1. TACIB Sept 24, 2014

2. TACIB GOALS This model serves as the basis for the TACIB project and its research questions: a) What are the effects of a dual language approach on student achievement in and attitudes toward science and mathematics? b) What instructional activities in dual language classrooms facilitate students’ active engagement in learning science and mathematics? c) How does parental engagement with dual language teachers and community partners enhance parents’ knowledge of and participation in students’ educational activities?

3. Shifting the Focus  Traditional U.S.  How can I teach my kids to get the answer to this problem?  Evaluate answers to determine proficiency.  Common Core/NGSS  How can I use this problem to teach the mathematics or science of this unit?  Examine responses to uncover student thinking and inform next steps pedagogically as all students move toward big idea(s) of a unit.

4. Session Goals  Self-assess understanding of culturally/community relevant teaching and set goals for professional growth  Better understand the Common Core Mathematics and Next Generation Science Standards  Continue to build PLC  Collaborate with Partner Teachers on Lesson Development / Curriculum Modification

5. Agenda and Timing  8-8:15 AM Introductions, Updates, Review of Norms  8:15 AM – 9:15 AM Review of Culturally Responsive Teaching and Discussion of Self-Assessment Tool  9:15-9:45 AM Updates on PLC work including discussion of Tuning Protocol  9:45-10:00 Ideas for Latino Opportunity Gap session about TACIB  10:00-11:30 Co-Plan, Co-Teach Lesson and Debrief  11:30 – 11:45 PM Update from Sycamore teachers about grade 7 dual language STEM  11:45 –12:45 PM Lunch and Complete Self-Assessment  12:45-3:00 PM Work on units  3:00-3:30 PM Plans for 10/18 workday and important dates

6. TACIB Meeting Norms (v. 6/25/14) One speaker at a time and let them finish their thought Be mindful of others (no side conversations) Remain on task and be productive Respect others thoughts/ideas/comments Ask clarifying questions

7. What is Culturally Responsive Pedagogy? 7  TACIB Summer Institute, June 24, 2014  Adapted from Wager, A. (2014). Culture in the Mathematics Classroom Conference.  “Pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.” (Ladson-Billings, 1994)

8. Assumptions…  There are students in your school who are not well served.  You are interested in exploring ideas about how to better support academic success in mathematics for all students.  We can think about this better together than on our own. 8

9. Culturally Responsive Pedagogy Students must experience academic success Students must develop and/or maintain cultural competence Students must develop a critical consciousness 9

10. This might look like….  Teachers using their students’ cultures “as a vehicle for learning” – like using rap music to teach about meter and rhyme in poetry  Teachers and students exploring the mathematics embedded in cultural artifacts (graffiti, beadwork, etc.)  Teachers incorporating students’ home languages into the curriculum – like taking math exams in home languages  Students learning mathematics by engaging in questions of interest to them or which are present in their lives (e.g., military recruitment) 10

11. Developing Culturally Responsive Pedagogy (from Dr. Ron Eglash’s remarks, NCTM 2001 annual meeting) Do Approach this work with depth, sensitivity, and care Examine math practices in their social contexts, showing how math can reflect important knowledge systems in different cultures Challenge cultural stereotypes and genetic myths about math Do Approach this work with depth, sensitivity, and care Examine math practices in their social contexts, showing how math can reflect important knowledge systems in different cultures Challenge cultural stereotypes and genetic myths about math Don’t Connect math problems to cultural heritage in trivial ways, for example, simply changing the names in word problems Stereotype indigenous peoples as historically isolated or alive only in the past Analyze indigenous designs (e.g., Zuni beadwork) from a western view only 11

12. Critical Consciousness – Issues of Equity and Social Justice  Teacher knows the larger socio-political context of the school/community  Teacher believes that students’ success has consequences for his/her own future and quality of life  Teacher plans and implements academic experiences that connect students to the larger context  View knowledge critically 12

13. Culturally Responsive Teaching Reflection Guide With a partner…  Discuss each of the categories in-depth  Brainstorm possible responses (reason for ratings and ideas for action) and record on sticky notes  Place sticky notes on posters Whole group discussion  What makes this challenging?  What is the opportunity afford by this tool? Start completing the self-assessment (online form or MS Word)  See tacib.weebly.com Participant Pages menu.  If using online form, save the URL of your response for later editing.  If using MS Word, email responses to Mark and Armando

14. Sharing about Collaboration with TACIB Fellows (Teachers, Students, Faculty) Participants will learn… 1.How to use students’ community, cultural, and linguistic assets to support interest in and success with science and mathematics. 2.How to simultaneously strengthen students’ academic achievement and sense of identity through meaningful mathematics and science tasks. 3.How to see parents as partners in mathematics and science learning and bring parent perspectives into the STEM curriculum.

15. Facilitated Discussion about Collaborative Activities Fellows share on-going activities informed by TACIB collaborations - how are you (will you) keep track of your collaborative activities? Need to choose a method you will use. Peer observations (use reporting form) - ask Lorena to talk about her visits to Jenny’s classroom in Sp14 One pair of Fellows engages in structured discussion about what was produced or achieved due to collaboration with one another including use of parent mini-clips and production of more clips. Use a protocol to have a structured discussion (Tuning Protocol)(Tuning Protocol)

16. Closing the Latino Opportunity Gap Session – Brainstorming Participants will learn… 1.How to use students’ community, cultural, and linguistic assets to support interest in and success with science and mathematics. 2.How to simultaneously strengthen students’ academic achievement and sense of identity through meaningful mathematics and science tasks. 3.How to see parents as partners in mathematics and science learning and bring parent perspectives into the STEM curriculum.

17. Co-Plan, Co-Teach Lesson Demo  Margaly and Armando  Afterward, discuss using Culturally Responsive Math/Science Lesson Discussion Guide

18. PLC Collaboration Log Sheet Team: Magaly and Armando Objectives  Co-plan and co-teach presentation at first TACIB pullout,  Prepare materials for other DI teachers. Actions (description, date, and time spent)  Initial communication by email and set up meeting (Sept 4 and 5, 2014)  Meet at Anaheim City District to discuss topic, organize ideas and split tasks (9/12/14, 1 hour)  Email exchange to share powerpoint development (9/15/14)  Meet at Juarez Elementary to finalize thoughts and organize presentation (9/19/14, 45 minutes)  Exchange final powerpoint by email (9/22/14)  Present at TACIB pullout (9/24/14) Outcomes (with link to products if available)  Powerpoint presentation with concepts, activity, standards and vocabulary Next Steps

19. Lunch and Complete Self-Assessment  Back by 1:00 PM  Complete and submit self-assessment by 1 PM

20. Sycamore JHS Update about Dual Language Grade 7

21. Curriculum Modification Work GOAL #1: Modify the existing grade 7 (and later grade 8) science and mathematics curriculum so that…  It has stronger cultural/community relevance,  It better reflects principles of CCSSM and NGSS, and  It can be offered in a bilingual (Spanish/English) format  STRATEGY: Identify units where cultural/community relevant learning and mathematics and/or science learning can overlap.  Target for 2014-15: Implement 3 interdisciplinary math/science units in Spanish GOAL #2: For all TACIB Teacher Fellows modify curriculum in all classes to reflect principles of CCSSM, NGSS, Cultural/Community Relevance.  STRATEGY: Examine “soft spots” in curriculum where students typically struggle and consider how to set up learning for these in a culturally/community relevant way.  Target for 2014-15: In every unit, there is at least one meaningful culturally/community relevant connection.  STRATEGY: Capture stories from parents and community members of using math and science in day-to-day activities.  Target for 2014-15: Library of at least 5 clips correlated to standards. Each TACIB Teacher Fellow uses at least one clip per semester.

22. Planning for CCSSM/NGSS + P21 + TACIB  What should unit plans take into consideration?  Common Core Math and Next Generation Science Standards  Content  Practices  21 st Century Skills  4Cs (Creativity, Critical Thinking, Collaboration, Communication)  Productive use of technology  Connection to real world  Cultural/Community Relevance  Biliteracy  Especially Spanish language development (SLD)

23. Curriculum Work

24. Planning Ahead 1.Plans for next workday a.Who will share artifacts from a lesson that is related to a TACIB collaboration? b.Who will facilitate discussion of evidence about impact of collaboration on students? c.Who will do the co-plan, co-teach demo? 2.Plans for Nov 14 FM/TF Symposium a.Group 1: Chris, Lupita, Alicia b.Group 2: Rich, Lupe, Lorena 3.Dates for Release Days (workdays) 4.Dates for Discovery Science Center NGSS Workshop for Teachers 5.Dates for 2015 Summer Institute!

25. Updates Dates to Remember Classroom Observations - TBA (starting mid- October) October 2, 2014 7-9 PM, Underwater Dreams movie at AMC 30 Orange (The Block) October 17, 2014 8 AM - 4 PM Closing the Latino Opportunity Gap Summit, Fullerton College (must register!!) October 22, 2014 TACIB Workday at ASTA office November 14, 2014 3:30-6:00 PM, TACIB Faculty Mentor/Teacher Fellow Symposium, MH 380