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Open for AntiRacism: The Math Equity Toolkit
The document outlines a presentation on the Math Equity Toolkit, focusing on how educators can implement anti-racist practices in math instruction for grades 6-8, especially targeting Black, Latinx, and multilingual students. It emphasizes the importance of using Open Educational Resources (OER) and open pedagogy to address systemic inequities in mathematics education. The toolkit aims to provide educators with resources and strategies to create a more equitable and engaging learning environment for all students.
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Open for AntiRacism: The Math Equity Toolkit
- 1. February 19, 2021 NoonPST Unless otherwise indicated, this presentation is licensed CC-BY 4.0 The Math Equity Toolkit Image credit: Clay Banks/Unsplash
- 2. Agenda • Introductions • CCCOERoverview • OFAR overview • Math Equity Toolkit • Calendar • Questions OFAR Program: Thanks to their generous support.
- 3. Speakers Dani Wadlington Master Mathand West African Dance Teacher Quetzl Education Consulting SF Bay Area Rachel Ruffalo Director of Educator Engagement Education Trust West Oakland California
- 4. CCCOER Mission ● Expandadoption of high-quality OER ● Support faculty choice & development ● Foster regional OER leadership ● Improve student equity & success Founded 2007
- 5. First cohort: 17California community college faculty regionally dispersed Disciplines: AOJ, Biology, Business, Chemistry, Counseling, Early Childhood Education, EMT, English, ESL, History, Math, Social Work, Sociology One-year program to explore how faculty can use OER and open pedagogy to make instructional materials and their teaching more anti-racist. Participating faculty will learn about Anti-Racism, OER, and Open Pedagogy in a newly developed course entitled Open for Anti-Racism (OFAR). Participants will subsequently implement plans in their classrooms in collaboration with students.
- 6. Math Equity Toolkit APathway to Equitable Math Instruction is a toolkit of resources that were developed by math teachers, coaches, professional development providers, and language development specialists to support teachers in their journey towards anti-racist instruction. Stride 1 of 5: Dismantling Racism in Mathematics Instruction, is the focus which provides educators with a framework and a learning cycle to transform traditional approaches to anti-racist practices.
- 7. 7 EdTrustWest.org | @EdTrustWest Resources andguidance to support Black, LatinX, and Multilingual students to thrive in grades 6-8 www.equitablemath.org
- 8. 8 EdTrustWest.org | @EdTrustWest Presenters Dani Wadlington Directorof Mathematics Quetzal Education Consulting Rachel Ruffalo Director of Educator Engagement Education Trust-West
- 9. 9 EdTrustWest.org | @EdTrustWest The EducationTrust– West is a nonprofit educational equity organization focused on educational justice and closing achievement and opportunity gaps through research, data, policy analysis, and advocacy. Our work
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- 11. 11 EdTrustWest.org | @EdTrustWest What isA Pathway for Equitable Math Instruction? • Collaboratively developed toolkit to support teachers in providing equitable access to grade-level priority math standards • For grades 6 –8, including Algebra 1 • Targeted for Black, Latinx, and Multilingual students
- 12. 12 EdTrustWest.org | @EdTrustWest Why isit needed? • Need for strategic instructional decisions • Persistent gaps in access • Conditions exacerbated by COVID • Opportunity to transform math education
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- 15. 15 EdTrustWest.org | @EdTrustWest “Rich, engaginginstruction at grade level has typically not been offered to students of color, students experiencing poverty, and emerging bilingual students. Our position is that it is entirely possible to hold high expectations for all students, address unfinished learning in the context of grade-level work, and dial into the assets students bring with them in order to unlock the creativity and energy they bring to the joyful work of learning something new.” Principle #1: Equitable access to a high-quality standards- aligned curriculum and instruction should be universal.
- 16. 16 EdTrustWest.org | @EdTrustWest “We aremathematics educators. We cannot look away or claim a privileged stance because we might prefer to believe mathematics is a culturally or politically neutral subject. All levels of teaching mathematics are imbued with the same racism and violence that permeates all schooling. To quote our TODOS President Linda Fulmore, in her message from June 2, 2020, ‘We can no longer believe that a focus on curriculum, instruction, and assessment alone will be enough to prepare our children for survival in the world. We need antiracist conversations for ourselves and for our children.’” Principle #2: Barriers to equitable access to a high-quality standards-aligned curriculum are the result of structural racist and biased systems, not student backgrounds, cultures, or family income.
- 17. 17 EdTrustWest.org | @EdTrustWest Principle #3:Beliefs and language about students and their families shape how adults view and teach their students and interact with their families. Principle #1: Assets-Oriented and Needs-Responsive Schools Programs value and build upon the cultural and linguistic assets students bring to their education in safe and affirming school climates. Principle #2: Intellectual Quality of Instruction and Meaningful Access English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction and scaffolding.
- 18. 18 EdTrustWest.org | @EdTrustWest What barriersto equitable instruction do your students experience? Answer in the Chat.
- 19. 19 EdTrustWest.org | @EdTrustWest Challenge/Barrier toEquity : Instructional, Structural, and Systemic • Acculturation of bias and racism in school systems and mathematics instruction • Lack of curricular supports and teacher training to develop students’ mathematics conceptual understanding • Lack of curricular supports and teacher training to scaffold for language development in the mathematics classroom • Lack of coherence among students’ social, emotional, and academic development in mathematics learning • Lack of sustained opportunities to support educators’ growth from applying principles of equity to becoming anti-racist educators.
- 20. 20 EdTrustWest.org | @EdTrustWest Exercises foreducators to reflect on their own biases to transform their instructional practice
- 21. 21 EdTrustWest.org | @EdTrustWest Methods for deepeningstudent conceptual understanding through orchestrated math discussions that build on and connect multiple strategies
- 22. 22 EdTrustWest.org | @EdTrustWest Environments and practicesthat support students’ social, emotional, and academic development.
- 23. 23 EdTrustWest.org | @EdTrustWest The interconnectedness ofEnglish language learning and the development of mathematical thinking
- 24. 24 EdTrustWest.org | @EdTrustWest Coaching structures thatsupport math educators in their ongoing centering of equity principles
- 25. 25 EdTrustWest.org | @EdTrustWest Visit thewebsite: www.equitablemath.org
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- 27. 27 EdTrustWest.org | @EdTrustWest Deep Diveinto Stride 1
- 28. 28 EdTrustWest.org | @EdTrustWest There isno way to address racialized outcomes without addressing racism. This workbook provides teachers an opportunity to examine their actions, beliefs, and values around teaching mathematics.
- 29. 29 EdTrustWest.org | @EdTrustWest White supremacy cultureinfiltrates math classrooms in everyday teacher actions. pg. 6
- 30. 30 EdTrustWest.org | @EdTrustWest Which ofthese stand out to you? Answer in the Chat or unmute to share.
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- 32. 32 EdTrustWest.org | @EdTrustWest Freedom Dreaming "Freedomdreaming is imagining worlds that are just, representing people's full humanity, centering people left on the edges, thriving in solidarity with folx from different identities who have struggled together for justice, and knowing that dreams are just around the corner with the might of people in power." Dr Bettina Love We want to do more than survive
- 33. 33 EdTrustWest.org | @EdTrustWest Freedom Dreaming Whatwere some things you envisioned when we did our freedom dreaming? What is your freedom dream for your learning space?
- 34. 34 EdTrustWest.org | @EdTrustWest 1. Engage 2.Reflect 3. Plan 4. Act 5. Reflect pg. 10
- 35. 35 EdTrustWest.org | @EdTrustWest Considerations & Notesfor Success • Read Tema Okun and Kenneth Jones Characteristics of White Supremacy Culture • Go beyond the workbook • It's okay to slow down or speed up • Try the classroom activities! • Implement the professional development • Work with Quetzal Education Consulting • Always come back to the characteristics of antiracist math educators
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- 37. 37 EdTrustWest.org | @EdTrustWest Questions? Comments? Thankyou and Stay in Touch! Please share your stories of how you are using the toolkit in your work and your ideas for improvement. Rachel Ruffalo rruffalo@edtrustwest.org
- 38. Calendar Monthly Webinars Fridays at12pm PT ● February 19: Math Equity Toolkit from Education Trust ● March 19: African American Male Education & Network Development (A2MEND) and Whites for Racial Equity. ● April 16: Community College Equity Assessment Lab (CCEAL) ● May 21: TBA ● June 18: OFAR Cohort Showcase Celebration Registration: https://bit.ly/OFARwebinar Calendar Icon by Samuel1983 from Pixabay
- 39. Mar 19: HigherEducation and Community- based Antiracism Programs The African American Male Education & Network Development is a non-profit organization, comprised of African American male educators who utilize scholarly and professional expertise to foster institutional change within the community college system to increase success of African American male students. Whites for Racial Equity is a group of white people who are committed to dismantling racism. We are taking responsibility for learning about systemic racism, our own internalized racism, white privilege, and ways to challenge it. Speakers: ● Trevor Brackett, Courselor, Associate Professor, Pasadena City College; Co- Advisor A2MEND ● Anita Crawley, Whites for Racial Equity, former community college faculty and administrator
- 40. Open Education Week2021 ● Showcase your open education projects with a global audience ● Learn from open educators around the world ● Share the “power of open” with colleagues and students 8 things you can do to be involved with OEWeek
- 41. Learn about OpenEducation ● CCCOER - https://www.cccoer.org OER Tutorials, licensing, webinars ● ASCCC OERi - https://www.asccc-oeri.org ○ OER textbooks, ancillaries, etc. ● Join the CCCOER Advisory national email list ○ https://www.cccoer.org/community-email/ Image by Wokandapix from Pixabay
- 42. Image by GerdAltmann from Pixabay
- 43. Contact Info: Una Daly--unatdaly@oeglobal.org Liz Yata -- lizyata@oeglobal.org James Glapa-Grossklag -- James.Glapa-Grossklag@canyons.edu Please give us your feedback! https://forms.gle/iMmJFVPrcA48Q5Mr6 Thank you!