 Wonderful. I want to welcome everybody who's joining us this morning, actually going into this afternoon for our second webinar in the Open for Anti-Racism series and I'm just thrilled to have some of the developers of the Math Equity Toolkit with us, which was a project out of Education Trust West and Education Trust West and I apologize. I attend your webinars, Rachel. I'm on your email list and yet I'm not sure if I can describe exactly what Education Trust West is. It's an advocacy research group around equity and education really at all sectors, but did that capture it and just doing really exciting work. That was a great description, Una. Thank you. All right and we'll share a link later for your site as well and I should say that Education Trust West is one of four centers I believe around the country all focused on advocacy and equity in education. All right, Liz, next slide please. Let's see. Don't worry. I'm going to introduce our amazing speakers here in just one second and but we do want a little call out to the William and Flora Hewlett Foundation who has been supporting this anti-racism project and is really a leader in open education, equity and anti-racism, not only in education, but really society-wide. Our focus today is the Math Equity Toolkit, which is a really exciting project around making equitable classrooms, starting first with the teachers and their need to really reflect on who they are, what they bring to the classroom, what might be their implicit biases and how to really work with their students who may be the same as them or not, but it's really that process, that learning cycle I think is what Danny and Rachel would call it and that's what they're going to tell us about today. Okay, next slide please. So I want to start by introducing Danny Wadlington. Danny brings more than 13 years of field experience, two masters of arts degree in education and educational leadership from some of the countries and I must say from some of California's top universities. She's a master math teacher helping to close the gap in numeracy acquisition for many students of color and in fact if it's okay for me to mention Danny, she is a local high school teacher here in the Bay Area as well as one of the leaders, perhaps the co-founders of Ketzel Education Consulting and she's also an experienced West African dance teacher. She uses the interconnectedness of rhythm movement and math in order to engage her students and help them own their math identities. So thank you Danny, would you like to say a few words before we jump in? Yeah, I think you got, I think you got it. Thank you. Okay, well thank you for being here and next up is Rachel Ruffalo, I hope I pronounced that correctly. She is the director of educational engagement or educator engagement, I should say at Education Trust West located in Oakland California and her career in education spans more than 20 years serving as a teacher, new school developer, school leader, consultant, researcher and advocate and throughout this she's been committed to pursuing equity and social justice. She was a first-generation college student and experienced the transformative power of education within her own family. As the director of educator engagement, she works with school districts through a multi-year process that involves mixed methods research study to identify opportunity gaps and systemic inequities and the math equity toolkit is an example of that. Rachel holds a master's in educational policy organization and leadership studies from Stanford and a master's in education and teaching and curriculum from Harvard. So thank you Rachel, would you like to say anything before we jump in? I think you got it, thank you. Okay, you both have such impressive resumes, I'm sorry if I got tongue-tied there. All right, next slide please Liz. So for those of you who might be new to the Community College Consortium, we have been around for over a decade now. We were founded right here in Northern California but we are a national organization. We work with faculty in supporting their professional development to find and adopt open educational resources and practices in order to help students be successful and to reduce equity gaps and so this particular project is really an example of that. Next slide please Liz. All right, so very quickly and I'm sorry my internet seems to have been a little slow there. So for those of you who haven't heard of the Open for Anti-Racism Project, I hope most of you have. I know that we have our faculty cohort which is our, we hope our first faculty cohort going through this process and it's a one-year program to explore how faculty can use OER and open pedagogy to make their instructional materials and their teaching practices more anti-racist. Our faculty cohort, there are 17 of them from a regionally dispersed California Community Colleges. You can see that it covers a wide range of disciplines from administration of justice through sociology, social work, chemistry, math, etc. So really spanning just a wide set of disciplines and we're so interested to see how the open pedagogy and OER works within different disciplines. And you know I know in talking with Rachel and Danny about math we had a discussion around how you know sometimes when you come to teachers initially and say math may not be taught in an equitable manner, it may not be inclusive and they're like well it's all about numbers. I mean you know what's what what does numbers have to do with equity and so I think we will hear a lot more about why that's so important, why teaching math is a key example of the need for equitable thought. All right next slide please Liz. Okay so I'm going to just give a brief introduction and then we are going to go directly to our presenters here. So the math equity toolkit, it's a toolkit of resources that were developed by really teachers, practitioners, coaches, professional development providers, and language development specialists. Although we're not going to focus on that one particularly today but I think that's a really fascinating piece as well and it's all about supporting teachers in their journey towards anti-racist instruction and helping their students to be successful and there were five strides and I think Rachel will give us a little overview around that. Today we're focusing on dismantling racism in mathematics instruction which is the first stride and there's a lot of resources online to support your further investigation of this and at this point I'm going to turn it over to Rachel and Danny. Thank you so much Una for the introduction and for the invitation to join you in your cohort and other guests today. I'm just going to share my screen. All right so as as Una mentioned we typically share this with mathematics instructors and we're just thrilled today to have an opportunity to talk more generally about the process of developing this tool to support you all in your anti-racist work in your own context and I believe that that much of the content is likely applicable to your context as well. I'm going to try to I see a spinning circle on my screen so I'm going to see if I can advance the slides. There we go. Okay there we are so you've already heard about us so I'm going to click through this and as Una said the Education Trust West is a non-profit educational equity organization focused on educational justice and closing achievement and opportunity gaps through research data policy analysis and advocacy and I would add to that also through practice and so we do partner with practitioners throughout the state through early childhood through college it's an important feedback loop to inform our policy and also to inform our research agenda oops am I okay I got a little I got shut down here okay so I'm apologize let me reopen the slides. No worries technology's always I had it all set up and now my computer is acting tired. Let me see I can also share let me okay yeah that would be great Danny. Thanks Danny if I can get it back in time for your presentation I can support you. This is the moment when I always say imagine when our students are going through right. You know it's a it's a humbling and a good reminder I think about that too like how challenging it can be for adults. All right okay thank you so much Danny. So I'm just going to share a really brief overview of the toolkit generally and then Danny's going to dive into really the heart of Stride 1 which I think is really aligned with the work of your cohort. So the the toolkit is made up of these five different tools that we call them strides and they were collaboratively developed to support teachers in providing equitable access to grade level priority math standards. Our focal student groups are black Latinx and multilingual students in grades six to eight although we have found that the principles and the practices are really applicable beyond just grade six to eight and really beyond just math. Next slide please. So why is it needed? Well we were approached because there this was in late spring where we knew that teachers are going to need to make some strategic instructional decisions due to the pandemic and to the disruption to the school year and as we started planning what this might look like to support teachers we really couldn't ignore that the gaps in access to quality math instruction pre-existed the pandemic and the conditions have just been exacerbated throughout this crisis and so we really seized this opportunity as not just to be like a COVID response type of resource but really an opportunity to transform math education and to really help educators to think about what they can do in their own context to really be much more in tuned and responsive to the needs of students while being very cognizant of the systemic racism that exists and permeates all of our our institutions and systems. So next slide please. So we definitely could not have done this alone we brought together a group of 35 amazing collaborators including Danny from all of these organizations many county offices and universities here in California as well as some national partners such as Unbounded and the English Learner Success Forum. We had teachers and coaches researchers professional development providers really a wide range of perspectives and expertise. Next slide please. We also grounded our work so we had to work fairly quickly and we brought together folks from all these different organizations and so we wanted to ground our work in some guiding principles and foundational documents so that we could have coherence and some common themes and threads throughout all of the strides and so not going to go into detail but just offering this as I think an important approach to a complex task like supporting equitable and anti-racist instructional practices. So one of the the if you can go to the next slide the first principle was that equitable access to high quality standards aligned curriculum and instruction should be universal so we used the instructional priority content from student achievement partners to help us to help guide our work in what the what of the teaching which what content. The next slide the second slide is or the second principle is that barriers to equitable access to high quality curriculum are the result of structural, racist, and biased systems not students, backgrounds, cultures, or family income. So as we think about the approach to the barriers the barrier is not the students the barrier is the system and so we really also relied on this position paper from Toldoas Mathematics for All that put some language to the moment that we are in and the opportunity to really rethink mathematics for this year and every year. And then the third principle is that beliefs and language about students and their families shape how adults view and teach students and so we wanted to be very mindful of being assets oriented in our in our language in our approach and in our practices and we relied and kind of based a lot of our work on the California English Learner Roadmap especially principle number one assets oriented and needs responsive schools. And next slide please. So our group when we first began to put together the toolkit we focused on the question of what are the barriers to equity what is what is it that our toolkit is trying to support teachers to address. And we we came up with many ideas and I invite you to answer this question in your own context what barriers to equitable instruction to your students experience and I invite you to put in your response in the chat. As you do thank you Danny as you think about that I'll share some of the ones that our team came up with on the next slide. So we had many and we found that they spanned instructional barriers some were structural some were systemic and we wanted to focus on barriers that teachers have some control over in their context and those who are supporting teachers. And so you'll see we have these five that we focused on that created the basis for each stride in the toolkit and the first one that's a culturation of bias and racism in school systems and mathematics instruction is the one that we'll be focusing on today with stride one. The other four are really about teacher training curricular supports and supports for teachers to shift instruction and to build their capacity to meet students needs both in language development and social emotional and academic development. And so those are all great strides as well but we will be focusing on them today. So this is the stride that Danny will be going into more detail on dismantling racism and mathematics instruction but just want to share the titles of the other four strides with you so that you can if they peak your interest or you know people who might benefit from looking at them just want to make you aware of them. So stride two is fostering deep understanding its methods for deepening student conceptual understanding through orchestrated math discussions that build on and connect multiple strategies. Again the content is math but really the practice could span various content areas. Stride three is about environments that and practices that support students social emotional and academic developments so this one is called creating conditions to thrive. Stride four is the interconnectedness of English language learning and the development of mathematical thinking this one is called connecting critical intersection so this is the one that really aligns English language development with math content and math practices. And stride five is geared towards coaches and others who are supporting teachers in their growth their professional growth and it's called sustaining equitable practice and it shares some coaching structures that support math educators in their ongoing centering of equity principles. Again it this would be completely applicable to any teacher who is wanting to go through some reflective processes with a coach or a colleague and there's some great resources in that stride five. So I'm going to share also the webpage again equitablemath.org where you can download all of the strides or each individual stride or the whole toolkit and that's area that circled there on the next slide is a close-up of it. It is a it's okay it's a there we go it has the we did webinars we did deep dive webinars for each of the strides and so you can access the recording from each of those webinars they were presented by the content developers of each stride so those are great resources and we encourage you to share them widely and and then I think the next slide is my transition to Danny who will take you all in a deep stride a deep dive into stride one. I apologize for going so quickly but I wanted to make sure to leave as much time for Danny to share. Thank you Danny. Thank you. Thank you Rachel. All right so I am going to do a deep dive into stride one but like Rachel said the deep dive sessions that are on the website are really important and I talk a lot more there about how to use the tool so today I'm going to talk more about the purpose of the tool and like what you might learn from using the tool but if you want to learn how to actually use the tool you can you can check out that deep dive as well. So when we so when we got invited to this project or when I got invited to this project and thinking about the barriers that students face I really did think about teacher beliefs and teacher biases and how that impacts learning especially in the math classroom because we know that the outcomes for for math students are very racialized and a lot of the approaches to math have been like how do we do math better and I think that that's great right we also need to teach and engage with math in very different ways but if we don't actually address racism then we can't deal with the racialized outcomes so much of math um takes kind of a colorblind approach to the way that we have done math reform and and that then just leaves better math but not like the question is for whom right so yes we have access to a different kind of math different ways of learning math different ways of thinking about math but if they still don't encompass like this idea of racism then we haven't actually gotten to the root of the problem we fixed maybe a symptom or how it might present itself but as we know there are still racialized outcomes so we took a very racialized approach to how we um to how we wanted to to to go about addressing the barriers um barriers for black Latinx and multilingual students and what we did was we wanted to create a sort of action-based workbook to provide teachers um reflection and opportunities to really examine their actions beliefs and values around teaching mathematics and we chose a workbook approach because we know that some folks are not ready to do anti-racist work and you can't necessarily change their minds or their beliefs or their inherent biases in in a lot of ways right at first so we wanted to take an action-based approach because you can change folks actions and hopefully in the process we will change their hearts and minds um so we really wanted to start off by thinking about how does racism show up in our math classrooms right like how does it actually show up and so we know that white supremacy culture is is a part of our everyday lives it's a part of the fabric of how we walk um how we walk the the or not necessarily the world well we can argue the world but at least here in California and in our country we live in a racialized society and so if we aren't very clear about thinking about how white supremacy culture like shows up then we miss it right because white supremacy culture is one of those things that that just permeates um and we don't even realize it's it's invisibleized in a lot of ways so we really wanted to um we really wanted to visibilize how it shows up and we wanted to make clear that it shows up in in everyday teacher actions it's not like oh i'm like a lot of teachers decide oh i'm going to be racist today that's not a thing right like people don't always do that um but we can still perpetuate white supremacy culture but by engaging in what we might see is everyday typical math things and for those of us who aren't also math teachers like i'm going to give us an opportunity to think about like the ways that it shows up in math classrooms but i'm sure you can read some of these and be like oh actually do that in my class um so what i'm going to do is i'm going to on the next screen here are the here are what we saw as the ways that white supremacy cultures show up in math classrooms and i want you to take a moment to read them and if i can i'm going to put them in the chat box in case you can't read it on the screen so i mean take a minute pause real quick um i'll put them in the chat box so you can actually see them hold on i have to stop sharing don't let me do that um but what i want you to do is in the chat box if you could if you don't mind thinking about what are some of the ones that maybe you have engaged with what are the ones that you've seen happen which ones strike your mind is maybe not something that you recognized before um i invite you to um read those right now and then put in the chat box which ones you which ones you're surprised about which ones have you done which ones have you seen oh there's only one person i know that most of us have seen or done or or witnessed more than these so thank you thank you rigor is an interesting one i'll try to maybe hit on that one a little bit but feel free to add your own feel free to to share yeah the right way and the only way that happens a lot especially in math yeah the concept of rigor is really really interesting so thank you thank you i really appreciate you all feel free to keep them coming and so i think that like right like there are ones that are like kind of clear in our minds right that we might like okay it makes sense that like when we're thinking about rigor especially when we think of think think about things like grit and like the the racist um undertones of what it means to have grit and rigor and things like that um those ones are like maybe clear but maybe it's not like addressing mistakes right that one may not be as clear and so this workbook really offers you an opportunity to think about um to think about more ways in which white supremacy culture shows up in our classrooms but we can't we can't only talk about white supremacy culture because i think that right like in in sort of visualizing what white supremacy culture looks like that's like oh okay now i know maybe what i shouldn't do but what should i do instead and so i want to make sure that as you engage with the workbook or as you engage with with thinking about this that we highlighted some characteristics of anti-racist math educators um because we need to know what we should do differently and so one of the one of the first one right is it's designing a culturally sustaining math space and even if you aren't in math designing a culturally sustaining space and like an actual culturally sustaining space so not just like putting things up in your classroom or putting like posters of folks up in the classroom that has a place too i'm not trying to knock anybody who does that i do that as well um but really making sure that we design our spaces for students of color and for folks who may or may not be in our classrooms that still need to be centered right like maybe you don't have a lot of um black and brown students or maybe you don't have like lgbt students that you might see right but that doesn't mean that your space shouldn't welcome most folks so even a lot of times with anti-racist work they're like oh but i don't teach students of color well i think that like you still should send them in your classrooms because we also don't want um we also don't want our white students right to walk out into the world and not understand experiences of folks of color too right so um we have to make sure that our spaces are really culturally sustaining so think about um for example like i know that we like to think about routines but for folks of color ceremony is really important so how we open our class how we close our class is actually more than just oh we should do a routine because students should follow it it's like that's that's actually part of like how we live life and so thinking about how do you design spaces um that are culturally sustaining for students um ethnomathematics is also really important it's how we deal with numbers on a regular basis there's no way that you have gotten up today and haven't and have not interacted with math or numbers there's no way you've done it already today and so ethnomathematics is really thinking about what are those everyday things that we sort of engage with that encompass numeracy or or math or mathematics even in ways we don't necessarily realize and that's goals beyond bringing like real world class like real world examples into the classroom because a lot of times what we do is we say okay we have this like thing to teach now let me figure out what in the world like does that and it's like no you walk the world and you engage in math every day why don't we bring that into our classroom and make sure our content aligns with that and so really rethinking how we engage with mathematics and how we teach mathematics in the ways that we experience them as we walk the world not just to bring in that real world content um and that's true for folks who are not math educators as well like I think we do the same thing like with ethnic studies we treat ethnic studies like content and it can be but ethnic studies is also a pedagogy and an approach and if we shift that then we can also think more widely and more broadly about how do we engage with um with ethnic studies um for two closed barriers for folks um in a in a way that's different and doesn't seem like it's just based on content there's so much work about ethnic studies as pedagogy and framework and I encourage everybody to to research that and look into it um also I know we I know we've already had some comments about what what rigor is and what rigor is not and then another day we can go more in a deep dive of like what we mean to say make rigor accessible through strong and thoughtful scaffolding and really that is important because I think a lot of times we sacrifice rigor to make things easier for folks just so that they get through it and then a lot of times we actually over scaffold even when they could just be rigorous and so really thinking about how we can redefine rigor and really think about rigor and scaffolding in a very very different in a very very different way of course we want to students of color to close the the the gap in access to STEM fields I'm not going to talk more about that one but that that's also really important especially in the Bay Area and Silicon Valley we're right here and like we are leaving out like our population even in this space and Silicon Valley doesn't match right the employment and so really thinking about that um encouraging multiple and varying ways of sharing and communicating knowledge this is so important I can't talk about how many classrooms I see students just get shut down for like doing things differently we have different ways of being and all of that has to be incorporated into our classrooms we can't we can't not do that um and it's more than just like allowing it I think whenever you get to a point where you say you can allow something we have to like check that a little bit because why is it what's allowed like we literally just exist and so how can we make sure that our students are being able to exist in spaces um the way that you know exist just exists as who they are in our spaces and communicate their knowledge um and their ways of sharing it in that way because a lot of times what happens is if someone is not explaining it the way that we taught it or explaining it the way that we think is academic you know language then they're shut down and they're thinking and that that's not okay um and this is a big one supporting students to reclaim their mathematical ancestry it bothers me when um certain uh mathematical concepts are um connected with certain people when we know they existed beforehand um and that's really important because like we just know like you know anyways I will go into that but I think that there's so much math that existed before it was recorded and worshiped in written word and that that in itself right the written what is written being valued is another form of white supremacy culture so I just want us to like really challenge that and one that's kind of missing from this list that I want to add is that we're always that anti-racist educators are always learning and unlearning um like earlier in the chat box I saw that some people mentioned like very colonial ways of thinking and that you know we are a product in our history is of that and so if we don't check right like our colonial ways of being and understanding the world then we're perpetuating these ideas so I would also add to consistently like learn and unlearn and keep in mind that anti-racism is a journey it is not a destination you can't check off any boxes and so we are continually right change as the world continually changes we also need to adapt and adapt and and alter these lists to to include more of the experiences that we that we have and yes sorry I'm reading the comments yes um so right now what I want us to do I'm going to invite us to freedom dream a little bit um so freedom dreaming is sort of imagining worlds that are just representing people's full humanity centering people left on the edges thriving in solidarity with folks from different identities who have struggled together for justice and knowing that dreams are just around the corner um not these things far off in the distance um and so what I want us to do is I'm going to take us through an activity so I invite you to turn off your camera if it is on if you'd like um and to close your eyes if it feels right and safe to do so and I'm going to walk us through a freedom dreaming exercise I'm going to walk us through a freedom dreaming exercise and I'm just going to talk us through I want you to literally not be limited right so I don't want you to think about what are these limitations what are this just really imagine what it would be like if our schools were really anti-racist if our students were thriving okay so I want us to think about our classrooms our schools our learning spaces and what they would seem what they would look like what they would feel like if we really engaged in anti-racist education at the end I'm going to invite you to share but I don't want you to focus on that part right now I just wanted to give you a heads up I'm going to talk us through this visualization as we freedom dream I want you to imagine what it would be like to do anti-racist work in your learning space what would it look like to tap into holistic aspects of what it means to exist to be to learn to teach what would it look like what would it feel like if black and brown voices stories and experiences were centered at your site what would it feel like if the languages and native tongues of multilingual students were to be honored what would it look like if black indigenous people of color were thriving what would it feel like if white students families and teachers acknowledge their individual and collective privilege and work towards liberation for black and brown lives what would it look like if white teachers families and the larger community and other folks with privilege and power gave all that up and other benefits in order to prioritize the needs of black and brown community members what would it look like what would it feel like if teachers modeled being anti-racist leaders in society what would it look like what would it feel like if admins supported them in doing so what would it feel like to build and sustain a culture of accountability self-reflection and growth I'm going to give you a minute to silently reflect on any other questions or thoughts that came up for you that may have felt like a very long 45 seconds but I want to thank you for freedom dreaming with me I'm going to invite us to breathe deeply as we transition minute count us in breathing in and breathing out so let's breathe in one more time breathe in breathe out and I invite you to open your eyes and turn on your cameras when you are ready as you are turning your cameras back on again thank you so much for freedom dreaming with me I invite you to share what were some things you envisioned when we did our freedom dreaming and what is your freedom or what is your freedom dream for your learning space and you can either unmute or write in the chat box I want to give some time and space to do that thank you all for sharing see respect all celebration spirit differences how awesome would it be to have vertical not sorry not vertical but horizontal leadership I love that idea thank you multiple languages thank you I'm going to go back one slide because you know dr. Bettina love talks about how yes we freedom dream right but that freedom dream is not far off it can be right around the corner and we have to work hard to make that happen and that's a lot of why we are doing right what we are what we are doing and so thank you all for sharing please keep them coming one way that we I love these dreams I'm really going to read them as we go so one way we thought about doing that right is to really get folks into the work and so we created this workbook with this sort of five-part plan of engaging reflecting planning and then acting on that plan and then reflecting again to think about like how was that work how was engaging in anti-racist work for all of the purposes that you all are talking about in the in the chat box like I really encourage you as you get into this if you want to work on these or as you bring this into your learning spaces like keep in mind that you have a goal and you have a vision and use the visions that you're talking about in the chat box to make your action plans to make those things happen because our dreams can be reality um and so I want to talk a little bit about I know I've said before we have a deep dive of like how to actually engage with the work but I know that not everyone here is a math teacher and I also know that some questions around how the workbook can be used are really important and so again if you want to look at just how to use it you can go to that deep dive that's on the that's on the website um on equitablemath.org but also I want to give you some some considerations um and other notes for how you might use this both in the classroom in the math classroom but also in in classroom spaces or learning spaces or even in your life if you'd like as well um so the first thing is to read Teima Okun and Kenneth Jones and Kenneth Jones characteristics of white supremacy culture a lot of the work that we do in the workbook is based on this and this is really important especially if you're not in a math classroom because it shows how it shows up in organizations and we are all part of institutions um we are all part of an institution right like even even this organization is part of larger institutions and so you can this visualizes how white supremacy culture shows up in the in our spaces and in organizations and so you can be more cognizant of those things and can challenge them as they come this article even has antidotes so they treat it like this is a problem and how do we treat it with antidotes um and so it's a really good article that is a really foundational one for anti-racist work and it was really foundational to um it was really foundational to the work that we did with the tool with stride one of the toolkit because we we use those definitions and that language and so a lot of times people are like I don't understand power hoarding or I don't understand what it means when it says um objectivity or things like that and so this article um from Tamelle Coon and Kenneth Jones can really help to ground the definitions of those words thank you for putting the link in Kim thank you thank you um also you can go beyond this workbook so like I said for math books right like you can use it as is other folks can also use it as is but if you're not in the math classroom think about the white supremacy culture characteristics think about how they show up every day like you can still read um how and why they show up and what's the importance of of dismantling them and you can also take into mind all of the other information as well but when you create your plan sorry I'm really bright right now when you create your plan you can um you can do it for your own context okay so the workbook too was also written for was also written like to for to address two of the white supremacy culture characteristics per month um but it's okay to maybe do one right or it's okay to say well actually you know what I need a longer month on that or sometimes your school or your your institution might be might have goals for the year that that don't necessarily align align align to the way that we presented them in the workbook so it's okay to speed up slow down do them in a different order um think about think about how what's best for your content um even though like as you can see on the picture right there's the section for engaging and then they also offer what you can do instead please try out those verbal examples so we we thought about like how do we change our language to um support anti-racist efforts and math so really try out the verbal examples um try out the classroom activities if you um are wondering like because the classroom activities are little snippets and so if you're like I think I want to try that and some of the classroom activities are not don't also have to go with math right like you can try this in your in your classroom not just in math but if you need help with some of the classroom activities feel free to email me I would be happy to connect with you especially if it's like activities or materials already have put together like just let me know we can explain a little bit more tell you how we use them in our classrooms because a lot of the class activities are things that we actually used um and have done in the in the past and are doing now so um please feel free to reach out to me or the other content developers um and for the classroom activities also please implement um the professional development there's lots of ideas for professional development as an individual as a department um as a school there's a lot that we can work on um there and so they also we also offer that professional development um we offer professional development ideas in the workbook you can also hire kids at education consulting we are doing some um we do what we do anti-racist work in general and in terms of like um professional development we have many opportunities for professional development some that are specific to this workbook but also two larger anti-racist ideas as well um but most importantly because I know that sometimes people get so caught up in the work um that we don't always come back to the anti-racist um characteristics or characteristics of anti-racist math educators and so this visual is like just for you to visualize right um you don't have to read it right now but I know that I did like a big picture of the anti-racist math educators but in the workbook there are also bullet points to unpack um each of those characteristics and suggestions for how to teach and like I said you can do this whether you're in a math classroom or not sometimes it's just about changing the context with the purpose behind the work transcends grade level and transcends content so thank you so much for listening to us and sharing space with us today um I have really appreciated um this and I want to open the floor for questions and comments you all don't have to be shy you can unmute before you can chat but well I just want to know whenever Danny is facilitating a webinar sign me up thank you absolutely I feel refreshed and inspired thank you Danny and Rachel so I can say that um it is it is very challenging when you're trying to find examples in STEM that are diverse in terms of who's being depicted um utilizing something that shows physics and um I spend a lot of hours trying to add variety of color um to my PowerPoint slides because um I always talk about the wondrous variety of people I get to meet every semester and so I try very hard to embrace that um in what I'm presenting but wow in STEM it is really challenging to find images with diversity thank you for that Teresa we um we have a wonderful set of um links um on our website and I will put that in um the chat window it's it's a good start um and um yeah uh includes um well James just presented on this this morning includes nappy dot com um and I'm I'm going to guess that um Danny and Rachel have other suggestions but I will look that one up and put it in there and I think that will that might be a start um we have some through our you know I'm part of equity mind and practitioners at our our college as well and we have some that we've come across but I'm always looking for more tools because it is a challenge absolutely well um we will um I think we'll we'll move on now to just because we're coming up on the hour but um Danny and Rachel are still here and we'll come right back around to them at the end as you think of more questions for them when I did see a few a few a few more questions um let's just finish out if we can uh and James is James the co-lead of OFAR along with myself and Liz at CCCOER is going to finish us out here great thanks and boy thank you Rachel and Danny again sign me up Danny let me know whenever you're facilitating a webinar um so we've got more goodness to come if you missed our uh webinar last month it is uh archived on the CCCOER website that was also a terrific webinar uh looking at uh uh a a colleague in political science analyzing her discipline and the represent lack of representation in her discipline and then a colleague uh talking about anti-racist pedagogical practices and discussion practices in the classroom uh in march we've got a webinar coming up that features two colleagues one from the African American male education uh and network development a mend uh talking about uh it's a group of African American males in community college leadership positions who mentor and support African American students in community colleges then we have a colleague who's been active in open education who is part of a group called Wait Whites for Racial Equity uh and the group is exactly what the name describes uh white people talking the talk and walking the walk uh for racial equity so I think that'll be a really interesting perspective uh in April in April then we have uh community college equity assessment lab uh Dr Frank Harris many of you are familiar with of the with the work by Luke Wood and Frank Harris Dr Harris has agreed to speak with us in April which will just be fantastic if you've ever heard him you know how great he is um May is to be determined and then June will be an opportunity for the participants in our O4 OFAR cohort uh to share out some of the great work that they're doing and some of the ideas and discoveries uh that they're that they're creating so look forward to those webinars uh next slide please and the next slide is a little bit more information about the March webinar again amen the organization amen you can see the description there on the screen and Whites for Racial Equity uh the description is on the screen as well so again I think that'll be a really interesting uh a real interesting webinar to see a couple of different approaches of doing the work that we're talking about to provide supports a bit outside the classroom and back to you Una All right next slide please thank you Liz I just wanted to mention to all you open educators out there that Open Education Week is uh week after next March 1st through 5th um please submit um your wonderful projects uh there and come and browse um projects from around the world so this is really a it's an annual celebration I think we're in our eighth year since 2013 um and um it's it people submit really uh literally from um you know 40 countries around the world in multiple languages um and um I'd love to see yours there as well and there's some links here on how you can get involved in other ways um CCCOER will be doing a number of um events as well that week and um if you're on our email list um you will hear about them um and um we'll post a link there to our email list in just a moment and these are just resources for you that we repeat once again our CCCOER the community college consortium for OER uh's website there and um we also point you to the wonderful resources being put together by I by our statewide academic senate uh through their OER I project and here's the email list if you would like to join that email list and hear about uh various events during open ed week and and beyond and I think we're we're just finishing out now we um do have a um we do have a survey that we ask you to take it's a very short three question survey um and um I don't know this is that easy for you to put in the chat window um and we just want to hear how how the webinar went and if you've got um thank you very much Liz and um if you've got ideas for future webinars we're we're always interested in hearing what the community needs needs to be successful in their open anti-racist work so thank you so much Danny and Rachel and um I we will be here for a few more moments so please if you have additional comments questions please jump in um you can unmic um or type in the chat and Danny's been in the chat thank you Danny for addressing some of the comments and Rachel for adding the the additional resources I would encourage everyone to check out the ed trust west website they do a lot of great work a lot of data analysis as well uh so if you're trying to understand what our students are going through they've done surveys on and what our students are facing during the pandemic just all kinds of goodness on the trust west website yeah thank you for sharing that Rachel the link and yes amazing webinars sometimes featuring California community college leaders as well so it's um really wonderful thank you all so much for the opportunity to share with you and just being conversation with you today it was a pleasure