D020 ALM2 Cultural Competency and Social-Emotional
Learning Task 1 - Passed first try new update 2024-2025
Western Governors University
Cultural Competency and Social-Emotional Learning - D020
Task Number One
, lOMoARcPSD|6353920
A. Analyze the data presented in the attached “Ridgeland Academy Scenario” to identify one
underserved group of students by doing the following:
1. Using specific data from the scenario, describe one group of students who are experiencing an
inequity in the classroom. Support your description by analyzing specific data from the “Ridgeland
Academy Scenario.”
One group of underserved students experiencing inequity in the classroom at Ridgeland Academy is
students that are English Language Learners. Although English Language Learners are only 14% of the
population of the school, they are the largest population of English Language Learners in all schools in the
district, not just middle schools, all schools. The scenario shows that this population is underserved for two
reasons:
Despite the fact that this percentage of English learners are the highest for the district, they only employ one
full time EL teacher and one Spanish speaking paraprofessional. They are unable to give significant time to
collaborate with teachers to support language and content learning.
The second reason presented in the scenario that shows this group is underserved is that while English
Learners are the highest in the district at this school, they only make up 14% of the student population and
have the lowest test scores in all areas and all groups of students.
2. Describe how your perceptions and knowledge of diversity can positively or negatively contribute to
reducing inequity in the classroom for the students identified in part A.
My knowledge of diversity can positively impact reducing inequities in the classroom for the
aforementioned students by understanding that schools in this country value mainstream culture and we
reinforce it through our activities, instruction, curriculum, and assessments. A school leader or educator that
understands this can positively reduce inequities by learning cultural tools and cultural communication. For
example, as mentioned in, Culturally Responsive Pedagogy: Teaching Like Our Students’ Lives Matter, a
student that is a native English speaker may not respond to being called on multiple times in class when they
don’t understand the information being presented by the teacher. If the student brings that to the teacher’s
attention, a teacher that has knowledge of diversity is able to see the student’s hesitation through the
student’s cultural lens. They are able to empathize with the student. That teacher could work with their EL
teacher to develop a way to pre-teach information to the aforementioned
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