Breakout Sessions in Detail
Session Room: Kenna Hall 102
Title: Cracks in the Schoolyard—Confronting Latino Educational Inequality
Presenter: Dr. Gilberto Q. Conchas
Institution: UC Irvine
Abstract: In Cracks in the Schoolyard, I challenge deficit models of schooling and turn school failure on its head. Going beyond presenting critical case studies of social inequality and education, this talk features achievement cases that depict Latinos as active actors -- not hopeless victims -- in the quest for social and economic mobility. I examine the ways in which college students, high school youth, English language learners, immigrant Latino parents, queer homeless youth, the children of Mexican undocumented immigrants, and undocumented immigrant youth all work in local settings to improve their quality of life and advocate for their families and communities. Taken together, these counternarratives will help educators and policymakers fill the cracks in the schoolyard that often create disparity and failure for youth and young adults.
Target Audience: Elementary school teachers, Secondary school teachers, School leaders.
Session Room: Kenna Hall 104
Title: Culturally Proficient Practice-Educators Supporting English Learning Students
Presenter: Dr. Reyes L. Quezada
Institution: University of San Diego
Abstract: This session will focus on how to reach cultural proficiency in practice and policies in order to close the academic achievement and social gaps that exist among English learning students and English speaking peers. The Educators’ Rubric for Support of English Learning Students and Their Communities will be introduced as a tool to improve educators’ professional practice that promote academic and social well-being of English learning students. Participants will experience components of the rubric based on the five essential elements and identify key cultural proficiency principles that can support instructional and support programs for English Learning students and their families.
Session Room: Kenna Hall 105
Title:“I didn’t want to believe it was a race issue”: Sustaining Teachers and Students of Color
Presenter: Dr. Claudia Rodriguez-Mojica & Corinna Ott (Graduate Student)
Institution: Santa Clara University
Abstract: Many schools and teacher education programs actively recruit bilingual teachers and teachers of color in an effort to create a teacher workforce more reflective of the local student population. Diversifying the teacher workforce, however, must involve more than recruiting teachers of color; it must involve efforts to sustain teachers of color. In this session, we will discuss the unique experiences of teachers of color and move from talking about difficult and uncomfortable issues to practiced problem solving. In this way, we will be better prepared to act when faced with injustices in education.
Session Room: Kenna Hall 212
Title: Practical Technology Tools to Support Language Development and Learning
Presenters: Dr. Pedro Hernández-Ramos & Keith Yocam, M.A.
Institutions: Santa Clara University
Abstract: In this session, participants will learn the basics about software tools that help teachers and students visualize learning and use built-in features in the Mac and PC operating systems for dictation and text-to-speech functions to support language learning and development.
Session Room: Kenna Hall 111
Title: From Home to School: Creating Meaningful Mathematical Dialogue that Matters
Presenter: Dr. Kathy Jablon Stoehr & Maria Madrigal
Institutions: Santa Clara University & Voices College-Bound Language Academy
Abstract: This session focuses on a model of parental and teacher engagement in mathematics based on a two-way dialogue between school and home. It draws on over two decades of development and research in mathematics education with Latinx families. In this presentation, a mathematics teacher educator, a school principal, teachers and parents describe and share activities and learning experiences from an elementary dual language school that focuses on how to support teachers and parents to learn from each other, how to engage parents with school mathematics; and how to implement professional development to support student learning.
Session Room: Kenna Hall 214
Title: Participant Structures as Culturally Informed Scaffolds for Classroom Participation
Presenter: Dr. Tomás Galguera
Institutions: Mills College
Abstract: Group work is considered good pedagogy, especially for language development. But is all group work good? In this session we will discuss participant structures as a way to think about collaborative work with Latinx students. We will examine how communicative tasks with information gaps are essential components of participant structures. We will consider how participant structures help students notice how they use language and think through a task. Finally, we will look at ways that participant structures tap into cultural assets students bring with them. The hands-on workshop will include opportunities to ask questions and discuss ideas.
Session Room: Kenna Hall 306
Title: Transforming Bicultural Family Engagement Towards Empowerment and Advocacy
Presenter: Dr. Oscar Jiménez-Castellanos
Institutions: Arizona State University
Abstract: This seminar/workshop will focus on the challenges and possibilities in transforming school-family bicultural engagement that promotes parent and student advocacy and empowerment. Participants will gain a deeper understanding of the theoretical framework and how this applies to engaging stakeholders as part of the Local Control Accountability Plan. This session is grounded on the presenter's co-edited book Bicultural Parent Engagement: Empowerment and Advocacy published by Teachers College Press. This book received an AESA Critics Choice Award.
Session Room: Kenna Hall 218
Title: The Role of School Leadership in English Language Learner College Readiness
Presenter: Dr. Eduardo Mosqueda, Dr. Sandra Jewett & Dr. Sherry Segura
Institutions: University of California - Santa Cruz & The Foundation for Hispanic Education
Abstract: The Implementation of the Common Core State Standards (CCSS) have resulted in shifts in educational policy that have intensified instructional demands and the knowledge and skills students are expected to learn in school. The CCSS’s increased expectations for teaching and learning include rigorous content knowledge as well as literacy skills. The increased language demands will likely have disproportionate effects on the achievement of students that have persistently underachieved in mathematics—English Language Learners, particularly in secondary schools. The intensification of content and language demands requires careful consideration of school leadership roles, the integration of English Learner instructional support, as well as improving access to higher level mathematics courses. This presentation will highlight the school restructuring process at a high school that is aligning its curriculum and course offerings to meet the college readiness goals of the CCSS in math, paying particular attention to administrative and teacher leadership roles, EL instructional support practices, assessment, and implementing rigorous curriculum while simultaneously aligning course-taking offering to maximize the number of students taking precalculus and calculus at the end of 12th grade.
Session Room: Kenna Hall 310
Title: Building a College-Bound Culture in Our Community’s High Schools
Presenter: Roland Montemayor & Beverly Stewart
Institution: San Jose City College
Abstract: Starting in Fall Semester 2017, SJCC enrolled more than 1,300 area high school students in a variety of dual-enrollment courses. Dual-enrollment courses are actual SJCC courses, taught in area high schools during the schools’ instructional days. Traditionally, these courses were provided for high achieving students. SJCC has made a purposeful effort to include Latino students and student who receive free and reduced lunches at the high school in dual enrollment. These courses provide a vital service by opening pathways for high school students to understand the requirements for and qualify for acceptance at SJCC.
Session Room: O'Connor Hall 104
Title: Re-imaging the Community College Ecosystem
Presenter: Jorge L. Escobar & Felix W. Ortiz III
Institutions: San Jose City College; Virdis Learning
Abstract: Community Colleges are complex ecosystems aiming to ensure student success as part of the education continuum from K-12. This session will describe how important is the integration of different applications to manage engagement with students at scale, automating workflows and communications with students, and using Case Management to keep students on the guided pathway. This session will also highlight the use of Viridis Learning to connect with sources of data that enables the creation of the Skill Passport, and how SJCC plans to use that to enable the counselor to help the student pick a guided pathway, and plan their path to a well-paying job.
Session Room: O'Connor Hall 105
Title: California Community Colleges: The Latinx Giant in Higher Education & The Role of Latinx Leaders to Influence Change
Presenter: Dr. Byron Breland, Jesus Covarrubias & Dr. Fabio R. Gonzalez
Institution: San Jose City College
Abstract: Understanding the California Community College shared governance model is key to the decision-making process on how Latinx at all level can play a role. Influencing a shift in a college culture and strengthening Latinx students' identity starts with active participation at all levels of the decision-making process. This roundtable composed of college leaders from San Jose City College will emphasize the practices and synergies needed to influence change.
Session Room: Kenna Hall 216
Title: Community as a Campus: From Language “Problems” to Possibilities in Latino Communities
Presenter: Dr. Jonathan Rosa
Institution: Stanford University
Abstract: This presentation points to exciting possibilities that emerge when we approach Latino communities not as linguistically deficient, but rather as dynamically multilingual. It analyzes a collaborative project bringing together a professor and undergraduate students with a teacher and students in a predominantly Latino high school to document and analyze language use in a Latino community where linguistic diversity is too often viewed as a handicap rather than a skill. By approaching this community as a campus, the students and instructors developed an alternative perspective highlighting not only the vast challenges its residents face, but also their dexterity and ingenuity.