Unit Objectives Why Does AIMS/Education Matter to You?

Julia Szabo • Stand and Deliver AIMS Investment Unit – Self, Society, Standards connection Essential Questions: • What do I want to do or achieve in my life? • How will education help me achieve this goal? • What challenges/decisions might I face and how can I persevere? • How is AIMS important for me this year, next year and in 10 years Unit Objectives – Why does AIMS/education matter to you? • Students will create something tangible (motivation map) to represent why they want to be successful in school and on the AIMS use it to motivate them for AIMS & daily lessons Self Focused Lesson Objective: Unit Beginning: Students will be able to reflect, discuss and write about goals for their future Unit End: Students will create a motivation map that reflects their goals for the futures and the people and things that will help them achieve these goals

Lesson Purpose: This lesson will begin this unit and will be embracing the poetic inquiry lenses focus on self-reflection and looking inward. The same way it encourages teachers to look inward to better understand their instruction I will be giving students an environment to look inward and think about what they want for their futures so they can better understand the importance of their education and can set purpose for upcoming state testing.

BEGINNING OF UNIT • This lesson will not follow the traditional teacher directed model as it is a student centered lesson and is about giving the students space to think, process and share. So, the teacher will introduce unit and explain to students that they will be beginning the unit by thinking about themselves, what they want in their lives and how school and AIMS fits in with this. For each discussion question/writing prompt teacher will pose the question and model thinking through the process before giving students time to write • Students will then share with their neighbor before sharing out with the class

Looking 10 to 15 years in the future… Where • Where you are located? Why? What • What are you doing? Why? Who • Who you are surrounded by? Why?

Education Connection • How will getting an education help make this vision a reality? -When I am a ______I will need (reading, writing, math) to ______

• How will AIMS help you achieve these goals? (This question will serve as a kind of pre-test to see how students perceive the AIMS test, its purpose, and its impact on their learning/lives.

END OF UNIT • Students will brainstorm, draft, revise and create a motivation map to represent their goals and dreams for the future and the people and things that will help motivate them to get there. • These maps were laminated and placed around the room prior to AIMS testing so that students have something to connect all their hard work and effort to. Julia Szabo Society Focused Lessons – Expectations Objective: Students will analyze how their surroundings and the expectations of others impact their actions and learning

Lesson Purpose/Structure: Students will focus on how the expectations of their teachers, society, peers, families, and themselves impact their actions and their learning. These lessons will use clips and quotes from the movie Stand and Deliver as a context to discuss these issues and will lead them to reflect on these issues in their own lives. Different characters and their situations represent these different types of expectations well. Their quotes/situations will serve as the basis for a discussion and connection to each type of expectation.

Day 1: Society – community, school, classroom – Inequality (SETTING) • Raquel Ortega: Low Expectations of schools/teachers -If we want to get higher test scores we need to increase the economic level of the community. -We can’t teach algorithms to illiterates. We are doing everything we can.

• Escalante: High Expectations of teachers and low expectations of society -“Students will rise to the level of expectations that you hold for them – we need ganas.” -“There are some people in this world who will assume you know less than you do because of your name and your complexion – math is the great equalizer.”

• Angel: Actions and Expectations of peers - I need an extra book, I can’t be seen carrying this around.

Day 2: Family (CHARACTERS) • Lupe: Family Responsibilities - Takes care of siblings, parents need support • Ana: Expectations of family - Want her to work in the restaurant, “She will just get pregnant”

Day 3: Self (PROBLEM/RISING ACTION) • Claudia Expectations of mom v. self - Boys don’t like girls that are too smart vs. I’m doing this so I don’t have to rely on some dumb guy my whole life

• Pancho: Expectations of self - Everyone knows that I’m the dumb one

Day 4: Society (CLIMAX/PERSEVERANCE) • Testing Services: Expectations of society - Accused of cheating “Their scores would never have been questioned if didn’t have Spanish surnames and come from barrio schools you know that” Do: Students will discuss and analyze the various situations – describing how the characters’ actions and learning were impacted. They will then connect these ideas to their own lives and learning.

Do: Students will discuss and analyze the various situations – describing how the characters’ actions and learning were impacted. They will then connect these ideas to their own lives and learning. Julia Szabo Standard Focused Lessons Standards ☐ S2C1PO1. Identify the components of plot (e.g., main events, conflict, rising action, climax, falling action, resolution) of a literary selection. ☐ S2C1PO2. Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection. Objective: Students will analyze theme and plot components through the creation of a plot mountain.

Lesson Purpose/Structure: Students will connect this story to literary elements and components of plot through the creation of a plot mountain. This will serve as a good review of literary elements leading up to AIMS.

Intro Day: Teacher will lead students through a review of literary elements and plot componets – using plot song/movements and the class read aloud – When Your Reach Me – as a model/example

Post Movie: After finishing the movie and related discussion students will reflect back on the analysis of the conflict and major event done throughout – through the creation of a plot mountain. • Students will determine their conflict and determine the climax based on when there was a turning point in the conflict – discuss with table team and plot • Students will fill in plot mountain with events – Exposition, Rising Action, Climax, Falling Action, Resolution – compare and discuss event selection – why important to include on mountain • Students will reflect on theme of the story and personal take aways - What was the major lesson/mindset that Jaime Escalante taught his students? - What is your big take away or lesson from this story? Name: ______Life Goals, Education & AIMS GOAL:

1) When you imagine yourself in 10 -15 years where are you and what are you doing? Why?

______

______2) What people are in your life? Why?

______

______3) How will school and education help you achieve these goals?

______

______4) How is AIMS important for you this year, next year and in 10 years?

______

Name: ______Literary (Fiction) Review Setting

Point of View (Narrator) First Person Third Person Limited Third Person Omniscient

Characters Major Minor Characters Character Characters Traits

Plot Conflict Solution

Plot Components – Name and define each component Theme

Name: ______Exposition and Expectations GOAL:

Setting The school and classroom are… Impact of setting on learning…

How does Mr. Escalante’s neighborhood differ from where the school is located?

Characters and Traits Main Character Minor Characters

Analyze the following quote “This is basic math but basic math is too easy for you burros…If the only thing you know how to do is add and subtract, you will only be prepared to do one thing, pump gas… Tough guys don’t do math, tough guys deep fry chicken for a living.” - Mr. Escalante Compare the views of Ms. Ortega and Mr. Escalante “If you want higher test scores start by changing the economic “Students will rise to the level of expectations that you level of this community… We can’t teach algorithms to are holding them… we need ganas, all we need is illiterates. These kids come to us with barely a 7th grade ganas.” education…” - Ms. Ortega - Mr. Escalante

______DISCUSS: If a school or teacher believes their students cannot learn how do you think this would impact the way they teach? And what their students learn? Expectations of Society, Peers and Family What changes does Mr. Escalante make and why?

Expectations of Society, Friends: Analyze the following quotes or situations… “You already have two strikes against you. Society (Ms. Ortega) There are some people in this world who will assume that you know less than you do because of your name and your complexion but math is the great equalizer.” Friends (Angel) “I’ve got a problem… books. I can’t have the homies see me haul them around.” You wouldn’t want them to know your intelligent

Family Student Family Situation This makes me feel… Angel

Lupe Ana

How do their friends and family responsibilities impact their school work?

______

______Your friends and family What do your family and friends want for you? How will this impact you?

______

Name: ______Rising Action and Perseverance GOAL: Field Trip Inspiration What does Mr. Escalante want to do, Why? Is it going to be easy?

Analyze the Quote: What do you think she means? Do you agree or disagree? “Our kids can’t handle calculus… I’m thinking about the kids. If they try and don’t succeed it will shatter what little self-confidence they have. These aren’t the types that bounce back.” STOP & DISCUSS: Have you ever been afraid you would fail at something so you decided not to try it? Plot events during the rising action (the tough calculus class) Analyze the Quote: Who said it? What do they mean? Do you agree or disagree? “Boys don’t like if your too smart” “Mom, I’m doing this so I don’t have to depend on some dumb guy the rest of my life”

“Wouldn’t you rather be designing these things than repairing them? All you see is the turn. You don’t see the road ahead.”

“I’ve need calculus to take me a career Johnny. Something smells good...”

DISCUSS: “Everybody knows I’m the dumbest. I can’t handle calculus.” Will this attitude hurt or help? Preparing for the AP test How are the students feeling? What about Mr. Escalante?

CLIMAX ALERT Test results… Reaction of school Reaction of testers

Why do you think the testers think this? How would this make you feel? Analyze Quotes: Who said it and what do they mean?

“I’m from this neighborhood. Sometimes you are tempted to take a shortcut.”

“I believe most people who get caught today are guilty, don’t you?”

“Regardless of whether they passed some test, they learned.”

“Learned that if you try real hard nothing changes… What kills me is they lost the confidence in the system they’re now finally qualified to be apart of…” Those scores would have never been questioned if my kids didn’t have Spanish surnames and come from barrio schools you know that! Stop and Discuss: Would you retake the test? Is it fair that they have to? Name: ______Overcoming Challenges GOAL: Falling Action/Resolution: Who said it? What do they mean? Do you agree or disagree?

You are the true dreamers and dreams accomplish wonderful things – you’re the best, tomorrow you will prove that you’re the champs.

What did retaking the test help the students prove?

Reflect on lessons learned, characters and expectations What lessons can you learn from Mr. Escalante and his students? Which student’s story arc did you find most interesting or compelling? Why?

How do society, teacher, friends, family and self-expectations impact how students perform? Name: ______Stand and Deliver Plot Mountain Date: ______

Title: CLIMAX:

Director:

Theme:

RISING ACTION: FALLING ACTION:

EXPOSITION: RESOLUTION: ______’s Stand and Deliver MOTIVATION MAP • All of the characters in Stand and Deliver had goals that they were working towards. These goals and people in their lives inspired them to work hard and try their best on their Advanced Placement exam • You need to stop and focus on the things that inspire you to work hard in school and will inspire you during the AIMS exam next week

MOTIVATION MAP RUBRIC TASK Points STUDENT TEACHER Completed Plan 5 Final copy – neat and clear 5 writing/coloring On task during class time 10 Combines words AND pictures -15 different items Your Future 10 People who are important to you 10 Words, sayings or things that inspire 10 and motivate you TOTAL 50 The most important thing on my motivation map is ______because ______. FUTURE PEOPLE Words, Sayings,Things Name: ______MOTIVATION MAP DRAFT Jaime Escalante Biography (Main Idea Practice, Compare/Contrast) Directions: Read each paragraph, name and find the main idea of each paragraph Jaime Escalante was born December 31, 1930 in La Paz, Bolivia. He left Bolivia in 1960s to seek a better life in the United States. An educator back at home, he had to work many odd jobs, teach himself English, and earn another college degree before he could return to the classroom. In 1974 he began teaching at Garfield High School. Escalante was initially so disheartened by the lack of preparation of his students that he called his former employer and asked for his old job back. Escalante eventually changed his mind about returning to work when he found 12 students willing to take an algebra class. Shortly after Escalante came to Garfield High, its accreditation became threatened. Instead of gearing classes to poorly performing students, Escalante offered AP Calculus. He had already earned the criticism of an administrator who disapproved of his requiring the students to answer a homework question before being allowed into the classroom. "He told me to just get them inside," Escalante reported, "but I said, there is no teaching, no learning going on". Determined to change the status quo, Escalante had to persuade the first few students who would listen to him that they could control their futures with the right education. He promised them that the jobs would be in engineering, electronics and computers but they would have to learn math to succeed. He said to his students "I'll teach you math and that's your language. With that you're going to make it. You're going to college and sit in the first row, not the back, because you're going to know more than anybody". The school administration opposed Escalante frequently during his first few years. He was threatened with dismissal because he was coming in too early, leaving too late, and failed to get administrative permission to raise funds to pay for his students' Advanced Placement tests. This opposition changed with arrival of a new principal, Henry Gradillas. Aside from allowing Escalante to stay as a math teacher, Gradillas overhauled the academic curriculum at Garfield, reducing the number of basic math classes and requiring those taking basic math to also take algebra. He denied extracurricular activities to students who failed to maintain a C-average and new students who failed basic skill tests. One of Escalante's students remarked about him, "If he wants to teach us that bad, we can learn." Escalante continued to teach at Garfield, but it was not until 1978 that Escalante would instruct his first calculus class. He hoped that it could provide the leverage to improve lower-level math courses. To this end, Escalante recruited fellow teacher Ben Jiménez and taught calculus to five students, two of whom passed the A.P. calculus test. The following year, the class size increased to nine students, seven of whom passed the A.P. calculus test. By 1981, the class had increased to 15 students, 14 of whom passed. Escalante placed a high priority on pressuring his students to pass their math classes, particularly advanced calculus. He rejected the common practice of ranking students from first to last and instead frequently told his students to press themselves as hard as possible in their assignments.

In 1982, Escalante came into the national spotlight when 18 of his students passed the challenging Advanced Placement Calculus exam. The Educational Testing Service found these scores to be suspicious, because all of the students made exactly the same math error on problem #6, and also used the same unusual variable names. 14 of those who passed were asked to take the exam again. 12 of the 14 agreed to retake the test and all 12 did well enough to have their scores reinstated. In 1983, the number of students enrolling and passing the A.P. calculus test more than doubled. That year 33 students took the exam and 30 passed. That year Escalante also started teaching calculus at East Los Angeles College. By 1987, 73 students passed the A.P. calculus AB exam and another 12 passed the BC version of the test. This was the peak for the calculus program. The same year Principal Gradillas went on sabbatical to finish his doctorate with hopes that he could be reinstated as principal at Garfield or a similar school with similar programs upon his return.

1988 saw the release of a book Escalante: The Best Teacher in America by Jay Mathews and a movie Stand and Deliver detailing the events of 1982. During this time teachers and other interested observers asked to sit in on his classes. He shared with them: "The key to my success with youngsters is a very simple and time-honored tradition: hard work for teacher and student alike". Escalante has described the film as "90% truth, 10% drama." He stated that several points were left out of the film:

. It took him several years to achieve the kind of success shown in the film. . In no case was a student who didn't know multiplication tables or fractions taught calculus in a single year. . Escalante suffered inflammation of the gall bladder, not a heart attack.

Over the next few years Escalante's calculus program continued to grow but not without its own price. Tensions that surfaced when his career began at Garfield escalated. In his final years at Garfield, Escalante received threats and hate mail from various individuals. By 1990, he had lost the math department chairmanship. At this point Escalante's math enrichment program had grown to 400+ students. His class sizes had increased to over 50 students in some cases. This was far beyond the 35 student limit set by the teachers' union, which in turn increased criticism of Escalante's work.

In 1991, the number of Garfield students taking advanced placement examinations in math and other subjects jumped to 570. That same year, citing faculty politics and petty jealousies, Escalante and Jiménez left Garfield. Escalante found new employment at Hiram W. Johnson High School in Sacramento, California. At the height of Escalante's influence, Garfield graduates were entering the University of Southern California in such great numbers that they outnumbered all the other high schools in the working-class East Los Angeles region combined. Even students who failed the AP went on to become star students at California State-Los Angeles in large numbers. April 2012 - Literary Review, AIMS investment Stand and Deliver Schedule EXPOSITION RISING ACTION RISING ACTION RISING ACTION CLIMAX • Setting • Staff Meeting – • Hard work and • Calculus Contracts • Take test! • Inequality schools conflict improvements • long days • Results! • Main character • Turn Around • to Field Trip • prepared for test • Accused of • School/ -To staff meeting • Heart attack cheating Classroom climate • Test

Review literary elements/plot FALLING ACTION RESOLUTION Early Release Plot Mountain Revise/Create • Response to • Retake test + Theme Motivation Maps cheating • Success • Decision to retake Draft Motivation Maps Creation/purpose of AIMS Before standardized tests… So they created… • Teachers taught what was in book, what they • Standards and Standardized TESTS thought was best AIMS stands for Impact of AIMS • Arizona Instrument to Measure Standard • Measure school effectiveness – tell community, family, yourself Teacher Role Teacher can give honest structural answers but the more personal individual stuff must be student directed – give them something tangible to connect to. Present contextual stuff and themes from the movie then wait until they ask questions about their story Movie/Unit Themes

1. Context, Setting, Society – achievement gap, expectations 2. Tracking – graduate with bare minimums – course sequences, readiness – AIMS determines placement in college – math class for next year 3. Cultural/Prejudice – Hispanic community/context – some people who think you will know less than you do because of the complexion of your skin or your surname – math is the great equalizer, AIMS is sword or shield to stand up for yourself, why accused of cheating 4. Career/Outcomes – One step on path to what they want – Career trajectories/preparedness – jobs, add/subtract = pump gas, engineer plant, astronomer, design cars – AIMS is your checkmark – career best for your family – your child, grandchild, family – insurance plan

Unit Objective – So, why does AIMS/education matter to you? • Journal on why AIMS important for them this year, next year and in 10 years • Create something tangible (poster, notecard) to represent why students want to be successful on the AIMS use it to motivate them for daily lessons (revisit it daily)

Stand and Deliver Permission Slip

In Science next week we will be studying and discussing standardized testing, like the AIMS. As part of this unit we will be watching clips from the 1988 movie Stand and Deliver. This movie tells the story of Jaime Escalante, a math teacher is East Los Angeles, and the struggles and triumphs of his AP Calculus students. It is rated PG but I will be editing out with my clip selection the cursing in the original movie.

We will use the story to review literary elements, particularly setting, character traits, elements of plot, and theme. The film’s presentation of schools, high academic expectations, math, and testing is very compelling, and will give us a good place to begin discussing testing in our own lives.

If you have any questions feel free to write to me in your student’s planner, email [email protected], or call me at (623) 237-4013 (5346). I hope you all had wonderful breaks I know that I did. I am looking forward to the remaining months I have with your wonderful students.

Thanks!

Stand and Deliver Permission Slip

Student Name: ______

____ Yes, my student can watch clips of Stand and Deliver and participate in this unit.

____ No, I would rather my student not watch clips of Stand and Deliver

Parent Signature: ______Stand and Deliver Permiso

La semana siguiente vamos a estudiar y discutir el proceso de exámenes como AIMS.

Durante nuestro estudio vamos a ver partes de la película de 1988 Stand and Deliver. Esta película presenta la historia de Jaime Escalante, un maestro de matemáticas de Las Ángeles, y sus estudiantes de calculo avanzada. Tiene un clasificación PG pero voy a emitir la maldición. Vamos a utilizar esta historia a repasar los elementes de ficito, particularmente ajuste, los rasgos de carácter, elementos de la trama y el temo. La presentación de escuelas, expectaciones altas, matemáticas y pruebas es muy interesante y va a darnos un lugar a empezar nuestra discusión de exámenes en nuestras propias vidas.

Si tiene una pregunta escríbame en el planner de su estudiante, mandarme un correo a [email protected], o llamarme (623) 237-4013 (5346. Espero que todos tuvieran un vacación muy bueno. Estoy emocionada sobre los meses que todavía tengo con su hijo/a.

Gracias!

Stand and Deliver Permiso

Nombre de estudiante: ______

____ Si, mi estudiante puede ver partes la película Stand and Deliver y participar en esta clase

____ No, no quiere que mi estudiante ver partes de la película Stand and Deliver

Firma de los padres : ______

STAND AND DELIVER Script/Scenes – Use to EDIT/Mute FILM DAY ONE – TUESDAY • Setting = Context of neighborhood, Garfield high, • Main character – old job, family (where were you last night, can we talk about sex – sex for homework) Math 1A – premature bell (discuss sex in class) – little bastards, radio taken • Apple fractions – intelligent people make better lovers gang bangers – flip him off – finger man – vatos, trucha? Hands in pants, gym teacher stressed – tito kissing girls, Fight Class - basic math but too easy – algebra – burros if only thing you know how to do is add and subtract, you will pump gas -tough guys deep fry chicken for a living -negative number like unemployment – beach – dig whole in sand, net head – fill the hole, mayans contemplate zero – math in your blood – negative x negative = positive

Staff meeting – loose accreditation – higher test scores, increase economic level of community -gym teacher shouldn’t be teaching math -lack resources to implement changes – Mr. Tzaki leaving for aerospace -end of year to probation – can’t teach algorithms to illiterates, doing everything we can -students will rise to the level of expectations that you hold for them – we need ganas 19 minutes

DAY TWO – WEDNESDAY Begin each class with a quiz – already have 2 strikes against you –“There are some people in this work who will assume you know less than you do because of your name and your complexion – math is the great equalizer,” when you go for a job they don’t want to hear your problems, you will work harder than you have ever worked before, ganas = desire, Friday is weekly test – gangbanger out

22 minutes Gangbanger wants back into class – can’t carry books, need 2 – given 3 – gets protection

SKIP-working guy likes the girl – fed up with pelon, from south America (nazi), has bug up his ass -only teachers who act like assholes will keep their jobs – mutiny -thinks so hot because dates cabachos -no quiz or homework for girls – no ticket to watch the show, chair (shit) – shut up – boys do it, now you’re the show – 3 o’clock do it anyway life: Sick grandma, neighborhood, driving Makes dinner for dad to go to work, take care of younger siblings – mom back from work, doing homework, turn off the light Gang throwing stuff, sleeping in car, shit man, kissing girl

School -late – put them in college so taco venders can pick their vegetables, collect garbage, clip toenails, I may be a sinner but I’m willing to pay for my sins – sit down, 3 o’clock – flashes gang sign go to hell, forgot pencil -last day of smart girl Ana- to dinner at family restaurant – addition wrong, first to graduate from high school and go to college – family business, she is needed – can help more by getting an education, probably get pregnant, not finish college – talks about medical school, no, should make own choices – I’m her dad, get fat, waste life away, wash dishes to own, me too, insults me – don’t want money/business

Chant – gigalo word problem – observation, bisexual, end up barefoot, pregnant in kitchen, restroom, not stupid – Ana is back! -Show how it works in the real world Field trip to computer factory – calculus – get it in college, daughter uses in high school 38 minutes

DAY 3 - THURSDAY Want to teach calculus next year – ridiculous, laugh, can take during summer – our kids can’t handle calculus – college credit if pass AP test – teach it or I leave, department chair – I’m only thinking about the kids. I they try and don’t succeed it will shatter what little self confidence they have, these aren’t the types that bounce back

Summer school in locker room - 40 minutes

Back – gang people throwing stuff Calculus Contract – AP prep -pretty girl – doing this so I don’t have to depend on some dumb guy the rest of my life -designing rather than repairing cars – just turn not the road ahead

Snide comments about boyfriend – more boyfriends than Elizabeth taylor – to pretty girl – walks out Sick grandma – puta madre

I’m the dumb one – better chance without me, mind doesn’t work like this – ganas Late – kicked out of class – never listen to anyone – mas chignon, carbon Stress on personal life – too much work – Jaime, don’t teach this holiday Gangbanger brings grandma to house – a cholo came to me

Class – review – gordita, pendejo – got it correct – blew a head gasket Night school – sick, falling down stairs (56) -Mr. Escalante not in class – massage, brought it on himself – wanna be cholo asshole – spit, fighting Substitute – Pancho and Angel gone – ap calculus exam in 2 weeks, music teacher, work themselves No stress, no job activity for a month – want another doctor -Nurse brings it to kids, all working hard/silently, he is back -should take it easy – against wall, upside down and step by step, practice in line

Test – multiple choice, Finished – running to ocean – so stupid, boxers (1:02)

DAY 4 – MONDAY Working on car – get letter in the mail – gangbanger drunk -less than 2% attempt – no other high school in Southern California has more students passing than Garfield -18 take and 18 pass – plaque to teacher

Guadelupe- hanging out with family – phone call – some kind of joke, very upset – hangs up -Irregularities found – from Garfield – unusual agreement of incorrect answers – saying copied because all had the same wrong answers, doubts that grades are valid – mistake? Calling cheaters -Investigators talking to principal -Doubting each other – think they cheated?

SKIP Damn shit, look at this shit – brand new car by now, you two are a thing now, just something for the summer, lupe upset, such an asshole pancho, shit

SKIP Stars discussion with gangbanger friend – god pulled the plug on us – stars there or not, throw me a kiss baby, throws cigarette at cop, pencil, pulled over, tough mouth – watch yourself – FIGHT between friends, walks away

Investigators talking to class – nothing happened, come from this neighborhood, tempted to take shortcuts, tell me the truth what happened – gangbanger story – test through the mailman – joke

-Letter of resignation in box – school in a mess -Do you think they cheated, you put them under a lot of pressure – I believe most people who get caught today are guilty -Car gone, must walk home, wife reading -may have made a mistake trying to teach them calculus, regardless of whether passed the test they learned -Learned that if you try real hard nothing changes, quit, they lost the confidence in the system they are finally qualified to be apart of, could make twice the money, less hours, treated with respect – respect, Jaime those kids love you -Students bring him his car – fixed up (1:21) DAY 5 – TUESDAY Jaime to investigators – why think my students cheated? -Cannot discuss, would like to see the tests, ets and students, unorthodox simple mistakes for students of this caliber -taught the same way to all students, -Fewer than 4 wrong on multiple choice, 14-18 average, most finished with time to spare – no proof of wrong doing just suspicious – innocent until proven guilty – have them retest – assume they cheated -not out to get anybody – blanket accusation, conspiracy, community – if this was Beverly hills high school wouldn’t have sent you to investigate – no one has given me a damn thing – damn thing – should not be taking away from my kids – identity was concealed – never have been questioned if didn’t have Spanish surnames and come from barrio schools you know that – no one has the right to accuse me of racism, spell discrimination, thought this was over a long time ago – two kids of racism – my kids could teach you a thing or two – call security – my kids didn’t do anything, going to kick the shit out of you

Take the test again- only one day to study – review the entire course in one shot – it will be harder, count on that – don’t bring anything, no pockets, no eyes wandering, no opportunity to accuse you of cheating

You are the true dreamers and dreams accomplish wonderful things – you’re the best, tomorrow you will prove that you’re the champs

Cooking for the kids at home – tomorrow is just another day I’m afraid your going to screw up the rest of your lives – fried, don’t care, going home

SKIP, Pancho goes to Lupe’s, girlfriend at your convenience, I’m an asshole, sorry – make out

Retake – 90 minutes for multiple choice – working hard on test, frustrated, don’t finish 90 minutes on free response – tired – Ana has to leave for USC scholarship appointment – done

Got the computers finally – go over the tests again make sure no misunderstandings – call Dr. Ramirez he will help us, scores all pass – want original scores reinstated

82 – 18 pass, 83 – 31, 84 – 63, 85 – 77, 86 – 78, 87 – 87, (1:40)

DAY 5 – WEDNESDAY