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Apr 3, 2024

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1 ALM2 Task One: School Analysis Lauren Cocke College of Education, Western Governors University Delmon Moore December 2, 2023

2 D020 Course – ALM2 Task One A1. Inequity in the Classroom According to Cole (2008), "In dealing with diverse student populations, it is crucial to consider language, heritage, culture, and other contextual factors that may influence academic achievement" (Cole, 2008). Unfortunately, in reviewing data from the "Ridgeland Academy Scenario", it is apparent that there are several groups of students who are experiencing inequity in the classroom. It is shocking to read that Ridgeland has the highest percentage of English learners (ELs) in the district, yet this group of students does not receive a diverse and inclusive education. Rather, it appears, they are scrambling for services and are passively going through the motions of their school day. The Ridgeland data reveals that 14% of the school's students are Hispanic/Latino. When looking at test scores only 40% of this ethnic group are proficient in English and Reading, 48% are proficient in math, and 51% proficient in science. With these numbers being so similar, it is apparent that across all subjects, ELs at Ridgeland are not receiving differentiated and inclusive instruction. With only one EL teacher and paraprofessional, the time it takes to work individually and in small groups with students as well as the time to collaborate with teachers and provide resources for classroom instruction is limited. Because of this, the Hispanic/Latino ethnic group at Ridgeland is underserved. A2. Contributions to Reducing Inequity In my experience in diverse education, one thing that tends to always stand out is when a teacher or peer does not know how to communicate or relate to a student, typically they tend to avoid that particular student. It may not be malicious or intentional, but this avoidance can harm a student's overall school experience. I have seen this avoidant behavior negatively impact EL students' learning because their content knowledge isn't accurately assessed. They may sit quietly

3 in class, without participating in large group discussions, due to a language barrier, and teachers may assume that their silence represents comprehension. This may be happening at Ridgeland Academy as evidenced by the Hispanic/Latino test scores. Avoiding students who are different than us can also lead to an EL student feeling disconnected, lonely, or like they've done something wrong, which affects their willingness to learn and participate in the school setting. As a professional school counselor, it breaks my heart when a student feels like they do not belong because they have a different background. Knowing this can positively contribute to reducing inequity in the classroom for Hispanic/Latino students because it draws attention to the tendencies of people to avoid what they are not familiar with. With this, teachers and administrators can proactively introduce curriculum and instruction that is multi-ethnic and celebrates differences, meeting students where they are rather than forcing them to change and forget who they are. This would also provide opportunities to advocate for EL students and the resources they need to immerse in a predominately English-speaking school district. B. Leadership Strategy for Positive Change The goal of any great culturally competent school leader is to create an environment for their students to feel welcome and safe. To promote positive change and a more equitable school experience for EL students, I would recommend a leadership strategy revolving around servant leadership. Because Ridgeland's faculty is not culturally diverse, extra efforts must be implemented to foster empathy and understanding between differing backgrounds. This servant leadership strategy is centered around community involvement. The school would open its doors to host open houses, parent/teacher nights, art shows, award nights, and events during multicultural awareness months such as National Hispanic Heritage Month. Moule (2012) states, "One way to overcome our assumptions on style is to take the time to study the communities and

4 the students we teach" (Moule, 2012). By collaborative efforts to connect with not just students, but their families, teachers and administrators can widen their lenses on how to meet the student where they are at. We can meet with families and develop relationships that foster trust, which impacts how the student feels about school. This, in turn, results in EL students feeling more comfortable asking for help, feeling celebrated for who they are, and having opportunities to feel proud of themselves by showcasing their efforts. Most importantly, school personnel have the opportunity to learn about the Hispanic/Latino culture and become familiar with helping students feel successful. "Seeking out additional cultural experiences and becoming familiar with various interaction styles enable people to feel comfortable and capable of playing and role effectively. Recognizing the boxes that keep us in our worlds so we can understand and sometimes transcend them is the root of cultural competence" (Moule, 2012). B1. Potential Issue in Implementation A potential issue that may arise when implementing more community involvement is teacher pushback. As I've felt before, there are days when I do not want to stay after school for a community event, especially if I am already underpaid and have spent the day dealing with a discipline issue. The Ridgeland Academy Summary data shows that 20% of all students have been suspended, and 15% of them are students of Hispanic/Latino descent. To combat teacher pushback, I would focus on educating why it is important to begin building a deeper relationship with students and their families. I would present the data that shows that Hispanic/Latino students are not reaching proficiency in any subject area, are the second-highest ethnicity to have been suspended, and there is a possible linkage between income status and test score proficiency. Simply put, we as a school have to do more to bridge the gap between home and school. We do not know what our students' lives are like outside the school building if they are living in fight-

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