Deepening Teaching and Learning with an Equity Lens May 7, 2015 - - PowerPoint PPT Presentation

Deepening Teaching and Learning with an Equity Lens

May 7, 2015

Facilitators

Sherri Killins, Ed.D

Director of Systems Alignment and Integration BUILD Initiative srkil@sbcglobal.net

Debi Mathias

Director QRIS NLN, BUILD Initiative dmathias@buildinitiative.org

Agenda

• Who are you worried about?
• BUILD commitment to Equity
• Background Data
• From the Science to System
• Case Study
• Discussion

What children are you worried about in your work?

Why do you think some children’s development is not on track?

• Your thoughts
• Other thoughts?

– Program director – The state – Families

Strategic Framework For Advancing Equity Justice

• Address racial inequality explicitly

but not necessarily exclusively

• Focus on impacts rather than

intentions

• Focus on structural and institutional

bias rather than only personal prejudice

• Make equity an ongoing priority

Multiple Risk Factors (2011)

Source: National data were calculated from the 2011 American Community Survey, representing information from 2011. State data were calculated from the 2009-2011 American Community Survey, representing information from the years 2009 to 2011.

U.S. Children under Six: Risk Factors Experienced

System of Systems: The “Four Ovals”

http://www.buildinitiative.org/TheIssues/SystemsBuilding.aspx

Multiple Systems and Sciences

Choice Points of Innovation Vary

Program Types Early Childhood System

The Gardener

Ground Work: Data Shows Disparities are Profound …

Select Young Child Disparities by Race and Income

• Infant mortality
• Low birth weight
• Prevalence of lead poisoning and

asthma

• Developmental disability or delay
• Food insecurity and malnutrition
• Obesity
• Mental/behavioral health

disorder

• Kindergarten readiness
• Third grade reading proficiency

Percent of births at low birthweight

Source: Centers for Disease Control and Prevention, National Vital Statistics Reports, 2012

Percent of births to mothers with late or no prenatal care

Source: Child Trends, DataBank, 2010 and National Council of La Raza, Latino Kids Data Explorer, 2009

Foster care placement rates (per 1,000) among children 0-4

Source: U.S. Department of Health and Human Services, Adoption and Foster Care Analysis and Reporting System, 2012

Race for Results Index Scores

Source: Annie E. Casey Foundation, Race for Results, 2014 In its Race for Results report, the Annie E. Casey Foundation developed a composite score to compare how children fare on 12 key milestones, from normal birthweight to 4th grade reading proficiency and family income.

The higher the score, the greater the likelihood that children in that group are meeting milestones associated with success.

Key Take-Away Messages from the Living Document

• Ensuring healthy young child development in a

diverse and egalitarian society requires explicit attention to race, language, custom and culture.

• Ensuring quality within early childhood settings

requires attention to cultural and linguistic responsiveness across all elements in quality rating and improvement systems (QRIS).

• Early childhood systems builders need to learn from

each other in putting knowledge into practice & gaining answers to new questions, opportunities, and challenges as they emerge.

“The integration and transformation of knowledge, information, and data about children, families and groups of people into compatible and specific standards, skills, service approaches, techniques, and programs that match child and family’s culture and increase the quality and appropriateness of care and outcomes.” (King Davis 2000)

Cultural Competence

What we know

• The first five years of life have a impact on a person’s health.
• For the first time, children face the prospect of growing up less

healthy, less equipped, and living less long lives.

• Many health problems are the result of preventable health

disparities rooted in economic, class and race/ethnicity issues.

• Toxic stress, early childhood adversity, and social exclusion and

discrimination cause harm at all ages, but are particularly damaging in the earliest years of life.

• Improving child health and reducing disparities is essential to long-

term health cost containment.

Diversity: A Matter for ALL Children

 Diversity is increasing in our nation's

classrooms

 Aspects of diversity are numerous  Diversity exists across racial and ethnic

groups

Policy & Infrastructure Development Culturally Aligned Services and Expectations

• Rich language and literacy environment can

support dual or multiple language learners

• Valuing a child's culture, race, language and culture

identity development

• Intentional learning environment in context;

building on cultural backgrounds

• Family/village involvement
• Teachers skilled in and reflecting the race,

language, and cultural backgrounds of children

Universality and Difference in Healthy Young Child Development

• Five domains of school readiness increasingly

recognized as universal across cultures

• Cultural differences do exist which require

recognition and appreciation

• Individual identity versus collective identity
• Competition/individualization vs. collaboration
• Materialism versus spirituality
• Context rich versus verbal communications
• Roles of parents, elders, and extended family
• Orientations to time
• Gender, class/caste, differentiations

State Classifications

• 1. Dual Language Approach: States that explicitly

promoted early bilingualism and included the goals of children becoming fully bilingual and biliterate were classified as implementing a dual language approach .

• 2. English Language Development: In the ELD approach,

instruction and interactions are primarily in English, with an explicit goal of English acquisition in combination with intentional support

• f ongoing home language development
• 3. English Immersion: When states’ ELDS emphasize English

acquisition without any attention to the role of the home language, we have classified them as English immersion.

Culturally responsive teaching means we are teaching to and through the strengths

• f a child’s culture. We are validating and affirming the

child by using the child’s “cultural knowledge, prior experiences, frames of reference, and performance styles” so that the learning experiences are effective and relevant. (Gay, G. 2000)

Cultural Competence

Teaching and Learning

No other intervention can make the difference that a knowledgeable skillful teacher can make in the learning process (Darling-Hammond, 1997) Children from culturally diverse communities, poor children, and children from marginalized racial groups have better educational outcomes when teachers have knowledge and practice skills that support home culture and language (Au & Mason, 1981, 1983; Dee, 2004; Knapp &

Associates, 1995; Pewewardy, 1994).

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Theory, research & consensus documents in the early childhood field

• 1. Development occurs in the context of culture
• 2. Children’s cultural and language identity are

essential to their optimal development

• 3. Children’s home culture and language should

be used as platforms for teaching and learning

• 4. Children have a right to the knowledge and skills
• f power (e.g., literacy, “school English”) and a

right to their cultural and linguistic traditions

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Culturally Responsive Education

• All children can learn (no exceptions)
• High standards: Excellence and rigor in teaching and learning
• All programs, tools and activities (e.g., teaching, curriculum) help

children gain the skills and capacities needed for educational success at school and in life

• Authentic assessment tied to learning -- multiple assessment

strategies; assessment supports instruction

• Highly prepared culturally responsive staff at all levels
• Authentic , deep and rich involvement with families and

children’s communities

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Culturally Responsive Education

• Rich curriculum that reflects cultures--Grounded and

taught through children’s cultures, capacities, and prior experiences

• Values/accepts home languages and dialects; intentionally

prepares children as linguistic code switchers

• All children are involved in knowledge construction

Culturally Responsive Teaching

Culturally responsive teaching means we are teaching to and through the strengths of a child’s culture. We are validating and affirming the child by using the child’s “cultural knowledge, prior experiences, frames of reference, and performance styles” so that the learning experiences are effective and relevant (Gay, 2000). Effective teachers get to know the culture and background of their students not to use it as an excuse for failure, but to understand the culture, to use positive aspects of that, to propel student achievement (Green, 2009).

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Case Study Discussion

• Lead Teacher View
• Program View
• State View
• National View

• What is innovative in each of these

vignettes?

• What innovations might be possible

to deal with some of these issues?

• What innovations are you developing

at the local or state level to address some of these issues?

Case Study Discussion

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