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Closing the Achievement Gap

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Title: Closing the Achievement Gap


1
Closing the Achievement Gap
  • An Action Plan for a Culturally Relevant
    Education that Benefits African American Students
    and all other Students

Presented By LaTonya Dover , Closing the
Achievement GAP-SEL Specialist Local District
5 October 6,2004
2
Closing the Achievement Gap
  • Definition of Closing the Achievement
  • Gap
  • Defined as closing the gap between the current
    levels of achievement in African American and
    Latino students and levels of academic excellence
    in all content areas.

3
The Blueprint for Closing the Achievement Gap
4
THE BLUEPRINTfor Implementation of the Action
Plan
  • The Blueprint for Implementation of the Action
    Plan for Culturally Relevant Education
  • incorporates each Local Districts plans to
    address the Action Steps.

5
The Action Plans 5 Tenets
  • Tenet 1 - Opportunity to Learn (student focused)
  • Tenet 2 - Opportunity to Learn (adult focused)
  • Tenet 3 - Professional Development
  • Tenet 4 - Parent Engagement
  • Tenet 5 - Evaluation and Monitoring

6
TENET 1RECOMMENDATION 1
  • Central and Local District offices will provide
  • comprehensive professional development for
  • administrators, teachers, counselors, and
  • coaches on Culturally Responsive Pedagogy.

7
PERFORMANCE GOALS
  • Increase the number and percentage
  • of students who
  • Achieve the standard or higher in READING
  • Achieve the standard or higher in MATH.
  • Decrease the number and percentage of African
  • American and Latino students
  • Enrolled in Special Education as learning and
    language disabled, and behavior disordered.
  • Suspended at all grade levels

8
TENET 1RECOMMENDATION 2
  • Principals, Counselors, and teachers must work
    closely with parents and students to ensure that
    all African American and Latino students not
    only in magnets have access to, enroll in
  • pass a college prep curriculum,
  • Including A-G course requirements,
  • honors courses
  • AP courses.

9
PERFORMANCE GOALS
Increase the number and percentage of African
American and Latino students who successfully
complete the following Upper level mathematics
courses Successfully complete Honors and
Advanced Placement Classes Advanced Placement
Exams and score between 3-5
10
Tenet 2Recommendation 1
  • The district will ensure that Culturally
    Responsive Pedagogy strategies are embedded in
    the districts core curricular
  • initiatives such as Open Court, Principals of
  • Learning, etc..

11
TENET 2RECOMMENDATION 2
  • equal access to the highest quality
  • teachers and administrators within and across
    schools.

12
TENET 3RECOMMENDATION 1
  • Staff will be trained to effectively enhance the
    academic achievement of African
  • American and Latino students.

13
TENET 4RECOMMENDATION 1
  • Parents should be given the opportunity to be
  • effective educational advocates for their
  • children.
  • Engage parents in the education of their children
    through improved communications
  • between schools-teachers and parents, and
  • appropriate education for African American
  • and Latino parents.

14
TENET 5RECOMMENDATION 1
  • Actions taken by various parties will be
    evaluated (Superintendents, Local Districts,
    Schools, Programs, Administrators, Teachers, and
    Staff).

15
CULTURALLY RESPONSIVE TEACHING
PRINCIPLES
16
Principle 1
Principles responsive to the needs of students
Source
Carol Lee
  • Learning is optimized when students are able to
    make connections between
    what they already know and what they are expected
    to learn.

17
  • Around the Way Girl
  • Rap-Lyrics By LL. Cool J

18
5TH Gr.- ELA Standard
  • 1.5 Understand and explain the figurative and
    metaphorical use of words in context.

19
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20
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21
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22
Principle 2
Principles responsive to the needs of
students Source Carol Lee
  • The meaning or significance that learners impose
    on experience shapes how and whether knowledge is
    stored in long term memory

23
  • Our brains are efficient organs
  • We remember experiences that have made the most
  • Sense
  • Importance
  • Emotional reactions

24
The Personal Thesaurus
  • Vocabulary development utilizing an emphasis on
    synonyms ( or acquiring new words to express
    concepts/ideas with which the students are
    already familiar.

25
  • Fight on the yard
  • Personal thesaurus

26
The Personal Thesaurus
27
Vocabulary and Concept Development ELA 1.3
  • Understand and explain frequently used synonyms,
    antonyms and homographs.

28
Principal 3
Principles responsive to the needs of
students Source Carol Lee
  • Learners can demonstrate competence in
    non-traditional ways

29
5th Gr. ELA Standard 2.4
  • Write a persuasive
  • letter or composition.

30
Collaborative Groups
  • In your group decide how to persuade another
    group to purchase the item in the center of the
    table.
  • Commercial
  • Share out

31
Principle 4
Principles responsive to the needs of
students Source Carol Lee
  • Ability is not static or finite, as human beings
    we build our brains through our engagement with
    experience.

32
  • No point when humans are incapable of learning
  • No point when learning is impossible
  • How do schools learn how to build on what these
    students know, learn and value?

33
Rigor
  • Math

34
Principle 5
Principles responsive to the needs of
students Source Carol Lee
  • Through effort, monitoring and adjusting our
    strategies when we do not understand, we exert
    influence over what and how we learn These
    strategies and habits of mind are teachable.

35
Habit of Mind
  • Ruth

36
Educating Other Peoples Children
  • A child cannot be taught by anyone whose demand,
    essentially, is that the child repudiate his
    experience and all that gives him
    sustenance Baldwin, 1997

37
Greater Achievement for All LAUSD Students
38
Reading References Culturally Responsive
TeachingCompiled by Noma LeMoine, Ph.D.
  • Cummins, J. (1996). Negotiating Identities
    Education for Empowerment in a Diverse Society.
    California Association for Bilingual Education
    Ontario
  • Delpit. L.(1995). Other Peoples
    ChildrenCultural Conflict in the Classroom.New
    PressN. Y.
  • Delpit. L. Dowdy, J. (Eds) (2002). The Skin We
    Speak Thoughts on Language and Culture in the
    Classroom. The New Press New York.
  • Gay, G. (2000). Culturally Responsive Teaching
    Theory, Research, Practice. Teachers College
    Press. Columbia University.
  • Hale, J. (1982). Black Children their Roots,
    Culture, and Learning Styles. The John Hopkins
    University Press Baltimore, MA
  • Irvine, J. Armento, B. (2001). Culturally
    Responsive Teaching Lesson Planning for
    Elementary and Middle Grades. McGraw-Hill New
    York, N.Y..
  • LeMoine, N. (2001). Language Variation and
    Literacy Acquisition in African American
    Students (p. 169-194). Chapter in Harris, J.,
    Kamhi, A., Pollock, K. (Eds) Literacy in
    African American Communities. Lawrence Erlbaum
    Associates Inc. Mahwah, New Jersey.
  • Lindsey, R., Robins, K., Terrell, R. (2003).
    Cultural Proficiency, A Manual for School
    Leaders. Corwin Press, Inc. Thousand Oaks
  • Shade, Kelly, Oberg (1998). Creating
    Culturally Responsive Classrooms. American
    Psychological Association. Washington, DC.
  • Tauber, R. (1997). Self-Fulfilling Prophecy, A
    Practical Guide to Its Use in Education.
    Praeger Publishers Westport, CT
  • Villegas, A. Lucas, T. (2002). Educating
    Culturally Responsive Teachers A Coherent
    Approach. State University of New York
    Albany, N.Y.
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