Oregon has one of the highest rates of children in poverty and students who are eligible for free and reduced-price lunch of any state in the region. The state also has one of the largest populations of Hispanic students in the region—12 percent of the total enrollment. The number of ELL students enrolled in Oregon's schools increased by more than 250 percent between 1991–1992 and 2001–2002. As in Idaho, Spanish is the primary language spoken by the majority of ELL students.

Efforts are being made at the state, local, and school levels to help reduce the achievement gaps between minority, ELL, and low-income students and their white, middle class peers. The Oregon State Action for Educational Leadership Project (SAELP) is redesigning education leadership policy, practice, and licensure to demonstrate enhanced effectiveness in regard to cultural competency and educational equity. A summit was held in 2004 to draft definitions and key indicators of cultural competency. For more information about these efforts visit the Oregon Department of Education Web site at www.ode.state.or.us

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Counselor Works To Foster Climate of Respect and Caring for Diverse Students

Edward Dueñez is a guidance counselor at Aloha High School in Beaverton, Oregon—a large, comprehensive high school that has become increasingly diverse in the last decade. At present, the minority student population at Aloha is 20 percent Hispanic, 13 percent Asian/Pacific Islander, and 5 percent African American. Just a few years ago, the percentage of Hispanic students was 14 percent. The number of students eligible for the free and reduced-price lunch program has increased from 14 percent in 1999 to 35 percent in 2004.

Dueñez began his career at Aloha High as a general guidance counselor. He soon realized that many students needed extra attention and that the often overloaded counselors weren't able to provide the kind of support necessary. Dueñez explains that some students are somewhat disconnected from school for various reasons. With just a little more support, such as educators connecting with families and establishing closer relationships with the student, these students can become more engaged. When the school decided to hire an additional guidance counselor, Dueñez suggested to the principal that he be assigned to the students who needed the most help. He was already known as a trusted person to whom students could talk. "I kept my doors open, even with my large caseload. They need positive influences," says Dueñez. He notes that Aloha Principal Vicki Lukich has been very receptive to new ideas for creating a more culturally responsive school.

Dueñez has become an advocate on the staff regarding diversity. He monitors his students' progress in their classes and reviews their transcripts. He checks with kids on how and what they are doing in their classes and looks at their cumulative school record. Most important, he keeps track of how they are doing socially and emotionally. Dueñez started an after-school club that helps students of diverse cultures learn leadership skills and provides a forum for discussion.

Dueñez also stresses to other staff members and students the importance of becoming more aware of culturally insensitive remarks and actions that, even when unintended, can be hurtful and disrespectful. For example, a teacher asked him if he thought it would be OK to shorten a student's name for a publication (Latino children have both their mother's and father's last names). "I explained that if you really want to respect the student and his work you will use his full name."

Another time a student made a video about Aloha High School for middle school students to learn more about the school. The student filmed various places and people in the school and showed it to the faculty. Dueñez noticed there were no ethnically diverse students in the film, and told the student he should portray the school more accurately. He pointed out that young people are hurt when they feel they are not visible to the mainstream culture.

Dueñez suggests that students and teachers step outside their comfort zones and learn more about what is important to students. They also need to analyze what had been done in their school in the name of "tradition" and accommodate students of all cultures. He recommends that people watch movies like Stand and Deliver and Coach Carter that show culturally competent educators.

"The most important thing I can do for the kids here, that any staff member can and should do," says Dueñez, "is show them that I care and get to know them. Simple things like calling home make a world of difference."

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Bilingual Parent Coordinator Provides Caring, High Expectations, and Incentives for Learning

As Tigard High School's bilingual parent coordinator, third-generation Mexican American Corina Schmidt is an advocate for Latino students and a liaison between teachers, students, and family members. She keeps an eye on ELL students' progress and invites them in for a "chat" if she notices they are frequently absent or if other problems pop up. She facilitates quarterly meetings with families where she discusses educational issues and gives families ideas on how to create a climate at home that is conducive to learning. Since she has been on staff, Schmidt has noticed a marked increase in families coming to family conferences.

Schmidt says the most important thing teachers can do to help their students succeed is to get to know them, learn more about their lives and how their home life relates to school issues. "So many families have 'survival needs' that must be addressed when we consider how to help children—lack of food, clothing, and shelter for example." In one response to this need, district faculty started a volunteer-run clothing center that collects donated clothing for students who otherwise would go without.

Schmidt is always looking for ways to motivate and involve Latino/Latina students in school activities so they can feel more connected to school culture. For instance, she started a dance group for Latina girls with an academic incentive to join—the girls must have passing grades to be involved, the same rule that applies to all athletic groups at the school. If you don't keep up your grades, warns Schmidt, "I will be on you like flies on flypaper." "This is what caring for students means," she says, "having high expectations and then rewarding them when they achieve."

Schmidt realizes that becoming more culturally responsive is a learning process, even for her. She has learned that her strict, no-nonsense approach to discipline and interactions with students was not effective in motivating her students. "It was my way or no way. I had to learn to lift them up and give them hope," she says. "I learned that it is important to not only understand my students' academic needs but to get to know their life, and their family needs."

High school senior Esmeralda Quezada is a very motivated and energetic young woman. President of the Tigard High School's chapter MECha (El Movimiento Estudiantil Chicano de Aztlan), the national Chicano student leadership group, she is also involved in the Upward Bound program, which provides sustained support for low-income students to finish high school and go on to college.

One of the most important bits of advice Esmeralda offers teachers is not to judge students before getting to know them. She commented on one teacher in particular who believed she wouldn't work hard because she is Mexican American. She felt unsupported by him, and as a result, didn't ask for help even when she needed it. After Esmeralda shared her concerns with him, the teacher felt really bad, she says. He hadn't realized that his misperception was having such an impact on her.

Esmeralda says that students of any culture don't like being singled out in class to make comments about their whole group experience. She has observed that the best teachers don't refer to just one group of students, but try to connect with all students. One of the newer teachers at Tigard has passed out questionnaires to get to know students better. Survey questions include: "I think you should know about me ….; I like …; I don't like …; How do you think you are unique?"

Sometimes Esmeralda notices teachers responding more to white students, such as when a teacher talks with his back to Latino students and faces white students. Esmeralda also has heard comments from teachers that can make a student feel rejected. The teacher may not even know that the comment was heard by the student, or didn't intend to be disrespectful, but it hurts all the same.

"The most important advice I have for teachers is to get in the shoes of students who are different from them," Esmeralda concludes.

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Culturally Responsive Teaching and Native American Curriculum Make Learning More Inclusive and Relevant for All Students

Warren is one of four elementary schools in the Scappoose School District. Scappoose is a town of 5,500 located 20 miles north of Portland, sandwiched between the Columbia River and Portland's West Hills.

First-grade teacher Wren Christopher, who is part Eastern Band Cherokee, is the volunteer coordinator of the Title VII Indian Education Program at Warren School. Seven percent of the students are Native American, of the Pawnee, Cherokee, Cree, Sioux, Walla Walla, and two Alaska Native tribes.

One of Christopher's roles is to teach other staff members how to use culturally responsive teaching practices. She organizes a Native Summer Cultural Language Arts Camp for first- through twelfth-grade Native students. She also develops culturally responsive curricula and resources that are integrated throughout each grade's curriculum. First-graders plant gardens and learn about salmon. They perform a traditional corn dance when they plant the corn. As a welcoming gift, first-graders present corn to the incoming kindergarten class. Third-graders study Native Americans throughout the United States, and fourth-graders learn about Native Americans of Oregon. "I give students the truth and a foundation first," says Christopher, "so that when they come across fiction, they will have the foundation."

Third-grade teacher Patti Rosenthal says it is often difficult to determine whether you are being culturally sensitive. "Seeking out the experts and elders in the community is always best to determine what is appropriate," both teachers emphasize. It is important not to make assumptions and to find the most current and culturally sensitive teaching materials. Christopher has set up a mini-library of such resources in her classroom for district staff use.

Rosenthal and Christopher stress the importance of learning about culturally responsive communication with students. For example, when Native American students don't make eye contact with teachers, it is a sign of respect, not disrespect. They urge other teachers to contact the cultural/educational department of the tribe to ask about local customs.

A number of organizations can inform teachers about appropriate learning materials. OYATE is a Native organization that evaluates texts, provides resource materials and fiction by and about Native peoples, and conducts teacher workshops for participants to learn how to evaluate children's material for anti-Indian biases. (For more information visit www.oyate.org .)

Christopher is integrating Northwest Native American stories into the curriculum using The Indian Reading Series: Stories and Legends of the Northwest. The series has 140 culturally relevant stories written by local Indian authors and illustrated by Indian artists. The materials were authenticated by the participating tribes and field-tested with more than 1,200 Indian and non-Indian children in 93 classrooms throughout the Northwest. (To see and download the series, go to www.nwrel.org/indianed/indianreading/.)

Says Christopher: "This project will be used in two school districts, Scappoose and St. Helens. A teacher will check out the series that is age appropriate for their class. There will be the teacher's manual and downloaded books. A Native elder will come to the class who has been taught by a reading teacher to aid the classroom teacher. We are still creating our goals and have not as yet, been in the classroom. We hope to start with Patti [Rosenthal's] third-grade class here at Warren in the spring."

Christopher adds that "one important goal is to have children read stories written by Native people about their people. It is important for students to realize there are many nations of Native people and identify and find the tribe and location on a map. Students will also have an opportunity to have a local Native elder read a story with them. This exchange between the elder and students helps develop respect, listening and sharing which is a deep part of traditional teachings in all Native cultures."