CONFERENCE PROGRAM May 5th, 2018

Welcome from the Conference Chairs Thank you for attending the inaugural 2018 CABE LA Mini-Conference hosted by CABE of Pepperdine (#3) and CABE Mandarin (#28) in Region III of CABE Statewide. It has been an honor to organize the Unleashing Educational Transformation event for us all to participate in exchanging ideas around creative problem solving, innovation in education, and leading effective change in our communities. We hope this conference inspires you to begin new conversations and to

implement proactive approaches to character and intellectual development. During our respective tenures in serving our chapters, we were fortunate to meet several individuals who shared stories with us about learning in a transformative world. Their experiences helped show us how to be intentional with our roles as educators, leaders, scholars and change agents. We have both come to recognize four of the most valuable leadership lessons that have brought sources of action and courage when considering the frameworks of multiple situations and dyads; and we hope they will become a part of your educational and leadership toolbox:

1. Knowing the best response is not always as important as knowing the best questions and inquiries. Challenge yourself and challenge your context. Dig deeper, dig passionately, and dig with purpose. 2. Be intentional with discomfort, and oversee your narratives tomorrow. 3. Have the confidence to make your strengths monuments. 4. Leadership is about people first. Remember that above all else. 

We hope to say that we left CABE better than we inherited it; knowing that we can always resume the dialogue from where we left off. We hope that you will be able to end the day with a new set of best practices and resources to help unleash educational transformation. Please remember to submit your conference evaluations and share your feedback with the planning committee! Thank you for your attendance and participation. Sonya Sharififard, CABE Pepperdine Weina Chen, CABE Mandarin Conference Co-Chairs; CABistas Conference Co-Chairs; CABistas

2018 CABE LA MINI CONFERENCE COMMITTEE

Conference Co-Chairs

Sonya Sharififard, CABE of Pepperdine

Weina Li Chen, CABE Mandarin

Peer Review Committee

Dr. Reyna García Ramos, Dr. Jennifer Miyake-Trapp, Erika Saito, Sonya Sharififard,

Weina Li Chen

Faculty Liaison

Dr. Reyna García Ramos, Pepperdine University

Dr. Jennifer Miyake-Trapp, Pepperdine University

Special Support

CABE Headquarter

CABE Region 3

Marketing Chair

Erika Saito

Entertainment Coordinator

Erika Saito

Logistics Chair

Wanyi (Eve) Wu

Assessment and Evaluation Chair

James De Leo

Graduate Assistant

Kelsey Barillas

Website Designer

Ivy Hu

Poster Session Coordinator

Erika Saito

Victuals

Susie Beltran, PBS SoCal

Panel Session Coordinator

Dr. Jennifer Miyake-Trapp

Decorations

Ivy Hu, Yuxuan Yang

General Staff

Siqi Wang, Yajing Chen, Dulce Guerrero, Yingjiao Kang, Yelba Carrillo

Registration & Membership

Weina Li Chen

Photographer

Huiling Yang, Dongyan Song

GENERAL INFORMATION

Conference Admission When you arrive at Pepperdine University’s Irvine Graduate Campus, please visit the registration area on the third floor to receive your conference program and badge. Admission to sessions and exhibits is for registered attendees only.

Lunch Box lunches will be available for pickup in Room 327 at 12:15 pm. Please have your badge with you in order to receive your lunch. Raffle At registration, you will receive a ticket for the raffle. You will receive additional tickets for each session you attend. Please hold onto the tickets if you wish to partake in the raffle. The drawing will be held at the end of the conference. Participants must be present during the drawing to claim their prizes.

Membership Information Inquiries about CABE membership can be made at the membership table. If you are not a member, we hope that you consider joining the CABE community. We also hope to see you at future chapter, regional, and annual events throughout the year.

Parking Pepperdine University Irvine Graduate Campus is providing free parking with validation for this event. Please validate your parking tickets before you leave the conference. GSEP, Pepperdine University Information Table The Graduate School of Education and Psychology (GSEP) of Pepperdine University has an information table for your convenience outside of Room 326. Please stop by and pick up information to learn more about the education division’s graduate programs.

CONFERENCE AGENDA

Time Conference Schedule Room

9:30-10:00 Check-in, Social, Refreshment 326

9:50-9:55 Introduction by the Conference Chairs: Weina Chen and Sonya Sharififard

326

9:55-10:08 Mini-Orchestra Performance by Pacific Academy 326

10:10-10:15 GSEP, Pepperdine University ~ Welcome Dr. Farzin Madjidi, Associate Dean of Education Division

326

10:15-10:20 California Association for Bilingual Education ~ Welcome Elodia Ortega-Lampkin, CABE President

326

10:30-11:15 Concurrent Morning Sessions 3rd floor

11:25-12:10 Educators Panel 326

11:25-12:30 Poster Sessions 328

12:15-12:45 Lunch & Networking 327

12:45-12:50 Singing Performance 326

12:50-1:30 Keynote Address with Dr. Yesenia Fernández 326

1:40-2:25 Concurrent Afternoon Sessions 3rd floor

2:30-2:40 Oath of Office 326

2:40-3:00 Conference Evaluation; Raffle Drawing; Closing 326

3:30 Featured Studio Tour with PBS SoCal PBS SoCal

AM CONCURRENT SESSIONS 10:30-11:15

Engaging English Learners Keith Corpus, Principal, Pacific Academy Room 326 English Language Learners are often excluded from different spaces. What ways do you engage ELLs so that school is transformed into a space for them? Discuss and share ways in which students can be actively engaged in their learning and school life. In the classroom, project based learning and critical thinking deepen the curriculum in valuable ways for all students, including ELLs. Making school feel smaller and more intimate helps students feel more connected. And getting students involved in extracurriculars and activities enriches their experience. Share your experiences and practices for how best to make school more engaging for English Language Learners. Why STEAM for ELL Students? Elizabeth (Betsy) McKinstry, Antelope Valley Union High School District Room 327 In the 21st Century, it is important that educators’ foster students’ ability to problem solve, be creative, think critically, communicate effectively and work collaboratively. Implementing the foundation of Science, Technology, Engineering, Arts, and Math (STEAM) through projects that allow students to develop these skill sets and grasp concepts can be beneficial for English Language Learners. Using the steps of the design process; define the problem, collect the information, brainstorm/analyze, develop a solution, present ideas and improve the design of a project based lesson ELL students are provided context to their learning. Projects with a STEAM focus give students the opportunity to work in classroom learning spaces that support collaborative projects. Working with other students helps both ELL students and traditional students to understand the importance of diverse groups in solving real world challenges and often supports language development for all students. This workshop will highlight how specific STEAM projects within a high school setting developed self-confidence and improved communication for ELL students. An additional benefit was the students’ projects expanded the knowledge of their families with limited English because the projects were tangible and relevant. Developing a Shared Vision Through Classroom Branding Jason Trapp, Pasadena Unified School District Room 322 What's your classroom brand? By harnessing the power of digital technologies, educators can create a shared vision for student success. Developing robust classroom brands that include vision statements, mottos and

logos empower teachers and students to embrace common goals and strive for collective achievement. Help students feel a sense of belonging and purpose by creating your classroom brand! Class Meetings: A Powerful Tool For Inclusion and Equity Jennie Wadsworth; Dr. Jennifer Johnston-Jones, Center for Teacher Effectiveness Room 329 Often teachers feel torn between disciplining a misbehaving student and teaching the whole class. This either-or paradigm pits one student’s emotional needs against a whole class’s learning needs. Understandably, the full class’s learning almost always takes priority, and the individual student is neglected at best and shamed and excluded at worst. But...what if we could shift this teacher’s choice from losing proposition to a win-win? We can with thoughtful and effective class meetings! In this workshop, we will teach you the key steps to addressing class conflicts, creating class rules, and brainstorming solutions to behavior problems. We will model this group problem-solving process so you will get the chance to experience how powerful it can be. When class meetings are done right, they empower the entire class to solve social conflicts, motivate students to help each other, and create a resilient group bond where each student is valued and respected.

FEATURED PANEL 11:25-12:10

Educator Perspectives on Dual Language Immersion Programs Room 326 Moderator: Jennifer Miyake-Trapp, Assistant Professor of Education Panelists:

● Yuan Zhao, May Fu, & Ya-ning (Amy) Kuo, Field Elementary School Dual Immersion Program ● Byanka Haro & Ashley Nava, Jackson STEM Dual Language Magnet Academy

The efficacy of dual language immersion programs is widely supported by research in the field of bilingual education. Moreover, the experiences of practicing DLIP teachers and administrators provide valuable insights on the daily realities of classroom teaching in bilingual settings. Join us for a panel discussion featuring dual language educators from Pasadena Unified School District's successful Spanish and Mandarin DLIP programs.

POSTER SESSIONS 11:25-12:30 Indigenous Women In Educational Leadership Yelba Carrillo, Pepperdine University Room 328 Globalization and Internationalization have the potential and capability to produce inequalities in all types of settings, but especially in education. While Globalization calls for uniformity and conformity, it fails to acknowledge minorities and diversity. Globalization is the implementation of western values, practices, and privileges (Apple, 2001). The process of creating homogeneity and standardization through Globalization simultaneously segregates, stratifies, and marginalizes (Fitzgerald, 2006). Schools function to serve the interests of dominant groups (Apple, 2001) and those who benefit the least, occupy marginal positions (Fitzgerald, 2006). Indigenous women face additional barriers as women in hierarchies dominated by white men and, as women in marginal positions due to the higher number of white, non-indigenous women (Fitzgerald, 2006). Teacher Self-Care and Burnout Christopher A. Hoang, Pepperdine University Room 328 The purpose of this session is to explore the relationship between teacher stress, lack of mental health support, and teacher burnout. The support systems, including mentors, that teachers have, coping strategies,

credentialing programs, and teacher well being are being analyzed. This sessions also explores what resources can be developed as a resource for educators to prevent teacher burnout. Learner-centered Education in ESL Classrooms Yuqian Tian, Pepperdine University Room 328 Presently, many ESL classrooms are using teacher-centered instructional methods. However, according to Stoll and Giddings (2012), transformation of public education requires the reawakening of the sleeping giant in the room: the learners. Learner Centered Teaching (LCT) offers the best means to optimize student learning in ESL classrooms, and offers examples and ideas for operationalizing the approach. As a result of this research project, I will present strategies to create learner-centered classrooms that focus on supporting English language learners. How to create a Communicative Adult ESL Classroom Armine Vaganyan, Pepperdine University Room 328 For many adult ESL students speaking English can be a vulnerable, scary and stressful experience. Whether in a class setting or in real-life situations with native speakers, under the pressure of “having to say something”, a lot of language learners start feeling self-conscious and insecure. As someone who has spent her entire life in multilingual environments, I still feel this way in certain situations. I believe that communicative activities that require the learners to speak with and listen to others, can encourage language learners to speak up, and engage them in conversations. Communicative activities have real purposes: to find information, break down barriers, talk about self, and learn about the culture. This project presents strategies to encourage and motivate adult ESL students to speak in a communicative ESL classroom with an empathetic guidance towards fluency. Advocating for Us: Helping Chinese International Students Develop Academic English Language Skills in Higher Education Huiling Yang; Linmeinan Wu, Pepperdine University Room 328 The number of international students enrolling in American institutions of higher education has grown significantly in recent years. These international students enrich their learning environments by contributing diverse perspectives and cultural knowledge. However, the transition to academic life in America can be challenging for international students. Chinese students, the focus of this study, often experience culture shock as they try to adjust to new academic, social and political expectations. In addition, many Chinese international students are simultaneously developing their academic English language skills while learning the content of their respective programs. Instructors are often unaware of the language demands placed on this student population, while institutional resources are not dedicated to supporting their academic language development. The purpose of this research is to provide instructors with suggestions to facilitate Chinese international students’ academic English language development in their courses.

KEYNOTE ADDRESS 12:50-1:30 Our charge has been to propel the inadequacy of EL educational experiences to the forefront of Federal and State policy, access to core curriculum, bilingual/ dual language education, and college access, as examples. In the transformed landscape of global education, however, the new generation of scholars and school leaders must move our critical agenda beyond policy. Dr. Fernandez will discuss how the new generation of scholars must examine spaces from which English Learners have been excluded and ensure educators’ deficit perspectives are challenged, so that ELs have the appropriate support to thrive and feel empowered in those spaces and thus, transform their educational trajectories. Yesenia Fernandez, Assistant Professor of Educational Leadership, Cal State Dominguez Hills, is a first-generation college student who earned a Ph.D. in Education at Claremont Graduate University. She studies how systemic racism in the public-school system perpetuates segregation and precludes minoritized students from higher education as well as the experiences of first generation college students, from a school leadership, social capital and social network perspective. She has been an educator/student advocate for over twenty years working to transform schools and dismantle systemic barriers. For the past 13 years, she served as an urban school leader and as a district leader where she mentored and evaluated principals, led programs for English Learners, State and Federal programs, and developed systems to improve equity and access to Advanced Placement and higher education. Her dissertation, The Socio-Academic Positioning of English Learners in High School: Implications for Policy and Practice revealed how the intersection of school leadership and educational policy serve to determine Long Term English Learners’ socio-academic positions in schools resulting in inequitable academic outcomes and denying LTELs access to higher education. Most recently, she contributed a chapter for a book on global leadership and the digital divide. The chapter is titled, Social Networking Technology and the Social Justice Implications of Equitable Outcomes for First-Generation College Students. She has presented her work at international conferences including: A Reform Journey Towards Excellence and Improved Learning Outcomes for Socio-economically Disadvantaged Students of Color at the UAE International Conference on Education (ICE) held at the United Emirates University in Al Ain, UAE and Creando Sueños: Mexican and Latina Mothers as Leaders and School Partners to Improve the College-Going Pipeline at the Comparative & International Education Society (CIES) Re-Mapping Global Education Conference held in Mexico City, Mexico. Currently, she is working on a research project examining the how Participatory Action Research projects by principal candidates/teacher leaders can lead school transformation and improve academic outcomes for marginalized student groups. She is a member of East Yard Communities for Environmental Justice (EYCEJ) and President of its Board of Directors and also involved with other grassroots organizations committed to protecting and healing our communities. She can be reached at: yfernandez@csudh.edu

PM CONCURRENT SESSIONS 1:40-2:25  Learning with PBS KIDS Spanish Bilingual Resources Susana Beltran Grimm, Education Manager, PBS SoCal; Blanca Martinez Room 327 PBS KIDS' preschool destination invites kids to discover new cultures and build language skills through Spanish language content and new original music. Learn about PBS KIDS content and how to utilize it in your classroom, in out of school sites, and at home.  

Implementing the Flipped Classroom Model in ESL/EFL Contexts Xintian (Iris) Ji; Wanyi (Eve) Wu, Pepperdine University Room 328  In this interactive workshop, the flipped classroom model will be introduced and examined. Most often used in secondary and higher education content courses, the flipped classroom has yet to be widely implemented in English Language Teaching. By integrating research on language teaching and learning, participants will explore how this student-centered approach can be applied to adult ESL/EFL environments through case study analysis. Potential challenges for instructors experimenting with flipped classroom models will be discussed along with strategies and tips for successful implementation. Train Critical Thinkers through PBL and Design Thinking in Preschool Yogi Kang, Director, 1 World Education. Inc Room 329 This workshop is a showcase of how Design Thinking can best impact teaching and learning in early childhood education. As educators, we should help young learners start to tackle problems that our community (global, national or local) faces. Training critical thinkers through PBL and Design Thinking in Early Childhood Education is fun and effective, especially for Dual Language Immersion programs. This workshop will show several examples of how we design curriculum by using PBL & DT in a trilingual preschool (Mandarin, English, and Spanish) setting.

Massive Open Online Courses and the Advancement of Educational Technology Douglas May, Adjunct Professor, ICDC College Room 326 With the exponential expansion of online learning in recent years, and Massive Open Online Courses representing the latest evolution of that process, traditional colleges and universities have witnessed a significant shift to virtual scholarship by many of today’s college-bound youth. With the rapid development of online learning, and MOOCs specifically, educators must learn to adapt and embrace this new learning domain to retain relevance in today’s increasingly virtual and global learning environment. MOOCs have the potential to bring not only evolutionary, but revolutionary change to modern education methods, and college practitioners need to stay abreast of the rapid changes and developments of this new education technology so as not to get left behind by it. This paper analyzes both the pros and cons of the MOOC phenomenon and suggests ways that administrators and faculty members can successfully incorporate this new learning venue to their curricular programs for the betterment of their colleges and universities. The Power of “No” Micah Stauffer, Pepperdine University Room 322 Setting boundaries for students is an important facet of classroom management. Students feel secure knowing where limits lie with expectations and policies. Many times we acquiesce to student requests for special treatment. However, nothing is lost by maintaining consistent policies. In fact, students will more successfully manage behaviors with less supervision when policies are clear. This will lead to a safer and more free learning environment. The students will no longer need to wonder about what is or is not permissible, and instead can focus on what you, the educator, present to them.

NOTES:

Exhibitors' tables will be open throughout the day. Please feel free to drop by:

● GSEP Admission Office ● CABE of Pepperdine Membership ● CABE Mandarin Membership ● Chinese Institute of Engineers - USA ● Chesterton School of Liberal Arts

2018 CABE LA Mini-Conference Students’ Performance The Pacific Academy Chamber Orchestra was established in 2016. The small ensemble class, led by Dr. Ainur Zabenova, recently won first place at VOCE Branch Competition held by the Music Teacher Association of California. These accomplished student musicians currently span grades 7-11. A few members of PA Chamber Orchestra will join our conference and perform their beautiful music piece at 9:55am.

Orchestra Performance:

1. Summer, Storm, by Vivaldi 2. Simple Symphony, by by Benjamin Britten 3. Brandenburg Concerto No. 2, by Bach

By: Aaron To, Joanna Bai, Lauren Pae, Elaine Chi, Kendra Lee, Brandon Pae Singing Performance: 烛光里的妈妈 (Mama in the Candlelight) By: Selina Wang, student from Pacific Academy