o
f you
r tes
t re
sults
.
2.D
evel
op a
per
sona
l por
tfolio
of
sam
ple
scho
ol w
ork
to
dem
onst
rate
wha
t you
hav
e le
arne
d an
d w
hat s
kills
and
ab
ilitie
s you
hav
e de
velo
ped.
3.A
ctiv
ely
mon
itor p
rogr
ess t
owar
d ac
hiev
ing
lear
ning
goa
ls.
STR
ATE
GY
B ~
Use
test
s, m
easu
rem
ents
, and
as
sess
men
ts to
eva
luat
e yo
ur p
rogr
ess a
nd to
set
acad
emic
goa
ls fo
r im
prov
emen
t.
1.W
ork
to m
eet a
chie
vem
ent s
tand
ards
at o
r ab
ove
grad
e le
vel.
2.Le
arn
to u
nder
stan
d an
d in
terp
ret t
est
resu
lts. A
sk te
ache
rs fo
r cla
rific
atio
n as
ne
eded
.
3.U
se te
sts,
mea
sure
men
ts, a
nd a
sses
smen
ts
to id
entif
y yo
ur a
cade
mic
stre
ngth
s and
ar
eas f
or im
prov
emen
t.
4.Id
entif
y yo
ur c
urre
nt le
vel o
f per
form
ance
an
d de
term
ine
way
s to
impr
ove
it.
STR
ATE
GY
B ~
Use
test
s, m
easu
rem
ents,
and
ass
essm
ents
to
eval
uate
you
r pro
gres
s and
to se
t ac
adem
ic g
oals
for i
mpr
ovem
ent.
1.A
cqui
re y
our t
est a
nd a
sses
smen
t re
sults
and
dis
cuss
them
with
you
r te
ache
rs a
nd sc
hool
staf
f.
2.D
iscu
ss g
rade
s, re
port
card
s, an
d as
sess
men
t res
ults
with
you
r fam
ily
and
teac
hers
on
a re
gula
r bas
is.
40
PAR
ENTS
Com
pete
ncy
I: In
terc
ultu
ral C
omm
unic
atio
n
GO
AL:
Ado
pt a
glo
bal p
ersp
ectiv
e th
at p
rom
otes
the
valu
ing
of c
ultu
ral,
ethn
ic, a
nd li
ngui
stic
div
ersi
ty.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Par
ticip
ate
in a
ctiv
ities
th
at e
nhan
ce c
omm
unic
atio
n be
twee
n sc
hool
s and
fam
ilies
.
1.Id
entif
y yo
ur in
tere
sts,
asse
ts, t
alen
ts,
lang
uage
, and
cul
tura
l her
itage
that
yo
u ca
n sh
are.
2.Id
entif
y an
y pe
rson
al n
eeds
for
expa
ndin
g yo
ur c
omm
unic
atio
n sk
ills.
STR
ATE
GY
A ~
Par
ticip
ate
in a
ctiv
ities
th
at e
nhan
ce c
omm
unic
atio
n be
twee
n sc
hool
s and
fam
ilies
.
1.Su
gges
t top
ics f
or sc
hool
/par
ent
disc
ussi
on g
roup
s.
2.Se
ek re
sour
ces t
o le
arn
writ
ten
and
spok
en E
nglis
h.
STR
ATE
GY
A ~
Par
ticip
ate
in a
ctiv
ities
th
at e
nhan
ce c
omm
unic
atio
n be
twee
n sc
hool
s and
fam
ilies
.
1.W
ork
with
tran
slat
ors a
s nee
ded
to
help
you
com
mun
icat
e qu
estio
ns a
nd
conc
erns
if E
nglis
h is
not
you
r firs
t la
ngua
ge.
2.U
tiliz
e a
rang
e of
com
mun
icat
ion
syst
ems,
incl
udin
g no
tes,
phon
e ca
lls,
web
site
s, lis
t ser
ves,
e-m
ail,
and
new
slet
ters
.
3.Po
st in
form
atio
n ab
out i
nter
cultu
ral
even
ts o
r res
ourc
es o
n sc
hool
bul
letin
bo
ards
and
at c
omm
unity
, fai
th-b
ased
, an
d w
ork
site
s.
4.O
ffer
supp
ort t
o ot
her p
aren
ts in
pa
rent
dis
cuss
ion
grou
ps.
5.Sh
are
your
inte
rest
s, as
sets
, tal
ents
, la
ngua
ge, a
nd h
erita
ge a
t sch
ool
activ
ities
.
41
PAR
ENTS
Com
pete
ncy
I: In
terc
ultu
ral C
omm
unic
atio
n
GO
AL:
Ado
pt a
glo
bal p
ersp
ectiv
e th
at p
rom
otes
the
valu
ing
of c
ultu
ral,
ethn
ic, a
nd li
ngui
stic
div
ersi
ty.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Enh
ance
scho
ol
prog
ram
s, cl
assr
oom
act
iviti
es, a
nd
teac
her-
stud
ent i
nter
actio
ns.
1.A
sses
s the
nee
ds o
f the
scho
ol a
nd
dete
rmin
e ho
w y
ou c
an h
elp
adva
nce
an u
nder
stan
ding
of y
our c
ultu
re.
STR
ATE
GY
B ~
Enh
ance
scho
ol
prog
ram
s, cl
assr
oom
act
iviti
es, a
nd
teac
her-
stud
ent i
nter
actio
ns.
1.H
old
mee
tings
in c
omm
unity
cen
ters
, lib
rarie
s, fa
ith-b
ased
cen
ters
, and
ot
her c
omm
unity
site
s to
incr
ease
co
mm
unity
invo
lvem
ent.
2.C
olla
bora
te w
ith c
ultu
ral i
nstit
utio
ns
or li
brar
ies t
o pr
ovid
e fa
mily
-frie
ndly
m
ultic
ultu
ral g
uide
s to
the
area
s (m
aps,
activ
ity p
acks
, or g
uide
d to
urs)
.
3.Sh
are
info
rmat
ion
abou
t cul
tura
l ho
liday
s and
trad
ition
s.
STR
ATE
GY
B ~
Enh
ance
scho
ol
prog
ram
s, cl
assr
oom
act
iviti
es, a
nd
teac
her-
stud
ent i
nter
actio
ns.
1.H
old
mul
ticul
tura
l eve
nts,
i.e.,
info
rmat
iona
l ses
sion
s and
m
ultic
ultu
ral f
ocus
gro
ups t
o in
crea
se
cros
s-cu
ltura
l und
erst
andi
ng.
2.Es
tabl
ish
pare
nt fo
cus g
roup
s to
help
sc
hool
staf
f bet
ter u
nder
stan
d fa
mili
es
and
thei
r her
itage
.
3.A
ssis
t with
par
ent-l
ed la
ngua
ge
clas
ses o
r clu
bs.
42
PAR
ENTS
Com
pete
ncy
II: P
reju
dice
Red
uctio
n
GO
AL:
Elim
inat
e ra
cism
and
oth
er fo
rms
of b
ias,
pre
judi
ce a
nd d
iscr
imin
atio
n w
ithin
the
lear
ning
env
ironm
ent.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Com
mun
icat
e re
gula
rly
with
the
scho
ol, w
ith o
ther
par
ents
, and
w
ith c
hild
ren,
the
conc
erns
and
issu
es
rela
ted
to b
ias,
prej
udic
e, a
nd
disc
rim
inat
ion
in sc
hool
setti
ngs.
1.Id
entif
y ar
eas o
f con
cern
rela
ted
to
bias
, pre
judi
ce, a
nd d
iscr
imin
atio
n in
yo
ur c
hild
’s sc
hool
.
2.Id
entif
y po
sitiv
e in
terc
ultu
ral a
spec
ts
of y
our c
hild
’s sc
hool
.
STR
ATE
GY
A ~
Com
mun
icat
e re
gula
rly
with
the
scho
ol, w
ith o
ther
par
ents
, and
w
ith c
hild
ren,
the
conc
erns
and
issu
es
rela
ted
to b
ias,
prej
udic
e, a
nd
disc
rim
inat
ion
in sc
hool
setti
ngs.
1.Te
ach
child
ren
to re
cogn
ize
bias
and
to
refr
ain
from
bia
s, pr
ejud
ice,
and
di
scrim
inat
ory
beha
vior
.
2.Te
ach
child
ren
to re
port
any
bias
or
hara
ssm
ent i
ncid
ents
to re
spon
sibl
e ad
ults
.
STR
ATE
GY
A ~
Com
mun
icat
e re
gula
rly
with
the
scho
ol, w
ith o
ther
par
ents
, and
w
ith c
hild
ren,
the
conc
erns
and
issu
es
rela
ted
to b
ias,
prej
udic
e, a
nd
disc
rim
inat
ion
in sc
hool
setti
ngs.
1.Pa
rtici
pate
in p
aren
t dis
cuss
ion
grou
ps/s
tudy
circ
les r
elat
ed to
bia
s, pr
ejud
ice,
and
dis
crim
inat
ion.
2.M
odel
bia
s-fr
ee b
ehav
iors
.
3.Sh
are
bias
-fre
e lit
erat
ure
with
ch
ildre
n.
4.R
epor
t to
scho
ol o
ffic
ials
any
in
cide
nts o
f bia
s, pr
ejud
ice,
and
di
scrim
inat
ion.
43
PAR
ENTS
Com
pete
ncy
II: P
reju
dice
Red
uctio
n
GO
AL:
Elim
inat
e ra
cism
and
oth
er fo
rms
of b
ias,
pre
judi
ce a
nd d
iscr
imin
atio
n w
ithin
the
lear
ning
env
ironm
ent.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Sha
re c
ultu
res,
care
ers,
and
trad
ition
s to
assi
st sc
hool
s to
bette
r un
ders
tand
stud
ents
and
fam
ilies
to c
reat
e bi
as-fr
ee le
arni
ng.
1.Id
entif
y m
ultic
ultu
ral l
itera
ture
and
re
sour
ces a
bout
you
r cul
tura
l her
itage
to
shar
e w
ith y
our c
hild
’s sc
hool
.
2.Id
entif
y pe
rson
al a
spec
ts o
f cul
ture
s an
d tra
ditio
ns th
at c
ould
be
shar
ed
with
scho
ols.
STR
ATE
GY
B ~
Sha
re c
ultu
res,
care
ers,
and
trad
ition
s to
assi
st sc
hool
s to
bette
r un
ders
tand
stud
ents
and
fam
ilies
to c
reat
e bi
as-fr
ee le
arni
ng.
1.En
cour
age
scho
ols t
o ho
ld m
eetin
gs
in lo
catio
ns su
ch a
s com
mun
ity
cent
ers,
libra
ries,
faith
-bas
ed c
ente
rs,
and
othe
r site
s.
2.Pr
epar
e a
list o
r col
lect
ion
of
reso
urce
s (bo
oks,
mus
ic, e
tc.)
that
re
flect
you
r cul
ture
.
3.Id
entif
y ro
le m
odel
s and
spea
kers
re
flect
ing
your
cul
ture
.
STR
ATE
GY
B ~
Sha
re c
ultu
res,
care
ers,
and
tradi
tions
to a
ssis
t sch
ools
to b
ette
r un
ders
tand
stud
ents
and
fam
ilies
to c
reat
e bi
as-fr
ee le
arni
ng.
1.Sh
are
info
rmat
ion
on y
our c
ultu
ral
herit
age
to re
duce
bia
s and
st
ereo
type
s.
2.Pa
rtner
with
staf
f and
par
ent g
roup
s to
hold
mul
ticul
tura
l eve
nts w
here
fa
mili
es sh
are
tradi
tiona
l cus
tom
s and
fo
ods.
3.V
olun
teer
to a
ssis
t with
cul
tura
l clu
bs
and
activ
ities
, lan
guag
e cl
asse
s and
su
mm
er p
rogr
ams,
and
afte
r-sc
hool
ca
re.
4.Sh
are
cultu
ral h
erita
ge in
form
atio
n at
sc
hool
in y
our c
hild
ren’
s cla
sses
, at
asse
mbl
ies,
spec
ial p
rogr
ams,
and
club
s.
5.Pa
rtici
pate
in a
car
eer f
air a
t sch
ool.
44
PAR
ENTS
Com
pete
ncy
III: C
ultu
rally
Sup
port
ive
Lear
ning
Env
ironm
ents
GO
AL:
Det
erm
ine
and
impl
emen
t app
ropr
iate
str
ateg
ies
that
allo
w a
ll st
uden
ts to
lear
n.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Par
ticip
ate
in o
ut-o
f-sc
hool
or c
omm
unity
act
iviti
es th
at
enha
nce
lear
ning
.
1.U
se o
ut-o
f-sc
hool
or c
omm
unity
se
rvic
es a
nd re
sour
ces t
o st
reng
then
yo
ur sk
ills a
nd th
e le
arni
ng p
oten
tial o
f ch
ildre
n.
2.Se
ek le
isur
e tim
e ac
tiviti
es th
at c
an
enha
nce
your
chi
ld’s
aca
dem
ic
achi
evem
ent.
3.Su
ppor
t you
r chi
ld’s
par
ticip
atio
n in
ex
tra-c
urric
ular
act
iviti
es.
4.En
sure
that
you
r chi
ld is
eng
aged
in
prod
uctiv
e ac
tiviti
es a
fter s
choo
l.
5.M
onito
r the
qua
lity
and
quan
tity
of
your
chi
ld’s
TV
use
.
6.Le
arn
Engl
ish
skill
s to
be a
ble
to a
ssis
t yo
ur c
hild
ren
with
thei
r sch
ool w
ork.
STR
ATE
GY
A ~
Par
ticip
ate
in o
ut-o
f-sc
hool
or c
omm
unity
act
iviti
es th
at
enha
nce
lear
ning
.
1.M
ake
tuto
ring
avai
labl
e fo
r chi
ldre
n at
fa
ith-b
ased
inst
itutio
ns o
r oth
er
com
mun
ity si
tes.
2.In
volv
e co
mm
unity
org
aniz
atio
ns a
nd
wor
k-si
te p
artn
ers i
n su
ppor
ting
and
enha
ncin
g le
arni
ng th
roug
h ac
adem
ic
chal
leng
es, s
peci
al m
ento
ring
proj
ects
(B
lack
Sag
a C
ompe
titio
n, e
tc.),
or
tuto
ring.
3.Po
st in
form
atio
n ab
out c
omm
unity
le
arni
ng re
sour
ces o
n sc
hool
bul
letin
bo
ards
and
at c
omm
unity
, fai
th-b
ased
, an
d w
ork
site
s.
4.Pr
omot
e re
adin
g by
invo
lvin
g st
uden
ts
in su
mm
er re
adin
g pr
ogra
ms,
acce
ss to
te
chno
logy
, rea
d-a-
thon
s, fa
mily
read
-in
s, an
d ot
her a
ctiv
ities
.
5.D
evel
op re
adin
g fa
irs o
r pla
n us
ed
book
sale
s with
pub
lic li
brar
ies,
scho
ols,
etc.
STR
ATE
GY
A ~
Par
ticip
ate
in o
ut-o
f-sc
hool
or c
omm
unity
act
iviti
es th
at
enha
nce
lear
ning
.
1.Pa
rtici
pate
in a
cade
mic
nig
hts f
or
pare
nts a
nd st
uden
ts th
at fo
cus o
n th
e sc
hool
’s c
urric
ulum
(Fam
ily M
ath,
et
c.).
2.A
ttend
com
mun
ity a
ctiv
ities
that
pr
omot
e or
ext
end
acad
emic
ac
hiev
emen
t and
cul
tura
l div
ersi
ty.
45
PAR
ENTS
Com
pete
ncy
III: C
ultu
rally
Sup
port
ive
Lear
ning
Env
ironm
ents
GO
AL:
Det
erm
ine
and
impl
emen
t app
ropr
iate
str
ateg
ies
that
allo
w a
ll st
uden
ts to
lear
n.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STRA
TEG
Y B
~ C
omm
unic
ate
info
rmat
ion
that
will
hel
p th
e sc
hool
bet
ter u
nder
stan
d yo
ur c
hild
ren’
s nee
ds, e
nhan
ce sc
hool
pr
ogra
ms,
clas
sroo
m le
arni
ng a
ctiv
ities
, an
d te
ache
r-st
uden
t int
erac
tions
.
1.Pr
ovid
e in
form
atio
n to
the
scho
ol
abou
t you
r chi
ld’s
spec
ial n
eeds
and
ab
ilitie
s, in
tere
sts,
and
lear
ning
styl
es.
STRA
TEG
Y B
~ C
omm
unic
ate
info
rmat
ion
that
will
hel
p th
e sc
hool
bet
ter u
nder
stan
d yo
ur c
hild
ren’
s nee
ds, e
nhan
ce sc
hool
pr
ogra
ms,
clas
sroo
m le
arni
ng a
ctiv
ities
, an
d te
ache
r-st
uden
t int
erac
tions
.
1.R
esea
rch
and
lear
n ab
out s
peci
fic
topi
cs re
late
d to
you
r chi
ld’s
nee
ds a
nd
abili
ties,
inte
rest
s, an
d le
arni
ng st
yles
in
ord
er to
shar
e w
ith sc
hool
.
2.G
athe
r fac
ts a
nd a
ll pe
rspe
ctiv
es w
hen
your
chi
ld re
ports
pro
blem
s at s
choo
l.
STRA
TEG
Y B
~ C
omm
unic
ate
info
rmat
ion
that
will
hel
p th
e sc
hool
bet
ter u
nder
stand
yo
ur c
hild
ren’
s nee
ds, e
nhan
ce sc
hool
pr
ogra
ms,
clas
sroo
m le
arni
ng a
ctiv
ities
, an
d te
ache
r-st
uden
t int
erac
tions
.
1.A
sk q
uest
ions
and
exp
ress
con
cern
s to
scho
ol st
aff a
bout
lear
ning
act
iviti
es
and
stud
ent b
ehav
ior.
2.Sh
are
inte
rests
, ass
ets,
tale
nts,
and
info
rmat
ion
abou
t you
r cul
tura
l and
la
ngua
ge h
erita
ge.
46
PAR
ENTS
Com
pete
ncy
III: C
ultu
rally
Sup
port
ive
Lear
ning
Env
ironm
ents
GO
AL:
Det
erm
ine
and
impl
emen
t app
ropr
iate
str
ateg
ies
that
allo
w a
ll st
uden
ts to
lear
n.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
C ~
Par
ticip
ate
in p
aren
t gr
oups
and
pro
ject
s rel
ated
to su
ppor
ting
your
chi
ld’s
lear
ning
.
1.Se
ek in
form
atio
n ab
out p
aren
t pr
ogra
ms o
ffer
ed a
t you
r chi
ld’s
sc
hool
or i
n th
e co
mm
unity
.
2.Se
ek in
form
atio
n ab
out s
choo
l and
co
mm
unity
pro
gram
s rel
ated
to
dive
rsity
and
cul
tura
l her
itage
.
STR
ATE
GY
C ~
Par
ticip
ate
in p
aren
t gr
oups
and
pro
ject
s rel
ated
to su
ppor
ting
your
chi
ld’s
lear
ning
.
1.Su
gges
t top
ics f
or p
aren
t or
gani
zatio
ns.
Rea
d ab
out t
hose
to
pics
to b
ecom
e be
tter i
nfor
med
.
2.W
rite
a pa
rent
col
umn
for t
he sc
hool
ne
wsl
ette
r.
STR
ATE
GY
C ~
Par
ticip
ate
in p
aren
t gr
oups
and
pro
ject
s rel
ated
to su
ppor
ting
your
chi
ld’s
lear
ning
.
1.A
ttend
wor
ksho
ps o
n to
pics
such
as
pare
ntin
g, li
tera
cy a
nd n
umer
acy
skill
de
velo
pmen
t, et
c.
2.B
ecom
e in
volv
ed in
scho
ol
com
mitt
ees h
avin
g pa
rent
re
pres
enta
tion.
47
PAR
ENTS
C
ompe
tenc
y III
: Cul
tura
lly S
uppo
rtiv
e Le
arni
ng E
nviro
nmen
ts
GO
AL:
Det
erm
ine
and
impl
emen
t app
ropr
iate
str
ateg
ies
that
allo
w a
ll st
uden
ts to
lear
n.
Pare
nts
Pe
rson
al D
imen
sion
C
ogni
tive
Dim
ensi
on
So
cial
Dim
ensi
on
STR
ATE
GY
D ~
Eng
age
stud
ents
in le
arni
ng a
t hom
e an
d cr
eate
hom
e en
viro
nmen
ts th
at
supp
ort a
cade
mic
succ
ess.
1.
Gat
her l
earn
ing
mat
eria
ls
from
sour
ces s
uch
as
libra
ries a
nd c
omm
unity
gr
oups
for u
se in
you
r hom
e.
2.
M
odel
step
-by-
step
pr
oces
ses t
o he
lp y
our c
hild
pr
oble
m so
lve
and
cont
rol
impu
lses
.
3.
Cre
ate
hom
e en
viro
nmen
ts
that
fost
er le
arni
ng,
desi
gnat
ing
a re
gula
r tim
e an
d pl
ace
to c
ompl
ete
hom
ewor
k, e
tc.
4.
Mod
el sk
ills a
t hom
e su
ch a
s tim
e m
anag
emen
t and
or
gani
zatio
nal s
kills
.
STR
ATE
GY
D ~
Eng
age
stude
nts i
n le
arni
ng a
t hom
e an
d cr
eate
hom
e en
viro
nmen
ts th
at su
ppor
t aca
dem
ic
succ
ess.
1.
Enco
urag
e re
adin
g by
pro
vidi
ng
read
ing
mat
eria
ls, m
aint
aini
ng a
list
of
new
wor
ds, a
nd e
stab
lishi
ng d
aily
fa
mily
read
ing
time,
dur
ing
whi
ch
you
read
to c
hild
ren
or li
sten
to
child
ren
read
. 2.
D
evel
op c
hild
ren’
s thi
nkin
g an
d pr
oble
m-s
olvi
ng sk
ills t
hrou
gh
parti
cipa
tion
in m
usic
and
arti
stic
ac
tiviti
es, c
ompl
etin
g pu
zzle
s and
pl
ayin
g m
enta
l gam
es in
volv
ing
sorti
ng, f
indi
ng p
atte
rns,
sequ
enci
ng, a
nd h
and/
eye
coor
dina
tion
activ
ities
.
STR
ATE
GY
D ~
Eng
age
stude
nts i
n le
arni
ng a
t ho
me
and
crea
te h
ome
envi
ronm
ents
that
supp
ort
acad
emic
succ
ess.
1.
Invo
lve
child
ren
in h
ome
activ
ities
like
fo
llow
ing
reci
pes,
com
plet
ing
chor
es, c
ount
ing
mon
ey to
pay
for g
roce
ries,
writ
ing
lette
rs,
play
ing
gam
es o
f ski
ll, a
nd e
stab
lishi
ng h
obbi
es.
2.
Expr
ess h
igh
but r
ealis
tic e
xpec
tatio
ns fo
r you
r ch
ild’s
ach
ieve
men
t. 3.
Ta
ke y
our c
hild
to e
duca
tiona
l eve
nts a
t lib
rarie
s, m
useu
ms,
and
othe
r com
mun
ity o
r fa
ith-b
ased
inst
itutio
ns.
4.
R
ead
to a
nd w
ith y
our c
hild
eve
ry d
ay in
clud
ing
mul
ticul
tura
l mat
eria
ls.
5.
Ta
lk d
aily
with
you
r chi
ld a
bout
scho
ol
activ
ities
and
pro
gres
s. 6.
Ta
lk w
ith c
hild
ren
abou
t the
ir pl
ans f
or fu
ture
ed
ucat
ion
and
empl
oym
ent a
nd th
e sk
ills t
hey
will
nee
d to
atta
in th
eir g
oals
. 7.
Ta
lk w
ith c
hild
ren
ever
y da
y, d
urin
g da
ily
rout
ines
and
fam
ily m
eals
, and
giv
e ev
eryo
ne a
ch
ance
to ta
lk a
nd b
e he
ard.
48
PAR
ENTS
Com
pete
ncy
IV: C
urric
ulum
and
Inst
ruct
ion
for E
duca
tion
That
Is M
ultic
ultu
ral
and
Acc
eler
atin
g M
inor
ity A
chie
vem
ent
GO
AL:
Est
ablis
h an
d m
aint
ain
high
exp
ecta
tions
for a
chie
vem
ent f
or a
ll st
uden
ts.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
Com
mun
icat
e
regu
larl
y w
ith th
e sc
hool
abo
ut in
stru
ctio
n an
d cu
rric
ulum
.
1.R
evie
w y
our s
choo
l’s c
urric
ulum
for
cultu
ral d
iver
sity
and
an
expr
essi
on o
fhi
gh e
xpec
tatio
ns fo
r all
stud
ents
.
STR
ATE
GY
A ~
Com
mun
icat
e
regu
larl
y w
ith th
e sc
hool
abo
ut in
stru
ctio
n an
d cu
rric
ulum
.
1.C
o-sp
onso
r and
atte
nd a
cade
mic
ni
ghts
for p
aren
ts a
nd st
uden
ts th
at
focu
s on
the
scho
ol’s
cur
ricul
um.
2.V
olun
teer
to se
rve
as a
par
ent
repr
esen
tativ
e on
you
r sch
ool
syst
em’s
Cur
ricul
um/T
extb
ook
Rev
iew
Com
mitt
ee.
STR
ATE
GY
A ~
Com
mun
icat
e
regu
larl
y w
ith th
e sc
hool
abo
ut in
stru
ctio
n an
d cu
rric
ulum
.
1.Sh
are
info
rmat
ion
and
lear
ning
re
sour
ces a
bout
you
r her
itage
for
teac
hers
to u
se in
the
curr
icul
um.
2.D
iscu
ss w
ith sc
hool
staf
f any
lack
of
incl
usiv
enes
s/di
vers
ity in
the
curr
icul
um.
49
PAR
ENTS
Com
pete
ncy
IV: C
urric
ulum
and
Inst
ruct
ion
for E
duca
tion
That
Is M
ultic
ultu
ral
and
Acc
eler
atin
g M
inor
ity A
chie
vem
ent
GO
AL:
Est
ablis
h an
d m
aint
ain
high
exp
ecta
tions
for a
chie
vem
ent f
or a
ll st
uden
ts.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Par
ticip
ate
in e
vent
s de
sign
ed to
hel
p ot
her p
aren
ts su
ppor
t sc
hool
read
ines
s and
ong
oing
ac
hiev
emen
t in
child
ren.
1.Se
ek in
form
atio
n ab
out s
choo
l re
adin
ess p
rogr
ams.
2.Fi
nd o
ut w
hat s
choo
l ser
vice
s are
av
aila
ble
for E
nglis
h La
ngua
ge
Lear
ners
if E
nglis
h is
not
you
r firs
t la
ngua
ge.
3.Fi
nd o
ut w
hat s
ervi
ces a
re a
vaila
ble
to
eval
uate
or a
ssis
t you
r chi
ld w
ith
spec
ial l
earn
ing
need
s.
STR
ATE
GY
B ~
Par
ticip
ate
in e
vent
s de
sign
ed to
hel
p ot
her p
aren
ts su
ppor
t sc
hool
read
ines
s and
ong
oing
ac
hiev
emen
t in
child
ren.
1.A
ssis
t the
scho
ol in
surv
eyin
g pa
rent
s to
det
erm
ine
appr
opria
te to
pics
for
wor
ksho
ps a
nd h
elp
to se
cure
sp
eake
rs fr
om d
iver
se c
ultu
ral
back
grou
nds
STR
ATE
GY
B ~
Par
ticip
ate
in e
vent
s de
sign
ed to
hel
p ot
her p
aren
ts su
ppor
t sc
hool
read
ines
s and
ong
oing
ac
hiev
emen
t in
child
ren.
1.Pa
rtici
pate
in re
ad-a
loud
and
st
oryt
ellin
g w
orks
hops
to e
nhan
ce
liter
acy
prac
tices
at h
ome.
2.Sh
are
exam
ples
of m
ultic
ultu
ral
liter
atur
e an
d re
adin
g m
ater
ials
that
re
flect
you
r her
itage
.
50
PAR
ENTS
Com
pete
ncy
IV: C
urric
ulum
and
Inst
ruct
ion
for E
duca
tion
That
Is M
ultic
ultu
ral
and
Acc
eler
atin
g M
inor
ity A
chie
vem
ent
GO
AL:
Est
ablis
h an
d m
aint
ain
high
exp
ecta
tions
for a
chie
vem
ent f
or a
ll st
uden
ts.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
C ~
Incr
ease
scho
ol a
nd
clas
sroo
m v
isita
tions
.
1.In
pre
parin
g fo
r a sc
hool
vis
it,
cons
ider
the
follo
win
g: te
xtbo
ok a
nd
clas
sroo
m m
ater
ials
; cla
ss si
ze; s
choo
l ap
pear
ance
(phy
sica
l fac
ilitie
s, cl
eanl
ines
s); c
urric
ulum
; tea
cher
be
havi
or, a
ttitu
des,
expe
ctat
ions
for
lear
ning
and
beh
avio
r; cl
assr
oom
m
anag
emen
t; cu
rric
ulum
and
in
stru
ctio
nal s
kills
; and
ach
ieve
men
t go
als.
STR
ATE
GY
C ~
Incr
ease
scho
ol a
nd
clas
sroo
m v
isita
tions
.ST
RA
TEG
Y C
~ In
crea
se sc
hool
and
cl
assr
oom
vis
itatio
ns.
1.V
isit
your
chi
ld’s
scho
ol a
nd
clas
sroo
m in
add
ition
to a
ttend
ing
Pare
nt C
onfe
renc
e D
ays,
PTA
s, et
c.
2.Pr
ovid
e in
form
atio
n to
the
scho
ol
staf
f abo
ut w
hat y
ou le
arn
durin
g yo
ur
scho
ol v
isits
that
will
hel
p yo
ur c
hild
su
ccee
d.
51
PAR
ENTS
Com
pete
ncy
IV: C
urric
ulum
and
Inst
ruct
ion
for E
duca
tion
That
Is M
ultic
ultu
ral
and
Acc
eler
atin
g M
inor
ity A
chie
vem
ent
GO
AL:
Est
ablis
h an
d m
aint
ain
high
exp
ecta
tions
for a
chie
vem
ent f
or a
ll st
uden
ts.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
D ~
Dev
elop
rela
tions
hips
w
ith sc
hool
adm
inis
trato
rs a
nd te
ache
rs to
im
prov
e th
e ac
hiev
emen
t of s
tude
nts.
1.M
ake
a co
mm
itmen
t to
deve
lop
and
mai
ntai
n w
orki
ng re
latio
nshi
ps o
f m
utua
l res
pect
with
teac
hers
and
sc
hool
adm
inis
trato
rs v
ia sc
hool
vi
sits
, tel
epho
ne c
onve
rsat
ions
, and
w
ritte
n co
mm
unic
atio
ns.
STR
ATE
GY
D ~
Dev
elop
rela
tions
hips
w
ith sc
hool
adm
inis
trat
ors a
nd te
ache
rs to
im
prov
e th
e ac
hiev
emen
t of s
tude
nts.
1.A
ttend
par
ent w
orks
hops
or p
aren
t m
eetin
gs to
lear
n sp
ecifi
c ro
les o
f sc
hool
staf
f rel
ated
to st
uden
t ac
hiev
emen
t.
STR
ATE
GY
D ~
Dev
elop
rela
tions
hips
w
ith sc
hool
adm
inis
trato
rs a
nd te
ache
rs to
im
prov
e th
e ac
hiev
emen
t of s
tude
nts.
1.Im
med
iate
ly re
spon
d to
any
not
ices
fr
om te
ache
rs o
r the
scho
ol.
2.D
iscu
ss w
ith p
rinci
pals
, tea
cher
s, an
d st
aff t
he sp
ecia
l nee
ds, l
earn
ing
styl
es,
tale
nts,
and
beha
vior
s of y
our c
hild
.
3.V
olun
teer
at y
our c
hild
’s sc
hool
or
prov
ide
othe
r mea
ns o
f sup
port.
52
PAR
ENTS
Com
pete
ncy
V: T
ests
, Mea
sure
men
ts, a
nd A
sses
smen
ts fo
r Ach
ieve
men
t Equ
ity
GO
AL:
Util
ize
test
s, m
easu
rem
ents
, and
ass
essm
ents
to a
cces
s in
form
atio
n an
d pr
epar
e fo
r ins
truc
tion
and
lear
ning
.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
A ~
See
k in
form
atio
n ab
out
the
test
s, m
easu
rem
ents
, and
ass
essm
ents
us
ed in
you
r chi
ld’s
cl
assr
oom
/sch
ool/s
choo
l sys
tem
.
1.R
egul
arly
revi
ew y
our c
hild
’s re
port
card
s, pr
ogre
ss re
ports
, dai
ly
assi
gnm
ents
, and
hom
ewor
k.
2.N
ote
patte
rns o
f ach
ieve
men
t and
ar
eas n
eedi
ng im
prov
emen
t.
STR
ATE
GY
A ~
See
k in
form
atio
n ab
out
the
test
s, m
easu
rem
ents
, and
ass
essm
ents
us
ed in
you
r chi
ld’s
cl
assr
oom
/sch
ool/s
choo
l sys
tem
.
1.Le
arn
from
mee
tings
and
/or w
ebsi
tes
that
pre
sent
info
rmat
ion
abou
t loc
al
and
stat
e as
sess
men
ts.
2.A
sk sc
hool
staf
f to
expl
ain
wha
t tes
t sc
ores
mea
n as
rela
ted
to y
our c
hild
an
d w
hat p
rogr
ess y
our c
hild
is
mak
ing
tow
ard
achi
evem
ent.
3.Fi
nd o
ut w
hat p
roce
dure
is b
eing
use
d to
mea
sure
you
r chi
ld’s
pro
gres
s if
Engl
ish
is n
ot y
our c
hild
’s h
ome
lang
uage
.
4.A
cqui
re in
form
atio
n to
acc
ess s
peci
al
prog
ram
s suc
h as
Eng
lish
Lang
uage
Le
arne
r, Sp
ecia
l Edu
catio
n, a
nd
Gift
ed a
nd T
alen
ted.
STR
ATE
GY
A ~
See
k in
form
atio
n ab
out
the
test
s, m
easu
rem
ents
, and
ass
essm
ents
us
ed in
you
r chi
ld’s
cl
assr
oom
/sch
ool/s
choo
l sys
tem
.
1.M
eet w
ith y
our c
hild
’s te
ache
rs,
coun
selo
rs, o
r adm
inis
trato
rs to
di
scus
s ass
essm
ent r
esul
ts a
nd
acad
emic
pla
ns fo
r suc
cess
.
53
PAR
ENTS
Com
pete
ncy
V: T
ests
, Mea
sure
men
ts, a
nd A
sses
smen
ts fo
r Ach
ieve
men
t Equ
ity
GO
AL:
Util
ize
test
s, m
easu
rem
ents
, and
ass
essm
ents
to a
cces
s in
form
atio
n an
d pr
epar
e fo
r ins
truc
tion
and
lear
ning
.
Pare
nts
Pers
onal
Dim
ensi
on
Cog
nitiv
e D
imen
sion
So
cial
Dim
ensi
on
STR
ATE
GY
B ~
Bas
ed o
n te
sts,
mea
sure
men
ts, a
nd a
sses
smen
ts,
dete
rmin
e w
ays t
o en
hanc
e yo
ur c
hild
’s
achi
evem
ent.
1.N
ote
the
area
s in
whi
ch y
our c
hild
is
mak
ing
prog
ress
on
test
s, m
easu
rem
ents
, and
ass
essm
ents
.
2.Se
ek a
ssis
tanc
e fr
om sc
hool
/ co
mm
unity
reso
urce
s to
help
you
r ch
ild.
STR
ATE
GY
B ~
Bas
ed o
n te
sts,
mea
sure
men
ts, a
nd a
sses
smen
ts,
dete
rmin
e w
ays t
o en
hanc
e yo
ur c
hild
’s
achi
evem
ent.
1.Le
arn
abou
t tut
orin
g an
d ot
her
reso
urce
s ava
ilabl
e in
the
com
mun
ity
to su
ppor
t ach
ieve
men
t.
STR
ATE
GY
B ~
Bas
ed o
n te
sts,
mea
sure
men
ts, a
nd a
sses
smen
ts,
dete
rmin
e w
ays t
o en
hanc
e yo
ur c
hild
’s
achi
evem
ent.
1.C
eleb
rate
you
r chi
ld’s
pro
gres
s as
mea
sure
d on
test
s and
ass
essm
ents
.
2.V
olun
teer
to tu
tor a
nd/o
r men
tor
stud
ents
who
nee
d as
sist
ance
in
mak
ing
prog
ress
on
test
s, m
easu
rem
ents
, and
ass
essm
ents
.
3.Se
ek th
e as
sist
ance
of f
amily
m
embe
rs o
r oth
ers f
or tu
torin
g or
m
ento
ring
of y
our c
hild
.
54
REFERENCES
ETMA Network (Education That Is Multicultural and Achievement). (2002). Professional Devel-opment Competencies for Enhancing Teacher Efficacy in Implementing Education That Is Multi-cultural and Accelerating Minority Achievement, Education That Is Multicultural and Achievement. Maryland.
ETMA Network. (Education That Is Multicul-tural and Achievement). (2000). Protocols for Education That Is Multicultural and Achievement Maryland Elementary and Secondary Public Schools. Maryland. Executive Summit on Minority Achievement in Maryland Matrix (Achievement Initiatives for Maryland’s Minority Student). (2001). Fulfilling the Promise II. Maryland.
Gorski, Paul C. (1999). Diversity Within Unity. Washington: Center for Multicultural Education, University of Washington.
Joseph, George Gheverghese, Nelson D. and Williams, J. (1993). Multicultural Mathematics. Oxford University Press.
Maryland State Department of Education. (2001). Maryland’s Plan for Family, School, and Community Involvement. Maryland.
Maryland State Department of Education. (Revised October 23, 2002). Maryland Teacher Professional Development Standard. Maryland: Program and Assessment Branch.
Maryland State Department of Education. (2001). No Child Left Behind Act Summary. Maryland.
Maryland State Department of Education. (Revised 1995). The Annotated Code of Maryland Regulations (COMAR). (13A.04.05.01.04). Vir-ginia: Michie.
The National Council on Educating Black Children (NCEBC). (1987, 1998). A Blueprint for Action II and III.
Payne, Ruby K. (Revised 2001). A Framework for Understanding Poverty. Texas: Aha Process, Inc.
Rodriquez, Eleanor Renée and Bellanca, James. (1997) What is it About Me You Can’t Teach? An Instructional Guide for the Urban Edu-cator. Iri/ Skylight Training Publishing, Inc.
West, Jennifer. (2005). Holistic Learner Frame-work. Unpublished Manuscript.
55
56
INTRODUCTIONProfessionalcompetenciesforenhancingteacherefficacyinimplementing Education That Is Multicultural and acceleratingminority achievement
Jacqueline F. Brown, Ph.D.Past Chair, Education That Is Multicultural and Achievement (ETMA) Network
Life in the 21st Century requires citizens who are skilled and comfortable in handling a multiplicity of perspectives in order to solve universal human problems and to advance the common good for all people. Such a citizenry must have a very special educational grounding. Education That Is Multi-cultural is the foundational pedagogy that allows students to experience knowledge in a humanis-tic and inclusive manner. Minority achievement speaks to the belief that there are no expendable children when it comes to excellence in educa-tion.
Education That Is Multicultural and Minority Achievement are major priorities of the Maryland State Department of Education and of the U.S. Department of Education. In effect, they are the will of the State Board of Education, the will of the State Superintendent of Schools and the will of the nation. Where there is a will, there must be a way. The way to ensure educational excellence for all of our children is to equip our teachers and administrators with the skills needed to make the written, taught, and assessed curriculum and instructional practices reflective of the tenets of Education That Is Multicultural. Our teachers and administrators must also have the instructional skills to effectively educate students from diverse ethnic, gender, socioeconomic, and language groups. Every child counts!
The Professional Competencies for Enhancing Teacher Efficacy in Implementing Education That Is Multicultural and Accelerating Minority Achievement were developed by the ETMA Net-work to assist educators in the State of Maryland to more fully implement the Education That Is Multicultural Regulation. The competencies were also created to assist educators in significantly ac-celerating the academic achievement of minority
and lower socioeconomic students in Maryland. These competencies are a beginning. They come from an established body of knowledge from the theories and research on multicultural education and minority achievement. Review of pertinent lit-erature yielded the following five core competen-cies as essential to success in effectively teaching minority and low-income students.
Inter• cultural Communication
Prejudice• Reduction
Estab• lishing Culturally Supportive Learning Environments
Des• igning Curriculum and Instruction for Education That Is Multicultural and Acceler-ating Minority Achievement
Tests, • Measurements, and Assessments for Achievement Equity
These competencies will certainly help in shaping professional development offerings for admin-istrators, teachers, support staff, and education paraprofessionals. Objectives within the compe-tencies can also inform certain aspects of teacher and administrator evaluation. Most important, these competencies, when implemented, should benefit all children.
Appendix
57
PROFESSIONAL DEVELOPMENT COMPETENCIES FOR ENHANCING TEACHER EFFICACY IN IMPLEMENTING EDUCATION THAT IS MULTICULTURAL AND ACCELERATING MINORITY ACHIEVEMENT
CORE COMPETENCIES
Intercultural Communication•
Prejudice Reduction•
Establishing Culturally Supportive Learning Environments•
D• esigning Curriculum and Instruction For Education That Is Multicultural and Accelerating Minority Achievement
Test• s, Measurements, and Assessments for Achievement Equity
58
Education That Is Multicultural and Achievement Core CompetenciesIntercultural Communication
Education That Is Multicultural Key Objectives
Minority Achievement Key Objectives
Participants will be able to: Participants will be able to:
Define vocabulary of the field. The definitions of culture and multiculturalism to be inclusive of the diversity represented in ETMA, includ-ing the mainstream culture of the United States.
Develop communication strategies to eliminate cultural conflict between the home and school environment.
Analyze and affirm commonalities and differ-ences within and among cultures.
Develop instructional strategies that bridge the verbal and non-verbal communication styles of students and the preferred communication styles of educators.
Articulate and implement principles of multi-cultural education in the written, taught, and assessed curriculum.
Develop instructional strategies that use the language, communication styles, and culture of the home as vehicles to accelerate student achievement in academic subject areas.
In order to: Develop and apply strategies for communi-cating across cultures, including cultures of gender and poverty.
In order to: Use cultural communication styles as tools to enhance student achievement in the written, taught, and assessed curriculum.
59
Education That Is Multicultural and AchievementCore CompetenciesPrejudice Reduction
Education That Is Multicultural Key Objectives
Minority Achievement Key Objectives
Participants will be able to: Participants will be able to:
Self-assess and claim ownership of their own prejudices and biases, and identify strategies to overcome them when teaching.
Demonstrate an understanding of prejudice and discrimination and the negative effects of both on the academic achievement of minority students.
Develop the capacity and skill to challenge biases and stereotypes which inhibit intergroup understanding.
Develop an action plan that demonstrates instructional strategies, which proactively avoid and eliminate bias and stereotyping, prejudice and discrimination from the instructional pro-cess.
In Order to:
Lea• rn and practice techniques for combating prejudice, harassment, and/or discrimination in the learning environment.
Ident• ify and use strategies which foster intergroup understanding and positive academic and social relationships.
Create• bias- and harassment-free learning environments for all students.
60
Education That Is Multicultural and AchievementCore CompetenciesEstablishing Culturally Supportive Learning Environments
Education That Is Multicultural Key Objectives
Minority Achievement Key Objectives
Participants will be able to: Participants will be able to:
Describe and implement communal and coopera-tive learning strategies that establish and nurture a classroom climate of inclusiveness, affiliation, and mutual support.
Recognize and reflect on their own teaching prac-tices in relationship to the Teacher Expectations/Student Achievement (TESA) research.
Create a physical environment in which all students see themselves and others in traditional, non-tradi-tional, and non-stereotypical ways.
Examine their beliefs and expectations for students of various social, ethnic, and economic groups in order to modify their teaching behaviors to ensure they hold the same high expectations for all stu-dents.
Describe and help students use problem solving and conflict resolution strategies.
Identify a repertoire of teacher behaviors that in-crease students’ willingness to take intellectual risks and develop self-efficacy in academic achievement.
Provide classroom opportunities for students to become aware of the stereotypes associated with various cultural groups and understand the negative impact of stereotyping.
Describe an array of grouping practices that stu-dents should experience daily in order to maximize academic achievement.
Commit to achieving equity for all students and believe that they are capable of making a difference in their students’ learning.
Use strategies that help all students to be motivated to work toward the highest degrees of academic achievement.
Describe their own cultural identities.
Understand and appreciate how expectations have a profound impact on the self-confidence and educa-tional outcomes of all learners.
Demonstrate an understanding of how cultural assumptions and biases influence knowledge construction and contribute to educational inequities.
In order to: Organize the educational environment in ways that support diverse learning styles and multicultural per-spectives.
61
Education That Is Multicultural and AchievementCore CompetenciesDesigning Curriculum and Instruction for Education That Is Multicultural and Accelerating Minority Achievement
Education That Is Multicultural Key Objectives
Minority Achievement Key Objectives
Participants will be able to: Participants will be able to:
Identify diversity factors that should be reflect-ed in curriculum and instruction for education that is multicultural.
Vary instructional communication strategies in order to bridge gaps in academic achievement.
Identify cultural disparities that may exist in curriculum and in instructional practice that may impact student achievement for diverse student populations.
Use a variety of instructional grouping strate-gies in order to accelerate minority achieve-ment and avoid tracking students in low per-forming groups.
Demonstrate an understanding of the impact of diversity factors on teaching style.
Demonstrate instructional behaviors that com-municate high expectations for all students to achieve at high levels of academic perfor-mance.
Develop and implement interdisciplinary units integrating multicultural approaches.
Identify and implement instructional interac-tions that specifically result in acceleration of academic achievement for low performing eth-nic, gender, and socioeconomic student groups.
Commit to achieving equity for all students and believe that they are capable of making a differ-ence in their students’ learning.
Use strategies that help all students to be mo-tivated to work toward the highest degrees of academic achievement.
62
Education That Is Multicultural Key Objectives
Minority Achievement Key Objectives
Identify the tenets and infusion goals in the Education That Is Multicultural By-law in order to review existing curriculum for ETMA infusion and to infuse ETMA into curriculum where it does not exist.
Review existing instructional materials for possible bias across ethnicity, gender, and socioeco-nomic class.
Select culturally relevant instructional materials for use in the classroom.
Understand Theory and Practice for:Education That Is Multicultural•Accelerating Academic Achievement for Diverse Student Populations•Asset-Based Education•Multiple Intelligences•Culturally Relevant and Responsive Instruction•Mediated Learning•Dimensions of Learning•Communal Learning•Differentiated Instruction•Cooperative Learning•
Use James Banks’ four levels of curriculum transformation to analyze existing curriculum and develop multidisciplinary lessons at the transformational and social action levels.
Develop and implement units and lesson plans which are reflective of the tenets of Education That Is Multicultural.
Evaluate the effectiveness of ETMA based lesson plans on accelerating minority achievement.
Demonstrate an understanding of how cultural assumptions and biases influence the ways in which knowledge is constructed, understood and expressed.
In order to:Design and implement curriculum and instruction that expand teaching efficacy in Education That Is Multicultural and results in accelerating minority achievement.
63
Education That Is Multicultural and AchievementCore CompetenciesTests, Measurements, and Assessments for Achievement Equity
Education That Is MulticulturalKey Objectives
Minority Achievement Key Objectives
Participants will be able to: Participants will be able to:
Analyze and report achievement and participa-tion data in a disaggregated format.
Ensure widespread awareness of achieve-ment gaps through identification of patterns of achievement associated with ethnicity, gender, or socioeconomic status.
Increase capacity to provide diverse members of the school community with ready and user-friendly access to achievement data.
Utilize disaggregated data to attain stakeholder support for equitable program development throughout the school community.
Select and use assessments that control for the documented needs of diverse student learner groups.
Use assessment tools that take into consider-ation the affective and cultural domains of the child.
Develop the capacity to analyze disaggregated data and to identify programs and practices that are ineffective in reducing and/or eliminating achievement gaps.
Utilize assessments to monitor academic growth and to inform the design of focused instruction for acceleration of minority achieve-ment.
Provide students with a multiplicity of opportu-nities and formats to show what they know.
Demystify testing formats and modalities for students as part of their testing preparation
Select testing and assessment tools that have been normed on a variety of ethnic, gender, and socioeconomic populations.
In order to: Provide equitable, fair, and accurate measures of student achievement that will allow teachers to:
Document instructional effectiveness, and to•Design instruction that results in breakthrough acceleration of minority achievement.•
Nancy S. GrasmickState Superintendent of Schools
Martin O’MalleyGovernor
Maryland State Board of EducationJames H. DeGraffenreidt, Jr. President
Blair G. Ewing Vice President
Lelia T. Allen
Dunbar Brooks
Charlene M. Dukes
Mary Kay Finan
Rosa M. Garcia
Richard L. Goodall
Karabelle A. L. Pizzigati
Ivan C. A. Walks
Kate Walsh
Danke Derek Wu Student Member
The Maryland State Department of Education does not discriminate on the basis of race, color, sex, age, national origin, sexual orientation, religion, or disability in matters affecting employment or in providing access to programs. For inqui-ries related to Department policy please contact: Equity Assurance and Compliance Branch, Office of the Deputy State Superintendent for Administration, Maryland State Department of Education, 200 West Baltimore Street – 6th Floor, Baltimore, Maryland 21201-2595. VOICE: 410.767.0433; FAX: 410.767.0431; TTY/TDD: 410.333.6442
Maryland State Department of Education200 West Baltimore StreetBaltimore, Maryland 21201MarylandPublicSchools.org410.767.0600•410.333.6442(TTY)•1.888.246.0016