DEPUTY DISTRICT ATTORNEY AMIR ALAVI
Riverside County District Attorney’s Office, Crime Prevention Unit
Breaking the “Dropout of School to Prison Pipeline”
This presentation explores the myth of the “School to Prison Pipeline” and the true cause of students dropping out of school: chronic absenteeism. You will see how effective use of multi-tiered systems of support, alternatives to discipline, and proper use of the School Attendance Review Board (SARB) process can help break the “Dropout of School to Prison Pipeline.” Increasing student attendance paves the road to advancing equity.
DR. RASHAD ANDERSON & CALL ME MiSTERs
Asst. Professor of Teacher Education
South Carolina State University
A Guide to Building a High-Impact, School-Based Mentoring Program
Research shows that young black males’ involvement in a quality mentoring program has positive implications for their academic outcomes, disposition, motivation, social/relational skills, and even physical health. This seminar will engage participants in a step-by-step guide to creating a high impact, school-based mentoring program with a focus on social, academic, and behavioral objectives involving students, parents, and a cohort of teachers within the school.
The Power of Scenario-Based Learning in Tech
The C3 Protocol is a program whose mission is to teach 1 Million minorities how to code. C3 stands for Carrington Coding Camps. Through the power of scenario- based learning we are able to train, engage and prepare minority children (ages 8-18) to excel in careers that require the skillset and culture of coding / programming. In addition to our highly popular community events, we will be sharing our plans to expand to help school districts and teachers integrate coding into their curriculum.
DR. CHERILYNNE HOLLOWELL
Riverside Unified School District/John W. North High School
Culturally Responsive School Leadership: DOING the Work in the IE!
This presenter will share and describe culturally responsive leadership practices and strategies employed to develop inclusive, culturally responsive, and equitable school environments that emerged through a qualitative research study of multiple Title 1 comprehensive high school principals in the Inland Empire. The major findings of the study will be presented as well as the implications and recommendations for future research.
DR. DAVID HORTON
Director of Learning Networks
The Core Collaborative
Leading School Teams – Building Trust to Improve Learning
Leading School Teams is a structured process that builds the capacity of principals and teacher team leaders to facilitate deep conversations with colleagues to build relational trust. Learn why teams of teachers and the work they do matters and how to strengthen team dynamics to improve student outcomes. Leading School Teams builds capacity through dialogue driven relational trust to increase teacher collective efficacy. The outcomes of teacher collective efficacy drive to the heart of equity because teams are able to provide learning support for all levels of learners to give them what they need most to move up to the next level of performance.
Chief Education Officer
Equity in Action: From the Hood to Harvard
In this session, we explore equity in education through a new lens—through the eyes and experiences of the most disenfranchised student we strive to serve- young Black males. Suspending traditional research methods and prescribed best practices, we will unpack Lybroan’s equity journey ‘from the hood to Harvard.’ The presenter will also engage participants in the Black Box Technique, an exercise to create an equitable school system by the year 2040. Participants will share their Black Box stories and develop a new lens for creating equitable learning outcomes for students of color.
MR. EDWIN JAVIUS
CEO of EDEquity, Inc.
“If I tell you, will you do something?” Valuing the voice of our students to implement Equity
California schools are inundated with data and information to make school decisions to implement Educational Equity. The least used is the qualitative data of student voice and student observation data. The attendees of the workshop will show the impact of student voice in transforming school climate and improving Tier I instruction. Attendees will be provided Instructional tools to capture student voice through the use of Empathy Interview protocol to craft questions to support school climate, teacher perception and student engagement strategies. Also, the session will provide a student voice video to examine how educators can provide a racially/culturally safe learning environment. Case study vignettes will allow the participants to develop coaching strategies to support students and strategies to coach teachers to be culturally conscious in supporting the academic and behavior needs of student of color.
DR. YVETTE CORMIER LATUNDE
Professor of Education
University of La Verne, La Verne, CA
Building Capacity to Value Family, School, and Community Partnerships
As we center the voice of students, literature that suggests students value the involvement of their families, their faith-based organizations, and desire to engage more with their communities. For schools to be relevant, schools must demonstrate they care about the same things, students care about. Participants attending this session will learn: 1) How the Dual Capacity Building Framework for family engagement works, 2) High impact areas for family and community engagement, and 3) Evidenced-based strategies for building trust and demonstrating respect for diverse communities
DR. GRETA MILLER-PEAY
Chief Executive Officer
Greta Miller-Peay Infinity: Diversity Matters, LLC
Expanding Opportunities: # CST and # CRT Matters!
This session will review and examine current research on Culturally Sensitive and Culturally Responsive practices. Participants will leave with practical culturally responsive and sensitive teaching strategies that will meet the needs of a diverse student population. Conditions for student learners with a focus on students of color will be discussed in order to enhance a culturally responsive learning environment. Participants will complete a culturally responsive self-reflection assessment to validate the practices they currently use. Lastly, participants will hear from students the description of an effective culturally responsive and sensitive educator.
DR. YURIDIA NAVA
Riverside Unified School District
Closing Achievement & Equity Gaps Through Comprehensive Counseling Programs
In this session, teachers, administrators, and district personnel will understand the components of a comprehensive counseling model that addressed equity barriers. Teachers, Principals, and other support staff will know how to partner with their School Counselor to 1) use data to identify gaps in achievement, opportunity, and attainment, 2) help advocate for rigorous courses and higher education for underrepresented groups, 3) promote and develop school wide multi-tiered interventions that lead to equitable outcomes and treatment for all students, 4) create an environment that encourages any student or group to feel comfortable, and 5) increased collaboration with families and community.
JACINTO “CINTO” RAMOS, JR.
Fort Worth Independent School District
Racial Identity and Consciousness as an Education Leader
We realize the importance of being a culturally responsible education leader who ensures that children around the country are not only prepared academically but are prepared to be a productive citizen in a global society that has a diverse backdrop. As school board leaders and education stakeholders we must challenge our own cultural awareness as we explore our Racial Identity and gauge our level of Racial Consciousness. Racial identities will be brought to the forefront so participants can confront their implicit biases and Mental Models that may inhibit making the best decisions for your student population. You will learn why and how children of color struggle to adjust to American educational settings. A culturally responsive person can better navigate and lead in systems when they are racially aware. This session will take an emic approach that explores a much deeper understanding of how a board member’s racial identity can impact their daily decision making.
Founder and Director
Bridge Solutions LLC
Action Figures Needed for This Work
The world needs more Action Figures. The Avengers are great for the movies, but we need teams of everyday men and women who are on the ground fighting for the future. Teams who will not allow the fear of failure, lack of resources, or office politics prevent them from working together to accomplish their goals. If your team is stuck in a cycle of inaction, don’t worry. In this workshop, you will learn how to answer the call and become a team of Action Figures.
DR. JOSE LALAS
Professor, University of Redlands & Board Member CNUSD;
DR. SAM BUENROSTRO
Deputy Superintendent CNUSD; and
DR. LISA SIMON
Associate Superintendent CNUSD
How Governing Boards Lead and Support the Work of Equity in a District
This session on Equity will guide Governing Boards on how a district can work intentionally to develop an Equity Guide, Framework, Policy, and Action Plan to support the work of equity in your district. Session will focus on the development of a Board Policy on Equity, while also addressing the policy-making role of board members and how equity is intentionally implemented in various divisions and treatment of all its students, employees, parents, teachers, administrators, and staff. (This session is for Governing Boards and Superintendents/Designees only)