(NAME-MCE) Assessment tool for evaluating diversity in a school/district

Wed May 7 14:13:50 EDT 2008

Dear Tracey:

I found Dr. Bailey Jackson's "continuum of multicultural organizational development" a very useful model for a project of infusing racial/ethnic diversity at my institution.  He describes it in the first chapter of the book TEACHING INCLUSIVELY: RESOURCES FOR COURSE, DEPARTMENT $ INSTITUTIONAL CHANGE IN HIGHER EDUCATION, edited by Dr. Mathew L. Ouellet, 2005. The chapter title is "The Theory and Practice of Multicultural Organizational Development in Education."

Best wishes,

Fernando

Dr. Fernando A. Cascante-Gómez
Assistant Professor of Christian Education
Union-PSCE
3401 Brook Rd.
Richmond, VA 23227
(804) 354-8046
fcascante at union-psce.edu

-----Original Message-----
From: name-mce-bounces at nameorg.org
[mailto:name-mce-bounces at nameorg.org]On Behalf Of
name-mce-request at nameorg.org
Sent: Wednesday, May 07, 2008 12:00 PM
To: name-mce at nameorg.org
Subject: Name-mce Digest, Vol 807, Issue 1

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Today's Topics:

   1. Re:  Name-mce Digest, Vol 805, Issue 2 (taduest at aol.com)
   2.  New Report: Asian American Students Do Not Benefit from	NCLB
      (Anselmo Villanueva)

----------------------------------------------------------------------

Message: 1
Date: Tue, 06 May 2008 10:54:35 -0400
From: taduest at aol.com
Subject: Re: (NAME-MCE) Name-mce Digest, Vol 805, Issue 2
To: name-mce at nameorg.org
Message-ID: <8CA7DA03C23DB20-8AC-43D7 at Webmail-mg05.sim.aol.com>
Content-Type: text/plain; charset="us-ascii"

Please?post as a question

Metrics

I was hoping some of you would be willing to share any information or assessment tools you have on measuring a diversity/inclusion initiative for a school or school district.? We are using Dr Ray Terrell's Cultural Proficiency model in one of the largest school districts in Ohio and want to be sure over the next 2-3 years we are capturing our success.? We have just begun the process with forming an Inclusion Leadership Council (Internal for the Superintendent) and will them form a Community Advisory Council.? Other parts of our plan include enough training to staff are culturally proficient, assessing disproportionality data, School Equity Councils at all of the schools, family engagement sessions, student engagements sessions, a cultural audit, an evaluation of HR practices and much more.

Do any of you have assessment tools you would be willing to share on ways you have measured your work at other schools or school districts doing similar work?

Thanks,

Tracey DuEst
Program Director
Developing Inclusive School Communities and Organizations (DISCO)
www.developinginclusion.com

-----Original Message-----
From: name-mce-request at nameorg.org
To: name-mce at nameorg.org
Sent: Mon, 5 May 2008 12:00 pm
Subject: Name-mce Digest, Vol 805, Issue 2

Send Name-mce mailing list submissions to
    name-mce at nameorg.org

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When replying, please edit your Subject line so it is more specific
than "Re: Contents of Name-mce digest..."

Today's Topics:

   1.  Ignore the "Invitation from Yolanda" email (YSealey at aol.com)
   2.  Parent Involvement Liaison Certificate Program June 5-6  Los
      Angeles CA (Anselmo Villanueva)
   3.  FW: Your Upcoming Payne Workshop (Paul C. Gorski)
   4.  Last chance this year to acquire innovative and free US
      materials (Thomas Ladenburg)

----------------------------------------------------------------------

Message: 1
Date: Sun, 4 May 2008 00:08:03 EDT
From: YSealey at aol.com
Subject: (NAME-MCE) Ignore the "Invitation from Yolanda" email
To: YSealey at aol.com
Message-ID: <c64.23d81276.354e90a3 at aol.com>
Content-Type: text/plain; charset="US-ASCII"

Hello,

If you receive an email with the above text in the subject line, please  
ignore it.

An email was sent to me from someone I know, I responded to this and  
apparently an email was sent to everyone in my address book.

I apologize for any inconvenience.

Thanks,

Yolanda

**************Wondering what's for Dinner Tonight? Get new twists on family 
favorites at AOL Food.      
(http://food.aol.com/dinner-tonight?NCID=aolfod00030000000001)

------------------------------

Message: 2
Date: Sun, 4 May 2008 08:36:35 -0700
From: "Anselmo Villanueva" <anselmo.villanueva at gmail.com>
Subject: (NAME-MCE) Parent Involvement Liaison Certificate Program
    June 5-6    Los Angeles CA
To: name-mce at nameorg.org
Message-ID:
    <88024d6b0805040836p49adc202j1634d31827698189 at mail.gmail.com>
Content-Type: text/plain; charset=ISO-8859-1

Parent Involvement Liaison Certificate Program

June 5-6, 2008  Almansor Court, Los Angeles, California

California Parent Center

Beth Sondak  bsondak at projects.sdsu.edu  619.594.4756

http://parent.sdsu.edu/

------------------------------

Message: 3
Date: Sun, 4 May 2008 22:10:00 -0600
From: "Paul C. Gorski" <gorski at edchange.org>
Subject: (NAME-MCE) FW: Your Upcoming Payne Workshop
To: "'Multicultural Pavilion's discussion group on equity, social
    justice,    and multicultural education.'" <mcp at edchange.org>,
    <name-mce at nameorg.org>, <rs at criticalteach.org>
Cc: team at edchange.org
Message-ID: <007401c8ae65$e93677d0$aa02a8c0 at Desktop>
Content-Type: text/plain;   charset="US-ASCII"

Hello, friends.

I thought you might enjoy the following letter, which I emailed to the
Missouri State Teachers Association at the urging of a few of its members,
concerned over its hosting of a two-day Ruby Payne training.

Paul

******************************
Paul C. Gorski
Founder, EdChange:  <http://www.edchange.org/> www.EdChange.org
Social Justice News:  <http://www.socialjusticenews.net/>
www.SocialJusticeNews.net
Multicultural Pavilion:  <http://www.edchange.org/multicultural>
www.EdChange.org/multicultural
SoJust History Project:  <http://www.sojust.net/> www.SoJust.net
Feminist Tees Shop: www.cafepress.com/feminist_tees
Social Justice Store:  <http://www.cafepress.com/edchange>
www.cafepress.com/edchange
Multicultural Poster Store: www.edchange.org/posters
NAME:  <http://www.nameorg.org/> www.nameorg.org

-----Original Message-----
From: Paul C. Gorski [mailto:gorski at edchange.org] 
Sent: Sunday, May 04, 2008 10:06 PM
To: 'kking at msta.org'; 'bmoe at msta.org'; 'gmmcray at msta.org';
'chrdina at msta.org'; 'rharmon at msta.org'
Cc: 'Paul C. Gorski'
Subject: Your Upcoming Payne Workshop

Hello MSTA Board,

Did you know that by hosting Ruby Payne you are spending a lot of money on
somebody whose work has been shown summarily to be both completely wrong and
extremely oppressive? Did you know that her "framework" is based on a
concept, the "culture of poverty," which was introduced by Oscar Lewis in
the early 1960s and completely discarded as erroneous and unfounded by the
early 1970s? Did you know that an analysis of the truth claims in her book,
A Framework for Understanding Poverty, uncovered hundreds of inaccurate
statements--points throughout her book that conflict directly with decades
of research on the intersections of poverty and schooling? Did you know that
not a single leading scholar (as in, people who base their work on research
and collect their own data, who make "data-driven decisions" as we like to
say in education) or anti-poverty activist has endorsed her work, and most
have rallied to point out the destructiveness of her work?

Did you know that low-income adults actually work more hours per week than
their wealthier counterparts?

Did you know that decades of research has shown that low-income parents hold
the exact same attitudes toward education as wealthy parents, but that they
don't enjoy the same access to involvement because parent involvement is
usually structured around assumptions that people don't work multiple jobs?

Did you know that wealthy people are more likely than low-income people to
be substance abusers?

Did you know that most low-income people are hard-working, ethical,
intelligent, and non-violent? Did you know that these people are invisible
in Ruby Payne's work?

Did you know that sessions critiquing Payne's work have been delivered at
all of the top education conferences in the country, including the AERA
conference? Did you know that some of the top journals in the country have
published articles critiquing her work? Did you know that not a single one
of these journals has published an article supporting her work or showing it
to be effective?

Did you know that Ruby Payne has contributed thousands of dollars to extreme
right-wing politicians? Did you know she has written several articles in
support of No Child Left Behind despite being from Texas, where its
precursors were devastating to low-income students?

Did you know that Ruby Payne self-publishes and that she's making millions
of dollars through a for-profit organization that she founded? 

Did you know that Payne has never worked in a high-poverty school?

Did you know that researchers in Indiana are about to release an article
that shows empirically how Payne's work increases stereotyping among
teachers who participate in her workshops?

The fact that most of us in education don't know these things--that we
continue to use Payne's work despite the fact that it's not grounded in any
sort of reality--is symptomatic of why our schools are so rife with class
inequities and why we've made hardly a dent in these inequities. We're
fighting a battle that we don't understand because we're trying to
understand it through lenses smeared with inaccuracy and prejudice. We'd
never teach math teachers that 2+2=8, then encourage them to use that
knowledge in their own classrooms. But we will teach them that low-income
students are incapable, have uncaring parents, can't communicate, tend
toward violence--all things she argues which are 100% false--and send them
into their classrooms to apply this bias in their interactions with
low-income students and their families.

At the very least, I implore you to bring somebody else in, as
well--somebody who can challenge the damage Payne will do.

Please see attached several of the aforementioned articles. Just a sampling.

Paul

******************************
Paul C. Gorski
Founder, EdChange:  <http://www.edchange.org/> www.EdChange.org
Social Justice News:  <http://www.socialjusticenews.net/>
www.SocialJusticeNews.net
Multicultural Pavilion:  <http://www.edchange.org/multicultural>
www.EdChange.org/multicultural
SoJust History Project:  <http://www.sojust.net/> www.SoJust.net
Feminist Tees Shop: www.cafepress.com/feminist_tees
Social Justice Store:  <http://www.cafepress.com/edchange>
www.cafepress.com/edchange
Multicultural Poster Store: www.edchange.org/posters
NAME:  <http://www.nameorg.org/> www.nameorg.org

------------------------------

Message: 4
Date: Sat, 03 May 2008 12:34:03 -0400
From: Thomas Ladenburg <t.ladenburg at verizon.net>
Subject: (NAME-MCE) Last chance this year to acquire innovative and
    free US materials
To: <name-mce at nameorg.org>
Message-ID: <C4420C3B.30AA%t.ladenburg at verizon.net>
Content-Type: text/plain; charset=ISO-8859-1

 I am still offering  copies of what I and many others consider to be the
best supplementary free material available for making US History classes
more interesting and meaningful. Do you want an informed discussion, trial,
simulation, or only a  more in-depth understanding of important episodes in
your US History class ? simply email me and I'll send you two lists of free
units and lesson-chapters ? one for average high school students, and the
other accessible for all in high and many in middle school. My latest units
at the more accessible level are on the Civil Rights Movement and the
Vietnam War.

Tom Ladenburg
t.ladenburg at verizon.net

------------------------------

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(NAME) Listserv. The materials included reflect diverse perspectives of NAME 
Listserv participants and do not necessarily reflect a position of the National 
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------------------------------

Message: 2
Date: Tue, 6 May 2008 08:25:22 -0700
From: "Anselmo Villanueva" <anselmo.villanueva at gmail.com>
Subject: (NAME-MCE) New Report: Asian American Students Do Not Benefit
	from	NCLB
To: name-mce at nameorg.org
Message-ID:
	<88024d6b0805060825w681595ado1100fcbadf9ec746 at mail.gmail.com>
Content-Type: text/plain; charset=WINDOWS-1252

From: Brian Redondo [bredondo at aaldef.org]
Sent: Monday, May 05, 2008 4:45 PM
Subject: NEW REPORT: ASIAN AMERICAN STUDENTS DON'T BENEFIT FROM NO CHILD
LEFT BEHIND ACT - MAJOR REFORMS NEEDED

MEDIA RELEASE

FOR IMMEDIATE RELEASE

Monday, May 5, 2008

FOR MORE INFORMATION, CONTACT:

Khin Mai Aung, Staff Attorney
212.966.5932 x219
kaung at aaldef.org

Brian Redondo
212.966.5932 x210
bredondo at aaldef.org

NEW REPORT: ASIAN AMERICAN STUDENTS DON'T BENEFIT FROM
NO CHILD LEFT BEHIND ACT--MAJOR REFORMS NEEDED

New York, NY ? At the first-ever National Asian American Education Advocates
Summit held at Columbia University last month, the Asian American Legal
Defense and Education Fund (AALDEF), a 34-year old civil rights
organization, released its new report detailing several provisions of the No
Child Left Behind Act (NCLB) that must be overhauled in order to meet the
needs of Asian American students.

AALDEF's report, Left in the Margins: Asian American Students and the No
Child Left Behind Act,  demonstrates how Asian Americans who are English
Language Learners (ELLs) are currently set up to fail under NCLB.  Citing
Census statistics and numerous examples in school districts around the
country, AALDEF illustrates how this marginalized community is falling
through our public education system's cracks.  Left in the Margins puts a
spotlight on particular school districts where Asian American ELL students
are the most visible and also highly vulnerable due to the lack of
appropriate services.

Margaret Fung, AALDEF executive director, said: "Since the No Child Left
Behind law was enacted, we have not seen significant improvements in the
quality of public education. Instead, Asian Americans-- especially
immigrant, poor and non-English speaking students--have been left behind to
fend for themselves in securing basic educational services. "

Key recommendations from AALDEF's report propose several major changes in
NCLB:

Provide targeted language services for Asian American ELLs, since nearly a
quarter of all Asian American students are ELLs.  Among those between the
ages 5 and 17, over half of Hmong Americans, 39% of Vietnamese Americans,
and 34% of Bangladeshi Americans are ELLs.

Use absolute numerical thresholds and/or population ratios in smaller
districts or counties (rather than states) to determine the need for native
language materials.  Asian American ELLs are densely populated in specific
neighborhoods throughout the country.  For example, Vietnamese-speaking ELLs
in Seattle constitute 16% of all ELLs in the city, but only 4% of the total
ELL population in the state of Washington .  If native language materials
were available only for language minority groups that made up at least 10%
of ELLs in a state, then large numbers of Vietnamese-speaking ELLs would not
benefit from native language materials.

Use multiple forms of assessment to measure ELL student achievement and
limit the use of testing-based sanctions to abate high dropout rates among
ELL students.  In New York City , the class of 2006's ELL population had a
dropout rate of 30% compared to 6.9% of all students citywide.

Provide states with funds to hire more ESL specialists, bilingual education
specialists, and teachers bilingual in Asian languages.  Although Vietnamese
is the second most common native language of ELLs in California , there is
only one bilingual teacher for every 662 Vietnamese-speaking students in the
state.

Provide states with more funds to translate school documents, hire
interpreters, and conduct community education for immigrant families.  Over
40% of Vietnamese, Korean, and Chinese households are linguistically
isolated.

Require every state to collect comprehensive student data that is
disaggregated by ethnicity, native language, socioeconomic status, ELL
status, and ELL program type.  Without this information, the educational
needs of individual groups are concealed and will remain unaddressed.

Copies of Left in the Margins: Asian American Students and the No Child Left
Behind Act are available at
www.aaldef.org/docs/AALDEF_LeftintheMargins_NCLB.pdf.

###

The Asian American Legal Defense and Education Fund (AALDEF), founded in
1974, is a national organization that protects and promotes the civil rights
of Asian Americans.  By combining litigation, advocacy, education, and
organizing, AALDEF works with Asian American communities across the country
to secure human rights for all.

------------------------------

_______________________________________________
This is a mailing of the National Association for Multicultural Education -
(NAME) Listserv. The materials included reflect diverse perspectives of NAME Listserv participants and do not necessarily reflect a position of the National Association for Multicultural Education. If you would like to subscribe (or unsubscribe) to this listserv go to http://mail.nameorg.org/mailman/listinfo/name-mce_nameorg.org. You can read all past postings in the archives at http://mail.nameorg.org/pipermail/name-mce_nameorg.org/

Name-mce mailing list
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End of Name-mce Digest, Vol 807, Issue 1
****************************************