All Students Cannot Learn: Bridging the Social, Emotional, and Cultural Gaps for Student Success Dr. Kellie Sanders

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All Students Cannot Learn Bridging the
Social, Emotional, and Cultural Gaps for Student
SuccessDr. Kellie Sanders Dr. Kristine Servais

• To care for anyone else enough to make their
  problems one's own, is ever the beginning of
  one's real ethical development.
• Felix Adler

Wake Up Everybody
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Who are we?

• Teachers
• Counselors
• Specialists
• Administrators
• Leaders
• Who are your facilitators?

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Changing our perspectives is like a kaleidoscope
because

• with a new vision we can gain new perspectives.
• what we look for, is what we see.
• reflection enlightens our vision.
• patterns can be changed!
• change doesnt occur without action.
• new perspectives enable us to take action for
  change.

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The critical question for us todayCan all
students learn?

• Goals for
  today
• Participants will enhance their knowledge and
  awareness of diversity and equity in order to
  improve student success.
• Participants will gain an understanding of
  cultural proficiency, poverty, and social
  emotional learning that can be applied to the
  classroom setting.
• Participants will engage in actions and
  strategies that they can replicate in their own
  environment.

What we look for is what we see Recognize the
gifts among us.
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(No Transcript)
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Opening thoughtConsider the Pygmalion Effect

• The Pygmalion effect, or Rosenthal effect, refers
  to the phenomenon in which the greater the
  expectation placed upon people, often children or
  students and employees, the better they perform.
• Jane Elliots PBS
• A Class Divided (Brown Eyes-Blue Eyes Exercise)
• www.pbs.org/wgbh/pages/frontline/shows/divided
• When teachers expect students to do well and
  show intellectual growth, they do when teachers
  do not have such expectations, performance and
  growth are not so encouraged and may in fact be
  discouraged in a variety of ways."
• (James Rhem)

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What do we know about the impact of poverty on
students?

• Poverty has been analyzed and studied for years.
  The results are in poverty impacts the brain.
  But did you know how it does the damage? Here are
  six of the many ways
• Nutritional deficits. A myriad of food
  deficiencies lead to chronic behavioral,
  emotional and cognitive problems.
• Emotional Support. Unfortunately, these students
  need support the most and often get it the
  least.
• Stress/Distress. There are far more daily
  stressors for those in poverty and they have
  fewer resources to deal with them.
• Health Issues. A constant challenge for the poor,
  staying healthy, is but a dream for most. But we
  know health affects everything.
• Cognitive Stimulation. Students of poverty get
  less frequent and lower levels of quality
  intellectual fueling.
• Safety Issues. These students are chronically
  unsafe,
• leading to changes in their brain.
• Teaching With Poverty in Mind (Eric Jensen)

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The Power of Assets

• The Search Institute in Minneapolis conducted a
  research study of 100,000 students from grade
  6-12 in approximately 213 communities across the
  United States. The institute identified 40
  internal and external assets that are important
  to young people as they face the many challenges
  they experience outside of school.
• Most people can draw on close to 20 assets as
  the grow upthe more assets they have, the better
  their chances of avoiding destructive behaviors.

The Superintendents Fieldbook (2005),
Cambron-McCabe, Cunningham, Harvey, and Koff
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Two Types of Assets

• External Developmental Assets

• Internal Developmental Assets

• Support Family, positive family communication,
  other adult relationships, caring neighborhood,
  caring school climate, parent involvement in
  school
• Empowerment Community values youth, youth as
  resources, service to others, safety
• Boundaries/Expectations Family rules and
  consequences, school rules and consequences,
  neighborhood responsibility, adult role models,
  positive peer influence, high expectations
• Constructive use of time Creative activities,
  youth programs, religious community, time at home

• Commitment to learning Achievement motivation,
  school engagement, homework (1hr. Each day),
  bonding to school, reading for pleasure
• Positive Values Caring for others, equality and
  social justice, integrity (stands up for
  beliefs), honesty, responsibility, restraint
• Social Competencies Planning and decision
  making, interpersonal competence, cultural
  competence, resistance skills, peaceful conflict
  resolution
• Positive Identity Person power, self-esteem,
  sense of purpose, positive view of personal
  future.

The Superintendents Fieldbook (2005),
Cambron-McCabe, Cunningham, Harvey, and Koff
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The Power of Assets
Behaviors Youth with 0-10 Assets Youth with 11-20 Assets Youth with 21-30 Assets Youth with 31-40 Assets
- Alcohol use 53 30 11 3
- Illicit drug use 42 19 6 1
- Sexual activity 33 21 10 3
- Violence 61 35 16 6
Succeed in school 7 19 35 53
Value diversity 34 53 69 87
Maintain good health 25 46 69 88
Delay gratification 27 42 56 72
The Superintendents Fieldbook (2005),
Cambron-McCabe, Cunningham, Harvey, and Koff
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Insider-Outside Activity
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How did it feel as an insider? Outsider?

• Insiders Outsiders

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Who are YOUR insiders and outsiders?

• Insiders

• Outsiders

How do we ensure that all those who perceive
themselves to be outsiders can change their
perspective?
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Reflections on the Insider-Outside Activity

• What are the social and emotional needs of
  students in poverty?
• How could the Social-Emotional standards be a
  tool for teachers?

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Social Emotional Learning (SEL)

• SEL is a process for helping children and even
  adults develop the fundamental skills for life
  effectiveness. SEL teaches the skills we all need
  to handle ourselves, our relationships, and our
  work, effectively and ethically.
• Standards
• 1. Self-awareness and Self-management
• 2. Social awareness and Relationship skills
• 3. Responsible behavior and decision-making
• http//www.isbe.state.il.us/ils/social_emoti
  onal/standards.htm

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Equity and SEL Carousel Activity(Pair-Share
Conversation)

• A. In what ways will we use the social emotional
  standards in our classrooms to help our students
  feel a part of the school community?
• B. What actions have you or will you take to help
  faculty better understand and be sensitive to
  equity and social emotional learning?
• C. In what ways does your staff demonstrate an
  inclusive learning environment for parents and
  all stakeholders?
• D. What actions will you take to improve
  educational equity?

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Sample Carousel Activity

• Each team will select a poster question and
  identify as many responses as possible.
• Teams will record their responses on each poster
  using a designated (colored) marker.
• Each team will rotate to the remaining posters
  and attempt to add responses not already
  identified with other posted questions.
• Each team will report back the responses they
  contributed to their original posted question.
• Discuss the overall results of the activity.
• In what ways could this activity be used with
  your faculty?

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How can SEL be a tool with parents?

• Identify parent needs during parent-
• teacher conferences
• Build and sustain relationships with families
• Way Finding in our Buildings
• Ease of communication for our bilingual parents
  (discuss learning phrases for PTO meeting and
  having an interpreter).
• Other Suggestions

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Cultural Proficiency Continuum
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Cultural Proficiency Continuum

• Cultural Destructiveness leading in a way that
  you seek to eliminate others cultures in all
  aspects of the school.
• Cultural Incapacity leading in a way that you
  trivialize other cultures and seek to make the
  culture of others appear to be wrong.
• Cultural Blindness leading where you dont see
  or acknowledge the culture of others and you
  choose to ignore the discrepant experiences of
  cultures within your school.

Cultural Proficient Leadership, Terrell
Lindsey, p. 18
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Cultural Proficiency Continuum

• Cultural Pre-competence Leading with an
  increasing awareness of what you and the school
  dont know about working in diverse settings.
• Cultural Competence Leading with your personal
  values and behaviors and the schools policies
  and practices being aligned in a manner that is
  inclusive with cultures that are new or different
  from you and the school.
• Cultural Proficiency Leading as an advocate for
  life-long learning with the purpose of being
  increasingly effective in serving the educational
  needs of cultural groups.

Cultural Proficient Leadership, Terrell
Lindsey, p. 18
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Barriers to Cultural Proficiency

• Resistance to Change
• Systems of Oppression
• A Sense of Privilege and Entitlement
• Barriers are manifested in these type of
  statements
• It is not me that needs to change.
• I have been a successful teacher for years.
• These parents need to get a clue.
• P. 72 Culturally Proficient Learning Communities

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Provide examples for where your school or
department is on this continuum?

• Hand up-Pair up. Discuss.

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Forced Choice Activity

• Conduct Activity.
• Pause. Rewind. Reflect on your Choices.
• Discuss how this activity can be used with your
  faculty.

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The Essential Elements for Culturally Proficient
Practices

• Assess cultural knowledge What do we need to do
  in order to be effective in cross-cultural
  situations?
• Valuing Diversity Create informal and formal
  decision-making groups that are inclusive of
  everyones viewpoints and experiences.
• Managing the Differences Model problem solving
  and conflict resolution strategies.
• Adapting to Diversity Demonstrate your ability
  to use others cultural experiences in all school
  settings.
• Institutionalizing Cultural Knowledge Make
  learning about cultural groups and experiences an
  integral part of the professional development
  within your school setting.

Cultural Proficient Leadership (Terrell
Lindsey), p. 19
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Cultural Proficiency Practices

• Pair share
• What are your schools cultural proficiencies?
• What areas would you like to improve?

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Diversity Awareness Activities

• Wake Up Everybody Video and Discussion
• Blue Eyes/Brown Eyes Video and Discussion
• Forced Choice Activity
• On The Line Activity
• Freedom Writers Video Clip of On-The-Line
• Carousel Activity on Cultural Diversity
• Faculty Book Talk

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What commitment will you make (in the next 48
hours) to further diversity, equity, or social
emotional learning in your schools?

• View The Class Divided Video as a faculty
• Conduct a book study with your team.
• Get parents involved in planning and implementing
  SEL in your school.
• Conduct some of the activities introduced during
  this session.
• Utilize staff meetings/learning sessions to
  provide for conversations and engaged learning
  experiences to improve cultural proficiency.
• Discuss and apply the cultural proficient
• practices

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Resources List (Book Talk)

• Educational Leadership Confronting the Racism of
  Low
• Expectations, http//www.ascd.org/authors/ed_lead/
  el200411_landsman.html
• Lindsey, D., Jungwirth, L., Pahl, J., Lindsey, R.
  (2009).
• Culturally Proficient Learning Communities
• Lyman, L. and Villani, C. (2004). Best leadership
  practices for high poverty schools.
• Jensen, Eric (2011). Teaching with Poverty in
  Mind
• Singleton, G. and Linton, C. (2006). Courageous
  Conversations About Race.
• Social and Emotional Standards
• http//www.isbe.state.il.us/ils/social_emotional/
  standards.htm
• Terrell, R and Lindsey, R. ( 2009). Culturally
  Proficient Leadership The Personal Journey
  Begins Within .

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Celebrating Success
SUPPORT
Going the extra mile for kids
Affirming
Fun
Rituals
Recognition
Gift Giving
Hope
CARING
Interactive
Momentum
Food Music
Relationship Building
Culture Building
Reinforcing
Applause
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How will you and your staff take action to
improve educational equity?

• Jot down some promises that you will make to
  yourself to implement more equitable educational
  practices.

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Did we Accomplished Our Goals for Today?

• Participants will enhance their knowledge and
  awareness of diversity and equity in order to
  improve student success.
• Participants will gain an understanding of
  cultural proficiency, poverty, and social
  emotional learning that can be applied to the
  classroom setting.
• Participants will engage in actions and
  strategies that they can replicate in their own
  environment.
• What is an idea or
  activity you will put
• into action after today?

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Contact Information

• Dr. Kristine Servais, kservais_at_noctrl.edu
• 630-637-5746
• Dr. Kellie Sanders, ksanders_at_psd202.org
• 815-439-2885
• Check it out
• http//www.courage-to-lead.com
• The Courage to Lead, available
• The Courage to Grow, Feb. 2012