Effecting Change for Culturally and Linguistically Diverse Learners

by Almitra L. Berry

Overview

Help teachers understand and close the provision gap for culturally and linguistically diverse learners, effecting greater opportunities for academic success. Written by Dr. Almitra Berry, this completely revised second edition introduces a new five-step framework that focuses on academic achievement and equity for all students. This professional resource guides you through a data-driven approach to determine whether your curriculum and instruction are meeting the needs of culturally diverse students. Educators will learn how to evaluate the effectiveness of curriculum, identify and implement instructional practices that are proven effective, monitor progress, and provide intensive small group instruction to help learners succeed. This timely book provides a collection of practical resources such as planning templates, data analysis forms, and reflective questions for each step of the process.

Product Details

ISBN-13:	9781087648842
Publisher:	Shell Education
Publication date:	07/01/2021
Series:	Professional Resources
Edition description:	Second Edition
Pages:	256
Product dimensions:	7.33(w) x 9.25(h) x 0.66(d)
Age Range:	5 - 17 Years

About the Author

Almitra L. Berry, Ed.D., is a nationally recognized speaker, author, educator, and consultant specializing in the education of culturally and linguistically diverse learners. She is passionate about academic achievement in large, urban school districts with a majority of students of color. Dr. Berry focuses on supporting initiatives around changing mindsets, diversity and inclusion, and most important, creating school cultures and climates that support academic excellence for the children most at risk. Dr. Berry has lived in Houston, Texas, for many years.

Table of Contents

List of Figures 8

Forewords 11

Introduction 13

About This Second Edition 14

Chapter 1 Building and Activating Our Own Schema 17

Defining the Culturally and Linguistically Diverse Learner 18

Linguistic Diversity's Impact on Teaching and Learning 23

How Demographic Shifts Impact Schools and Classrooms 27

Time to Shift to a Focus on Equity 32

Conclusion 35

Reflect and Act 38

Chapter 2 The Root of Persistent, Pervasive Achievement Gaps 39

The Soft Bigotry of Low Expectations 43

Taking Responsibility for Learners' Achievement 46

A Moral-Obligation Approach to Instruction 47

What Scientific Research Tells Us 48

Seven Theories of Reading Instruction 51

Choose the Right Approach 63

Conclusion 67

Reflect and Act 68

Chapter 3 The Importance of a Rigorous English Language Arts Core 69

Scientifically Based, Evidenced, and Validated: What's the Difference? 74

The Role of Technology-Based Personalized Learning 76

What Works Is Not Whatever Works for Some but Maybe Not All 76

Navigating Core Reading Instruction 78

Conclusion 82

Reflect and Act 83

Chapter 4 Screen for Problems, Monitor Progress, and Project Trajectories 85

Struggling with Reading Is Persistent and Pervasive 86

Assessing Assessment 89

The Basics of Assessment in CARTI 92

The Roles of Assessment, Data, and Annual Progress Measurement 101

Teacher Observation as Assessment: Protocol or Pitfall? 102

Get Tech-Savvy 103

Conclusion 104

Reflect and Act 105

Chapter 5 Instruction, Intervention, Standards, and the Focus on Learner Achievement 107

Instruct or Intervene? The Classroom Teacher as First Responder 109

It Takes a Village: The School Community's Role in Holistic Support 114

State Standards: Rigor or Rigmarole? 115

Conclusion 122

Reflect and Act 122

Chapter 6 Intensive Small-Group Instruction 125

Beyond the Core: The Plan for Action 126

The Instructional Value of Smaller Groups 127

The Six Phases of Data-Driven Decision Making 131

The Role of Technology-Based Personalized Learning 139

Conclusion 141

Reflect and Act 141

Chapter 7 Teaching English as an Academic Language 143

History of the Divide 145

Why This History Matters 147

Language Acquisition and Time to Proficiency: BICS and CALP 148

What Is Involved in a Language Proficiency Assessment? 153

Conclusion 162

Reflect and Act 163

Chapter 8 Teaching and Learning: Leave Nothing to Chance 165

Theories of Learning 166

Model Strategies That Develop Learners' Metacognition 173

Make Connections and Check Your Mindset 182

Conclusion 183

Reflect and Act 184

Chapter 9 Road Trip! 185

Examining Our Own Implicit Bias 187

Eradicating the Hidden Curriculum 188

Finding Equitable Instructional Time 190

Creating a Long-Range Plan 191

Keeping the Learner as the Focus of Professional Learning 194

Creating a Professional Learning Community: It Takes a Village 200

Driving in Both Lanes 201

Signposts on the Journey to True Equity 204

Conclusion 206

Reflect and Act 207

Chapter 10 In the Interest of the Learner 209

Do the Right Thing 211

Do the Right Thing Well 215

Do Enough of the Right Thing to Effect Change 218

Conclusion 222

Reflect and Act 223

References 225

Glossary 239

Appendix A Exemplar Standards Citations 247

Appendix B The Equity Maturity Matrix 251