The following is an example of how to respond to questions posed in a detailed section on cultural competency.  The responses to the first and third question can be cut and pasted (to tailor as appropriate) as templates for responding to questions of this ilk.

Grantor’s words: “Diversity encompasses a broad range of human differences.  It includes, but is not limited to, differences in abilities, age, disabilities, educational level, ethnicity, gender, geographic origin, race, religion, sexual orientation, socio-economic class and values.”

Why do you think your agency is equipped to address the cultural needs of youth eligible for this funding?

The Intermediates are qualified to work with respect for all persons, regardless of race, disability, etc.  We already provide extensive social interaction work as a central part of the curriculum.  We also have a wide range of diversity in our current and predicted student population. We teach students to be non-judgmental and to adapt and cope with people who are different from themselves. Cultural competency is not an add-on, but an embedded aspect of the transition curriculum.

The Intermediate Districts are uniquely qualified to work with students and families with multiple and challenging disabilities.  Some of the most complex profiles are referred to 287 and 916 programs. Furthermore, family background of students include a variety of cultural, geographic, and socio-economic experiences.

What outreach, teaching and case management techniques will your staff use that are inclusive and relevant to the cultural needs of eligible youth?

The population READY will serve will be in line with the broad range of students we have a history of serving already.

Transition teachers adhere to the “Minnesota Standards for Effective Teaching Practice” which sets forth 10 specific standards including addressing the needs of diverse learners.  The standard states that “A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.”

The Intermediates prepare staff through student history review, research on students’ backgrounds and cultures, etc. For example, last year in 916, there was a Somali need in a transition program.  Staff people researched Somali customs in order to provide special holiday curriculum in line with the student’s home life.   Preparation time is built into the program so that staff can be responsive in that way. There is also preparation time built into the hours of the social workers, who will research the backgrounds of youth and provide an interface with families and communities. Informed, experienced mental health and social services teams will work with READY students throughout the program.

How do you prepare staff to work with diverse populations?

We collaborate with East Metro Integration District, EMID 606, and PREP Center for cultural competency training in the 287 region.  Northeast Metro has competencies and staff development goals related to cultural responsiveness.  All staff has participated in diversity training and take part in cultural responsiveness training as part of continuing professional development.  Cultural responsiveness is not only an additional goal, but also an embedded part of the missions of the Intermediates.