GLOBAL & CULTURAL PERSPECTIVES REPORT
Our Instructional Vision • Students will be global learners. • Students will have a well-rounded educational experience. • Students will be deeply committed members of the community and world. • Students will be strong communicators and work collaboratively with others. • Positive relationships will be strong among staff, students, parents and the community. • Support organizations and volunteers will be an integral part of our work. • High expectations will define the work of our students and staff.
Why is Global & Cultural Perspectives Important in Mariemont City Schools?
• Professional, responsible risk taking will be encouraged with students and staff. • Data will be used and analyzed by staff and students to make informed decisions, promote student growth, and maximize achievement. • Students’ individual interests and passions will always drive our work. • Continuous improvement will be ongoing to meet the demands of our ever-changing world.
In 2014, the district developed Destination 2026, our strategic vision for the district. Part of this vision is that our students will be global learners, have a well-rounded educational experience and be deeply committed members of the community and world.
• Best practice, well-researched instructional strategies and programs will be implemented. • Experiences beyond the school day will be part of the academic program 2
WHERE WE HAVE BEEN Began development of Destination 2026 to provide a vision for preparing our students to be future ready and developed Highly Effective Teaching and Highly Engaged Student Characteristics as the desired outcomes for our work.
Cultural Intelligence Leadership pilot involving the administrative team, district Global and Cultural Perspectives Committee Members and added parent representatives. Held student and staff focus groups and continued staff development on components of cultural intelligence. Began exploring more diverse books for K-12. Began Developed the capacity of purchasing the staff using our Cultural classroom sets Proficiency Continuum to of school bridge gaps and improve supplies K-6 to student engagement. promote equity.
District Global and Cultural Perspectives Committee was formed with 2 HS student leaders, staff representation from each of the 4 buildings, 5 community members, a building administrator, a board member and the superintendent. The committee was developed to work collaboratively on analyzing the district’s strengths and areas of opportunity in terms of global competencies and cultural proficiency. Warriors BEyond program launched. Day of Service implemented at MJHS. Expansion of international travel opportunities at MHS.
2014 2013 Launched Mandarin Chinese as a course offering. Began Global leadership Summit opportunity and 8th grade Washington, D.C. trip. Warriors Change the World begins at ME and TPE.
2016 2015 Established administrative guidelines for ensuring that religious and traditional holidays are respected, represented and/or celebrated in our musical programs and concerts. Began to build an understanding with the district committee of Global Competencies and Practices through the introduction of the Cultural Proficiency Continuum. *See Figure 1.0
2018 2017 Implemented rollout of ipads as a common device for all students to promote equity. Established building level Global and Cultural Perspective committees led by the district committee representatives. Further developed staff to understand the four tools of culturally proficient practices. These tools are interrelated and involve knowing the barriers to cultural proficiency, the guiding principles of cultural proficiency, the essential elements of cultural competence and the cultural proficiency continuum. *See Fig 2.0
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Compiled Equity Audit results and reviewed data. Continued cultural intelligence staff development. Development and implementation of (2) courses. 7th grade Cultural Intelligence (required) and 9-12 Human Experience and Cultural Intelligence (elective).
2020 2019
2021
Incorporated more diverse book selections into classrooms. Began all elementary quarterly book reads. Named a Director of Equity and Inclusion. Staff development on fostering civil discourse, culturally proficient practices & cultural intelligence. Created Student Voices student leadership groups grades 5-12 in all buildings. Added a Global & Cultural Perspectives webpage to the district’s website as a central place for parents and community members to learn about the district’s work in this area. Began Equity Audit.
Fig 1.0 Cultural Proficiency Continuum THE CULTURAL PROFICIENCY CONTINUUM: DEPICTING UNHEALTHY AND HEALTHY PRACTICES Cultural DESTRUCTIVENESS
Cultural INCAPACITY
Cultural BLINDNESS
Cultural PRECOMPETENCE
Cultural COMPETENCE
Cultural PROFICIENCY
TRANSFORMATION FOR EQUITY
COMPLIANCE-BASED TOLERANCE FOR DIVERSITY
Cultural destructiveness:
Cultural incapacity:
Cultural blindness:
Cultural precompetence:
Cultural competence:
Cultural proficiency:
Seeking to eliminate references to the culture of “others” in all aspects of the school and in relationship with their communities.
Trivializing “other” communities and seeking to make them appear to be wrong.
Pretending not to see or acknowledge the status and culture of “other”/different communities and choosing to ignore the experiences of such groups within the school and community.
Increasingly aware of what you and the school don’t know about working with different communities. It is at this key level of development that you and the school can move in a positive, constructive direction, or you can vacilate, stop, and possibly regress.
Manifesting your personal values and behaviors and the school’s policies and practices in a manner that is inclusive with cultures and communities that are new or different from you and the school.
Advocating for lifelong learning in order to be increasingly effective in serving the educational needs of the cultural groups served by the school. Holding the vision that you and the school are instruments for creating cultural inclusivity.
SOURCE: Adapted from Terrell & Lindsey, 2009.
Fig 2.0 The Four Tools of the Cultural Proficiency Framework, Cultural Proficient Instruction 2012
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2
3
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THE BARRIERS
THE GUIDING PRINCIPLES
THE CONTINUUM
THE ESSENTIAL ELEMENTS
Caveats that assist in responding effectively to resistance to change
Language for describing both healthy and non-productive policies, practices and individual behaviors
Underlying values of the approach
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Five behavioral standards for measuring, and planning for growth toward cultural proficiency
Why the Need for an Equity Audit?
In the 2020-21 school year, the school district conducted an equity audit to assess practices within our schools to identify strengths and assist in prioritizing opportunities for growth as we work to create a more culturally intelligent environment. The audit focused on equitable behaviors and practices within our schools while also reviewing and taking into consideration the cultural proficiency continuum. We recognize that our work gets stronger with community involvement and awareness of what we are doing to help our students become more proficient in cultural competence. This report overviews what we learned from the audit, where we’ve been, where we are and potential next steps with this work.
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WHERE WE ARE THE SEVEN DOMAINS | The equity audit reviewed the district’s current status in seven domains:
Climate & Environment
Leadership
Resources
Family & Community Partnerships
Instruction & Assessment
Student Engagement & Outcomes
Continuous Improvement
The data collection involved classroom observations, district focus groups, student surveys, staff surveys, parent/caregiver surveys and building walkthroughs.
20%
764
152
94
21
26
17
of the district’s classrooms were observed.
students participated in the 6-12 student survey.
parents participated in the parent survey.
staff members participated in the staff survey.
students in grades 9-11 participated in the student focus group session.
staff members participated in the staff focus group session.
parents/caregivers participated in the parent/caregiver focus group session.
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CLIMATE AND ENVIRONMENT In a culturally intelligent school district, all members experience safe, supportive and inclusive learning environments, where there is a recognition and valuing of students’ differences and the creation of spaces for families and students to participate in decisions that affect their learning trajectories. Data from classroom observations, district focus groups, building walkthroughs and 6-12 student, staff and parent/caregiver surveys. Climate & Environment
FINDING The school district is promoting a positive climate and environment where students feel safe. There is opportunity for growth in promoting a more intellectually safe environment, treating all with dignity, valuing all members and ensuring equitable opportunities for all students.
65%
66%
58%
of staff feel that Mariemont City Schools creates an inclusive environment for all students.
of staff feel that Mariemont City Schools creates equitable opportunities for all students.
of staff feel that the environment is intellectually safe and that all students are making contributions.
92%
85%
of parents/ caregivers agree that their child(ren) feel safe at school.
of students agree that they feel safe at school.
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73% of staff and students agree that all members of the learning community are valued, treated with dignity and used to inform school and classroom norms, rules and expectations.
74% of students agree that it is important for the achievements and/or experiences of different groups/types of people are taught/discussed.
RESOURCES In a culturally intelligent school district, resources are distributed equitably and care is taken to ensure authentic representation of diverse people are present in learning materials so that students are provided with what they need to benefit from high quality, culturally responsive education opportunities. Data from classroom observations, building walkthroughs and staff surveys.
Resources
FINDING There is opportunity for the school district to broaden the scope of resources and materials used in the classrooms to represent more diversity and ensure authentic representation of diverse cultures.
18%
33%
of staff have materials that center on stories of historically underrepresented groups as a part of an encompassing narrative, rather than “featuring” the stories of underrepresented groups.
of staff have curricular materials, textbooks or books for reading that reflect a variety of lived experiences, personal identities, and worldviews beyond the cover or pictures.
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LEADERSHIP In a culturally intelligent school district, shared leadership and decision-making structures are present at multiple levels of the district and are organized to ensure participation of diverse stakeholders. Data from staff and parent/caregiver surveys.
Leadership
FINDING The school district is making efforts to include the voices and perspectives from all members of the learning community and students feel a sense of connection. There is opportunity to develop more formal processes to ensure all voices are considered and leadership is shared when making decisions and developing policies/ procedures in areas of cultural intelligence.
76%
80%
78%
of staff feel that there are specific efforts made to include voices and perspectives from all members of the learning community in decision making related to policy and procedures.
of parents/caregivers agree their child(ren) feel connected while at school.
of staff agree that their voices and perspectives are treated with dignity in their building.
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CONTINUOUS IMPROVEMENT A culturally intelligent district engages in inquiry using multiple types of data to make explicit the links between student outcomes, policy and adult practice. Data-informed inquiry and continuous improvement processes are used to determine who is not benefitting from current policies, practices and structures, and on improving learning opportunities and outcomes for all students. Data from staff surveys.
Continuous Improvement
FINDING The school district has systems in place to monitor performance data about underrepresented students. There is opportunity to be more intentional to develop processes and procedures to be responsive to this data to ensure positive learning opportunities and outcomes for all students.
65%
89%
of staff agree that there is planned time and space for staff to collaborate for the purpose of having conversations about equity and student outcomes.
of staff agree that there is an emphasis on referencing data about historically underrepresented groups in my school/building.
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INSTRUCTION AND ASSESSMENT In a culturally intelligent school district, curriculum, instruction and assessment practices support all students in identifying and using tools and knowledge resources for evaluating the status quo and empowering students. Instruction is differentiated to facilitate use of various modalities for acquisition and generation of knowledge or skills through experience and study. Data from classroom observations.
Instruction & Assessment
FINDING There is opportunity for the school district to more clearly identify expectations for student cultural intelligence outcomes, develop strategies and implement tools to enhance the academic participation of all students and provide opportunities for exploration of perspectives of diverse cultures.
32%
52%
33%
of classrooms, students were engaged in critical conversations about complex topics.
of classrooms, teachers shared formative feedback with students during instruction to guide and enhance learning.
of classrooms, curricular materials, textbooks, and/or books for reading reflected a variety of lived experiences or personal identities beyond the cover or pictures.
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STUDENT ENGAGEMENT AND OUTCOMES In a culturally intelligent school district, all students are active participants in their own learning and are engaged in high quality and rigorous learning opportunities. Students’ academic, social and personal growth are all deemed important outcomes. Data from classroom observations.
Student Engagement & Outcomes
FINDING The school district is intentional in promoting student engagement and creating opportunities for students to actively participate in their learning. The school district recognizes the importance of students’ academic, social and personal growth as important parts of the total student experience.
67%
88%
72%
of the time it was observed that teachers presented information in a variety of ways with a healthy balance of teacher/student led talk.
of the time it was observed that students worked for appropriate periods of time without constant teacher supervision/intervention.
of the students observed are not afraid to ask questions or for clarifications.
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FAMILY AND COMMUNITY PARTNERSHIPS In a culturally intelligent school district, mutually beneficial relationships with all community members, parents/caregivers and community-based organizations are cultivated and maintained to ensure that district and school decisions represent and incorporate the knowledge and resources of those they serve. Data from building walkthroughs and 6-12 student, /parent/caregiver, staff surveys. Family & Community Partnerships
FINDING The school district strives to ensure that all students are supported regardless of race, national origin, religion, gender, gender identity, disability or economic background. There is opportunity for the school district to solicit more specific feedback and suggestions from parents/caregivers of underrepresented students to identify additional strategies and procedures/policies that will develop stronger partnerships and ensure a high level of support.
80%
75%
60%
of students agree that all students regardless of race, national origin, religion, gender, gender identity, disability or economic background are supported to succeed in Mariemont City Schools.
of staff agree that all students regardless of race, national origin, religion, gender, gender identity, disability or economic background are supported to succeed in Mariemont City Schools.
of parents/caregivers agree that all students regardless of race, national origin, religion, gender, gender identity, disability or economic background are supported to succeed in Mariemont City Schools.
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Next Steps: 1. Convene the district Global & Cultural Perspectives Committee to further review and discuss results of the Equity Audit. 2. Develop a district “glossary of terms” to clearly define what concepts mean and how they are applied/used in the school district. 3. Develop Mariemont City School District Cultural Intelligence standards/outcomes for students and staff to more clearly articulate goals and intent of this work. 4. Develop a Cultural Intelligence Overview and Guide to serve as a resource about this work for staff, students, parents and community members. 5. Create an ad hoc task force of staff, parents, business leaders and community members to review the work and present findings to the Board of Education.
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