Different Cultures One Goal: Latinos and Education

Different Cultures One Goal: Different Cultures One Goal: Latinos and EducationLatinos and Education

““Teachers open the door, but you must enter by Teachers open the door, but you must enter by yourself.” yourself.” Chinese ProverbChinese Proverb

By Steve Gonzalez, LISWBy Steve Gonzalez, LISW

Cultural ProficiencyCultural Proficiency

““Becoming culturally Becoming culturally competent is a journey competent is a journey and not a destination.” and not a destination.”

““Cultural competency Cultural competency is the will and the is the will and the ability to form authentic ability to form authentic and effective and effective relationships across relationships across differences.”differences.”

Latino Students and FamiliesLatino Students and Families

““Struggle to learn, learn to struggle.”Struggle to learn, learn to struggle.”

Frank Bonilla, professorFrank Bonilla, professor

Family ValuesFamily Values Latino students want to do well in schoolLatino students want to do well in school Parents value educationParents value education Cultural PrideCultural Pride ResilientResilient Family orientedFamily oriented Work ethicWork ethic Determination and strengthDetermination and strength SpiritualSpiritual

Latino Family ValuesLatino Family Values(Delgado, 2004)(Delgado, 2004)

Respeto-Respect for educatorsRespeto-Respect for educators Ser buen educado-emphasis proper Ser buen educado-emphasis proper

behavior and disciplinebehavior and discipline Respetar a otros-mutual respect in Respetar a otros-mutual respect in

relationshipsrelationships Compadres-relationship between parents Compadres-relationship between parents

and godparents (co-parenting)and godparents (co-parenting)

School Culture-Latino Parents need School Culture-Latino Parents need to know (Delgado, 2004)to know (Delgado, 2004)

Individualism-students are expected to think Individualism-students are expected to think for themselvesfor themselves

Independence-students are expected to Independence-students are expected to work on their ownwork on their own

Promptness-students are expected to arrive Promptness-students are expected to arrive at class or meetings on timeat class or meetings on time

What Latino Families bring to schoolWhat Latino Families bring to school(Delgado, 2004)(Delgado, 2004)

Language-Spanish and EnglishLanguage-Spanish and English Collectivity-strength in joining with othersCollectivity-strength in joining with others Interdependence-strongly support othersInterdependence-strongly support others

Conditions of Increasing Parent Conditions of Increasing Parent Participation (Delgado, 2004)Participation (Delgado, 2004)

Connecting with Latino FamiliesConnecting with Latino Families Sharing information with parentsSharing information with parents Supporting continued parent involvementSupporting continued parent involvement

Reach for the SkyReach for the Sky

Challenges: Every Day in America Challenges: Every Day in America for Latino Children:for Latino Children:

183 public school students are corporally punished183 public school students are corporally punished 2, 357 students are suspended2, 357 students are suspended 561 high school students drop out561 high school students drop out 12 babies die12 babies die 751 babies are born into poverty751 babies are born into poverty 349 babies are born to teen mothers349 babies are born to teen mothers 1,005 babies are born to mothers who are not high 1,005 babies are born to mothers who are not high

school graduatesschool graduates

Children’s Defense Fund, 2002Children’s Defense Fund, 2002

Latino Gangs (DMPD, 2005)Latino Gangs (DMPD, 2005)

HOBHOB Latino PachucosLatino Pachucos Raza DeepRaza Deep La Raza LocaLa Raza Loca Aztec KingsAztec Kings Spanish CobrasSpanish Cobras Sur 13Sur 13 Florence 13Florence 13 Brown Pride SurenosBrown Pride Surenos

1818thth street street Mara SavatruchaMara SavatruchaInactiveInactive Playboy SurPlayboy Sur Latino CripsLatino Crips La Raza 13La Raza 13 Los Loco’s 13Los Loco’s 13 La MafiaLa Mafia Mi FamiliaMi Familia

Laws:Laws:Justice for AllJustice for All

Legal ResponsibilitiesLegal Responsibilities

Mendez vs. California Board of Education Mendez vs. California Board of Education In 1945 Latino parents confronted In 1945 Latino parents confronted

segregation of their children into “Mexican segregation of their children into “Mexican Schools.” In 1946 this case ended Schools.” In 1946 this case ended segregation in Californiasegregation in California

Brown vs. Board of Education 1954Brown vs. Board of Education 1954 Ended segregation on national levelEnded segregation on national level

Legal (cont-slide2)Legal (cont-slide2)

Civil Rights Act, 1964Civil Rights Act, 1964 School districts to provide equal educational School districts to provide equal educational

opportunitiesopportunitiesBilingual Education Act, 1968 (74 & 78)Bilingual Education Act, 1968 (74 & 78) Use of bilingual educational practices, techniques, Use of bilingual educational practices, techniques,

and methodsand methodsEqual Educational Opportunities Act, 1974Equal Educational Opportunities Act, 1974 Law requires that students not be denied access Law requires that students not be denied access

to educational opportunities based on race, color, to educational opportunities based on race, color, sex, or national origin (language barriers sex, or national origin (language barriers specifically discussed)specifically discussed)

Legal (cont-slide 3)Legal (cont-slide 3)

Diana vs. State Board of EducationDiana vs. State Board of Education Mandated the assessment of children in their native Mandated the assessment of children in their native

language or with sections of tests that do not require language or with sections of tests that do not require knowledge of the English language.knowledge of the English language.

Lau vs. Nichols, 1974Lau vs. Nichols, 1974 Supreme Court ruled identical education does not Supreme Court ruled identical education does not

constitute equal education- Civil Rights Act. The court ruled constitute equal education- Civil Rights Act. The court ruled that the district must take affirmative steps to overcome that the district must take affirmative steps to overcome education barriers faced by non-English speaking students.education barriers faced by non-English speaking students.

Guadalupe vs. Tempe School District 1972Guadalupe vs. Tempe School District 1972 Bilingual education, assessment in primary language, Bilingual education, assessment in primary language,

nonverbal measures, IQ tests not the sole criteria, adaptive nonverbal measures, IQ tests not the sole criteria, adaptive behavior assessed outside the schoolbehavior assessed outside the school

Legal (cont-slide 4)Legal (cont-slide 4)

PARCPARC & & MILLS MILLS 19721972 Free and appropriate education, notify parents prior before Free and appropriate education, notify parents prior before

assessment, due process, least restrictive, special ed. Services assessment, due process, least restrictive, special ed. Services regardless of district’s financial capabilityregardless of district’s financial capability

Public law 94-142, 1975Public law 94-142, 1975 FAPE, LRE, IEP, nondiscriminatory assessment procedures, use of FAPE, LRE, IEP, nondiscriminatory assessment procedures, use of

multiple measuresmultiple measuresIDEA 1990IDEA 1990 Emphasis placed on timely and comprehensive multidisciplinary Emphasis placed on timely and comprehensive multidisciplinary

evaluations, early intervention servicesevaluations, early intervention servicesIDEA 1997IDEA 1997 Parental consent, native language, parental notice, evaluation Parental consent, native language, parental notice, evaluation

procedures, eligibility determination, exclusionary factors, IEPprocedures, eligibility determination, exclusionary factors, IEP

Legal (cont-slide 5) Legal (cont-slide 5)

Plyler vs Doe, 1982Plyler vs Doe, 1982 Supreme court ruled Texas law unconstitutional to deny enrollment to Supreme court ruled Texas law unconstitutional to deny enrollment to

children of undocumented immigrantschildren of undocumented immigrantsNCLB, 2001NCLB, 2001Title I: Mandates English language proficiency testing and academic Title I: Mandates English language proficiency testing and academic

achievement testing of ELLs, setting requirements for the achievement testing of ELLs, setting requirements for the establishment of achievement objectivesestablishment of achievement objectives

Title III: Mandates language proficiency testing of ELLs, parent Title III: Mandates language proficiency testing of ELLs, parent notificationsnotifications

Iowa Limited English Proficiency Legislation, Iowa Code 280.4Iowa Limited English Proficiency Legislation, Iowa Code 280.4 Schools shall provide instruction in ESL or transitional Bilingual Schools shall provide instruction in ESL or transitional Bilingual

instruction instruction

Future LeadersFuture Leaders

The Problem:The Problem:What we KnowWhat we Know

You’ve never heard of four Ph.D.’s doing a You’ve never heard of four Ph.D.’s doing a drive-by or of four engineers holding up a drive-by or of four engineers holding up a liquor store.”liquor store.”

Jaime Oaxaca, businessmanJaime Oaxaca, businessman

Reach Your PotentialReach Your Potential

Hispanic Dropout Project (1998)Hispanic Dropout Project (1998)

Hispanic children have less preschool Hispanic children have less preschool experience compared to other groupsexperience compared to other groups

Found that school administrators readily Found that school administrators readily transferred students for school transferred students for school disengagement, absenteeism, non-disengagement, absenteeism, non-conforming behavior, and poor academic conforming behavior, and poor academic workwork

Found that students were inappropriately Found that students were inappropriately placed in special educationplaced in special education

Hispanic Dropout Project (cont)Hispanic Dropout Project (cont)

Found that special education law and due Found that special education law and due process were frequently ignoredprocess were frequently ignored

Found inequities in ESL programs related to Found inequities in ESL programs related to testing, staffing, placement, and financestesting, staffing, placement, and finances

Research:Research:What it tells usWhat it tells us

Romo &Falbo Study 1996Romo &Falbo Study 1996

On the national level Hispanic youth drop On the national level Hispanic youth drop out of school at about twice the rate of non-out of school at about twice the rate of non-Hispanic WhitesHispanic Whites

Nationally many students leave school Nationally many students leave school before 9before 9thth grade grade

Nationally the drop out rate for Hispanic Nationally the drop out rate for Hispanic youth has increased over the years while youth has increased over the years while the drop out rates for Whites and African-the drop out rates for Whites and African-Americans have decreasedAmericans have decreased

Romo & Falbo (cont)Romo & Falbo (cont)

Found Hispanic underachievement was due in Found Hispanic underachievement was due in part to schools’ tracking of Mexican-American part to schools’ tracking of Mexican-American students into general or vocational coursework students into general or vocational coursework that did not train the youth to have the skills they that did not train the youth to have the skills they needed to get a bachelor’s degree or a job that needed to get a bachelor’s degree or a job that offered future mobilityoffered future mobility

Recommend the use of strategies associated with Recommend the use of strategies associated with success, rather than just factors related to failuresuccess, rather than just factors related to failure

DMPS Minority Enrollment ReportDMPS Minority Enrollment Report

Since 1992, the percent of Hispanic/Latino Since 1992, the percent of Hispanic/Latino students in DMPS has increased by 59.4% students in DMPS has increased by 59.4% (DMPS,1995)(DMPS,1995)

DMPS Withdrawal ReportsDMPS Withdrawal Reports

1996-1997 Withdrawal Report (9-12): Latino 1996-1997 Withdrawal Report (9-12): Latino students enrollment at 4% but made up students enrollment at 4% but made up 7.5% of school withdrawals7.5% of school withdrawals

Latino Student SuspensionsLatino Student Suspensions(DMPS, 2005)(DMPS, 2005)

Latino students make up 9.7% of total Latino students make up 9.7% of total enrollment in the district for middle schools enrollment in the district for middle schools and high schools, but make up 11.5% of and high schools, but make up 11.5% of students suspendedstudents suspended

Latino Student Focus GroupLatino Student Focus Group(DMPS, 2005)(DMPS, 2005)

Students feel that suspensions are not workingStudents feel that suspensions are not working Students are away from school and fall behind in Students are away from school and fall behind in

class work or no school work is sent homeclass work or no school work is sent home Students believe suspensions are biased/ Students believe suspensions are biased/

discriminatory-given unequallydiscriminatory-given unequally Student solutions: Saturday school, night school, Student solutions: Saturday school, night school,

peer court, intense home work centerpeer court, intense home work center School staff need more training/educationSchool staff need more training/education Hire Latino staff at all levels, more bilingual staffHire Latino staff at all levels, more bilingual staff Pay more attention to students, listen to us, treat Pay more attention to students, listen to us, treat

us fairlyus fairly

Latino Parent Focus GroupLatino Parent Focus Group(DMPS, 2005)(DMPS, 2005)

Suspensions do not workSuspensions do not work Students falling behind in classesStudents falling behind in classes Suspensions are discriminatorySuspensions are discriminatory Schools should increase communication Schools should increase communication

with parentswith parents Solutions: Saturday school, send home Solutions: Saturday school, send home

work, look for positives, parent contact, work, look for positives, parent contact, education/training of staff, Spanish speaking education/training of staff, Spanish speaking staff, hire Latino staffstaff, hire Latino staff

DMPS State of Schools AddressDMPS State of Schools Address(Dr. Witherspoon, 10-7-2005)(Dr. Witherspoon, 10-7-2005)

The proficiency of 4The proficiency of 4thth grade Latino students in grade Latino students in reading increased by 7%-the achievement gap reading increased by 7%-the achievement gap narrowed by 5%narrowed by 5%

Proficiency of 4Proficiency of 4thth grade Latino students in math grade Latino students in math increased by 9%-achievement gap narrowed by increased by 9%-achievement gap narrowed by 7%7%

Latino 8Latino 8thth grade students showing improvement in grade students showing improvement in reading and mathreading and math

Graduation rate for Latino students is 72.5%,up by Graduation rate for Latino students is 72.5%,up by 15% in two years15% in two years

Latino College Expo Survey Report Latino College Expo Survey Report (Gonzalez,1995)(Gonzalez,1995)

Survey FindingsSurvey Findings Average age 14.9%Average age 14.9% 59% Female59% Female 63% Live with both parents63% Live with both parents 70.9% have lived in Iowa 1 to 5 years70.9% have lived in Iowa 1 to 5 years 51.8% of families with income of $20,000 or less51.8% of families with income of $20,000 or less 25.2% between $20,000-$40,00025.2% between $20,000-$40,000 Spanish is the primary language for 78.4%Spanish is the primary language for 78.4% Average number of siblings is 3.9Average number of siblings is 3.9

Survey (cont-slide 2)Survey (cont-slide 2)

83% of the fathers had no college education83% of the fathers had no college education Only 35.7% of the fathers had finished high schoolOnly 35.7% of the fathers had finished high school 20% of the fathers and 18.9% of the mothers did 20% of the fathers and 18.9% of the mothers did

not have a manual labor or service jobnot have a manual labor or service job 12.4% have a sibling in college12.4% have a sibling in college 12.6% of the fathers have a college education12.6% of the fathers have a college education 71.7% students interested in post-secondary 71.7% students interested in post-secondary

educationeducation 69.9% students making plans for college69.9% students making plans for college 58.4% report GPA of “B” or better58.4% report GPA of “B” or better


Information About College:Information About College: 40.4% students reported not receiving 40.4% students reported not receiving 49.8% never discussed college with their 49.8% never discussed college with their

counselorcounselor 78.6 of parents are not receiving any 78.6 of parents are not receiving any

information about college information about college Sources for college information 45% from Sources for college information 45% from

Latino College Expo and 36.1 from school Latino College Expo and 36.1 from school counselorscounselors


Students are more likely to make plans to Students are more likely to make plans to attend college when they receive attend college when they receive information regarding higher education information regarding higher education (.001)(.001)

Students are more likely to have interest in Students are more likely to have interest in college/vocational training when education college/vocational training when education of dad is high school and above (.007)of dad is high school and above (.007)

Research: Experiences of a Mexican Research: Experiences of a Mexican Immigrant MotherImmigrant Mother

A qualitative study conducted by (McClelland A qualitative study conducted by (McClelland & Chen, 1997), found language and culture & Chen, 1997), found language and culture as barriers to the mother advocating for her as barriers to the mother advocating for her son. Themes uncovered include: (a) “I don’t son. Themes uncovered include: (a) “I don’t understand what’s going on,” (b) “The understand what’s going on,” (b) “The school is difficult to deal with.” (c) “Others school is difficult to deal with.” (c) “Others wonder what I am doing at school.”wonder what I am doing at school.”

Brief Research ReviewBrief Research Review Alva (1991) reported Mexican-American students self-appraisal of their Alva (1991) reported Mexican-American students self-appraisal of their

preparation for college and a sense of control was the most significant preparation for college and a sense of control was the most significant predictor of GPA along with educational support from teachers/friends.predictor of GPA along with educational support from teachers/friends.

Goodenow (1992) assessed sense of school membership and found Goodenow (1992) assessed sense of school membership and found Hispanic students sense of belonging has a reinforcing effect on Hispanic students sense of belonging has a reinforcing effect on positive academic behaviors.positive academic behaviors.

Hernandez (1993) conducted a study with Mexican-American students Hernandez (1993) conducted a study with Mexican-American students and found that extracurricular activities increased a students sense of and found that extracurricular activities increased a students sense of engagegement within the school and served as a protective factor.engagegement within the school and served as a protective factor.

Gandara (1995) found family support and individual persistence were Gandara (1995) found family support and individual persistence were the factors that contributed most to academic success for Mexican-the factors that contributed most to academic success for Mexican-American students. Also parental involvement , mentors ,and college American students. Also parental involvement , mentors ,and college prep track play an important factor in academic achievement.prep track play an important factor in academic achievement.

Schools Reaching OutSchools Reaching Out

““That’s the point. It goes like this: Teaching is That’s the point. It goes like this: Teaching is touching life.”touching life.”

Jamie Escalante, EducatorJamie Escalante, Educator

The Fire in our Souls, The Fire in our Souls, 19961996

““Students may not remember what we taught Students may not remember what we taught them, but they WILL remember how we them, but they WILL remember how we treated them” Dennis Oliver, 2005treated them” Dennis Oliver, 2005

Reach Your DreamsReach Your Dreams

Characteristics of Effective schoolsCharacteristics of Effective schoolsHispanic Dropout Project (1998)Hispanic Dropout Project (1998)

1.1. Schools have very high academic and behavioral Schools have very high academic and behavioral standards for their studentsstandards for their students

2.2. Schools communicate those standards clearly and they Schools communicate those standards clearly and they provide access to and support students in meeting those provide access to and support students in meeting those standardsstandards

3.3. Schools that make a difference connect their students in Schools that make a difference connect their students in meaningful ways to adultsmeaningful ways to adults

4.4. Schools connect their students to possible futures in Schools connect their students to possible futures in college and the work forcecollege and the work force

5.5. Schools provide families with useful information about Schools provide families with useful information about how their children are doing and about their futureshow their children are doing and about their futures

Solutions and RecommendationsSolutions and Recommendations

Recommendations for improving Recommendations for improving graduation rates for all studentsgraduation rates for all students

(Romo & Falbo)(Romo & Falbo)1.1. Focus on student learningFocus on student learning Respond to the learning needs of studentsRespond to the learning needs of students Administrators can spend more time in the Administrators can spend more time in the

classroomclassroom

2. Meet basic needs2. Meet basic needs Schools can bring in other agencies and Schools can bring in other agencies and

resources to help meet needs, such as resources to help meet needs, such as food, shelter etc.food, shelter etc.

Romo-slide 2Romo-slide 2

3. Use a variety of teaching techniques3. Use a variety of teaching techniques Variety of techniques will engage the learning style Variety of techniques will engage the learning style

of youthof youth4. Make material meaningful to students4. Make material meaningful to students Students want to learn about things that are Students want to learn about things that are

relevant to their livesrelevant to their lives5. Make scholastic standards clear 5. Make scholastic standards clear Clearly defined standards for academic success, Clearly defined standards for academic success,

along with the support to reach those standards along with the support to reach those standards can provide motivation and achievementcan provide motivation and achievement


6. Allow no students to fail6. Allow no students to fail If students do not do well on an assignment, the work If students do not do well on an assignment, the work

should be re-done with clearer instructions and with should be re-done with clearer instructions and with remedial teaching if necessaryremedial teaching if necessary

7. Use tests as milestones7. Use tests as milestones Tests should be used as milestones of progress and not as Tests should be used as milestones of progress and not as

indicators of success or failureindicators of success or failure Tests should be used to help identify strengths and Tests should be used to help identify strengths and

weaknesses, not failureweaknesses, not failure8. Make participation in school work more rewarding than 8. Make participation in school work more rewarding than

skippingskipping Increase efforts to make school more inviting and Increase efforts to make school more inviting and

interestinginteresting


9. Make skipping difficult9. Make skipping difficult Develop strategies to keep students in Develop strategies to keep students in

schoolschool10. Value persistence and hard work10. Value persistence and hard work Recognize students who work hard to Recognize students who work hard to

achieveachieve11. Make schools accessible to parents11. Make schools accessible to parents Promote a user friendly atmospherePromote a user friendly atmosphere


12. Assume responsibility for educating all students12. Assume responsibility for educating all students Schools have the responsibility to reach out and Schools have the responsibility to reach out and

educate all students, of all ethnic backgrounds, educate all students, of all ethnic backgrounds, abilities, and incomesabilities, and incomes

13. Mobilize resources to link school and work13. Mobilize resources to link school and work Many employers are eager to have better trained Many employers are eager to have better trained

workers and are willing to work with the schoolsworkers and are willing to work with the schools Engaging companies in the educational planning Engaging companies in the educational planning

to link achievement in school with positive to link achievement in school with positive outcomes in the labor market would help keep outcomes in the labor market would help keep youth in schoolyouth in school

Recommendations for Principals and Recommendations for Principals and Building level decision-makersBuilding level decision-makers

(Lockwood, 2000)(Lockwood, 2000)1.1. Schools should act quickly to warning signs Schools should act quickly to warning signs

when students disengage from school work or when students disengage from school work or lose academic groundlose academic ground

2.2. Schools need to personalize programs and Schools need to personalize programs and services that work with Latino studentsservices that work with Latino students

3.3. Ensure that all students have access to high Ensure that all students have access to high quality curricula and provide support needed to quality curricula and provide support needed to achieveachieve

4.4. Schools should replicate effective programsSchools should replicate effective programs5.5. Monitor the effectiveness of programsMonitor the effectiveness of programs

Recommendations for Recommendations for Teachers/program staffTeachers/program staff

(Lockwood, 2000)(Lockwood, 2000)1.1. Teachers should teach content that is Teachers should teach content that is

interesting, relevant and challenginginteresting, relevant and challenging Provide support for student learningProvide support for student learning Communicate high standardsCommunicate high standards Understand the roles of language, race, Understand the roles of language, race,

culture, and genderculture, and gender Engage parentsEngage parents

Teachers-slide 2Teachers-slide 2

2.Teachers should become knowledgeable about 2.Teachers should become knowledgeable about and develop strategies to educate Latino students and develop strategies to educate Latino students and communicate with parentsand communicate with parents

Teachers should receive professional training to Teachers should receive professional training to develop knowledge and skillsdevelop knowledge and skills

3. Teachers in high poverty schools are often the last 3. Teachers in high poverty schools are often the last to receive professional development and need to to receive professional development and need to be the first to learn new instructional approaches, be the first to learn new instructional approaches, curricula, and unbiased ways to assess studentscurricula, and unbiased ways to assess students

““You don’t need anything else more than the You don’t need anything else more than the desire to learn, which I call ganas.”desire to learn, which I call ganas.”

Jaime Escalante, educatorJaime Escalante, educator

““He who doesn’t look ahead remains behind”He who doesn’t look ahead remains behind”

Mexican ProverbMexican Proverb

Parent Strategies to keep youth in Parent Strategies to keep youth in school to graduate (Romo & Falbo)school to graduate (Romo & Falbo)

1.1. Maintain Parent in ChargeMaintain Parent in ChargeWhen challenged these parents never When challenged these parents never abandoned their authority.abandoned their authority.

2. Recognize Two-Way Influence2. Recognize Two-Way InfluenceParents maintained open communications with Parents maintained open communications with their teenagers. Parents listened to their teens’ their teenagers. Parents listened to their teens’ perspective.perspective.

3. Set Limits3. Set LimitsParents set clear, enforceable, and concrete Parents set clear, enforceable, and concrete limits.limits.

Parent Strategies (cont)Parent Strategies (cont)

4. Monitor Student Actions, Wherabouts, and 4. Monitor Student Actions, Wherabouts, and FeelingsFeelingsParents stayed informed about school and Parents stayed informed about school and social life and could intervene when needed.social life and could intervene when needed.

5. Draw the Line with Peers5. Draw the Line with PeersParents took actions to make certain that Parents took actions to make certain that their children were not influenced by peers their children were not influenced by peers who did not attend school or take school who did not attend school or take school work seriously.work seriously.

Parent Strategies (cont)Parent Strategies (cont)

6. Send Continous Positive Messages6. Send Continous Positive Messages

Youths who graduated received the same Youths who graduated received the same and frequent messages from all family and frequent messages from all family members to stay in school.members to stay in school.

7. Stay Involved in School7. Stay Involved in School

Parents of graduates were fully involved in Parents of graduates were fully involved in all aspects of their teens’ education. all aspects of their teens’ education.

Effective Bilingual ProgramsEffective Bilingual Programs(Schwartz, 2000)(Schwartz, 2000)

High standardsHigh standards Staff developmentStaff development Bilingual staffBilingual staff Promote proficiency in both English and SpanishPromote proficiency in both English and Spanish Team Teaching StrategiesTeam Teaching Strategies Cooperative learning strategiesCooperative learning strategies Instructional conversationsInstructional conversations Language switchingLanguage switching TutorsTutors Evaluation of programsEvaluation of programs

Model Programs: K-12, (Advances in Model Programs: K-12, (Advances in Hispanic Education, 1996)Hispanic Education, 1996)

““When the student is ready, the master When the student is ready, the master appears.”appears.”

Buddhist ProverbBuddhist Proverb

““Eyes that see do not grow old”Eyes that see do not grow old”

Nicaragua ProverbNicaragua Proverb

Success for All: Lackland City Success for All: Lackland City ElementaryElementary

Early InterventionEarly Intervention One-on-one tutoring-certified teachersOne-on-one tutoring-certified teachers Cooperative learningCooperative learning Regular assessments of student achievementRegular assessments of student achievement Attention to personal and social needs of youth Attention to personal and social needs of youth

and familiesand families Bilingual program Curriculum: Lee Comigo (Read Bilingual program Curriculum: Lee Comigo (Read

with me)with me) Intense staff development and professional Intense staff development and professional

feedbackfeedback

Lennox Middle SchoolLennox Middle School

Create a caring atmosphereCreate a caring atmosphere Community outreachCommunity outreach Personalize instructionPersonalize instruction Adopt a student programAdopt a student program Teacher teams that follow students 6-8Teacher teams that follow students 6-8 thth grades grades Cooperative learning-interactionalCooperative learning-interactional Academic content relevant for studentsAcademic content relevant for students Build a sense of futureBuild a sense of future Hiring of bilingual teachersHiring of bilingual teachers Evaluate programsEvaluate programs

Calexico: secondary level strategies Calexico: secondary level strategies

Hiring bilingual staffHiring bilingual staff Commitment to bilingual programsCommitment to bilingual programs Parent outreachParent outreach Culture of refinement and improvementCulture of refinement and improvement Curricular contentCurricular content CollaborationCollaboration High standardsHigh standards Linked students to higher education or workLinked students to higher education or work

ContactContact

Steve Gonzalez, LISWSteve Gonzalez, LISWNorth High SchoolNorth High SchoolSchool Social WorkerSchool Social Worker515-242-8276515-242-8276Steven.gonzalez@[email protected]

““A good man finds his native soil in every A good man finds his native soil in every country” Mexican Proverbcountry” Mexican Proverb

mailto:[email protected]

Documents

Different Cultures One Goal: Latinos and Education