TUSD Mexican American Studies TUSD Mexican American Studies - - PowerPoint PPT Presentation

▶
tusd mexican american studies tusd mexican american
SMART_READER_LITE
LIVE PREVIEW

TUSD Mexican American Studies TUSD Mexican American Studies - - PowerPoint PPT Presentation

Aug 29, 2023 266 likes •499 views

TUSD Mexican American Studies TUSD Mexican American Studies Department Department Presentation to the TUSD Governing Board Presentation to the TUSD Governing Board January 12, 2010 January 12, 2010 Director: Sean Arce, M.Ed. Director: Sean

slide-1
SLIDE 1

TUSD Mexican American Studies TUSD Mexican American Studies Department Department

Presentation to the TUSD Governing Board Presentation to the TUSD Governing Board January 12, 2010 January 12, 2010 Director: Sean Arce, M.Ed. Director: Sean Arce, M.Ed.

slide-2
SLIDE 2

TUSD Mexican American Studies Department Vision

  • The Mexican American Studies Department is

dedicated to the empowerment and strengthening of TUSD’s community of learners. learners.

  • Students will attain an understanding and

appreciation of historic and contemporary Mexican American contributions.

  • Students will be prepared for dynamic and

confident leadership in the 21st Century.

slide-3
SLIDE 3

TUSD MASD Department Goals

  • Advocating for and providing culturally responsive curriculum

for grades K-12 that is centered within the Mexican American/Chicano cultural and historical experience and within the notion of social justice.

  • Working towards the invoking of a critical consciousness

within each and every student. within each and every student.

  • Providing and promoting teacher education that is centered

within Cultural and Social Relevancy and Responsiveness.

  • Promoting and advocating for social and educational

transformation through the demonstration of respect, understanding, appreciation, inclusion, and love at every level

  • f service.
slide-4
SLIDE 4

MASD Framework

High Schools

  • Catalina, Cholla, Pueblo, Rincon, & Tucson
  • 781 Students
  • 7.8% White; 86.0 Latina/o; 1.8% African American; 1.0%

Asian American; 3.4% Native American

Middle Schools

  • Pistor, Roskruge & Wakefield
  • 220 Students

Elementary Schools

  • Davis, Carrillo, Ochoa, Hollinger, Sam Hughes, Mission

View, & Van Buskirk

  • 210 Students

* Students self-select to enroll in all courses

slide-5
SLIDE 5

09-10 SY MASD High School Course Offerings

  • American

History / Mexican American Perspectives (1 section)

  • American

Government / Social Justice Education Project (2 sections)

  • American

History /

  • Chicano Art 1

& 2 (1 section)

  • American

History / Mexican American Perspectives (2 sections)

  • American

Government / Social Justice Education Project (1 section)

  • American

History /

  • American

Government / Social Justice Education Project (2 sections)

  • Senior English

/ Latino Literature (2

  • History /

Mexican American Perspectives (3 sections)

  • Junior English/

Latino Literature (2 sections)

  • (2 sections)
  • Junior English

/ Latino Literature (2 sections)

  • History /

Mexican American Perspectives (3 sections)

  • Literature (2

sections)

  • American

History / Mexican American Perspectives (3 sections)

  • Junior English

/ Latino Literature (3 sections)

slide-6
SLIDE 6

MASD: Teacher Education & Professional Development

  • “Redemptive Rememberings” – 27.0 Hours of

Salary Increment Credit

  • University of Arizona’s College of Education &
  • University of Arizona’s College of Education &

TUSD’s Mexican American Studies Department: Annual Institute for Transformative Education. - 30.0 Hours of Salary Increment Credit

slide-7
SLIDE 7

CURRICULUM PEDAGOGY TEACHER-STUDENT-PARENT INTERACTION

Academic Proficiency for Latino Students Academic Identity for Latino Students

Increased Academic Achievement for Latino Students

= = +

The MASD CCI Model

INTERACTION

  • Culturally & Historically Relevant
  • Critical Thinkers
  • Respect
  • Social Justice Centered
  • Community Service
  • Understanding
  • State Aligned

(honors aligned in most cases)

  • Academically Rigorous +

=

  • Critical Consciousness
  • Social Transformation +

=

  • Appreciation
  • Centered in the Creation of an

Academic Identity + =

MASD CURRICULUM MASD PEDAGOGY MASD TEACHER-STUDENT- PARENT Relations Model

+ +

Cammarota, J. & Romero, A. (2006). A Critically Compassionate Pedagogy for Latino Youth. Latino Studies, 4(3), 305-312. Cammarota, J. & Romero, A. (2008). In W. Ayers, T. Quinn, & D. Stovall (Eds.) Handbook of Social Justice in Education. Romero, A., Arce, S. & Cammarota, J. (2009). A Barrio Pedagogy: Identity, Intellectualism, Activism, and Academic Achievement through the Evolution of Critically Compassionate Intellectualism. Race Ethnicity and Education, 12(2), 217-233.

slide-8
SLIDE 8

What is the “demographic imperative” and how is TUSD’s MASD responsive to it? MASD responsive to it?

slide-9
SLIDE 9

Data Implications: TUSD Demographic Shift 04-05 SY to 09-10 SY

52.2 56.3 60 70 80 90 100

04-05 SY 05-06 SY

34.4 6.7 52.2 4.1 2.7 28.9 7.5 4.5 2.7 10 20 30 40 50

White/Anglo African American Latina/o Native American Asian American 05-06 SY 06-07 SY 07-08 SY 08-09 SY 09-10 SY

slide-10
SLIDE 10

Data Implications: TUSD Loss of Latina/o Enrollment (%): 2005 to 2009 Graduating Classes

60 70 80 90 100 35 42 32 38 28 10 20 30 40 50 2005 2006 2007 2008 2009 Latinas/os

slide-11
SLIDE 11

1. 4. 6. 7. 8. 2. 3. 5.

100

Students

44

Graduate from High School

24

Enroll in College

13

Go to Community College

11

Go to 4-Year College

56

Drop out of School

Chicana/o Educational Pipeline

9. 11. 10. 12. 13.

8

Persist to the 3rd Year

1

Transfers to a 4-Year College

6

Graduate with a B.A. Degree

2

Graduate with a Graduate/Professional Degree

>1

Graduate with a Doctoral Degree

Source: Solórzano & Yosso (2004) ; U.S. Census, 2000

slide-12
SLIDE 12

Data Implications: 2008 Participation in Arizona State Institutions (%)

60 706771

50 60 70 80 90 100 Population ADC

4 29 5 41 13 40 5 4 17 3 4 14 2 3 13 6

10 20 30 40 50 White/Anglo African American Latina/o Native American ADC UofA ASU NAU

slide-13
SLIDE 13

04 04-

  • 05 SY to 08

05 SY to 08-

  • 09 SY: Cholla 11

09 SY: Cholla 11th

th Grade

Grade MASD AIMS Cohort Comparison (%) MASD AIMS Cohort Comparison (%)

67 69 50 60 70 80 90 100 50 38 26 24 10 20 30 40 50 Reading Writing Math MASD Next Highest

slide-14
SLIDE 14

04 04-

  • 05 SY to 08

05 SY to 08-

  • 09 SY: Pueblo 11

09 SY: Pueblo 11th

th Grade

Grade MASD AIMS Cohort Comparison (%) MASD AIMS Cohort Comparison (%)

74 66 64 60 70 80 90 100 37 32 39 10 20 30 40 50 Reading Writing Math MASD Next Highest

slide-15
SLIDE 15

04 04-

  • 05 SY to 08

05 SY to 08-

  • 09 SY: Rincon HS 11

09 SY: Rincon HS 11th

th Grade

Grade MASD AIMS Cohort Comparison (%) MASD AIMS Cohort Comparison (%)

59 66 52 60 70 80 90 100 52 27 29 28 10 20 30 40 50 Reading Writing Math MASD Next Highest

slide-16
SLIDE 16

04 04-

  • 05 SY to 08

05 SY to 08-

  • 09 SY: Tucson 11

09 SY: Tucson 11th

th Grade

Grade MASD AIMS Cohort Comparison (%) MASD AIMS Cohort Comparison (%)

68 77 49 60 70 80 90 100 39 25 33 49 10 20 30 40 50 Reading Writing Math Next Highest MASD

slide-17
SLIDE 17

Data Highlights: Data Highlights: MASD 2004 MASD 2004-

  • 05 SY to 2008

05 SY to 2008-

  • 09 SY

09 SY

When compared to similarly situated peers:

  • MASD students are 3X more likely to pass the AIMS

Reading section Reading section

  • MASD students are 4X more likely to pass the AIMS

Writing section

  • MASD students are 2.5X more likely to pass the AIMS

Math section

slide-18
SLIDE 18

Data Highlights: Data Highlights: MASD 2004 MASD 2004-

  • 05 SY to 2008

05 SY to 2008-

  • 09 SY

09 SY

  • MASD students have graduated at a rate of

97.5% compared to a national average of 44.0% for Mexican Americans.

  • Over the last six academic years slightly more
  • Over the last six academic years slightly more

than 67% of MASD students have enrolled in post-secondary education after graduation. This is 193% greater than the national average

  • f 24% for Mexican Americans.
slide-19
SLIDE 19

MASD Comprehensive Student MASD Comprehensive Student Measures Measures

Human measures? Yes

Positive self identity Purpose Hope Critical Socio-Historical Identity Barrio / Organic Intellectualism Barrio / Organic Intellectualism

State measures? Yes

Test scores Grades College preparation College going Suspensions, Expulsion and Dropouts

slide-20
SLIDE 20

2003/04 – 2008/09 MASD Student Survey Data

  • 96% of the students agree or strongly agree that working on this project or taking

this class has improved their writing skills

  • 96 % of the students agree or strongly agree that they talk to their parents and/or
  • ther adults about what I’ve learned on this project or in this class.
  • 97 % of the students agree or strongly agree that the project or the class has

better prepared them for college.

  • 97% of the students agree or strongly agree that working on this project or taking

this class has improved their reading skills.

  • 95% of the students agree or strongly agree that they are willing to do homework

in order to keep the project moving along on time or to ensure participation in the class.

  • 98% of the students agree or strongly agree that working on this project or taking

this class has help them believe that they have something worthwhile to contribute to society. * Over 1500 Respondents

slide-21
SLIDE 21

Future of MASD – Post Unitary Plan

  • Maintenance of existing High School, Middle School,

and Elementary School MASD courses.

  • Expansion of High School MASD courses (i.e. 11th-

grade English/Latino Literature at Catalina and Rincon; 12th – grade English/Latino Literature at Rincon; 12th – grade English/Latino Literature at Catalina, Pueblo, & Rincon; American Government/Social Justice Education Project at Pueblo & Catalina.

  • Expansion of Middle School courses to Hohokam,

Mansfeld, Maxwell, & Valencia.

slide-22
SLIDE 22

Future of MASD – Post Unitary Plan

  • Provide direct instruction offerings upon

request at elementary schools .

  • Continuation of Institute for Transformative

Education and Redemptive Rememberings Education and Redemptive Rememberings Teacher Professional Development.

  • Expansion of quarterly Ce Ollin (One

Movement) Parent Encuentros at all sites.

  • Increased collaboration with the other TUSD

Ethnic Studies Department’s.

slide-23
SLIDE 23

Q & A

TUSD Mexican American Studies Department Director: Sean Arce, M.Ed. E-mail: martin.arce@tusd1.org Phone: (520) 225-6229