Dmps CP Guidance Handbook Final

DMPS
District Wide
CULTURAL
PROFICIENCY
FRAMEWORK
GUIDANCE HANDBOOK
2016
DMPS
District Wide
Authored by C. Isaiah McGee, Equity Coordinator, Des Moines Public Schools

Monserrat Iniguez, Equity Specialist, Public Allies Iowa AmeriCorps
Adapted from: Cultural Proficiency: A Manual for School Leaders, Randall Lindsey,
Kikanza Nuri-Robins, and Raymond Terrell and other equity related materials referenced
throughout the text. Copyright 2016
Think. Learn. Grow.

www.dmschools.org
MISSION STATEMENT
The Des Moines Public Schools exist so that graduates possess the knowledge, skills, and
abilities to be successful at the next stage of their lives.
VISION STATEMENT
Des Moines Public Schools will be the model for urban education in the United States.
EQUITY STATEMENT
It has long been a philosophical cornerstone of the Des Moines Community School District that
diversity is a key component of a quality education. Young people are far better prepared for the
future when they attend school in an educational setting that reflects society's diversity.
Diversity enriches the educational climate and strengthens the educational effectiveness of our
schools. All aspects of education are enhanced by different viewpoints and perspectives
introduced by economic, racial, and ethnic diversity.
We believe that it is in the best interests of the District to develop an employee culture reflective
of the greater society: doing so serves the student populations best and makes the greatest use of
available human resources. The world is ethnically and culturally diverse and students must be
equipped with a global perspective, which will allow them to interact with all people in varying
roles.
The Des Moines Community School District does not discriminate on the basis of race, color,
national origin, gender, disability, religion, creed, age (for employment), marital status (for
programs), sexual orientation, gender identity and socioeconomic status (for programs) in its
educational programs and its employment practices.
There is a grievance procedure for processing complaints of discrimination. If you have
questions or a grievance related to this policy, please contact Isaiah McGee, Equity Coordinator,
2323 Grand Avenue, Des Moines, IA 50312; phone: 515-242-7662; email:
Isaiah.mcgee@dmschools.org. Complaints can also be directed to the Iowa Civil Rights
Commission, 400 E. 14th Street, Des Moines, IA50319-1004, (515) 281-4121, or Region VII
Office for Civil Rights, Citigroup Center 500 W. Madison Street, Suite 1475 Chicago, IL 606614544
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MESSAGE FROM THE SUPERINTENDENT

As you know, the over 32,000 students that we serve in Des Moines Public
Schools come from a diverse set of backgrounds. We have multiple countries of
birth spanning over 100 nations, with over 100 languages and dialects spoken by
our students. Our staff, on the other hand, is not nearly that diverse. To be
successful, to help our students and their families achieve our collective goals
around academic and life success, we need to ensure that our practices are
culturally proficient.
We are establishing a set of resources to include this handbook, videos, a
website and trainings that will improve the cultural proficiency of all of our staff
so that we can be more successful in collaborating with one another, and
ultimately, in helping each and every one of our students reach their potential.
We are engaged in a comprehensive effort by the school board and district staff
to ensure that our practices meet the needs of all of our students and all of our
staff.
Our commitment to this work is one of many examples of our efforts to be
the model of urban education in the United States. We appreciate your
willingness to embrace this work in continually improving our culturally
proficient practices to ensure that all DMPS students graduate with the
knowledge skills, and abilities to be successful in the next stages of their lives.
Thomas M. Ahart, Ed.D

Superintendent
TABLE OF CONTENTS
I.
INTRODUCTION__________________________________________________________
a. About this book
b. Rationale
c. Theory of action
1
3
5
6
II.
COMPONENTS OF CULTURAL PROFICIENCY___________________________________

a. Cultural Proficiency Framework
1. The Guiding Principles
2. The Continuum
3. The Barriers
4. The Essential Elements
9
11
13
18
22
25
III.
APPLIED ESSENTIAL ELEMENTS______________________________________________

a. DMPS Cultural Commitments
1. Assess Culture
2. Value Diversity
3. Manage the Dynamics of Difference
4. Adapt to Diversity
5. Institutionalize Cultural Knowledge
b. Culturally Proficient Professional Development
c. Frameworks
d. Implementation
27
29
30
33
34
37
39
44
46
47
IV.
APPENDIX_______________________________________________________________
a. Figures and Tables
b. DMPS At-A-Glance
c. Cultural Proficiency Teams
d. Glossary
e. References and recommended reading
57
59
60
63
65
67
SECTION I
INTRODUCTION
The Des Moines Public

Schools exist so that
graduates possess the
knowledge, skills and abilities
to be successful at the next
stage of their lives.
ABOUT THIS BOOK
In order to address ongoing disproportionate outcomes in an increasingly diverse student

population, DMPS is engaged in a district-wide effort to speak with a common language and
understanding around Cultural Proficiency.
Cultural Proficiency is an inside-out approach to examining the practices and policies that
affect the varying cultures in a system. It requires a continuous self-assessment and growing
awareness of individuals as they relate to and within a diverse environment. It also requires the
continuous examination of an organizations practices and policies to ensure that diversity and
inclusion are tenets of its framework.
This handbook is designed to support you and your colleagues in better understanding
and effectively applying the framework of cultural proficiency. It is a tool for creating a plan along
with action steps for intervention and maintenance of a more accepting culture. This handbook is
meant to provide guidance and resources to support working through the impacts of a crisis within
the school, as well as creating intervention and maintenance plans outside of a crisis. This model
is community-based and relies on the participation and voices of the school community.
Research has pointed to the increasing promise of the effectiveness of Cultural
Proficiency in producing better student outcomes. Its purpose is to serve as one of many
resources, conversations, and training as part of a concerted effort to improve disproportionate
outcomes in student achievement, discipline, and program placement. Conversations around
equity and culture can be difficult with undesirable outcomes often being misinterpreted as
intentional or even deliberate. However, neither this handbook nor the supplemental materials
are intended to promote this belief; instead, this handbook is designed to analyze why despite
good intentions, many urban districts deal with inequitable outcomes and how we can begin to
solve those problems, not overnight, but in methodical and deliberate ways.
This book has been designed to be used by both teachers and building leaders, with
useful tools and examples that include content considerations and handy tables
throughout. Utilize this handbook in planning meetings, school improvement planning,
coaching sessions, individual study, and professional development training.
The handbook is divided into four sections. The first two sections provide
a theoretical understanding of the Cultural Proficiency framework and include facilitation
questions for group usage in a professional development setting. The third section provides a
more applied approach that can be used for specific coaching conversations, or school
improvement planning.
I.
Introduction
An introduction to the handbook includes data about the District, a rationale that explains
why we are engaged in the work of cultural proficiency, and a theory of action that will
incorporate the growth mindset model.
II.
The Components of Cultural Proficiency

A description of the framework of Cultural Proficiency, as adapted by DMPS, is divided
into four parts: The Guiding Principles, The Continuum, The Barriers, and The Essential
Elements. Included in each description of the components are practical examples that
help with understanding the concept, as well as considerations of how cultural
proficiency ties into other primary district initiatives
ABOUT THIS BOOK
INTRODUCTION
III.
Applied Essential Elements

A closer look at the Essential Elements of Cultural Proficiency allows the reader to review
specific concepts and ideas on how to ensure these elements are present in the classroom
and school building. Included are brief descriptions of other equity frameworks and
implementation tools to support the work, available for download at
equity.dmschools.org
IV.
Appendix
Includes rubrics, best practices, glossary, and a brief listing of research articles, books
and journals that support cultural proficiency.
Thank you for being a part of this important work. DMPS is committed to creating a
supportive equitable environment for its employees to best serve the diverse needs of our
student body.
For more information and downloadable templates and toolkits, please visit our website
equity.dmschools.org
RATIONALE
As a district, we exist so that graduates possess the knowledge, skills, and abilities to be
successful in the next stage of their lives. Implied in that mission is that ALL students who pass through
the halls of our more than sixty buildings will graduateand when they do, they will have everything
they need to be productive members of society. Regulatory laws have made it clear that educational
excellence and equity are obligations we must adhere to and our professional standards evaluate us
on meeting those obligations.
This moral imperative is nothing new to DMPS. It is why many of us choose to work for Iowas
largest school district. Diversity was a philosophical cornerstone of this district long before we had a
majority of students of color in our student population. We boast hundreds of languages and dialects
spoken in the district and we see our percentage of English language learners is growing. The majority
of families we serve qualify for free or reduced-priced lunch, an indicator of low socioeconomic status.
We understand that all aspects of education are enhanced by different viewpoints and perspectives
introduced by economic, racial and ethnic diversity. The plethora of different life experiences and
circumstances that walks through the doors every morning is what makes working at DMPS rewarding.
However, despite the best of intents, the cultural differences between our staff and our
students often leave many of us relying on invalid assumptions, beliefs, and attitudes based on limited
shared experiences with our students and their families. These different perspectives have often led to
a lack of appropriate responses that impact student achievement. The academic achievement gaps for
a number of subpopulations persist. We continue to see students of color removed from classes and
suspended. There is an imbalance by race and ethnicity in our exceptional student categories
compared to our general populations.
While many factors contribute to these disproportionate outcomes, we simply cannot regard
these outcomes as outside our control. Research suggests that the focus on student deficits prevent
school employees from examining the forces within their control that contribute to unequal
educational outcomes that often happen without ill intent. Many of our students of color have negative
interactions with employees whom they believe have limited knowledge of different cultural
backgrounds. Students often wish there was a broader understanding of culture that goes beyond food,
music, or language.
Research is clear that the most effective intervention affecting student achievement is quality
teaching supported by strong building leadership. The strongest indicator of quality teaching and
effective leadership is engagement. A district with as much diverse life experience as we see requires
that students be engaged through their own environmental lens. Understanding the cultural diversity
of students is linked to higher student engagement and academic success. Education systems better
serve students of color and other marginalized populations when they examine the impact culture has
on teaching and learning.
A more comprehensive understanding of culture and the ability to work effectively in crosscultural situations can play a critical role in helping to close the achievement gap, particularly with our
increasing diversity. Cultural Proficiency is a framework that examines the values, beliefs, policies and
practices of how people interact with varying cultures. As we continue to enhance skills and attitudes
that equip us to be more effective in relating to students in multicultural settings, we will make
instructional and assessment decisions that identify cultural differences as assets rather than deficits
or impediments. This will support DMPS in reaching our vision of being the model of urban education
in the United States, which starts by taking a closer look at and systematically addressing where
outcomes do not always meet with our intentions of equipping all students for success.
THEORY OF ACTION
A theory of action links cause and effect. If a specific action is taken, then a particular
effect or result is expected. In this instance, the theory of action connects the behaviors of teachers
with the consequences of those behaviors the learning and achievement of students.
DMPS has developed the following theory of action in order to address gaps in student
achievement:
If our goal is to ensure that students graduate and possess the knowledge,
skills, and abilities for success at the next stage of their lives
And our challenge is that certain student populations arent reaching this
intended outcome
And research concludes that the most effective way to improve student
outcomes is via a systemic approach where students are engaged through
their own environmental lenses
Then the utilization of a cultural proficiency framework will assist in
fostering an effective learning environment for students
By developing the capacity of school leaders and teachers to engage with,
create meaning for, and set high expectations for students of all cultural
experiences.
Figure 1.1 THE GOLDEN CIRCLE

WHAT
WHAT
Every organization on the planet

knows WHAT they do.
School leaders and teachers engage with,
create meaning for, and set high
expectations for students of all cultural
experiences.
HOW
HOW
Some organizations know HOW
they do it.
DMPS will utilize a cultural proficiency
framework to foster an effective learning
environment.
WHY
WHY
Very few organizations know WHY
they do what they do. It is a purpose,
cause or belief.
Simon Sinek, Inc. 2013
DMPS graduates will possess the

knowledge, skills, and abilities for success
at the next stage of their lives.
GROUP
DISCUSSION
Think of the building or classroom you are most familiar and engaged.
What are some indicators that reflect the DMPS rationale for using a cultural
proficiency framework (disproportionality, data, mission, achievement gap)?
What concerns or obstacles might prohibit the implementation of the
framework?
How might the classroom or building benefit from utilizing the Cultural
Proficiency framework?
Review the theory of action. How might it look different for your classroom?
NOTES
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SECTION
II
THE COMPONENTS
OF
CULTURAL PROFICIENCY
Cultural Proficiency is the
way a person or organization
effectively engages with and
plans for issues that arise in
diverse environments. It is a
paradigm shift from viewing
cultural differences as
problematic to learning how to
interact effectively with other
cultures. It focuses on learning
about oneself and recognizing
how ones culture and identity
may affect others.
COMPONENTS OF CULTURAL PROFICIENCY

Cultural Proficiency is the way a person or organization effectively engages with and plans
for issues that arise in diverse environments. It is a paradigm shift from viewing cultural
differences as problematic to learning how to interact effectively with other cultures. It focuses
on learning about oneself and recognizing how ones culture and identity may affect others.
There are four components to the Cultural Proficiency framework (see page 11). Each
component is numbered as follows:
1. The Guiding Principles
The underlying, core values of the approach.
2. The Continuum
The language to help describe how individual values and behaviors as well as
organizational policies and practices impact cross-cultural interactions.
3. The Barriers
The obstacles that undermine effective responses to the guiding principles of culture.
4. The Essential Elements
The behavioral standards for measuring, planning, and responding proficiently to the
guiding principles of culture.
These components are broken down in the following chapters. As you navigate the framework,
reference each chapter for a more in-depth understanding of each component. Keep in mind
that the objective of the framework is to learn the skills necessary to navigate and interact
effectively in a diverse environment.
11
Figure 2.1 THE DMPS CULTURAL PROFICIENCY FRAMEWORK
1. THE GUIDING PRINCIPLES Core Values Regarding Culture

Culture is a predominant force
People are served in varying degrees by the dominant culture
There is diversity within and between cultures
Every group has unique culturally-defined needs
People have personal identities and group identities
Marginalized populations have to be at least bicultural
Families are the primary systems of support
The diverse thought patterns of cultural groups influence how problems are defined and solved
The absence of cultural competence anywhere is a threat to competent services everywhere
2. CULTURAL PROFICIENCY CONTINUUM
DESTRUCTION
*DENIAL
INTOLERANCE
REDUCTION
TOLERANCE
(INCAPACITY)
(BLINDNESS)
(PRECOMPETENCE)
*POLARIZATION
*MINIMIZATION
*ACCEPTANCE
Eliminate differences Demean differences Dismiss differences
Respond
inadequately to the
dynamics of
difference
Belief in the
superiority of
one's culture &
behavior that
disempowers
another's culture
Awareness of
the limitations of
one's skills or an
organization's
practices when
interacting with
other cultural
groups
The elimination of
other people's
cultures
Acting as if the
cultural differences
you see do not
matter or not
recognizing that
there are
differences among
& between cultures
MACRO AGGRESSIONS
MICRO AGGRESSIONS
3. Reactive Behaviors, Shaped by the BARRIERS
*ADAPTATION
Engage with
differences using
the essential
elements as
standards
PROFICIENCY
*INTEGRATION
Esteem & learn from

differences as a
lifelong practice
Knowing how to
Use the five

learn about & from
essential elements
individual &
of cultural
organizational
proficiency as the
culture; interacting
standard for
effectively in a
individual behavior
variety of cultural
& organizational
environments
practices
TRANSFORMATION TOWARD EQUITY (INTERCULTURAL)
OPPOSITION TO DIVERSITY (MONOCULTURAL)
Focuses on them being problems

Tolerates, excludes, separates
Diversity is a problem to be solved
Prevent, mitigate, avoid cultural dissonance & conflict
Stakeholders expect or help others assimilate
Information added to existing policies & procedures
COMPETENCE
CULTURAL RESPONSIVENESS
Focuses on us and our practices

Esteems, respects, includes
Diversity and inclusion are goals to be attained
Manage, leverage, facilitate conflict
Stakeholders adapt to meet needs of others
Existing policies, procedures, practices examined and
adapted to changing environment
4. Proactive Behaviors shaped by ESSENTIAL ELEMENTS
Unawareness of the Need to Adapt: Difficulty in
Assess Culture: The self-assessment of ones own culture &
recognizing the need to make changes in response to diversity

within the environment
Resistance to Change: Hesitance to commit changes
in practices and perceptions influenced by culture
Systems of Oppression & Privilege: Disparities
based in legal separation, cultural norms, and limited access
A Sense of Entitlement: Beneficiaries of inequitable
privileges
Misuse & Abuse of Power & Privilege : Unequal
power dynamic that maintains the status quo
its impact on the environment, and identifying the cultural

groups present in the system
Value Diversity: Develop an appreciation for the differences
among & between groups
Manage the Dynamics of Difference: Learn to respond
appropriately to the issues that arise in diverse environments
Adapt to Diversity: Modify and adopt new policies and
practices to support diversity and inclusion
Institutionalize Cultural Knowledge: Establish support,

build capacity, and display cultural changes in the organization
Adapted from: Nuri-Robins, Lindsey, Lindsey, and Terrell. Culturally Proficient Instruction (3rd ed) Corwin 2012;
*Adapted from M.R Hammer Intercultural Development Inventory, 2012; Updated for DMPS use December, 2015
12
1. THE GUIDING PRINCIPLES

Educators that practice cultural proficiency actively learn about students and about themselves
in a cultural context. Guided by a framework of values, the educators practicing cultural
proficiency reflect upon personal values and understand how they influence their perception of
the world and how their experiences influence their behavior.
The following principles serve as the guide for individual behavior and organizational policies
and practices. Included in the description of each principle is an example of how it may be
reflected in an environment.
Culture is a predominant force.

People are served in varying degrees by the dominant culture.
There is diversity within and between cultures.
Every group has unique culturally defined needs.
People have personal identities and group identities.
Marginalized populations have to be at least bicultural.
Families are the primary system of support.
The diverse thought patterns of cultural groups influence how problems are defined and
solved.
The absence of cultural competence anywhere is a threat to competent services
everywhere.
Culture is a predominant force.

Culture1 shapes values, behaviors, and institutions. Culture determines what is perceived as a
problem and acceptable approaches to solving the problem. If you do not notice your culture or
the culture of your organization, it is probably because you are a member of the dominant culture2.
Culture determines interactions with students and reactions to things that happen in the
classroom. Cultural biases3 are judgments of behaviors that differ from the norm. Organizational
norms, school climate, and unwritten rules are all a reflection of an institutions culture.
A teacher who grew up in a small rural Iowa community and attended
an Iowa institution for college develops a set of ideas, behaviors, and
perspectives on certain issues that differ from a student whose family has
established roots in the urban core of Des Moines.
1 Culture: the system of shared beliefs, values, customs and behaviors between members of society; gender, class,
physical and mental abilities, religious and spiritual belief, sexual orientation, and age are also indicators of culture
beyond race and ethnicity.
2 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide for
People Who Teach. Thousand Oaks, CA: Corwin Press.
3 Bias: an opinion, preference, or prejudice that limits an individuals or groups ability to make fair, objective or
accurate judgments
13
II
THE GUIDING PRINCIPLES
COMPONENTS
People are served in varying degrees by the dominant culture.

The degree to which students and their families successfully navigate the cultures of the school
and classroom is directly related to how well they know the cultural expectations of those
environments. Members of dominant cultures1 may not be aware of how their group or
organization adversely affects those who do not know the cultural norms or rules. When the
difference is recognized, the dominant group will often suggest that the non-dominant group learn
and adapt to the new rules. In a culturally proficient environment, cultural expectations are taught
explicitly to everyone and establish a dynamic relationship in which all parties participate in the
adaptation and adjustment to their differences.
In an English class, a Latina student notes that in every assigned text for
reading, none of the main characters were Latina women and therefore
struggles to connect to the material. When the student brings it up to the
teacher, the teacher responds with the inclusion of a text about Latino
immigrants written by a white, male author.
There is diversity within and between cultures.

Diversity within cultures is as important as diversity among cultures: it is important to learn
about cultural groups not as monoliths, but as the complex and diverse groups of individuals
that they are. Every group is characterized by socioeconomic class, education, gender, and
immigration status, which inform and shape ones culture.
In a group of seven refugee students from Burma, each student speaks a
different language and dialect reflective of the regional and migratory
differences of the Karen community.
Every group has unique culturally defined needs.

Each cultural group has unique needs that cannot be met within the bounds of the dominant
culture. Just because a culturally defined practice differs from anothers does not make it wrong.
Just as instructors respect differences in how people learn with varied teaching styles, differences
in cultural needs must be acknowledged and respected in the same manner. Culturally proficient
teachers make room for several paths leading to the same goal.2
A school cafeteria serves pulled pork sandwiches to a student population
that includes a high number of practicing Muslim students.
1 Dominant culture (group): the group that sets the norms and expectations for interactions in a given environment:
mainstream culture.
14
II
COMPONENTS
People have personal identities and group identities.

The dignity of the individual is not guaranteed unless the dignity of the group is also preserved.3
Although it is important to treat all people as individuals, it is also important to acknowledge that
individuals have group identities as well. Attempts to distance people from their group are
offensive because they deny that persons identity with other members of that group. Making
negative comments or reinforcing stereotypes about a group insult its members. These
microaggressions4 are subtle and are often dismissed as inconsequential or the targeted person
can be dismissed as overly sensitive.
Maurice is an openly gay, black student. He participates in LGBTQ
advocacy and is an active member of his church choir. Maurice
recognizes and affirms his identity as a gay male while maintaining the
connection with his religious and cultural heritage.
Marginalized populations have to be at least bicultural.
Members of the dominant culture often fail to recognize the requirements placed upon members
of marginalized communities5. English language learners, immigrant students, students from
poverty-stricken communities or marginalized ethnic groups must know the norms, values and
expectations of their own cultures while navigating and learning the expectations of the school
culture. Success for the student is more likely when the system supports this dichotomy.
Educators must be able to manage conflict that arises when the norms and expectations of the
school culture differ from that of students communities.
A student speaks formal English when addressing teachers and other
staff at school, but code switches6 to African American Vernacular
English when socializing and connecting with some members and peers
of their cultural community in order to feel a sense of belonging to both
groups.
Families are the primary system of support.

The institution of family has different configurations for different culturessingle parent, samesex parents, foster care, etc. The family, as defined by each culture, is the primary system of
support in the education of children. Pursuing meaningful partnerships between families and
schools will help to learn about the culture of the community, its challenges, and its positive
opportunities. Work with parents and guardians to understand economic, historical, and political
barriers that have impeded progress in school-community relations. Understanding barriers and
recognizing the positive aspects of the parents culture builds respect and trust.

4 Microaggressions: offensive practices or behaviors that are subtle and often treated as isolated incidents. Usually
dismissed as inconsequential or overly sensitive
5 Marginality: identifying with two groups but being rejected by both and relegated to the margins (see Other)
6 Code switch: alternating between two or more languages or language varieties, depending on the cultural
expectations of the group
15
II
COMPONENTS
A student from an immigrant family may have a greater command of

the culture of the school than their parents. Immigrant parents want to
be involved but may encounter barriers such as a difference in language,
conflicts with schedules, and the impact of district policies that may deter
their ability to participate in school activities.
The diverse thought patterns of cultural groups influence how problems are
defined and solved.
Family and community are defined by culture and serve as the primary point of intervention and
mechanism for support. They differ within groups as well as between groups. Family and
community priorities may differ from those of the school or classroom. Recognizing these
differences make it easier to engage in meaningful conversations with families and community
members.
A family that traditionally shows respect to authority figures is deeply
troubled when their student receives a suspension for advocating against
injustices in the classroom. A family that historically values social justice
activism supports their students advocacy against injustice and
challenges the suspension.
The absence of cultural competence anywhere is a threat to competent

services everywhere.
To create an environment that supports and fosters the achievement of all students, consider
everything that affects that environment. These principles establish guidelines for engaging with
colleagues, students, and the communities from which the students come. Continuing to ignore
or deny the impact of culture will render all efforts towards equity7 as inadequate to the needs of
students and their communities.
If the United States had in recent years closed the achievement gap
between black and Latino student performance and white student
performance had been similarly narrowed, GDP would have been
between $310 billion and $525 billion higher.8
7 Equity: recognizing that people are different and accommodating practices for equal outcomes: eliminating
systematic barriers based on race, gender, economic status, etc .

8 McKinsey & Company, Social Sector Office. The Economic Impact of the Achievement Gap in Americas Schools.
2009
16
II
COMPONENTS
Consider the ways culture is present in a classroom or building.

Which guiding principles are the most prevalent?
Which guiding principles need the most support?
GROUP
DISCUSSION
NOTES
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2. THE CONTINUUM
The Cultural Proficiency Continuum provides a context, or frame of reference, which can
describe organizations and individuals. Using the continuum to study singular events in the
classroom or organization helps to examine specific policies or behaviors. The range of points
provide starting places and benchmarks by which to assess progress and direction. Movement
along the continuum will not always be a fluid progression towards cultural proficiency, but may
create discussions that challenge accepted policies and practices.
Figure 2.2 THE CULTURAL PROFICIENCY CONTINUUM
Proficiency
Competence
Tolerance
Reduction
Intolerance
Destructiveness
On the lower end of the continuum are destructiveness, intolerance, and reduction. These
points correlate with reactive behaviors1, indicative of the barriers to cultural proficiency. At
the upper end of the continuum are tolerance, competence, and cultural proficiency. These
points correlate with proactive behaviors2, indicative of the essential elements that embody
cultural proficiency.
GROUP
DISCUSSION
Think of situations that have taken place in the classroom or building. Write
down poignant points, attitudes, and behaviors that led to a positive or
negative outcome.
1 Reactive behaviors: behaviors that resist growth and maintain an opposition to diversity
2 Proactive behaviors: behaviors that encourage growth and transformation towards equity
18
II
THE CONTINUUM
COMPONENTS
Cultural Destructiveness
Cultural destructiveness seeks to eliminate differences. It attempts to eliminate what
differs or conflicts with the dominant group. Policies, practices, or behaviors that intentionally
dismiss or disregard another culture are considered destructive. Systems of legalized oppression,
such as the Jim Crow laws of segregation1, Indian Removal Act2, concentration and internment
camps3, and policies that prohibit the use of native languages4 are clear examples of cultural
destruction. Destructiveness can also play out in subtle forms, such as adherence to prevailing
unspoken practices that deliver inequitable opportunities and outcomes insinuated by the norms
of the dominant culture.
A history book or lesson that exclusively focuses on the experiences of
European settlers fails to recognize or analyze the experiences and
existence of Native American groups, minimizes the impact and effect of
slavery, segregation, and other colonial atrocities.
Cultural Intolerance
Cultural intolerance5 demeans differences. It is the demonstration of the superiority of a
dominant culture maintained by behaviors that disempower another culture. Cultural intolerance
recognizes differences without valuing diversity and often resorts to relating to other cultures
based on negative stereotypes or tokenism.
Stereotyping students to low-performance standards based on their
cultural group, characterized by comments such as, They dont value
education, or Those families dont care to be involved in their childrens
education.
Cultural Reduction
Cultural reduction6 refers to any policy, practice, or behavior that ignores existing cultural
differences and considers such differences and the experiences that come with them as
inconsequential. Not seeing differences and the experiences that come with those differences
presumes that dominant cultural norms are beneficial for all. When members of a dominant group
1 Jim Crow laws of segregation: state and local laws that enforced and upheld racial segregation in the Southern
United States
2 Indian Removal Act: signed in 1830 by Pres. Andrew Jackson, this law forcibly moved Native American tribes from
their land and relocated them to unsettled territory. Infamously known for the Trail of Tears, where over 4,000
Cherokees died during a forced relocation in the fall and winter of 1838-39.
3 Concentration and Internment camps: a guarded compound for the detention or imprisonment of ethnic minorities,
political prisoners, etc. Most notably established by the Nazi regime during WWII (Holocaust), and the US against
Japanese-Americans in 1942-45.
4 American Indian Boarding Schools immersed children in European-American culture with the intent to civilize and
Christianize them. School administrators forbade tribal singing and dancing, the wearing of ceremonial and savage
clothes, the practice of native religions (other than Christianity), the speaking of tribal languages, the acting out of
traditional gender roles, and replaced traditional names with new European-American names.
5 formerly cultural incapacity
6 formerly cultural blindness
19
II
THE CONTINUUM
COMPONENTS
practice cultural reduction, they unintentionally contribute to the sense of invisibility experienced
by marginalized groups.
A teacher that professes, I treat all students the same or I dont see
color creates a disconnect between the student, teacher, and behavior in
class. Certain student behavior is directly related to experiences in the
world that are characterized by the intersections of culture. A student
with excessive absences may come from an immigrant community that
is the target of deportation threats and therefore struggles to succeed.
Cultural Tolerance
Cultural tolerance7 cant understand the need for the development of attitudes and skills
necessary for responding to differences, and has not demonstrated a full commitment to
adequately or appropriately responding to issues that arise from diversity. More information,
assistance, and greater capacity can yield more effective cross-cultural communication.
A building wants to host a Culture Day to celebrate the richness and
diversity of its student population, and gives sole responsibility to its only
staff member of color.
Cultural Competence
Cultural competence uses set of congruent behaviors, attitudes, and policies that come
together in a set that enables effective cross-cultural communication. This involves assessing
culture, valuing diversity, managing the dynamics of difference, adapting to diversity, and
institutionalizing cultural knowledge. Practicing cultural competence requires a continual
observation of the self and the organization.
A P.E teacher considers the five Essential Elements in developing lesson
plans and instructional strategies by asking these questions: What
cultures are present? Do I know and affirm the varying experiences and
views present in the classroom? How will I manage conflict when it
arises due to varying experiences? How will I meet the instructional
needs of my most marginalized student populations?
Cultural Proficiency
Cultural proficiency focuses on learning about oneself and recognizing how ones culture
and identity may affect others, relieving those who have been marginalized from the responsibility
of doing all of the adapting. It manifests in organizations and people who value culture; know how
to learn about individual and organizational cultures and interact effectively in diverse
environments. Cultural proficiency is an ongoing and unfolding lifelong learning process that
recognizes that differences and similarities between cultures are important.
7 formerly cultural pre-competence
20
II
THE CONTINUUM
COMPONENTS
The Des Moines Public School District has committed to building an

ethical and professional environment for effective cross-cultural
communication and problem solving; to identifying values and behavior
that influence the policies and practices of the buildings; to expressing
individual and organizational behaviors and practices that serve as a
framework for intentionally responding to the academic and social needs
of all cultural groups in the school and community; and to developing a
coherent approach to educating all students in ways that honor and build
on who they are as individual members of complex and sometimes
contradictory societies.
GROUP
DISCUSSION
Refer to the situations noted at the beginning of this section.

Where do these scenarios fall on the continuum?
If reactive, how can they be moved along the continuum?
If proactive, how do they reflect cultural proficiency?
NOTES
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21
3. THE BARRIERS
Overcoming resistance to individual and organizational change involves recognizing and
acknowledging barriers to cultural proficiency. Transforming resistance requires an
examination of an individuals assumptions, values, and beliefs.
The following barriers are considered reactive behaviors rooted in monoculture1 that manifest
as opposition to diversity2:
Unawareness of the Need to Adapt: difficulty in recognizing the need to make

changes in response to diversity within the environment
Resistance to Change: hesitance to commit changes in practices and perceptions

influenced by culture
Systems of Oppression and Privilege: disparities based in legal separation,

cultural norms, and limited access
A Sense of Entitlement: beneficiaries of inequitable privileges
Misuse and Abuse of Power and Privilege: unequal power dynamics that
maintain the status quo
Unawareness of the Need to Adapt

In environments where the norm is established and maintained by a dominant group, the
marginalized group is expected to change and adapt in order to fit in. This view is echoed by the
sentiment, The others are not like us. The dominant group often unknowingly resists adapting
to the needs of marginalized groups because of a belief in the efficacy of current practices, even
though they may not be effective and lead to inequitable outcomes. In the classroom, instruction
must be varied in order to meet the needs of students. Teachers should display a command of the
subject by exhibiting a variety of teaching styles that match the students' ability to learn and
succeed.
Resistance to Change3
Resistance is often rooted in the defense of current practices from which the dominant
group benefits from, but may not be equitable, effective, or efficient for all. The resistance is
natural, but problematic if left unaddressed. Engaging in the development of culturally proficient
practices within a professional learning community is one way to find support in accepting and
adopting changes with colleagues who challenge established but ineffective perceptions and
practices. These learning communities also help to evaluate practices and behaviors that may
need to adapt to meet the needs of diverse students. Creating commitments to implementing
measurable benchmarks within the learning community encourages an accountability to make
the changes needed to support all students.
1 Monoculture: a singular, prevailing dominant culture

2 Opposition to Diversity: the lowest points on the Cultural Proficiency Continuum: Destruction, Intolerance,
Reduction; see Reactive behaviors

3 Leading in a Culture of Change, Michael Fullan
22
II
THE BARRIERS
COMPONENTS
Systemic Oppression and Privilege

Oppression1 is best understood as a systemic issue. Over time, structures reinforced a set of
privileges that remained exclusive to members of the dominant race2. These privileges3 have been
inherited by descendants of the dominant group, though members often remain completely
unaware that they benefit from systemic oppression. Members of non-dominant groups
experience alienation4, marginalization, and discrimination5 through institutionalized practices
(often considered cultural norms established by the dominant group) that go as far as racism6,
sexism7, ableism8, and heterosexism9. Systemic practices are distinct from personal behaviors,
however, the behaviors of the dominant group establish acceptable norms. Any group that does
not align with these culturally accepted practices is often pushed to the margins and "othered."10
A Sense of Entitlement
Beneficiaries of inequitable privileges experience change towards equity and cultural
proficiency as a loss. Without recognizing that they benefit from systems of oppression,
beneficiaries develop a resentment towards marginalized groups for receiving advantages
previously exclusive to the dominant group. Developing an awareness of privileges and attitudes
of entitlement is helpful when confronting and changing systemic inequities.
Misuse and Abuse of Power and Privilege
Power11 operates on both overt and invisible levels, which creates an unequal power
dynamic used to maintain the status quo of an organization or society. Systemic discriminatory
practices, policies, and behaviors interrupt both teaching and learning. Power dynamics12 are
reflected in patterns of authority and resistance, struggles about expertise and experience, control
over access to knowledge, and the evaluation of student learning. Power is also reflected in the
structure and organization in the classroom, the style, and manner of conversations, preferred
patterns of classroom speaking, etc. When unconsciously misused or consciously abused, power
dynamics perpetuate marginalization, exclusion, disempowerment, and silencing.
1 Oppression: the systematic exclusion and/or disempowering of others on the basis of ethnicity, gender, language,
physical and intellectual ability, race, religion, sexual orientation, class, etc.
2 Race: a political and social construct meant to divide humans according to physical traits and characteristics;
historically used to justify the enslavement, extermination, and marginalization of specific groups of people
3 Privilege: the experience of freedoms, rights, benefits, advantages, access and/or opportunities based on
membership in a dominant group: often denied or withheld to members of non-dominant groups
4 Alienation: feeling out of place: not belonging to any group
5 Discrimination: the unfair treatment of individuals or groups on the basis of race, ethnic group, gender, religion,
sexual orientation, physical or mental ability, etc., such that it prevents or limits access to opportunities, benefits, or
advantages available to other members of society
6 Racism: the belief in the superiority of one race over another; social, political, and/or economic power exhibited by
a dominant race over another racial group. Prejudice + Power = Racism
7 Sexism: prejudice, stereotyping, or discrimination, historically against women, based on gender
8 Ableism: discrimination in favor of able-bodied people; prejudice against physical or mental handicaps
9 Heterosexism: discrimination or prejudice against homosexuals based on the belief in the superiority of
heterosexuality
10 Other: the marginalization of a person or group based on differences in dominant cultural norms
11 Power: influence or control through the acquisition of capital (political, social, financial and cultural) stock; physical
strength
12 Power dynamics: the relationship between groups in which one group dominates and defines the other groups and
determines differential treatment as a result
23
II
THE BARRIERS
COMPONENTS
CASE STUDY
At a professional development meeting on Cultural Proficiency, an educator shares that she perceives
cultural proficiency as another excuse that her students of color, particularly black students, can use to
justify or get away with negative and disruptive behavior. I actually feel very sorry for my white
students because their education is being disrupted by the behavior of students who do not adhere to the
traditional American model of education. Policies that focus on diversity issues take away from class
time that could be used to educate the students who are doing well and are represented in the classroom.
If a student does not behave the way that I want my students to behave, who does not learn the way I
teach, then that student does not need to be in my classroom, distracting the others from learning. I send
them off. The typical American student is not loud and unruly. They are prepared and they show up and
are eager to learn. The others? They dont value that they dont value education their parents dont
value education. I have no need for students like that in my classroom, especially as it interferes with
others learning. Her statements were greeted with many non-verbal signs of agreement.
GROUP
DISCUSSION
Where does this case study fall on the continuum?

Describe the barriers present in this scenario. Which barriers did you have
the most difficulty identifying?
How do you agree or disagree with the instructors position?
How does this event reflect experiences youve had in your classroom or
building?
How would you respond differently to this episode?
NOTES
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24
4. THE ESSENTIAL ELEMENTS

The essential elements serve as the standard with which to address differences and apply
culturally proficient practices. These practices are rooted in an Intercultural1 lens that manifests
as Transformation toward Equity2:
Assess Culture: the self-assessment of ones own culture and its impact on the
environment, and identifying the cultural groups present in a system
Value Diversity: develop an appreciation for the differences among and between
groups
Manage the Dynamics of Difference: learn to respond appropriately to the issues

that arise in diverse environments
Adapt to Diversity: modify and adopt new policies and practices to support diversity
and inclusion
Institutionalize Cultural Knowledge: establish support, build capacity, and

display cultural changes into the system of the organization
For a deeper look at how to apply these essential elements in practice, refer to the following
section, Applied Essential Elements.
1 Interculture: the inclusion and interaction of different cultural groups

2 Transformation toward Equity: the higher points on the Cultural Proficiency Continuum: Tolerance, Competence,
Proficiency; see Proactive behaviors
25
NOTES
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SECTION III
APPLIED
The Essential Elements of
ESSENTIAL
Cultural Proficiency provide the
ELEMENTS
appropriate responses to
individual behavior and
organizational practices when
dealing with cultural differences.
This section will look deeper at
the essential elements and
include methods to aid in
organizational and practical
application.
Take the time to engage with the

tables and exercises. Make note
of the ones that would best serve
to facilitate transformation
according to classroom and
building needs.
27
III
CULTURAL COMMITMENTS
DMPS has made the following Cultural Commitments in an effort to ensure that practices
consistent with Cultural Proficiency are implemented within the organizations framework.
These commitments have placed the Essential Elements into the practical scope of our policies.
A. Equity of Access- (Adapting to Diversity) DMPS shall provide every student with
equitable access to a high quality curriculum, support, facilities and other educational
resources, even when this means differentiating resource allocation.
B. Equity Analysis- (Assess Culture) DMPS shall review existing policies, programs,
professional development and procedures to ensure the promotion of equity and all
applicable new policies, programs, and procedures will be developed using an equity
analysis tool.
C. Workforce Equity- (Managing the Dynamics of Difference) DMPS shall actively
work to ensure that the teacher and administrator workforce reflects the diversity of the
student body and that all students have access to high quality instruction throughout their
educational experience. The District shall recruit, employ, support and retain a workforce
that includes racial, gender, and linguistic diversity, as well as culturally competent
administrative, instructional, and support personnel.
D. Professional Development- (Institutionalize Cultural Knowledge) DMPS shall
provide professional development to strengthen employees capabilities for eliminating
opportunity gaps and other disparities in achievement.
E. Welcoming School Environments- (Value Diversity) DMPS shall ensure that
each school creates a welcoming culture and inclusive environment that reflects and
supports the diversity of the Districts student population, their families, and
communities.
F. Partnerships- (Adapt to Diversity) DMPS will include other partners who have
demonstrated culturally specific expertise including families, government agencies,
institutes of higher learning, early childhood education organizations, community-based
organizations, businesses, and the community in general in meeting our high goals for
educational outcomes.
G. Multiple Pathways to Success- (Value and Adapt to Diversity) DMPS shall provide
multiple pathways to success in order to meet the needs of the diverse student body, and
shall actively encourage, support, and expect high academic achievement for all students.
Adapted from Ensuring Educational and Racial Equity, Seattle Public Schools, Council of Great City Schools, 2012
29
III
ASSESS CULTURE
Assessing culture begins with the individual or organization first assessing their own culture
in order to understand the impact it has in a variety of exchanges. This self-reflective and
consciousness-developing process serves to enable an understanding of where ones culture
intersects with another in order to provide insight to perceptions and potential areas of conflict.
Figure 3.1 FOUR LAYERS OF DIVERSITY
1. Personality: an individuals likes and dislikes,

values, and beliefs. Shaped early in life and
influenced by 3 outer layers.
2. Internal dimensions: aspects of diversity over which
we have no personal control. Include the first things
that form assumptions and judgments: race and
gender.
3. External Dimensions: aspects that we have some
control over and change over time. Informs the basis
for decisions on career, work styles, and even
friendships.
4. Organizational Dimensions: aspects of culture
found in a work setting. Reveals issues of preferential
treatment and opportunities for development.
*Internal Dimensions and External Dimensions are adapted from Marilyn

Loden and Judy Rosener, Workforce America! (Business One Irwin, 1991)
From Diverse Teams at Work, Gardenswartz & Rowe (2nd Edition,
SHRM, 2003)
In the classroom, taking the time to assess ones own culture develops an awareness of how it
can affect the teaching style. Evaluate how classroom culture, instructional practices and
curriculum may actually be suited to the instructors own environmental lens rather than the
students. It is important to appreciate and understand the complexity of a diverse classroom
environment (cultures, attitudes, behaviors, habits, feelings, actions, needs) to develop and
demonstrate instructional strategies that support those differences.
Individual: By developing a deepened understanding of the relationship between
knowledge of ones culture and appropriate responses to differences, an individual recognizes
how culture is expressed through their behaviors. When individuals know their own cultural
narrative, they are better able to manage differences and similarities effectively.
How do you describe your culture?

Do you know the heritage and meaning of your name?
How does your name reflect your personal history?
How do people respond when they see or hear your name for the first time?
What defines who you are as an instructor? How does this differ about what you want
others to know about you as a person?
What aspect of your culture are you comfortable sharing openly or does it require
invitation?
30
III
ASSESS CULTURE
ESSENTIAL
ELEMENTS
In what ways have you noticed that members of a similar culture react and relate to you
differently than members from another culture?
Organizational: Knowing about and understanding the culture of an organization will

enhance communication, conflict management, and enable effective interactions and
interventions that will aid in establishing diversity as a norm.
How do you learn the cultural expectations of the District and school?
How is the District as a whole supportive of learning?
How do employees of the District value and affirm colleagues from diverse cultures?
What do you share about your values and beliefs with colleagues? How do you choose to
share them?
What do you do to learn about the people in your school? How does that inform and
influence instructional and management practices?
Think of a time when you violated an unwritten rule. How did you know you had broken
the rule? How were you expected to know the rule?
Figure 3.2 CULTURAL ICEBERG
People think of culture as the

observable characteristics of a group.
However, culture is deeper than these
surface components and is based on
complex ideas, attitudes, and values.
Deep Culture refers to a cultures core
values. These learned ideas of good,
right, desirable, and acceptable, differ
between cultural groups and are often
interpreted and incorporated in
unique ways. These underlying core
values manifest in use of language,
actions, laws, and communication
styles.
Beyond Culture (1976) by Edward T. Hall
31
III
ASSESS CULTURE
ESSENTIAL
ELEMENTS
TABLE 3.3 QUESTIONS TO GUIDE TEACHERS SELF-REFLECTION ABOUT CULTURE1

Critical Questions
Reflective Purpose and Significance
How does my culture
influence my works as an
educator with my students,
especially my students of
color?
This question challenges you to reflect on the culture-based

privileges and/or the lack thereof that you experience inside
and outside of the classroom. Then consider how your
culture connects with or diverges from your students to
either hinder or enable learning opportunities.
As an educator, what is the

effect of culture on my
thinking, beliefs, actions,
and decision-making?
This question challenges you to reflect on your conceptual

and cognitive positions and positioning that may have been
hidden previously. Beliefs and ideas may become more
visible through such conscious deliberation. Then, connect
your cultural beliefs with your practices and think about how
it shapes the kinds of examples you use to elucidate
curriculum content with students.
How do I, as an educator,
situate myself in the
education of students, and
how do I negotiate the
power structure in my class
to allow students to feel a
sense of worth regardless of
their racial or cultural
background?
With these questions comes reflection about the

relationships between race, power, and actions. You are
challenged to think about whose voice matters in the
classroom and to recognize that students can feel
marginalized and insignificant when teachers do not
recognize the important contributions and assets that they
possess and bring into the classroom.
How do I situate and

negotiate students
knowledge, experiences,
expertise, and background
with my own?
This question challenges you to decide whether you are

willing to negotiate expertise and ways of knowing with your
students. Start by considering the important relationships
between knowledge, experience, expertise, and culture.
Then work to understand that you may need to learn from
your students and others how to negotiate knowledge and
expertise in the classroom and how some groups of
students have been silenced because of their background.
1 Milner, H.R. (2010). Start Where You Are, But Dont Stay There. Cambridge, MA: Harvard Education Press.
32
III
VALUE DIVERSITY
The values of an organization are reflected in its mission and vision statements1. These serve as
indicators of what is important and operate with the intention to achieve the desired outcome.
Fostering a community that values diversity requires attention, appreciation and respect for the
differences that exist.
Many approach diversity through a lens that focuses on similarities. However, managing
diversity through a lowest common denominator2 approach eliminates the potential for
learning experiences between students and colleagues alike.
In an organization that values diversity, individuals exhibit qualities of cultural proficiency by
welcoming a new person from a different cultural background into the school
community,
adapting to various communication styles and manners of people,
creating an inclusive environment that embraces differences,
respecting and honoring holidays that are not mainstream,
enforcing accountability by avoiding deficit reasons as to why students dont learn.
An important component in valuing diversity is to encourage others to adapt to the myriad ways
that respect can be perceived. This adaptation involves monitoring language that may include
negative judgments, also known as microaggressions. Collaboration is another opportunity to
include the opinions, ideas and concerns of various cultural groups by reestablishing that there
is room for many paths leading to the same goal.3
Table 3.4 TEACHER CLASSROOM GOALS AND ORGANIZATIONAL TECHNIQUES4

Teacher Goals
Organizational Techniques
To acknowledge
students cultural,
linguistic, academic,
social, and
developmental needs
when facilitating
learning events
To use physical
resources to
accommodate
students individual
and group needs,
ability differences,
linguistic skills, and
friendship choices
Adapt lesson plans, instructional strategies, and

instructional resources to meet the needs of linguistically
and culturally diverse students
Anticipate and develop ways to connect lesson content with
students prior knowledge
Provide a balance of instructional strategies to meet
students cognitive preferences
Schedule the sequence of classroom events and time given
to particular activities to meet students developmental
needs
Organize the classroom physically in ways that provide
multiple opportunities for students to select to work and
communicate with others of the same race, ethnic, linguistic,
and gender groups, as well as diverse groups
Provide small group collaborative work and resource areas
Create large group community building spaces
Anticipate how the rooms physical arrangement affects
movement patterns, access to shared materials, and
opportunities to develop interpersonal relationships.
See DMPS vision and mission statements, page 1

The practice of focusing on similarities between groups and disregarding differences
3 Refer to Guiding Principles p.11, Every group has unique, culturally defined needs.
4 Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education
2
33
III
MANAGE THE
DYNAMICS OF DIFFERENCE
When diversity is valued, it opens the door for a variety of perspectives and cultures to engage,
which unveils potential conflict rooted in differences. Managing the dynamics of difference is a
necessary skill in developing healthy responses to conflict when cultures clash.
Many sources of conflict are rooted in power dynamics. When power is institutionalized, it
creates a hierarchy in the relationships between groups. Instructors exercise power by
determining what is taught, how it is taught, how the learning will be assessed, where students
sit, when they can take breaks, etc. While there are circumstances in place that necessitate the
power of the instructor in a school environment, when misused or abused, power dynamics
undercut the need for effective communication and conflict management.
The following tables highlight some differences between groups. These can be used to assess the
cultures present and navigate the power dynamics that arise because of these differences.
Table 3.5 refers to problem solving for a solution in a conflict between groups or individuals.
Table 3.6 expresses the behavioral differences between members of minoritized groups and
dominant groups, and the impact of the power dynamics between the two. Table 3.7
distinguishes between Good Leadership and Social Justice Leadership and can be used by
individuals who want to enhance and strengthen equitable practices.
Table 3.5 CULTURALLY PROFICIENT CONFLICT MANAGEMENT STRATEGIES1:

1. Get the facts
Determine what the facts actually are
2. Clarify values
Distinguish shared core values from strong opinions
3. Check perspectives
Separate perceptions from facts. Ask questions to gain insight to

the other persons perception.
4. Adjust to personalities
and methods
Understand different communication styles and methods of

resolution; then, adjust appropriately to focus on the issue
5. Seek to understand
cultural differences
Collaborate on an understanding of the differences creating

conflict and seek to work toward mutually acceptable goals.
34
III
MANAGE THE
ESSENTIAL ELEMENTS
Table 3.6 PATTERNS OF INTERNALIZED DOMINANCE AND INTERNALIZED OPPRESSION 1

an individual from the
DOMINANT GROUP
an individual from the

MINORITIZED GROUP
Feels inappropriate, awkward, doesnt trust
perception, looks to expert for definition
Defines rules, judges what is appropriate,

patronizes
Is seen as, and feels, capable of making
constructive changes
Is seen as, and feels, disruptive
Assumes responsibility for keeping system on

course; acts without checking in with others
Blames self for not having capacity to change

situation
Self-image of superiority, competence, in

control, entitled, correct
Self-image of inferiority, incompetent, being

controlled, not entitled, low self-esteem
Presumptuous, does not listen, interrupts, raises

voice, bullies, threatens violence, becomes
violent
Seeks to stand out as special
Finds it difficult to speak up, timid, tries to please

Holds back anger, resentment, and rage
Assumes anything is possible, can do whatever

one wants, assumes everyone else can too
Feels confined by circumstances, limits

aspirations, sees current situations in terms of
past limits
Lacks initiative, responds, deals with, copes,
survives
Sees problems in social context, results of system
Sees experiences and feelings as collectively
understood and shared, no point in talking about
them
Sees solutions to problems in actions that change
conditions
Initiates, plans, manages projects

Sees problems and situations in personal terms
Sees experiences and feelings as unique, feels
disconnected, often needs to verbalize feelings
Sees solutions to problems as promoting better
feelings
Thinks own view of reality is the only one,
obvious to all, assumed everyone agrees with
this view; disagreements are result of lack of
information, misunderstandings, and/or
personalities
Views self as logical, rational; sees others as
too emotional, out of control
Believes certain kinds of work below their dignity
Does not believe or trust ability of others to
provide leadership
Feels secure staying in the background, feels

vulnerable when singled out
Always aware of at least two views of reality, their

own and that of the dominant group
Often thinks own feelings are inappropriate, a sign

of inadequacy
Believes certain kinds of work beyond their ability
Does not believe has capacity for leading
Unaware of hypocrisy, contradictions

Fears losing control, public embarrassment
Regards own culture as civilized, regards
others as underdeveloped, disadvantaged;
turns to other cultures to enrich humanity while
invalidating them by calling them exotic
Sees contradictions, irony, hypocrisy

Laughs at self and others; sees humor as way of
dealing with hypocrisy
Feels own culture devalued; uses cultural forms to
influence situation; humor, music, poetry, etc. to
celebrate collective experience and community;
sees these as being stolen
1 Sensoy, O. & DiAngello, R. (2012). Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice
Education. New York, NY: Teachers College Press.
35
III
MANAGE THE
ESSENTIAL ELEMENTS
Table 3.7 DISTINCTIONS BETWEEN A GOOD LEADER AND A SOCIAL JUSTICE LEADER
Good Leader
Social Justice Leader
Works with sub-publics
to connect with
community
Places significant value on diversity and extends cultural respect

and understanding of that diversity
Speaks of success for all

children
Ends separate and pull-out programs that block both emotional

and academic success for marginalized children
Supports variety of
programs for diverse
learners
Strengthens core teaching and curriculum and ensures that

diverse students have access to that core
Facilitates professional
development in best
practice
Embeds that professional development in collaborative structures

and a context that ties to make sense of race, class, gender,
sexuality, and disability
Builds collective vision of

a great school
Knows that a school cannot be great until the students with the
greatest struggles are given the same rich academic,
extracurricular, and social opportunities as those enjoyed by their
more privileged peers
Empowers staff and

works collaboratively
Brings a personal vision of every childs being successful, but

collaboratively addresses the problems of how to achieve that
success
Networks and builds

alliances with key
stakeholders
Builds and leads coalitions by bringing together various groups of

people to further agenda (families, community organizations, staff,
students) and seeks out other activist administrators who can and
will sustain her/him
Acts as a positive
ambassador for the
school
Builds a climate in which families, staff, and students belong and

feel welcome
Uses data to understand

realities of the school
Sees all data through a lens of equity
Understands children
have individual needs
Knows that building community, collaboration, and differentiation

are tools for ensuring that all students achieve success together
Engages in school
improvement with a
variety of stakeholders
Combines structures that promote inclusion and access to

improved teaching and curriculum within a climate of belonging
Works long and hard to

create a great school
Beyond working hard, becomes intertwined with the schools

success and life
Scanlan, M & Theoharis. G. (2015). Leadership for Increasingly Diverse Schools. New York, NY: Routledge.
36
III
ADAPT TO DIVERSITY
Becoming culturally proficient requires permanent changes in values and behaviors that reflect
the adaptation between diverse groups of people. This requires a deep examination of values,
biases, and behaviors while being vigilant for overt and subtle forms of discrimination in
practices.
Adaptations to diversity are easier to see at the organizational level of a school than inside a
classroom. Consider the following1:
Instructional materials
How are instructional materials relevant to the varying experiences of
the students?
Teaching style
How are instructional strategies supportive of cultural differences?
Awareness of student response to instructional material

How are students responding and engaging with the material? In
circumstances where engagement and understanding is low, is there an
overuse or inappropriate use of power hidden in the lesson plan?
Facilitating conversations with students

What voices are dominant in conversations? What voices might reflect a
different point of view?
Mediating conflicts
What values are being supported? Where do those values come from?
Are other values being minimized?
Taking advantage of teachable moments

How often are conversations marked by candor and compassion?
Developing a pedagogy that embraces diversity is a crucial step in adapting to the differences
present in a classroom or building. The following table displays the impact of a diversity
pedagogy as experienced through the development of social interactions and interpersonal
relationships.
37
III
ADAPT TO DIVERSITY
ESSENTIAL
ELEMENTS
Table 3.8 DIVERSITY PEDAGOGY: SOCIAL INTERACTIONS/INTERPERSONAL

RELATIONSHIPS
Social Interactions: Public and shared

contact or communication in dyad or group
settings that provide participants
opportunities to evaluate, exchange, and
share resources.
Interpersonal Relationships: Familiar social

associations among two or more individuals
involving reciprocity and variable degrees of
trust, support, companionship, duration, and
intimacy.
Teacher Pedagogical Behaviors

Creates multiple opportunities for students to
experience different social interactions
Honors students right to select
Student Cultural Displays

Demonstrations of social and cultural
competence in diverse school settings
Initiates, maintains, and sustains
friends.
Provides classroom events to help
Shows behaviors promoting
students develop peer relationships,
respectful, responsible participation in
friendships, and a sense of social
multiple cultural, academic and
belonging and group affiliation with
recreational classroom events with
individuals and groups sharing
individuals and groups sharing
common attributes and with other
common attributes and with other
diverse individuals and groups.
diverse individuals and groups.
Encourages, facilitates, and provides
Accepts, initiates, and sustains same-
opportunities for students to interact
race, same-gender, as well as cross-
socially with others in multiple diverse
race and cross-gender peer
settings.
acceptance.
Promotes the skills students need to function

as contributing members of own and other
social groups, ethnic communities, and as
citizens of a pluralistic national and world
society
Understands the difference between
friendships
Expressions of developing social skills

needed as a contributing member of own and
other social groups and ethnic communities
and as a citizen of a pluralistic national and
world society
Interacts comfortably and responsibly
cooperative and collaborative group
in pairs, small group, and whole group
skills and teaches related skills.
in both classroom and school settings.
Provides opportunities for students to

develop leadership skills and
Exhibits growth in leadership and

group negotiation skills.
responsible group participation.

Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education
38
III
INSTITUTIONALIZE
CULTURAL KNOWLEDGE
Institutionalizing cultural knowledge involves the process of teaching and learning about other
cultures, including that of the organization. It also involves learning how people experience
those cultures and adapt to those differences.
Continuous examination of the organizations policies and practices provide an ongoing
opportunity to understand its culture and the culture of the people in it, allowing for culturally
proficient strategies and behaviors to be practiced consistently.
ENGAGEMENT THROUGH DOUBLE-LOOP LEARNING1

1.
2.
3.
4.
5.
6.
Study culture, individually and organizationally.

Identify problems and alternative solutions.
Select alternatives based on the shared core values and beliefs of the organization.
Implement and monitor solutions.
Gather data and compare with shared core values.
Modify solutions as needed and develop a high value for data-driven strategies and
benchmarks aligned with shared core values.
The following are considerations to improve the effective engagement in a diverse school
setting2:
Learn about and understand students daily experiences within the context of their own
community.
Include the lives of the students within the scope of instruction. Encourage relatability
between students lives outside of the classroom and what they do or learn in the
classroom.
Engage in strategic, systematic training on culturally responsive3 behaviors. Develop a
consistent mentoring or coaching process with colleagues around cultural competence4.
Advance and support methods of professional development that prepare for the
facilitation of classroom discussions involving cultural differences.
Research best practice methods for integration of cultural issues (bias, injustice) within
the classroom.
Be comfortable fielding questions around culture even if solid answers are unknown.
Acknowledge mistakes, learn from mistakes, and actively evolve with actions that are
more effective.
Double-Loop Learning. Adapted from Chris Argyris, Overcoming Organizational Defenses. Boston:
Allyn & Bacon, 1990
2 Culturally Proficient Instruction, Lindsey, Lindsey, Nuri-Robins, Terrell, Corwin, 2012
3 The ability to learn from and relate respectfully with people of your own culture as well as those from
other cultures
4 A set of congruent behaviors, attitudes, and policies that come together to enable effective crosscultural communication between different groups of people.
39
III
INSTITUTIONALIZE CULTURAL KNOWLEDGE
ESSENTIAL
ELEMENTS
Table 3.9 DIVERSITY PEDAGOGY: CULTURALLY SAFE CLASSROOM CONTEXT/SELFREGULATED LEARNING1
Culturally Safe Classroom Context: A

classroom environment where students feel
emotionally secure; psychologically
consistent; and culturally, linguistically,
academically, socially, and physically
comfortable, both as individuals and
members of the groups to which they belong.
Self-Regulated Learning: Demonstrations of

the self-initiated, managed, directed,
contained, and restrained conduct required to
meet self-determined personal and group
goals, to adapt to established classroom
standards, and to maintain self-dignity.
Creates culturally inclusive, emotionally secure,

academically rich, and comfortable spaces
where students develop ownership and
responsibility for their cultural, academic, and
social behavior:
Signs of acquiring knowledge and developing

skills to self-monitor, direct, guide, and control
cultural, social, and academic behavior in the
classroom where space and resources are
shared:
Identifies the cultural nuances present in
Sets and meets personal conduct
student behavior and adapts contextual
standards and classroom norms while
element accordingly.
maintaining ethnic integrity.
Observes how the physical and emotional
Adapts individual and group behavior to
classroom context is experienced by
situational and contextual classroom
diverse students and makes necessary
events and conditions and sustains
changes.
cultural norms.
Promotes self-control in classroom
Takes responsibility for personal and
management decisions and disciplinary
group actions and respects teacher
actions.
behavioral expectations.
Is aware of personal style of authority
Monitors behavior and sets goals.
Views self equally responsible for
Takes responsibility for own actions and
classroom disruptions and order.
responds responsibly with classroom
Establishes culturally balanced
rules.
participation structures.
Understands and cooperates with

teachers academic expectations.
1 Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education
40
III
ESSENTIAL
ELEMENTS
Table 3.10 DIVERSITY PEDAGOGY: CULTURALLY SAFE CLASSROOM CONTEXT/SELFREGULATED LEARNING1
Culturally Safe Classroom Context: A

classroom environment where students feel
emotionally secure; psychologically
consistent; and culturally, linguistically,
academically, socially, and physically
comfortable, both as individuals and
members of the groups to which they belong.
Self-Regulated Learning: Demonstrations of

the self-initiated, managed, directed,
contained, and restrained conduct required to
meet self-determined personal and group
goals, to adapt to established classroom
standards, and to maintain self-dignity.
Recognizes, acknowledges, and responds to

students culturally diverse displays of
knowledge, initiative, perseverance, and
competence as individuals and as members of
particular groups:
Manifestations of behaviors indicating ability to

internalize and self-monitor personal, cultural,
social, and academic decisions to advance
cultural, academic, and social growth:
Observes and identifies diverse patterns
to compare individual and group
of competency and acknowledges cultural
performance with expected social and
factors when judging behavior as
academic outcomes.
appropriate or inappropriate.
Allows students to make and to learn from
Is aware of the students social, cultural,
Recognizes and evaluates group
Directs motivational elements, examines
Acquires classroom management skills
why one acts in certain ways, and
and instructional strategies that help
engages in self-evaluation.
students practice self-control.
Anticipates competence and monitors

social and academic choices.
achievement as well as individual efforts.
Negotiates effectively and handles

obstacles in diverse cultural situations.
and academic classroom interactions.
Is able to take risks and learn from

mistakes.
mistakes.
Uses particular strategies and resources
Controls feelings generated by behavioral
Understands the reciprocal teacher-
choices, balances conflicting goals, and
student interpersonal process involved
evaluates consequences to choices.
when making disciplinary decisions.
1Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education
41
III
ESSENTIAL
ELEMENTS
Table 3.11 SUMMARY OF BEST PRACTICES TO ADDRESS OPPORTUNITY GAPS

1. Dealt with the presence of
race and culture:
2. Perceived teaching as
mission and
responsibility:
3. Developed critical
consciousness:
Teachers rejected color-blind, culture-blind, and diversity-blind ideologies. They saw

themselves and their students as racial and cultural beings and used that knowledge in
working with students and in teaching them.
Teachers cared deeply about their students and developed mission-minded approaches
that allowed students to reach their potential. They saw teaching as their calling and took
it personally when students did not succeed academically.
Teachers critiqued the knowledge and information available. They consciously fought
against injustice; they spoke out against inequity both inside and outside of the
classroom and empowered students to do the same.
4. Rejected deficit notions:
Teachers concentrated on the assets that the students brought into the classroom and
built on those assets in the learning contexts. They also understood their own assets as
teachers and used those as a foundation to bridge opportunity gaps in the classroom.
5. Did more with fewer
Teachers did not allow what they did not have to hinder their efforts, goals, and visions
for their students. They did whatever it took to succeed and for their students to
succeed; they never gave up, even when resources were scarce.
resources
6. Understood equity in
practice:
7. Built and sustained

relationships:
8. Understood power
structures among
students:
9. Understood the self in

relation to others:
10. Granted students entry

into teachers world:
11. Conceived of school as a

community with family:
12. Stressed the value and

importance of learning:
13. Immersed themselves in

students lifeworlds:
14. Incorporated pop culture:
Teachers understood the difference between equality and equity. They worked to meet
the needs of individual students and realized that their curriculum and instruction might
not be exactly that same among all students at all times but would depend on the
particular needs of each student.
Teachers understood that students needed to get to know them and that they needed
to get to know their students. They saw their teaching as members of a family affair and
viewed their students as their own family. In other words, they in other mothering and
other fathering.
Teachers understood that there were power structures among the students. They
recruited popular students to embrace the vision of learning and engagement in the
classroom in order to get other students engaged and motivated to learn.
Teachers assembled knowledge and understood points of intersection and
convergence between themselves and their students. They used this knowledge and
understanding to build and sustain relationships in the classroom.
Teachers allowed students to learn things about them and made connections to
demonstrate the commonalities that existed between students and teachers. They
shared stories with their students and allowed them to share theirs in order to build
community, collective knowledge, and points of reference.
Teachers conceived of school as a community that was established by all those in the
environment. They allowed students to have voice and perspectives in how the
community would be defined. Teachers respected and cared about those in the
community as if they were family members
Teachers explicitly conveyed the importance and value of education and learning to
students. They helped students understand and embrace the reality that one can be
smart and intelligent and, at the same time, cool and hip.
Teachers attempted to understand what it meant to live in the world of their students
through music, sports, film, and pop culture. They incorporated this knowledge and
understanding into the learning opportunities in the classroom.
Teachers understood the multiple layers of popular culture that students were
interested in outside of school. They incorporated this understanding in developing
relevant and responsive lessons for students.
Milner, H.R. (2010). Start Where You Are, But Dont Stay There. Cambridge, MA: Harvard Education Press
42
III
GROUP
DISCUSSION
ESSENTIAL
ELEMENTS
How have you seen these five essential elements displayed in your building
or classroom?
How can the utilization of these essential elements be used to enhance
student hope, engagement, and well-being?
NOTES
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43
III
CULTURALLY PROFICIENT
PROFESSIONAL DEVELOPMENT
ESSENTIAL
ELEMENTS
Any participant or presenter of a professional development session should be able to answer the
question: How is this training culturally proficient?
To answer that question, professional development should demonstrate how one or more of the
five essential elements of cultural proficiency are embedded or how the seven district cultural
commitments are espoused in the training:
ESSENTIAL ELEMENTS
1. Assess Culture
Does this training allow for the self-assessment of ones own
culture and its impact on the environment, or an opportunity to
identify cultural groups present in a system?
2. Value Diversity
Will this training help develop an appreciation for the differences
within and between groups represented in the building?
3. Manage the Dynamics of Difference
How can this training be applied to respond appropriately to the
issues that arise in diverse environments?
4. Adapt to Diversity
Will this training modify and adopt new policies and practices to
support diversity and inclusion?
5. Institutionalize Cultural Knowledge
Will this training support, build capacity, or display cultural
changes into the building?
44
III
PROFESSIONAL DEVELOPMENT
ESSENTIAL
ELEMENTS
APPLIED TO DMPS CULTURAL COMMITMENTS

A. Equity of Access- (Adapting to Diversity) How does this training provide every student
with equitable access to a high quality curriculum, support, facilities and other educational
resources?
B. Equity Analysis- (Assess Culture) Does this training review existing policies, programs
and procedures to ensure the promotion of equity?
C. Workforce Equity- (Managing the Dynamics of Difference) Does this training
actively reflect the diversity of the student body and ensure all students have access to high
quality instruction throughout their educational experience?
D. Professional Development- (Institutionalize Cultural Knowledge) How will this
training provide knowledge and skills for eliminating opportunity gaps and other disparities in
achievement?
E. Welcoming School Environments- (Value Diversity) How does this training create a
welcoming culture and inclusive environment that is reflective and supportive of the diversity of
the districts student population, their families, and communities?
F. Partnerships- (Adapt to Diversity) Can this training include other partners who have
demonstrated culturally specific expertise including families, government agencies, institutes
of higher learning, early childhood education organizations, community-based organizations,
businesses, and the community in general?
G. Multiple Pathways to Success- (Value and Adapt to Diversity) Does this training
provide knowledge that develops multiple pathways to success in order to meet the needs of the
diverse student body, and shall actively encourage, support and expect high academic
achievement for all students?
Adapted from Ensuring Educational and Racial Equity, Seattle Public Schools, Council of Great City Schools, 2012
45
III
FRAMEWORKS
ESSENTIAL
ELEMENTS
Frameworks provide underlying ideas, guiding principles, and common agreements as aids to
cultivating an equitable environment. Utilizing frameworks effectively can resolve issues
stemming from
the lack of common direction or shared sense of reality

the lack of agreement about the cause of racial and other disparities
the lack of skills to talk about race
the lack of skills to analyze systems
the lack of leadership as an intervention to the systems
Refer to these frameworks as aids to navigating through the intersections of cultures.

1. Courageous Conversations Protocol (Conflict)
Glenn E. Singletons framework is used to facilitate and navigate conversations
emanating from conflict between cultural groups.
2. Equity Literacy (Poverty)
Paul C. Gorski describes abilities and principles that aid in managing and understanding
poverty as it relates to inequity.
3. Multicultural Education (Curriculum)
James A. Banks delivered this model as a tool to implement diversity into classroom
curricula.
4. Biography-Driven Culturally Responsive Teaching (ELL)
Socorro Herrera describes a teaching method for culturally and linguistically diverse
students through the engagement of students lives and personal narratives.
5. Intercultural Development Continuum
Used to measure intercultural competence, this continuum is used to describe personal
behaviors that lead to the development of a culturally integrated identity.
FOR MORE INFORMATION on each framework and the essential element that it can be
used in conjunction with to develop culturally proficient classroom and behavioral practices,
visit equity.dmschools.org/supplement.
46
III
CULTURAL PROFICIENCY
IMPLEMENTATION TOOLKIT
ESSENTIAL
ELEMENTS
This handbook was designed with the intention of taking the reader through an educational
process that would assist in the development of an awareness of the need for cultural
proficiency.
The Cultural Proficiency Implementation Toolkit presents tools to sculpt a personal,
interpersonal, and organizational cultural assessment to support the development of culturally
proficient practices in the classroom and building.
Use the following tools to elicit discussions and reveal insights to the school community that
address issues of equity:
1.
Personal Cultural Profile

Everyone has a culture. Reflect on your identity in terms of race, gender, class, sexuality,
and religion. This profile considers the relationship between your personal culture and
that of the dominant group. This is a critical first step in managing, valuing, and
adapting inclusive practices and policies. How does your identity cultivate power and
privilege?
2. Color Arc/Privilege Walk

Consider the benefits of inherited privileges. This exercise allows you to see and
recognize the impact that culture has on individuals within a system. Best done in a
group (PLC, BLT, class, etc.), this activity is intended to highlight the invisible ways that
privilege influences behaviors, perceptions, and experiences.
3. Equity Data Collection
Conduct a data dive into a schools demographics and analyze the results as a window to
the needs of the student body. Though exhaustive, this exercise will help identify the
areas that reveal patterns of inequity as beginning points for transformative work.
4. Equity Walk
Sharpen and focus the instructional leadership lens and allow the gathering of
observational data to confirm or challenge assumptions regarding school improvement
and equity in the building(s).
5. Culturally Responsive Interventions
Describes real, in-class scenarios that represent barriers to learning and includes
methods of resolution based on the Cultural Proficiency framework.
FOR MORE INFORMATION and downloadable templates to assess and develop culturally
proficient classroom and behavioral practices, visit equity.dmschools.org/implement.
47
III
CULTURALLY RESPONSIVE
INTERVENTIONS
ESSENTIAL
ELEMENTS
Culturally Responsive Interventions1 are the culmination of the Implementation Toolkit. They
should be conducted after the Cultural Profile, Implicit Association Test, Color Arc, Equity Data
Collection, and Equity Walk. This is to ensure that the participants are prepared with the
knowledge and disposition to create interventions aligned with the framework.
The Interventions
The following tables explore different concepts that represent barriers to learning and
student achievement: Color Blindness, Cultural Conflict, (Low) Expectations, Myth of
Meritocracy, and Deficit Conceptions.
They were modified by DMPS to include real, in-class scenarios developed by the
district's Youth Advisory Board to reflect how these concepts play out in everyday classroom
situations. In order to construct the most accurate methods of intervention, the district equity
coordinator and equity specialist conducted an inquiry that included teacher, administrator,
instructional support staff, community partners, and student input on resolutions modeled after
the cultural proficiency framework. In doing so, the interventions incorporated and validated
the district's Standards Referenced Grading, Instructional Framework, Blended
Learning, and Multi-Tiered Systems of Support as best practices for cultural proficiency.
The conversations also revealed the importance of building leadership teams and
professional learning communities developing interventions according to the needs of school
communities. Our recommendation is that buildings continuously collaborate on interventions
for the classroom or building. A building's collaborative team should consist of multiple
stakeholder groups: teachers, professional learning communities, building leadership teams,
instructional support staff, and students.
Moule, J. (2012). Cultural Competence: A Primer for Educators. Belmont, CA: Cengage Learning.
48
Table 3.12 CULTURALLY RESPONSIVE INTERVENTIONS: COLOR BLINDNESS

SCENARIO: Due to the escalating paranoia of deportation and the increase in raids in immigrant communities, a family decided to keep their child
home from school until the threat decreased. As a result, the student missed a total of ten school days, was dropped from classes, and had to go
through the re-enrollment process. The students parents have been unable to clearly communicate the issue with school administration due to a
language barrier and are distrustful because of the climate.
CONCEPT
COLOR BLINDNESS
Teachers avoid and reject their own and their students racialized experiences in their decision making.
EXPLANATION
Teachers see race as a taboo topic that is irrelevant and inconsequential to the success of their students.
Teachers do not recognize the multiple layers of privilege associated with their race and how race can manifest
in teaching, learning, and curricula experiences.
If I acknowledge the racial or ethnic background of my students or myself, then I may be considered racist.
ASSERTION
If I admit that people experience the world differently and that race is an important dimension of peoples
experiences, I may be seen as politically incorrect.
I may offend others in the teacher education classroom discourse if I express my beliefs and reservations about
race.
I should treat all my students the same regardless of who they are, what their home situations are, or what their
experiences happen to be.
BARRIER
UNAWARENESS OF THE NEED TO ADAPT
REACTIVE BEHAVIOR
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
Teachers teach their students in a myopic manner; they do not consider how racially diverse students
experience the world inside the classroom, inside the school, and in society.
Curriculum and instructional decisions are grounded in a white norm students of color just have to deal with.
ASSESS CULTURE
INTERVENTION
Create partnerships with community organizations to provide support and trust between families and the school
community.
Utilize community conversations and partnerships to deliver legal/educational resources and information to
families of affected communities (ICE/INS, DACA, etc.)
Streamline language services through community partnerships with organizations that have on the ground
translators who can provide immediate assistance: multiple language translators on staff.
Enhance BCO workers role as liaison between schools, admin, and parents.
Teachers and staff are updated and informed of national and community events that negatively impact students.
Teacher and student outline agreements for make-up work (Implement SRG guiding practice 5: Students will
have multiple opportunities to demonstrate proficiency.)
49
Table 3.13 CULTURALLY RESPONSIVE INTERVENTIONS: CULTURAL CONFLICTS

SCENARIO: A current controversial topic is being discussed in class and students are engaged with high energy. Some students choose to engage
by raising their hands before speaking while others speak openly and freely when compelled. The teacher positively acknowledges students
engaged with raised hands and negatively reprimands those speaking without permission, first with a warning, then by sending them to the office
for disruption. As a result, student engagement and energy decreases with a clear divide between those who are speaking and those who feel
silenced.
CONCEPT
CULTURAL CONFLICTS
Inconsistency emerges in the teaching and learning context based on (among other factors) race, gender,
EXPLANATION
geography, and socioeconomic disconnections between teachers and students.
Conflicts may be historically or currently grounded and shaped.
I must teach students based on how I teach my own children, not based on their own cultural ways of knowing.
ASSERTION
Im not going to tolerate students joking around with me or with each other during class. If they misbehave, Im
going to send them to the office period!
Those students need to adapt and assimilate into the culture of my classroom and accept the consequences if
they do not.
BARRIER
A SENSE OF ENTITLEMENT
REACTIVE BEHAVIOR
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
Teachers refer students to the office when students of color misbehave.

Teachers refer students to special education when students are not grasping curriculum material rather than
attempting to adjust their instructional practices to better meet the learning styles of the culturally diverse
students.
Research shows that disproportionate numbers of African American students are suspended and expelled.
ADAPT TO DIVERSITY
INTERVENTION
Challenge teachers to reflect on their classroom expectations/routine and how to modify to support diversity
and inclusion.
Include student input in the expectations and routine of the classroom.
Provide professional development for teachers on various classroom management strategies.
Utilize Instructional Framework (see Marzanos 4, 34-37, 39-40) to engage students effectively
Develop the knowledge of and awareness to different methods of engagement aligned with the various cultural
and educational backgrounds of students.
Restorative Justice circles with peers and teachers.
50
Table 3.14 CULTURALLY RESPONSIVE INTERVENTIONS: (LOW) EXPECTATIONS

SCENARIO: In a predominantly black and Latino sophomore world history class, after attending a professional development session on
Differentiated Instruction, the teacher required each student read an excerpt from the text to him and concluded that the majority of the students
are at a third grade reading level, with the exception of a few. He utilized this information to restructure the curriculum, assigning students he
felt were unable to meet the expectations of their grade level an elementary textbook. The students he deemed exceptions were required to continue
reading the original text in a separate group.
CONCEPT
(LOW) EXPECTATIONS
Teachers do not believe that culturally diverse students are capable of rigorous academic curriculum so they
EXPLANATION
provide unchallenging learning opportunities in the classroom.
I am actually helping to build self-esteem among my students when I give them easy work that they can
ASSERTION
complete without difficulty.
Those poor students cannot meet high expectations because they do not have the resources to do so.
My job is to allow students to get by and, at best, pass their standardized tests. When they accomplish this
(passing of their standardized tests), my job is done.
BARRIER
MISUSE AND ABUSE OF POWER AND PRIVILEGE
REACTIVE BEHAVIOR
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
Teachers water down the curriculum and provide only minimal curricula expectations.
Teachers focus on basic skills only and push students to get a right answer in all academic subject matters.
Students are not allowed to think outside of the box, develop critical and analytic thinking skills, or question
power structures in order to improve unfair, inequitable learning environments.
INTERVENTION
Provide training and capacity building for teachers around research-based strategies to enable students to meet
high expectations. (Marzanos Design Q 9: What will I do to communicate high expectations for all students?)
Model what high expectation classrooms look like in professional development training. (Marzanos Design
Q 3: What will I do to help students practice and deepen their understanding of new knowledge?)
Develop a shared mission and vision about student learning and achievement with the school building.
(Marzanos Design Q 2: What will I do to help students effectively interact with new knowledge?)
Institutionalize cultural proficiency training.
Enhance "Differentiated Instruction training.
Teacher collaborates with English teachers and literacy coaches to enhance and strengthen students reading
and comprehension skills.
Use varied instructional strategies to deliver content without relying on read-only methods (audio, visual,
video, projects, etc.)
51
Table 3.15 CULTURALLY RESPONSIVE INTERVENTIONS: MYTH OF MERITOCRACY

SCENARIO: In a classroom that was due to implement SRG and MTSS the following school year, students were given a difficult assignment that
required extra work outside of school to be completed by weeks end. One particular student struggling to balance work, financial, and home
responsibilities proactively requested an extension, which the teacher denied. As a result, the student was unable to complete the assignment on
time. Not wanting their grade or standing in the class jeopardized, the student again asked for an extension, which the teacher again refused,
citing that other students were able to complete the assignment on time. The teacher then recommended the student prioritize schoolwork over
other responsibilities.
CONCEPT
MYTH OF MERITOCRACY
The idea that people are rewarded based (solely or mostly) on their ability, performance, effort, and talents.
EXPLANATION
Systemic and institutional structures and barriers are not considered. Individual achievement is seen as an
independent variable.
All groups of people were born with the same opportunities and if students or people just work hard, put forth
ASSERTION
effort and follow the law, then (like a formula) they will be successful.
My grandparents and/or great-grandparents immigrated to the United States, and they made something of their
lives. There is no excuse for other groups not to succeed. If students do not succeed, it is because they are not
working hard enough, not because of other factors that may be outside of their control. Some students just do
not have the aptitude, ability, or skill for success; the system has nothing to do with academic achievement.
BARRIER
SYSTEMS OF OPPRESSION AND PRIVILEGE
REACTIVE BEHAVIOR
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
Teachers do not give students multiple chances for success.

Teachers do not delve (more) deeply into the reasons behind students lack of engagement or the reasons why
students do not complete their homework.
The reality that students performance may be a consequence of students economic realities is not considered
in the classroom
MANAGE THE DYNAMICS OF DIFFERENCE
INTERVENTION
Begin following MTSS and SRG protocols. With SRG, teachers have to provide multiple opportunities for
learning and growth. (Assign tasks that are less time consuming but meet learning objectives)
Use MTSS to support students completion of projects or work (e.g. RAILS).
Encourage relationship building between students and teachers. Teacher and student work together to develop
appropriate time-table for completion of work.
Support strategies that promote consistency in managing student expectations, i.e. awareness of students
barriers vs. teachers demands.
Understand systemic barriers that impact student success even before kindergarten.
Develop connections between and streamline systems of support between PLC> SRG> MTSS to advocate
for student success.
52
Table 3.16 CULTURALLY RESPONSIVE INTERVENTIONS: DEFICIT CONCEPTIONS

SCENARIO: In a core academic class, a veteran teacher consistently relies on standardized, textbook packet work to unload curriculum and
content. Students do not find this work challenging and have difficulty engaging with the material, teacher, and peers. All assessments are
multiple-choice with no essay or short answer options. There are no discussions to tie in the material with student life experiences. Students are
expected to quietly complete the work and are discouraged from engaging in critical discussions with their peers. Despite low academic
achievement in the course, the teacher continues with this method of instruction.
CONCEPT
DEFICIT CONCEPTIONS
Teachers approach their work concentration on what students do not have rather than focusing on what student
EXPLANATION
actually bring into the learning environments (their assets).
Teachers have a narrow conception of what it means to be normal or successful; these views are based on their
own cultural references that may be inconsistent with others
I need to distance the students of color from the horrors of their present cultural conditions. The students are
ASSERTION
lacking so much. Students need teachers who try to make up for what they are lacking and not necessarily
those who build on what students have because some students bring so little.
I am being sensitive to culturally diverse students when I feel sorry for them. If I expect too much, then I am
setting students up for failure.
It is my job to concentrate mostly on students test scores and to close the achievement gap.
BARRIER
RESISTANCE TO CHANGE
REACTIVE BEHAVIOR
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
Teachers refuse to allow students to develop their own critical and analytic thinking skills.
Students are expected to regurgitate a right answer that the teacher or the textbook has provided.
Very little discussion and creative learning opportunities are available. Students are given busy work in hopes
that the students will not talk; the classroom is viewed as the teachers space, and students are expected to
conform and be quiet.
VALUE DIVERSITY
INTERVENTION
Partner teacher with an instructional coach to develop inquiry-based lesson plans. (Marzanos Design Q 4:
What will I do to help students generate and test hypotheses about new knowledge?)
Value student voice to provide a sense of pride and belonging in the classroom. (Marzanos Design Q 3: What
will I do to help students practice and deepen their understanding of new knowledge?)
Place instructor on an Improvement Plan. Use PLCs for SRG training, data-driven instructional and researchbased strategies; establish colleague to colleague mentoring and coaching.
Complete peer observations with teachers who are successfully engaging students in rigorous work. (Marzanos
Design Q 5: What will I do to engage students?)
Conduct I-Observations or classroom equity data collections.
53
III
CULTURALLY RESPONSIVE
INTERVENTIONS TEMPLATE
ESSENTIAL
ELEMENTS
The Template
Use this template for developing interventions in the classroom or building.
The template is made up of eight areas:

1. SCENARIO incident that showcases a crisis or conflict in the classroom or building
2. CONCEPT theme present in the scenario
3. EXPLANATION reasons why the educator/instructor would behave in the manner
described in the scenario
4. ASSERTION educator/instructor's rationale
5. BARRIER reactive behavior exhibited in the scenario, as described by the cultural
proficiency framework
6. INSTRUCTIONAL CONSEQUENCE impact barrier has on student achievement
7. ESSENTIAL ELEMENT proactive behavior to exhibit, as described by the cultural
proficiency framework
8. INTERVENTION appropriate method of effectively responding to the scenario;
correlates with the essential element
Use the DMPS Cultural Proficiency Framework as a point of reference when considering moving
the scenarios from Reactive Behaviors (Barriers) to Proactive Behaviors (Essential Elements).
54
SCENARIO:
CONCEPT
COLOR BLINDNESS CULTURAL CONFLICT (LOW) EXPECTATIONS MYTH OF MERITOCRACY DEFICIT CONCEPTIONS
EXPLANATION
ASSERTION
BARRIER
REACTIVE BEHAVIOR
A SENSE OF ENTITLEMENT
RESISTANCE TO CHANGE
SYSTEMS OF OPPRESSION AND PRIVILEGE

UNAWARENESS OF THE NEED TO ADAPT
MISUSE & ABUSE OF

POWER AND PRIVILEGE
ASSESS CULTURE
VALUE DIVERSITY
MANAGE THE DYNAMICS OF DIFFERENCE

ADAPT TO DIVERSITY
INSTITUTIONALIZE
CULTURAL KNOWLEDGE
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
INTERVENTION
55
NOTES
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SECTION IV
APPENDIX
Additional resources for the

implementation of culturally
proficient practices.
57
IV
FIGURES AND TABLES
APPENDIX A
Figure 1.1
The Golden Circle, Simon Sinek
Figure 2.1
The DMPS Cultural Proficiency Framework
12
Figure 2.2
The Cultural Proficiency Continuum
18
Figure 3.1
Four Layers of Diversity
30
Figure 3.2
Cultural Iceberg
31
Table 3.3
Questions to Guide Teachers Self-Reflection About Culture
32
Table 3.4
Teacher Classroom Goals & Organizational Techniques
33
Table 3.5
Culturally Proficient Conflict Management Strategies
34
Table 3.6
Patterns of Internalized Dominance & Internalized Oppression
35
Table 3.7
Distinctions Between a Good Leader and a Social Justice Leader
36
Table 3.8
Diversity Pedagogy: Social Interaction and Interpersonal Relations
38
Table 3.9
Diversity Pedagogy: Culturally Safe Classroom Context and SelfRegulated Learning
40
Table 3.10
Diversity Pedagogy: Culturally Safe Classroom Context and SelfRegulated Learning
41
Table 3.11
Summary of Best Practices to Address Opportunity Gaps
42
Table 3.12
Culturally Responsive Interventions: Color Blindness
49
Table 3.13
Culturally Responsive Interventions: Cultural Conflicts
50
Table 3.14
Culturally Responsive Interventions: (Low) Expectation
51
Table 3.15
Culturally Responsive Interventions: Myth of Meritocracy
52
Table 3.16
Culturally Responsive Interventions: Deficit Conceptions
53
Table 3.17
Culturally Responsive Interventions Template
55
59
IV
DMPS AT-A-GLANCE
STUDENT DEMOGRAPHICS
60
APPENDIX B
IV
DMPS AT-A-GLANCE
61
APPENDIX B
IV
DMPS AT-A-GLANCE
62
APPENDIX B
IV
CULTURAL PROFICIENCY TEAMS
APPENDIX C
Kristopher Rollins, Teacher

Maria Lantz, Teacher
Clair Rudison, Community
Tammy Steinwandt, Human Resources
Mike Sherman, Assessment
Vidal Spaine, Special Education
Russhaun Johnson, Student
Leslie Hernandez, Student
Renita Lord, Principal
Clemencia Spizzirri, Teacher
Isaiah McGee, Human Resources
Marvin DeJear, Community
Jake Troja, School Climate
Jessie Van De Walle, School Improvement
Educational Equity
Advisory Committee
Joyce Bruce, Community

Rob Barron, Parent
Angela Boston, Parent
Mindy Euken, Teacher
Amber Graeber, Curriculum
Michael Hurst, Pastor
Allyson Vukovich, Community Outreach
Dave Murillo, Security
Vinh Nguyen, ELL
Rep. Ruth Ann Gaines, Legislative
Aiddy Phomvisay, Central Campus
Alex Piedras, Community
Dwana Bradley, Teacher
Kathleen Mitchell, Case Manager
Cultural Proficiency
District Work Team
Matt Smith, Barry Jones, Isaiah McGee, Kathryn Cook, Clemencia Spizzirri, Daniel Spikes (Iowa
State, Consultant), Gilmara Villa-Nova Mitchell (AEA 11, Consultant)
Equity Lead Tier 1

High School
Jessica Gogerty, Central Academy

Aiddy Phomvisay, Central Campus
Ryan Hawkins, East High
Michael Dean, Hoover High
Allison Cain, Lincoln High
Eddie McCulley, North High

Laura Amsler, Roosevelt High
Laurel Friedman, Ruby VM
Sarai Tillinghast, Scavo
Equity Lead Tier 1

Middle School
Kelly Cominsky, Brody

Jen Davis, Callanan
Tara Surprenant, Harding
Caron Weldin, Hoyt
Nikki Lair, Hiatt
Network 1
Network 2
Mike Lord
Barry Jones
David Sharkey
Elizabeth Maxwell
Capitol View
Cowles
Ashley Clark
Rachelle Gerstel
Carver
Downtown
Jen Good
Kathleen Leopold
Cattell
Greenwood
Megan Kruse
Meredith Bell
Edmunds
Hanawalt
Brad Paul and
Tammy Fastenau
Lori Staples
Hillis
King
Carrie Belt
Edith Bakley
Hubbell
Lovejoy
Nick Quinlann
Paige Bower and
Moore
Carmen Collison
Kim Fix-Schmidt
Monroe
Park Avenue
Willie Montgomery
Jessica Dietz
Stowe
Perkins
Diane Conzemius
Samuelson
Stephanie Edenburn
Walnut
Maureen Kennedy, McCombs

Carrie Romo, Meredith
Alex Hanna, Merrill
Ella Cowheard, Weeks
Bill Hoyt, Weeks
Network 3
Network 4
Wayne Knutson
Michelle Lettington
Deborah Welsch
Diana OLeary
Howe
Brubaker
Sandy Kirkman
Rick Miller
Jackson
Findley
Trista Tigges
Amanda Christiansen
Jefferson
Garton
Lois Brass
Sarah Majoros
McKinley
Madison
Molly Gabrilson
Kimberly Bartell
Morris
Moulton
Shayla Downing
Karen Doyle
River Woods
Phillips
Mai Golbluff
Amanda Coates
South Union
Pleasant Hill
Heather Balzer
Leah VorheesStudebaker
Jackson
John Hickling
Oak Park
Windsor
Jody Kerchal
Heather Saville
Smouse
Wright
Carlos Alonzo
Willard
Elementary School
Networks
63
IV
CULTURAL PROFICIENCY TEAMS
APPENDIX C
EDUCATIONAL EQUITY ADVISORY COMMITTEE (EEAC)

In an ongoing effort to improve employment and education experiences for a diverse body of
people, DMPS has formed the Educational Equity Advisory Committee (EEAC). The committee
is made up of a diverse group of teachers, students, parents and guardians, administrators and
members of the community.
The EEAC is appointed by the Des Moines Public Schools Office of Human Resources and
serves to advise Equity Coordinator Isaiah McGee, Superintendent Dr. Thomas Ahart, and the
Des Moines School Board on issues related to diversity and equity.
One of the committees foundational beliefs is that integration based on race, gender and
disability in our schools and education programs will help to prepare students to live more
positively in a world that is very diverse.
CULTURAL PROFICIENCY DISTRICT WORK TEAM

The District Work Team plans, implements, and monitors cultural proficiency work in the
District. The team is divided into two groups: an advisory group that meets monthly to review
major projects and the state of affairs around cultural proficiency; and an action team that
meets weekly to develop and refine the work. Both groups work cohesively to provide input on
the development of cultural proficiency in school-based actions and standards.
TIER 1 EQUITY LEADS

Successful and effective school-wide discipline cannot be accomplished by the work of one.
Schools that succeed have administrative support and a diverse team of staff members whose
views are represented in decision-making. Tier 1 teams are considered a subcommittee under
the Building Leadership Team (BLT) and should have a direct tie (Tier 1 Lead) to the BLT. Tier
1 teams lead their staff through the process of developing and gaining consensus on all
components, including actionable steps within the building and the completion of a written
work plan.
The Equity Lead on this team develops an understanding of the unique needs of students and
families; always considers equity during decision-making; processes the implications of
decisions and their relationship to cultural differences/assumptions.
64
IV
GLOSSARY
Ableism
Alienation
APPENDIX D
Discrimination in favor of able-bodied people; prejudice against physical

and/or mental handicaps
Feeling out of place: not belonging to any group
Bias
An opinion, preference, or prejudice that limits an individuals or a groups

ability to make fair, objective, or accurate judgments
Bicultural
Belonging to and navigating more than one cultural group: adapting to the
cultural expectations of each group
Culture
Cultural
Competence
The system of shared beliefs, values, customs, and behaviors between

members of society: gender, class, physical and/or mental ability, religious
and spiritual belief, sexual orientation, and age are also indicators of culture
beyond race and ethnicity.
A set of congruent behaviors, attitudes, and policies that come together to
enable effective cross-cultural communication between different groups of
people.
Cultural
Responsiveness
The ability to learn from and relate respectfully with people of your own culture
as well as those from other cultures.
Cultural
Proficiency
The policies and practices of an organization or the values and behaviors of

an individual that enable the organization or a person to interact effectively in
a culturally diverse environment; an inside-out approach to issues arising from
diversity; focuses on learning about oneself and recognizing how ones culture
and identity may affect others, and relieves those identified as outsiders from
the responsibility of doing all of the adapting.
Discrimination
The unfair treatment of individuals or groups based on race, ethnicity, gender,

gender identity, religion, sexual orientation, physical and/or ability, etc., such
that it prevents or limits access to opportunities, benefits, or advantages
available to other members of society.
Diversity
The presence of people who differ from one another in an organization or

group. The term refers to ethnicity, language, gender, age, ability, sexual
orientation, and all other aspects of culture.
Dominant
Culture
The group that sets the norms and expectations for interactions in a given
environment: mainstream culture.
Ethnicity
A strong sense of belonging to a particular religious, racial, or national group.

Identification with an ethnic group should come from the individual - not from
society as a whole.
Equity
Recognizing that people are different and accommodating practices for equal
outcome: eliminating systematic barriers based on race, gender, economic
status, etc.
65
IV
GLOSSARY
APPENDIX D
Equality
Equal treatment in the name of fairness. Treating all people alike without the
acknowledgment of differences in age, gender, language, or ability. It is in fact
culturally blind and often results in very unfair outcomes.
Equity v.
Equality
Equity acknowledges differences. Equality erases them.
Heterosexism
Interculture
Macroaggression
Marginality
Microaggression
Monoculture
Oppression
Other
Power
Power Dynamics
Privilege
Race
Discrimination or prejudice against homosexuality based on the belief in the

superiority of heterosexuality
The inclusion and interaction of different cultural groups.
Obviously wrong and offensive behaviors or policies.
Identifying with two groups, but not fitting in either; being rejected by both
groups and relegated to the margins, especially of the dominant culture (see
Other).
Offensive practices or behaviors that are subtle and are often treated as
isolated incidents. Usually dismissed as inconsequential or overly sensitive.
A singular, prevailing dominant culture
The systematic exclusion and/or disempowering of others on the basis of
ethnicity, gender, language, physical and/or mental ability, race, religion,
sexual orientation, class, etc.
The marginalization of a person or group based on differences from the
dominant culture.
Influence or control through the acquisition of capital (political, social,
financial, and cultural) stock: physical strength.
The relationship between groups in which one group dominates and defines
the other groups and determines differential treatment as a result.
The experience of freedoms, rights, benefits, advantages, access, and/or
opportunities because of membership in a dominant group; often denied or
withheld to members of other groups.
A political and social construct meant to divide humans according to physical
traits and characteristics: historically used to justify the enslavement,
extermination, and marginalization of specific groups of people.
Racism
The belief in the superiority of one race over another; social, political, and/or
economic power exhibited by a dominant race over another racial group
Prejudice + Power = Racism
Sexism
Prejudice, stereotyping, or discrimination, historically against women, on the

basis of gender
66
IV
REFERENCES &
RECOMMENDED READING
APPENDIX E
Alford, B.J., & Niho, M.C. (2011). Leading academic achievement for English language
learners: a guide for principals. Thousand Oaks, CA: Corwin.
Ayers, W. (2008). City kids, city schools: more reports from the front row. New York, NY: The
New Press.
Ayers, W. & Ford, P. (1996). City kids, city teachers. New York, NY: The New Press.
Banks, J.A. (2006). Cultural diversity and education: foundation, curriculum and teaching.
Boston, MA: Peterson Education.
Banks, J.A. (2007). Educating citizens in a multicultural society. New York, NY: Teachers
College Press.
Benforado, A. (2015). Unfair: the new science of criminal injustice. New York, NY: Crown Press.
Blankstein, M.P. (2015). Excellence through equity. Thousand Oaks, CA: Corwin.
Darder, A. (2012). Culture and power in the classroom. Boulder, CO: Paradigm Publishers.
Delpit, L. D. (2006). Other people's children: cultural conflict in the classroom. New York, NY:
The New Press.
Delpit, L., & Dowdy, J. K. (Eds.). (2008). The skin that we speak: thoughts on language and
culture in the classroom. New York, NY: The New Press.
Delpit, L. D. (2012). Multiplication is for white people": raising expectations for other people's
children. New York, NY: The New Press.
Franco, C.S., Ott, M.G., & Robles, D.P. (2015). A culturally proficient society begins in school.
Thousand Oak, CA: Corwin.
Gay, G. (2010). Culturally responsive teaching: theory, research, and practice. New York, NY:
Teachers College Press.
Ginsberg, M.B. (2015). Excited to learn: motivation and culturally responsive teaching.
Thousand Oaks, CA: Corwin.
Gorski P,C. (2014). Case studies on diversity and social justice education. New York: Routledge.
Gorski, P.C. (2013). Reaching and teaching students in poverty. New York, NY: Teacher College
Press.
Hammond, Z. (2015). Culturally responsive teaching and the brain: promoting authentic
engagement and rigor among culturally and linguistically diverse students (1st ed). Thousand
Oaks, CA: Corwin.
Harry, B. & Klingner, J. (2006). Why are so many minority students in special education?
Understanding race and disability in schools. New York, NY: Teachers College Press.
Hattie, J. (2012). Visible learning for teachers - maximizing impact on learning. New York, NY:
Routledge.
Herrera, S.G. (2010). Biography-driven culturally responsive teaching. New York, NY:
Teachers College Press.
67
IV
REFERENCES & RECOMMENDED READING
APPENDIX E
Howard, G.R. (2006). We can't teach what we don't know. New York, NY: Teachers College
Press.
Howard, T.C. (2010). Why race and culture matter in schools: closing the achievement gap in
americas classrooms. New York, NY: Teachers College Press.
Johnson, K. & Williams, L. (2015). When treating all the kids the same is the real problem:
educational leadership and the 21st century dilemma of difference. Thousand Oaks, CA:
Corwin.
Kunjufu, J. (2002). Black students, middle class teachers. Chicago, IL: African American
Images.
Landsman, J. & Lewis, C.W. (2011). White teachers/diverse classrooms: creating inclusive
schools, building on students' diversity, and providing true educational equity. Sterling, VA:
Stylus Publishing.
Ladson-Billings, G. (1994). The dreamkeepers: successful teachers of african-american
children. San Francisco, CA: Jossey-Bass.
Lindsey, D.B., Jungwirth, L.D., Lindsey, R.B., & Pahl, J.V.N.C. (2009). Culturally proficient
learning communities: confronting inequities through collaborative curiosity. Thousand Oaks,
CA: Corwin.
Lindsey, D.B., Nuri Robins, K.J., Lindsey, R.B., Terrell, R.D., & Diaz, R.M. (2013). A culturally
proficient response to lgbt communities: a guide for educators. Thousand Oaks, CA: Corwin.
Lindsey, D.B., Martinez, R.S., & Lindsey, R.B., (Editor) (2007). Cultural proficient coaching.
Lindsey, D.B., Kearney, K.M., Lindsey, R.B., Terrell, R.D., & Estrada, D. (2015). A culturally
proficient response to the common core: ensuring equity through professional learning.
Lindsey, R.B., CampbellJones, F., & CampbellJones, B. (2010). The cultural proficiency
journey: moving beyond ethical toward profound school change. Thousand Oaks, CA: Corwin.
Lindsey, R.B., Graham, S.M., Westphal, C.R., & Jew, C.L. (2005). Culturally proficient inquiry:
a lens for identifying and examining educational gaps. Thousand Oaks, CA: Corwin.
Lindsey, R.B., Karns, M.S., & Myatt, K.T. (2010). Culturally proficient education: an assetbased response to conditions of poverty. Thousand Oaks, CA: Corwin. American Association of
School Administrators.
Lindsey, R.B & Terrell, R.D. (2009). Culturally proficient leadership: the personal journey
begins within. Thousand Oaks, CA: Corwin Press.
Linton, C. & Singleton, G.E. (2006). Courageous conversations about race. Thousand Oaks, CA:
Corwin.
McKenzie, K.B. & Skrla, L. (2011). Using equity audits in the classroom. Thousand Oaks, CA:
Corwin.
Milner, H.R. (2010). Start where you are, but dont stay there. Cambridge, MA: Harvard
Education Press.
68
IV
REFERENCES & RECOMMENDED READING
APPENDIX E
Milner, H.R. & Howard, T. (2015). Rac(e)ing to class: confronting poverty and race in schools
and classrooms. Boston, MA: Harvard Education Press.
Moule, J. (2012). Cultural competence: a primer for educators. Belmont, CA: Cengage
Learning.
Scanlan, M & Theoharis. G. (2015). Leadership for increasingly diverse schools. New York, NY:
Routledge.
Scheurich, J., McKenzie, K.M., & Skrla, L. (2009). Using equity audits to create equitable and
excellent schools. Thousand Oaks, CA: Corwin.
Sensoy, O. & DiAngello, R. (2012). Is everyone really equal? An introduction to key concepts in
social justice education. New York, NY: Teachers College Press.
Sheets, R.H. (2005). Diversity pedagogy. New York, NY: Peterson Education.
Singleton, G.E. (2013). More courageous conversations about race. Thousand Oaks, CA:
Corwin.
Stephens, D.L. & Lindsey, R.B., (2011). Culturally proficient collaboration: use and misuse of
school counselors. Thousand Oaks, CA: Corwin.
Terrell, R.D., Nuri Robins, K.J., & Lindsey, R.B. (2009). Cultural proficiency: a manual for
school leaders. Thousand Oaks, CA: Corwin.
Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally proficient
instruction: a guide for people who teach. Thousand Oaks, CA: Corwin.
Thompson, G.L. (2010). The power of one: how you can help or harm african-american
students. Thousand Oaks, CA: Corwin.
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DMPS

Authored by C. Isaiah McGee, Equity Coordinator, Des Moines Public Schools

Think. Learn. Grow.

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MESSAGE FROM THE SUPERINTENDENT

Thomas M. Ahart, Ed.D

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COMPONENTS OF CULTURAL PROFICIENCY___________________________________

APPLIED ESSENTIAL ELEMENTS______________________________________________

THIS PAGE LEFT INTENTIONALLY BLANK.

The Des Moines Public

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ABOUT THIS BOOK

In order to address ongoing disproportionate outcomes in an increasingly diverse student

The Components of Cultural Proficiency

ABOUT THIS BOOK

Applied Essential Elements

Figure 1.1 THE GOLDEN CIRCLE

Every organization on the planet

Simon Sinek, Inc. 2013

DMPS graduates will possess the

THIS PAGE LEFT INTENTIONALLY BLANK.

COMPONENTS OF CULTURAL PROFICIENCY

Figure 2.1 THE DMPS CULTURAL PROFICIENCY FRAMEWORK

1. THE GUIDING PRINCIPLES Core Values Regarding Culture

Eliminate differences Demean differences Dismiss differences

3. Reactive Behaviors, Shaped by the BARRIERS

Esteem & learn from

Use the five

OPPOSITION TO DIVERSITY (MONOCULTURAL)

Focuses on them being problems

Focuses on us and our practices

Unawareness of the Need to Adapt: Difficulty in

Assess Culture: The self-assessment of ones own culture &

recognizing the need to make changes in response to diversity

its impact on the environment, and identifying the cultural

Institutionalize Cultural Knowledge: Establish support,

1. THE GUIDING PRINCIPLES

Culture is a predominant force.

Culture is a predominant force.

THE GUIDING PRINCIPLES

People are served in varying degrees by the dominant culture.

There is diversity within and between cultures.

Every group has unique culturally defined needs.

THE GUIDING PRINCIPLES

People have personal identities and group identities.

Families are the primary system of support.

People Who Teach. Thousand Oaks, CA: Corwin Press.

expectations of the group

THE GUIDING PRINCIPLES

A student from an immigrant family may have a greater command of

The absence of cultural competence anywhere is a threat to competent

systematic barriers based on race, gender, economic status, etc .

THE GUIDING PRINCIPLES

Consider the ways culture is present in a classroom or building.

Figure 2.2 THE CULTURAL PROFICIENCY CONTINUUM

The Des Moines Public School District has committed to building an

Refer to the situations noted at the beginning of this section.

Unawareness of the Need to Adapt: difficulty in recognizing the need to make

Resistance to Change: hesitance to commit changes in practices and perceptions

Systems of Oppression and Privilege: disparities based in legal separation,

A Sense of Entitlement: beneficiaries of inequitable privileges

Unawareness of the Need to Adapt