Randy Kolset's List: OCDE ELL Research

The guiding principle of cultural proficiency that stood out to me from the reading was the idea that "school systems must recognize that marginalized populations have to be at least bicultural and that this status creates a district set of issues to which the system must be equipped to respond." Acknowledging that this is true means that there is an inherent contradiction in the idea that a particular practice serves "all" students. Responding to the needs of individuals means responding differently. Equality does not ensure equity. And so, I must strive in my work to incorporate the element of "Managing the dynamics of difference."

This short clip of a presentation from Kyndall Brown, new director of the California Math Project, outlines an economic case for equity. When advocating from a moral stance fails, appeal to their pocketbooks!

One Guiding Principles that is particularly relevant in my work with the Network for a Healthy California, is “each cultural group has unique cultural needs” and the Essential Element “managing the dynamic differences”. Parent education is a component of the Network’s scope of work and although there are many great resources that are available for parent nutrition classes, it is vital these resources be adapted to meet the cultural needs of the parents. Network- funded districts have shared that it can be a challenge to conduct parent classes when there are different ethnic groups represented in the same class. For example, one district shared that for a series of nutrition classes, it is very effective to play lively music before the start of the class for Mexican parents while this does not work for Asian parents. Plus you need to understand the eating patterns of different groups. For examples, when teaching nutrition instead of using the MyPlate icon for the Asian population it is more relevant to show the different food groups using a bowl since this is what Asian families use. Also many Asians do not eat raw food so instead of talking about salads being part of a meal, the focus would be serving healthy steam or stir-fry vegetables.

The Network uses one strategy to reach families by selecting Champions Moms of different ethnic backgrounds. Although the nutrition message may be similar, having a Champion Mom delivering the message that the parent can identify with can makes it more impactful.

This link shows the different Champion Moms selected by the Network. http://www.cachampionsforchange.cdph.ca.gov/en/HeroMoms.php

The elements of cultural competence that come most naturally to the partnership work I have done with high schools over the last 16 years in Career Tech Education (CTE) and Career Planning and Development are valuing diversity, managing the dynamics of diversity, and adapting to diversity. When students are challenged to work teams around real world, unpredictable problems with an authentic audience we see amazing results with the schools we have worked in. A variety of skills and knowledge are needed to successfully complete a more complex project-based learning challenge and often students learn to appreciate each other in new ways by working together in this manner.



My resource (helpful hint: look for gender and ethnic diversity, student attitudes and inclusion, and other benefits of project-based learning):

http://smittyandtheprofessor.com/

Working in the fields of Counseling, Education and Child Welfare and Attendance has highlighted the importance of culture to me, in its multifaceted and dynamic aspects. In my work, administrators are aware but often struggle with the reality that people are served in varying degrees by the dominant culture. Nowhere is this more evident than in the disproportionality of student discipline, where Latino, Native American and African American students receive significantly higher amounts of suspension and expulsion. It is incumbent on each administrator to understand the significance of each person’s underlying individual and group identity, and the value they bring to the school. This calls for the “valuing diversity” and “managing the dynamics of difference” Essential Elements of Cultural Competence in our work.

Sometimes as Administrators, we must face the ethical dilemma of serving the needs of the individual versus the needs of the group as we address the area of discipline. This however, within a culturally proficient context, must be a “both/and” proposition, and not an either/or one. We must consistently strive for the benefit of each individual, and see their incalculable value, while supporting the integrity and best interests of the group. This gives us the privilege of being an advocate of the underserved and disenfranchised and a proponent of social justice supporting those most at risk of failure.



A tool for School Counselors in assessing their school campus is the School Wide Cultural Competence Observation Checklist (SCCOC), attached and on the web at:

http://cnx.org/content/m13691/latest/Culture_Audit.pdf

As I work with Prevention and Early Intervention I am constantly aware that a healthy environment and healthy mind is always foremost in engaging student success. My addition to this discussion comes from the National Urban Alliance which promotes what it calls a "Pedagogy of Confidence". Learning results when we are successful in helping students to combine UNDERSTANDING and MOTIVATION with CONFIDENCE and Competence. The essential practices of the Pedagogy of Confidence are: 1. Identify and build on students strengths (making the connections); 2. Establish powerful relationships that nurture success; 3. Elicit high intellectual performance; 4. Engage students actively in the learning process; 5. Create environments of enrichment rather than remediation; 6. Situate learning in the lives of children; 7. Address the prerequisites of learning. I have also added a link that supports this thinking in a cultural context:

http://www.nccrest.org/Briefs/Diversity_Brief.pdf

Can you imagine functioning in today’s society without Internet connectivity, mobile devices, computers and other digital tools? In our day-to-day work these tools are essential for productivity in the workplace. Yet, there still remain schools and classrooms that are lacking in the use of digital connectivity and learning. Teachers are faced with many challenges serving learners with various academic needs. Technology can be used to more accurately assess and create learning opportunities that are more personalized and allow students to progress at their own pace, which can lead to greater educational equity and opportunities. The work in Educational Technology is just “that.” We provide professional development, showcase best practices, and highlight innovation for our 21st Century Learners.

Driving Change to Transform Schools, by Eric Sheninger, a recent speaker at our District Technology Leaders' Meeting.

http://www.huffingtonpost.com/eric-sheninger/driving-change-to-transfo_b_2194651.html

Indeed, consistent implementation of the guiding principles and tools of cultural proficiency are necessary and overdue! There are many areas where these elements may be incorporated in my work. I believe the area of greatest need where we will also yield the largest impact is by continuing to embed these elements into all coursework associated with the Education Specialist Credential Programs. In these programs, teacher candidates and veteran teachers come to OCDE to earn a credential, or added authorization in the field of special education. All programs are grounded in coursework that is aligned with CTC Standards therefore provide an amazing opportunity to not only present the elements, but practice their use and implementation through reflective dialogue, case studies, and classroom based assignments. These are foundational concepts that may be presented and practiced across time. Additionally, I have begun to embed this work in the instructor meetings that are held biennially to foster instructor understanding of its relevance.

A relevant resource to supplement the ES program curriculum can be found at: http://www.asha.org/policy/PI2011-00326.htm

The American-Speech-Language-Hearing Association has published a policy paper that focuses on Cultural Competence in Professional Service Delivery. This is especially critical for special education related personnel, including teachers and specialists. For example, the paper states "The World Health Organization (WHO) has recognized in its International Classification of Functioning, Disability and Health (ICF; WHO, 2001) that the ability of individuals with impairments in body structure and function to participate in life activities is influenced by environmental factors that include aspects of culture, language, race, and ethnicity. Professionals need to understand and appreciate the influence of these factors if they are to provide appropriate evidence-based assessments and interventions—and this requires that professionals become culturally competent." This paper provides another layer of consideration when working with persons with disabilities in a service delivery model that may include educational settings. I recommend this paper for another perspective on a highly important topic.

One guiding principle of cultural proficiency that I utilize in my work promoting health and well-being for OC students and their families is the concept that “diversity within cultures is vast and significant.” I find it is essential to reflect on the rich contributions of diverse cultures as they provide valuable and significant influences on the health behaviors of individuals, families and communities. My work is mainly in low-income schools, which have a high number of ELLs and culturally diverse populations. When working with any group, I believe it is necessary to acknowledge diverse cultural practices, roles and influences. I engage the audience in a dialogue on how taking the best of more than one culture can provide great enhancement for all; another guiding principle. I appreciate the essential elements of cultural proficient practices and I try my best to be mindful of implementing them in my practice. I constantly assess my cultural knowledge of the target population I serve; I facilitate dialogue that highlights the value of diversity; and have worked towards institutionalizing cultural knowledge within our program coordinators and teacher trainings in regards to cultural practices and barriers to healthy eating and physical activity. Although cultural proficiency is a work in progress, it requires a commitment from every educator and administrator as it is essential to an educational environment for students to thrive.



Here is a great resource on “Cultural Competence in the Prevention and Treatment of Obesity: Latino Americans,” available at http://xnet.kp.org/permanentejournal/spring03/latino.html

One of the central tenets of cultural proficiency I use in my work is that, “change is an “inside-out” process, in which a person is, first and foremost, a student of his own assumptions. One must first be able to recognize one’s own assumptions in order to retain those that facilitate culturally proficient actions and to change those that impede such actions.” As an educator, I apply this process to look at myself and my programs and projects, and to help others look at, school and organizational policies and practices that either impede or facilitate cultural proficiency. It’s this process that is central to my work on closing the “health achievement gap” that exists within many Orange County schools and communities.

Paying attention to who our students are, and what their needs are, not our needs, or the systems’ needs is a critical first step to understanding and then closing the health gap. To this end I have continued to develop and use a data driven dialogue approach to surfacing the assumptions individuals and organizations may have about their students. Making sense of data, especially health data, is a vehicle that can take the teacher and school administrator on a tour of the world of economically disadvantaged and culturally marginalized students and families.

I try to incorporate the essential elements of cultural proficiency into my consulting and professional development work. I hope helping others become aware of the health literacy needs, health concerns and health challenges facing other cultures are consciously embedded in this work. Investigating the causes of health gaps in education, access to medical insurance and care, food insufficiency and environmental shortcomings that exacerbate health problems have become a core part of the school health and student wellness work we are doing here in the Center for healthy Kids and Schools. The multi-disciplinary approach to addressing school and student health issues lends itself to challenging one’s assumptions and recognizing that we are all unconscious on some level about the underlying prejudices we all have and aren’t yet aware are guiding our thinking.

Meeting health literacy needs must be recognized as basic theme for all 21 century learners if the world is to survive and flourish culturally and economically. With a health literacy approach, Common Core Standards can be adopted and adapted to help us reach the democratic ideal of health literacy for all. Without a commitment to health literacy, we will see the costs associated with health illiteracy continue to eat away at economic and political security of cities, regions, state and nations. We cannot ignore the fundamental need of all citizens for school-based health education, school and community preventive health care, and access to acute care for all. Only when we can convince school and community leaders to start using a “health lense” to look at and evaluate all public policy and practices will we make access to health literacy (and the economic and social benefits that come with it) a right, not a privilege bestowed upon those fortunate to be born into economic privilege.

One of the best tools I have found for working with this issue is this Health and Human Service (HHS) Healthy Literacy and Cultural Competency and Resource list of links I have attached.

Attachments:
2010 HHS - Health Literacy and Cultural Competency Resources.pdf

I feel that Transtheoretical Model (Stages of Change) represents the shift in Cultural Proficiency as well.

In the Transtheoretical Model, change is a "process involving progress through a series of stages."

Precontemplation (Not Ready)-"People are not intending to take action in the foreseeable future, and can be unaware that their behaviour is problematic"
Contemplation (Getting Ready)-"People are beginning to recognize that their behaviour is problematic, and start to look at the pros and cons of their continued actions"
Preparation (Ready)-"People are intending to take action in the immediate future, and may begin taking small steps toward behaviour change"[nb 1]
Action – "People have made specific overt modifications in modifying their problem behaviour or in acquiring new healthy behaviours"
Maintenance – "People have been able to sustain action for awhile and are working to prevent relapse"
Termination – "Individuals have zero temptation and they are sure they will not return to their old unhealthy habit as a way of coping
http://en.wikipedia.org/wiki/Stages_of_change

As a manager who is working in prevention-early intervention, violence prevention programs, all elements of practicing cultural proficiency is imperative to the success of education. When I review Table 2.2 The Cultural Proficiency Continuum - Depicting Unhealthy and Healthy Practices, it reminds me of the Health Belief Model. http://zizzur.com/article_images/healthbelief.jpg

I value the notion of reviewing and assessing cultural knowledge. Somehow I feel it is my moral responsibility to lead our division in cultural proficiency. The authors state, "Institutionalizing Cultural Knowledge - Making learning about English learning, socieoeconomic and cultural groups, and their experiences and perspectives an integral part of the school's professional development." I concur with this. We do this to support all students.

A resource I would like to recommend is "A Culturally Proficient Society Begins in School: Leadership for Equity." It is written by Darline Robles, former superintendent of the Los Angeles County Office of Education; Carmella Franco, State Trustee, SBE; and Maria Ott, superintendent of Rowland USD. They state, "...all educational leaders, male and female from all cultural groups, have the capacity to be successful when they have an understanding of the importance of students' cultures being view and treated as an asset."

I appreciate that the Guiding Principals of Cultural Proficiency function as core values to develop our capacity for personal and professional work that results in English learning students being academically successful. Certainly all of the guiding principals can be used in my work. One guiding principal that I want to reflect upon here is "Each cultural group has unique cultural needs." The nature of my work is to prevent young people from engaging in risky behaviors (e.g. alcohol, tobacco, drug use) and to promote healthy choices/activities among them. I often review curriculum, intervention, and cessation programs that schools/districts are considering using with their students. If a program does not recognize the unique cultural needs of students, I cannot support it as they can potentially cause more harm for a student engaged in unhealthy behaviors. For example, tobacco products are marketed differently to African American communities. A tobacco prevention program that fails to highlight this - as well as explain the increased numbers of tobacco-related deaths among African Americans - could miss the opportunity of making the issue relevant for a student. Although I already have a "filter" while reviewing programs, I intend to be more mindful of the Five Essential Elements of Cultural Competence.

As for a resource, I recommend reviewing this enlightening document provided by the Campaign for Tobacco-Free Kids titled, "Tobacco Use and Ethnicity" - http://www.tobaccofreekids.org/research/factsheets/pdf/0005.pdf

The concept that “diversity within cultures is vast and significant" resonates with my past and current work. I reviewed materials from the website of the American Academy of Family practice and specifically their video on adolescence and obesity. It can be accessed at: http://www.aafp.org/online/en/home/clinical/publichealth/culturalprof/qcdpvideos.html

The vignette highlights an obese young black youth and his physician, who are engaged in a discussion of wellness, bullying and school disengagement, and his provider's awareness of this young person's church affiliation and cultural norms around food choice strengthen their development of an alliance in dealing with the student's motivation for change.

Each cultural group has unique cultural needs.

In my work in program evaluation, I need to be conscious about the different cultural groups that the programs serve and study the different impact they have on each cultural group. It is important to know whether a program is "culturally proficient" enough to meet the needs of all children or it works better with one group versus another. The five essential elements of cultural competence serve as standards for the programs to promote and undergo culturally proficient practices. The five essential elements will help me, as an evaluator, to keep self-assessing how my own backgrounds and experiences benefit or hinder the conduct of an evaluation.