College of Educa­ Culturally Responsive Teaching and Counseling Symposium: Eradicating Gaps in Student Achievement

Saturday­January 27, 2007 8:00 am ­ 4:15 pm

8:00 ­ 8:30 Lodge Continental Breakfast and Greeting

8:30 ­ 9:00 Lodge Welcome by Dean La Vonne Neal

10:00 ­ 10:15 Break

11:30 ­ 1:00 Lodge Lunch provided Entertainment and Awards

1:15 ­ 2:45 Lodge Keynote Speaker Dr. Geneva Gay The Implications and Effects of Culturally Responsive Teaching on Student Achievement

10:15­11:30 Morning Break­out Sessions Presenter (s)

Breckenridge 5101

Increasing the Achievement of English Language Learners: Effective Instructional Strategies for Their

Success

David Campos, Ph.D. and Mary Huerta, Ph.D.

Breckenridge 5113 Cryogenics Darryl Baynes, M.A.

Breckenridge 5106

Teaching Methods Matter: Strategies to Inspire African American Students to Overcome the Crippling Obstacles of Slavery

Dean La Vonne Neal, Ph.D.

3:00­ 4:15 Afternoon Break­out Sessions Presenter (s)

Lodge A Culturally Responsive Teaching: Is it Effective in an Online High School Environment? Benita Dillard, M.A.

Lodge B Culturally Responsive Teaching (CRT) and Young Children:

A Recipe for Success

Alicia Moore, Ph.D.

Breckenridge 5106

Transforming Research to Practice: Affirming African American Adolescent Males Larry Bryant, Ph.D.

Breckenridge 5113

Culturally Responsive Counseling: Viewing the Achievement Gap through Different Lenses

Rhonda Williams, Ph.D.

Breckenridge 5101

Assessment Policies for Students Who Are English Language Learners

Carole de Casal, Ed.D. Associate Dean

2:45 ­ 3:00 Break

9:00 ­ 10:00 Lodge Keynote Speaker Dr. David Campos

Latino Chrysalis: Considerations for Culturally Responsive Teaching

1:00 ­ 1:15 Break

David Campos, Ph.D.

Dr. David Campos is an associate professor of education in the School of Education at the University of the Incarnate Word. His experiences include teaching second grade and conducting corporate training and development for Advanced Micro Devices and Guiltless Gourmet, Inc. He has supervised student teachers and taught undergraduate and graduate courses in special education, multicultural education, and curriculum methods. In addition to his duties as an associate professor, he served as an Assistant Dean of Academic Affairs, and as a project coordinator for a Title II Teacher Quality Enhancement Grant.

Dr. Campos will explore critical data on Latino youth nationwide and in Colorado. He will address the academic achievement gap of children of color, and follow up with practical ideas to implement in the classroom.

Latino Chrysalis: Considerations for Culturally Responsive Teaching

9:00 ­ 10:00 Lodge

Keynote Speaker:

Cryogenics

Darryl Lee Baynes founded the Minority Aviation Education Association (MAEA) in 1992. Mr. Baynes is a graduate of the University Of Pittsburgh where he majored in chemistry and math. He is also a licensed pilot and entrepreneur.

Darryl Baynes, M.A.

Most people have seen the movie Terminator II where the T­1000 terminator becomes frozen in liquid nitrogen. In this chilling program participants will explore what would happen if the liquid nitrogen fell on them. As one of MAEA's most popular pro­ grams it involves experiments that look at the various industrial uses of liquid nitrogen and other cryogenic techniques. This program also involves an examination of everyday uses of very cold material, what happens to things in cold environments and there by products such as carbon dioxide. MAEA teaches students to question, read and most of all, listen and learn, and then like all good action movies, this one ends with a bang. Don’t miss this engaging program; you won’t only learn about science, you’ll learn you are already a scientist.

10:15 ­ 11:30 Breckenridge 5113

David Campos, Ph.D. & Mary Huerta, Ph.D.

Increasing the Achievement of English Language Learners: Effective Instructional Strategies for Their Success

Participants will explore instructional strategies designed to modify subject matter, their instructional methods, and academic products to meet the needs of English language learners. The session will begin with a discourse on socio­cultural considerations and finish with varied strategies that promote student achievement across content areas.

Mary Esther Soto Huerta earned her Ph.D. in Culture, Literacy, and Language from the University of Texas at San Antonio. She has been a bilingual education teacher, curriculum specialist, a trainer of teachers, and program coordinator of Title VII and Title III teacher­training grants at UTSA. Her research focuses on the biliteracy development of English language learners and teacher education.

10:15 ­ 11:30 Breckenridge 5101

La Vonne I. Neal, Ph.D. La Vonne I. Neal, Ph.D., is Dean of the College of Education at the University of Colorado at Colorado Springs. Dean Neal is a teacher­educator whose work in the design and implementation of Culturally responsive teaching methods has earned wide recognition both among educators and in the popular press. For example, her research on the correlation between African American male students’ walking styles and their placement in special education courses has been featured in USA Today, the Atlanta Journal­Constitution, Diversity Inc. Com, and radio and television stations across the country.

Teaching Methods Matter: Strategies to Inspire African American Students to Overcome the Crippling Obstacles of Slavery

The Association for the Study of African American Life and History (ASALH), established in 1915 is the founder of Black History Month and each year the organization presents a national theme. The 2007 Black History Month theme is “From Slavery to Freedom: Africans in the Americas.” During this interactive session the presenter will highlight the resilience of African Americans during and after Slavery. Participants will learn how to design culturally responsive lesson plans that will empower students. Moreover, participants will receive lesson plans and have an opportunity to win teacher resources from ASALH such as (1) 2007 National Black History Theme Magazine, (2) 2007 National Black History Theme Learning Resources CD ROM, and (3) the Black History Bulletin.

10:15 ­ 11:30 Breckenridge 5106

GENEVA GAY is Professor of Education at the University of Washington­Seattle where she teaches multicultural education and general curriculum theory. She is the recipient of the Distinguished Scholar Award, presented by the Committee on the Role and Status of Minorities in Educational Research and Development of the American Educational Research Association; the first Multicultural Educator Award presented by the National Association of Multicultural Education; the 2004 W. E. B. Du Bois Distinguished Lecturer Award presented by the Special Interest Group on Research Focus on Black Education of the American Educational Research Association; and the 2006 Mary Anne Raywid Award for Distinguished Scholarship in the Field of Education, presented by the Society of Professors of Education. She is nationally and internationally known for her scholarship in multicultural education, particularly as it relates to curriculum design, staff development, classroom instruction, and intersections of culture, race, ethnicity, teaching, and learning. Her writings include numerous articles and book chapters; the co­editorship of Expressively

Black: The Cultural Basis of Ethnic Identity (Praeger, 1987); author of At the Essence of Learning: Multicultural Education (Kappa Delta Pi, 1994), and Culturally Responsive Teaching: Theory, Practice, & Research (Teachers College Press, 2000); and editor of Becoming Multicultural Educators: Personal Journey Toward Professional Agency (Jossey­Bass, 2003). Culturally Responsive Teaching received the 2001Outstanding Writing Award from the American Association of Colleges for Teacher Education (AACTE). She also is a member of the authorship team of the Scott Foresman New Elementary Social Studies Series. Her professional service includes membership on several national editorial review and advisory boards. International consultations on multicultural education have taken her to Canada, Brazil, Taiwan, Finland, Japan, England, Scotland, and Australia.

Geneva Gay, Ph.D.

This presentation develops the premise that cultural responsiveness in teaching is a necessary condition for improving the school achievement of underachieving students of color. Explanations are provided for why this relationship exists, what constitutes culturally responsive teaching, how it can be actualized in practice, and the positive effects it has on school performance, from improving sustained time on task, to attendance, to classroom discipline, to higher test scores. Hence, if educators really want to close the achievement gaps for students of color it is incumbent upon them to be aggressive about doing culturally responsive teaching.

The Implications and Effects of Culturally Responsive Teaching on Student Achievement

1:15 ­ 2:45 Lodge

Keynote Speaker:

This session examines the use of culturally responsive teaching (CRT) practices as a compelling resource in the promotion of academic success for young children. It provides resources for early childhood educators, administrators, parents, and their students and strategies for implementing CRT curricula in early childhood settings. As well, it serves as a call for educators to examine their personal biases as a foundation for the creation of an early childhood classroom that truly meets the needs of all students.

Culturally Responsive Teaching (CRT) and Young Children: A Recipe for Success

Dr. Alicia L. Moore is a native Austinite. In 1985, she entered Huston Tillotson University, in Austin, Texas, where she received her Bachelor of Arts degree in 1988, in Elementary Education with specializations in Early Childhood and Physical Education. She was employed with the Austin Independent School District from 1988 through 1995 where she taught Pre­kindergarten. Dr. Moore entered the Graduate School of Education at the University of Texas at Austin in September, 1989, and received her Master of Education degree in August of 1990 and certification in Educational Administration Mid­management and Supervision in May of 1992. She has served as an Administrative Intern for the Area I superintendent, an Assistant Principal and as a School Principal. Dr. Moore received her doctorate in the Department of Special Education at the University of Texas at Austin in with specializations in Early Childhood and Multicultural Special Education. Currently, Dr. Moore is an Assistant Professor in the Department of Education and teaches courses in Early Childhood and Early Childhood Special Education, Elementary Education, Survey of Exceptionalities, and School, Society and Diversity.

Alicia L. Moore, Ph.D.

3:00 ­ 4:15 Lodge B

Benita Dillard, M.A. Ms. Benita Dillard is a ninth grade English teacher in Las Vegas, Nevada. She is also a doctoral candidate in the Curriculum and Instruction Department at the University of Nevada at Las Vegas. Her area of emphasis is literacy, in particular African American adolescent girls’ literacy practices in cyberspace.

Culturally Responsive Teaching: Is it Effective in an Online High School Environment?

Culturally responsive teaching has been regarded as an effective pedagogical approach for educators to bridge the gap between academic knowledge and skills and student’s lived experiences and perspectives. In most cases, culturally responsive teaching has been implemented in traditional classroom settings. This presentation will reveal what culturally responsive teaching looks like in an online hybrid high school English classroom. It will provide teachers, counselors,

administrators, and those unfamiliar with K­12 online education with an orientation to an English curriculum that meets the needs of a diverse population of students who may fall into one or more of the following categories: student of color, special need, juvenile delinquent, transgender, etc… This presentation will demonstrate how culturally responsive teaching in an online hybrid environment provides multiple spaces for students to make use of online journaling through the discussion board, connect themes and issues found in young adult literature to their own lives, and use technology as a resource to help them academically. Most importantly, it will reveal how the online environment may provide safe spaces for students to openly discuss lived experiences that they would not typically explore in a traditional classroom setting.

3:00 ­ 4:15 Lodge A

Viewing the achievement gap from a cultural lense rather than just an educational lense may be a way bridge the achievement gap. Many students who are culturally and linguistically diverse are left behind educationally as the achievement gap continues

to grow. This presentation will ask participants to use a cultural lense when looking at achievement. By reconsidering our educational stance through a diverse cultural perspective perhaps educators will be able to create a more culturally aware educational climate which in turn may produce more invested diverse students.

Culturally Responsive Counseling: Viewing the Achievement Gap through Different Lenses

Dr. Rhonda Williams is an Assistant Professor in Counseling Education at the University of Colorado at Colorado Springs. Dr. Williams has served as a school counselor in public education for 25 years, and in numerous community­related positions, including President of the Colorado School Counselor Association. She also served as President of the Kansas School Counselor Association.

Rhonda Williams, Ed.D.

Dr. Bryant is an assistant professor of special education at the University of Colorado, Colorado Springs. His research examines cultural relationships between African American adolescent males diagnosed with an emotional/behavioral disability and social systems. His focus is to provide pre­service and active service teachers with innovations that will assist them in improving their social skills around African American adolescent males.

Transforming Research to Practice: Affirming African American Adolescent Males

In the past thirty years educators, scholars, and other professionals have compiled data concerning African American adolescent males; however, these data merely impart descriptions, which are then

co­opted into social definitions, further resulting in racial stereotypes. The idea that legal systems can­ not solve educational problems with social agendas is the primary argument that supports culturally re­ sponsive teaching. This interactive workshop will encourage participants to examine traditional peda­ gogy using a critical lens and will provide strategies to successfully teach African American adolescent

Larry Bryant, Ph.D.

3:00pm ­ 4:15 pm Breckenridge 5106

3:00pm ­ 4:15 pm Breckenridge 5113

Assessment Policies for Students Who Are English Language Learners

3:00­4:15 Breckenridge 5101

The population of English Language Learners is the fastest growing in our Nation, and the growth is occurring in all parts of our Nation. In the Nation’s two largest school districts, students who are linguistically diverse make up almost half of all students initially entering school at the kindergarten level. The rights of students who are linguistically diverse in public school educational settings in the U.S. are protected by the 14th Amendment to the Constitution; and the federal legislation found in Title VI of the Civil Rights Act of 1964, and the Equal Education Opportunities Act of 1974. Title VI requires compliance throughout a school district if any activity in the school district is supported through federal funds. In addition, discrimination against students who are linguistically diverse can potentially be considered a form of national origin discrimination under Title VI. The enactment of No Child Left Behind ushered in another era of compliance the schools must respond to in order to maintain federal funding. This set of rules can have and has had in most instances, the effect of punishing schools and districts with large numbers of students who are linguistically diverse, rather than assisting them. This session will help participants understand the complexities of school compliance.

Carole de Casal, Ed.D.

Carole grew up in Denver, attended and graduated from Thomas Jefferson Jr/Sr High in south Denver, and attended Colorado State University. Carole wanted to return to Colorado to serve the people of the state to whom she is grateful for her solid educational background and ethical grounding as an educator.

http://www.uccs.edu/~coegen/

University of Colorado at Colorado Springs

Funding to support this symposium was provided by the office of the University of Colorado President, Hank Brown.

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Thank You For Attending For information about upcoming events

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