1. By Angelina Barela February 6, 2010

2. Community Connection Overview of Communities “Puzzles of Practice” Background Information Teaching Practices (Prior Experience) Teaching Practices (Evidential Artifacts) Data Affects Teaching and Learning Resources

3. Community Connection Larger Community Overview—Levels of Influence Classroom Community Overview Larger Community Family District School Classroom Student Student Context Technology Student Instruction Classroom Management Community Connection

4. Community Connection in the Field

5. “Puzzles of Practice” Where is a student’s culture coming from? How does each layer/value/community affect a child? To what degree? If a layer/value/community was taken away would the student still make achievement gains?

6. Background Information Larger Community: Front Range, CO District: Diverse Low SES School: Taylor Elementary (Pre-K through 5 th Grade) Classroom 1 st Grade

7. Background Information

8. Background Information District Information Began in 1874 25 Schools in District 14 Elementary 1 K-8 School 3 Middle Schools 2 High Schools 1 Alternative School 1 Adult and Family Education 3 Charter Schools SAR 2007-2008 Total District Revenue: $103,233,102

9. Background Information School Community Demographics: Zip Code.vs. City Median Household Income: $45,628.vs. $56,263 Single Mother Household: 14.1%.vs. 7.9% Below Poverty Level: 16.8%.vs. 8.7%

10. Background Information School Information SAR 2007-208 Overall Academic Performance: Low AYP: Math-Yes Reading-Yes 2009-2010 School Year: 81% Free/Reduced Lunch Title 1 School RIF/Literacy Night SuccessMaker Lab A Triangle Process Highest In 10 years Than district average

11. Background Information January 2009-2010 School Enrollment Report Pre-Kindergarten: 25 Kindergarten: 57 1 st : 68 2 nd : 51 3 rd : 49 4 th : 48 5 th : 34 American Indian: 10 Asian: 12 Black: 91 Hispanic: 135 White: 84

12. Teaching Practices (Prior Experience) Personal Experience What happened to me, was happening for these students Home and School only no other influences Important to teach from culture Student feels comfortable See people like them in the lessons Connection Ethnocentric.vs. Eurocentric Transmitted Knowledge Was there something I did not see

13. Teaching Practices (Prior Experience) Transmitted Knowledge (continued) Why were so many people negative Values Teach from a culture everything would be okay I could teach from every culture No such thing as one culture Every person, situation, and time are different If I knew this, then why did I think the children were going through the same thing? I knew culture was not ethnicity, but I was more influenced by ethnicity (marginalized.vs. privileged)

14. “Puzzles of Practice” Where is a student’s culture coming from? How do each layer/value/community affect a child? To what degree? If a layer/value/community was taken away would the student still make achievement gains?

15. Teaching Practices (Evidential Artifacts)

16. Work Sample (Religious and Federal Holidays) Wanted to try and touch on one Religious Holiday from every religion Discussed Veterans Day Military families Asked who had someone in the military Talked about some Ethnic Holidays Missed a lot of Holidays Other ethnicities Grandparents Day Other religious Labor Day

17. Teaching Practices (Evidential Artifacts) Wanted to do something not already set-up Something of my own Did I do to please or inform? A little of both in the beginning, but the “reflection-on- action” shows it was more to inform Who was I trying to please 1 st Graders, the know the basic Holidays (Christmas, Halloween, and maybe Valentine’s Day)

18. Where is a student’s culture coming from? Is it: Larger Community Family District School Classroom Larger Community Family District School Classroom

19. Data Affect Teaching and Learning When combined (home, school, and community) Improve school programs and climate Provide family services and support Increase parents’ skills and leadership Connect families in the school and community Creates a partnership and a caring community for the student Everyone is involved Responsibility of every layer/value/community

20. Data Affect Teaching and Learning Maybe more than a triangle maybe a square or a venn diagram Children instead of students Extension of the family Family and Community involved Allows for life long learning See the Child as a Student There is a separation between school and home

21. Data Affect Teaching and Learning “School-Like Families” Importance of school Homework Learning activities “Family-Like Schools” Accepting Caring Welcome all families

22. Data Affect Teaching and Learning Home and School can clash Cannot teach from all cultures You can be aware of different cultures and try not to offend Personal Experience, Transmitted Knowledge, and Core Values Not necessarily the same experiences

23. Data Affect Teaching and Learning 6 Types of Involvement 6 types of involvement Creates a better partnership (school, family, and community) Can have a positive impact on child, teacher, and parent The “perfect” program will include all 6 Types (portions of) and be connected to the schools goals Caution on the culture side Some do not like childrearing involvement

24. Then.vs. Now Larger Community Family District School Classroom Student

25. Resources Dr. joyce eptstein’s model. Retrieved on February 3, 2010, from http://www.naperville203.org/parents-students/EpsteinModelPS.asp 80916 zip code detailed profile. Retrieved on February 2, 2010, from http://www.citydata.com/zips/80916.html Ford, D. Y., Moore, J. L., & Harmon, D. A. (2005, Spring). Integrating multicultural and gifted education: A curricular framework. Theory into Practice, 44(2), 125-137. Retrieved January 31, 2010, from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=168 05890&site=ehost-live Moses-Snipes, P. R. (2005, July). The effect of african culture on african american students’ achievement on selected geometry topics in the elementary mathematics classroom. Negro Educational Review, 56(2/3), 147-166. Retrieved January 21, 2010, from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=201 95447&site=ehost-live

26. Resources Overlapping spheres of influence. Retrieved on February 3, 2010, from http://www.ncrel.org/sdrs/areas/issues/envrnmnt/famncomm/pa3lk3. htm Peterson, P. J., & Montfort, L. (2004, Fall). Creating culturally dynamic materials for rural culturally and linguistically diverse exceptional students. Rural Special Education Quarterly, 23(4), 25-29. Retrieved January 31, 2010, from http://search.ebscohost.com.dml.regis.edu/login.aspx?direct=true&db =aph&AN=16110024&site=ehost-live Trumbull, E., Rothstein-Fisch, C., Greenfield, P. M., & Quiroz, B. (2001). Bridging cultures between home and school: A guide for teachers. Mahwah, NJ: Lawrence Erlbaum Associates. Zeicherner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum Associates.