EQUITY AND ACADEMIC LANGUAGE CONFERENCE

August 19-20, 2016

Whittier College

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CORWINTABLE OF CONTENTS

A message from Mike Soules .................................................................... 3

Letter from Ivannia Soto-Hinman ............................................................. 4

Schedule at a Glance ................................................................................. 6

Session Descriptions .................................................................................. 8

Keynote Speakers ..................................................................................... 16

Presenters .................................................................................................. 18

Certificate of Completion ........................................................................ 33

Session Feedback ..................................................................................... 35

Map ............................................................................................................ 52

Handouts ................................................................................................... 53

Tweet during the conference with #EAL2016 and mention @corwinpress for a chance to be one of several winners of a $25 credit at the Equity and Academic Language Institute bookstore. We will be announcing winners throughout the conference via Twitter.

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A MESSAGE FROMMIKE SOULES

Dear Participant,

For more than 25 years, Corwin Press has worked to promote the realization of educational equity and social justice. We have published groundbreaking work, such as our landmark Cultural Profi ciency book series, to help support educators and systems better meet the needs of historically-underserved student populations. More recently, we have extended our reach through the sponsorship of equity-focused consulting and national institutes, as well as the development of innovative digital solutions aimed at closing opportunity and instructional gaps.

While we have been responsive to the ever-evolving landscape of educational policy, our core beliefs have remained constant:

• Every child can achieve, given the right schoolwide conditions, tools, and supports • Public education still is the primary engine for social mobility and a basic human right • Equity and equality are not the same • Systemic equity reform must be enacted across all levels of the education system in

an integrated manner

Corwin has a vested interest in promoting academic success of English learners and other Culturally and Linguistically Diverse learners. When educators and schools design supports that allow English learners and Standard English learners to access relevant and meaningful curriculum, we create opportunities for academic success and the realization of our students’ hopes and dreams. With this greater goal in mind, we are proud to sponsor this important conference and welcome you to Whittier.

Sincerely,

Mike Soules, PresidentCorwin

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A MESSAGE FROM THE INSTITUTE FOR CULTURALLY AND LINGUISTICALLYRESPONSIVE TEACHING

Greetings Partners in Education and Professional Learning,

This year’s Equity and Academic Language (EAL) Institute grows out of collective visions between Corwin Press and the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, and represents a unique opportunity for professional learning. Whereas most conferences focus either on equity OR language, the heart of this conference is to bridge both kinds of equity (culture and language), so that educators can focus two days of learning on becoming a culturally competent educator, who also views linguistic diversity as an asset. The heart of this conference is for educators to build cultural and linguistic competence, so that they may better meet the needs of a growing population of diverse learners represented in classrooms today. As educators, we do what we have seen last and most frequently, and for many of us that may not have been creating opportunities for students to be refl ected in their curriculum and/or for student voices to emerge. The EAL Institute is an opportunity to create systemic equity change within classrooms, schools, and across districts.

On day 1 of the conference, educators will focus on equity, culturally responsive teaching, and how to have courageous conversations about race. Keynote presentations on day 1 will include Glenn Singleton and Gary Howard, as well as a variety of impactful break-out options. On day 2, the focus will be on language equity, and how academic language development can provide access to equity. As part of day 2, teachers will receive two books based on a new book series called Academic Language Mastery, which will also be the focus of the break-out sessions on conversational discourse, academic vocabulary, syntax/grammar. The bridge from day 1 to day 2 will be culturally responsive teaching with ELLs and SELs.

Again, welcome and thank you for participating in this professional learning experience! Specifi cally, at the EAL Institute you will learn:

• Powerful classroom practices that lead to success for ELLs and underserved students; • Scaffolding strategies to help students use the language associated with the academic discourse

of school subjects; • The importance of dispelling cultural biases and appreciating the assets of all student groups; • The essential components of academic language development (conversational discourse, vocabulary, syntax/

grammar, and culture); • Principles for culturally responsive teaching that can be tailored to your unique student population; • How to work collaboratively with parents and community members towards academic access and inclusion; and • How to recognize barriers to equity in your school systems and respond to issues that arise in diverse

environments.

Student performances will also be highlighted on both days, as a local folklorico group, and spoken word performances by high school students, will be featured. An ample book fair sponsored by Corwin Press, as well as a pop-up shop by local Mexican Folk Shop Luna Sol, will be featured.

Again, welcome and thank you for participating in this professional learning experience!

Sincerely,

Ivannia Soto, Ph.D.Director, Institute for Culturally andLinguistically Responsive Teaching (ICLRT)

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#icpi16

Want more professional learning? Partner with Corwin to host institutes in your school or district. With Corwin’s depth and breadth of high-quality content, we are poised to provide you with the right PD that you need with author experts you want. Below are just a few of the institutes that we are hosting this year.

Contact your account manager at 800-831-6640 or visit www.corwin.com/institutes

2016 Summit for Courageous ConversationsAustin, TX • 9/24-28/2016

Corwin Literacy InstituteFrisco, TX • 10/7-8/2016

Denver Visible Learning InstituteDenver, CO • 10/12-13/2016

Teaching, Learning, and Coaching Conference Pre-Conference WorkshopsAddison, Texas • 11/2/2016

• Common Formative Assessments 2.0

• Restorative Justice

• Qualitative Questioning

• Student Voice

• The Impact Cycle

• Instructional Leadership

Teaching, Learning, and Coaching ConferenceAddison, Texas • 11/3-4/2016

Women in Leadership ConferenceNew Orleans, Louisiana • 11/16-18/2016

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SCHEDULE AT A GLANCE

FRIDAY, AUGUST 19, 2016Time Topic Presenter Room

7:00 – 8:00 am Breakfast and Registration Ruth B. Shannon Center Patio and Foyer

8:00 – 8:30 am Welcome & Opening Comments Ivannia Soto-Hinman Robinson Theatre

8:30 – 10:00 am Opening Keynote: As Diversity Grows, So Must We Gary Howard Robinson Theatre

10:00 – 10:30 am Break

BREAKOUT SESSIONS: GROUP A

10:30 – 12:00 pm

Coaching Equity Focused Educators | Culturally Responsive Leadership and Teaching Jamie Almanzan Hoover Hall 100

Escorting Students Through Open Doors Trudy Arriaga Hoover Hall 205

Managing the Climate for Fish out of Water Kikanza Nuri-Robins Hoover Hall 202

Leadership for Systemic Equity: A Five Phase Process Gary Howard Studio Theatre

What Every Teacher Should Know About Culturally Responsive Instruction and Problem Solving Models Dwayne Williams Hoover Hall 113

Youth Equity Stewardship Session (YESS!) Wade Colwell-Sandoval & Benjie Howard

Robinson Theatre

Word Wealth: Building Vocabulary in Culturally Responsive Ways Zaretta Hammond Hoover Hall 005

12:00 – 1:00 pm Lunch Student Center Campus Inn

BREAKOUT SESSIONS: GROUP B

1:00 – 2:30 pm

Coaching Equity Focused Educators | Culturally Responsive Leadership and Teaching Jamie Almanzan Hoover Hall 100

Escorting Students Through Open Doors Trudy Arriaga Hoover Hall 205

Managing the Climate for Fish out of Water Kikanza Nuri-Robins Hoover Hall 202

Everyday School Leaders, Leading Courageous Conversations About Race and Equity

in Your Schools and ClassroomsGlenn Singleton Studio Theatre

What Every Teacher Should Know About Culturally Responsive Instruction and Problem Solving Models Dwayne Williams Hoover Hall 113

Youth Equity Stewardship Session (YESS!) Wade Colwell-Sandoval & Benjie Howard

Robinson Theatre

Word Wealth: Building Vocabulary in Culturally Responsive Ways Zaretta Hammond Hoover Hall 005

2:30 – 3:00 pm Break

3:00 – 4:30 pmClosing Keynote: Race Matters: A Courageous

Conversation About Race and Its Impact on Achieving Equity in Schools

Glenn Singleton Robinson Theatre

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SCHEDULE AT A GLANCE

#EAL2016

SATURDAY, AUGUST 20, 2016Time Topic Presenter Room

7:30 – 8:30 am Breakfast and Registration Ruth B. Shannon CenterPatio and Foyer

8:30 – 9:30 am Welcome and Spoken Word Performance Ivannia Soto-Hinman Robinson Theatre

9:30 – 10:00 am Break

BREAKOUT SESSIONS: GROUP C

10:00 – 11:30 am

Academic Language: Beyond Academic Vocabulary David Freeman & Yvonne Freeman

The Chapel

Culturally and Linguistically Responsive Instruction that Advances Learning In English

Learners & Standard English LearnersNoma LeMoine Villalobos Hall

Going Deeper with Academic Discourse: The Power of Conversational Skills Ivannia Soto-Hinman Studio Theatre

Teaching Academic Language Before, During and After Reading Margarita Calderon Hoover Hall 100

11:30 – 12:30 pm Lunch Student Center Campus Inn

BREAKOUT SESSIONS: GROUP D

12:40 – 2:20 pm

Academic Language: Beyond Academic Vocabulary David Freeman & Yvonne Freeman

The Chapel

Culturally and Linguistically Responsive Instruction that Advances Learning In English

Learners & Standard English LearnersNoma LeMoine Villalobos Hall

Going Deeper with Academic Discourse: The Power of Conversational Skills Ivannia Soto-Hinman Studio Theatre

Teaching Academic Language Before, During and After Reading Margarita Calderon Hoover Hall 100

2:20 – 2:30 pm Break

2:30 – 3:00 pm Closing and Reflection Ivannia Soto-Hinman Robinson Theatre

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FRIDAYSESSION INFORMATION

@corwinpress

8:30 am – 10:00 am Opening Keynote: As Diversity Grows, So Must We Gary HowardUsing imagery and stories from his white water rafting trips on the Colorado River in the Grand Canyon, Gary Howard will invite us to courageously consider how we can best transform ourselves and our schools for the purpose of meeting the diverse and complex learning needs of all our students. He will help us reclaim the language of “excellence,” not as an elitist outcome meant for the few, but as an inclusive reality available to the many. He will explore the challenges of learning to be culturally competent and describe how we can support both our students and our colleagues in their growth and development related to educational equity.

10:30 am – 12:00 pm for Group A sessionsCoaching Equity Focused Educators | Culturally Responsive Leadership and Teaching Jamie Almanzan It is through listening that real change can occur. Listening as a practice can be both a way to interrupt our own implicit bias and a diagnostic tool toward achieving equity. We will explore neuroscience research that shows providing space for people to be listened to, share experiences, and process both emotionally and cognitively, enables them to see how school structures can either benefit or hinder equity goals. We will explore how our brains react when addressing racial bias and practice techniques that can catalyze change. For educators at any level of the school system, the practice of listening can have a profound impact on our desired outcomes. The content and structure of this professional learning session is designed to support school coaches and leaders.

Escorting Students Through Open Doors Trudy Arriaga Dr. Trudy T. Arriaga has served as a committed educator to cultural proficiency for all students and their families for over 35 years. Trudy will share the journey of how one district transformed from unintentionally participating in practices that marginalized students and their communities to being committed and successful in making the education of all students a common priority. Trudy will demonstrate how to bring the tools of cultural proficiency to action and application in schools and districts as we challenge ourselves to ensure that our actions reflect our values. Join this inspirational session as we engage in a common vision to escort students and their communities through open doors.

Managing the Climate for Fish out of Water with the Cultural Proficiency framework Kikanza Nuri-Robins In the best classrooms teachers and students are learning together. The state mandated curriculum is what schools offer. However, it is the hidden curriculum — the cultural expectations of both teachers and learners — that when delivered effectively makes the difference between average and excellent programs. When the cultural expectations are not taught, schools create Fish out of Water. The Cultural Proficiency Framework provides tools for sustaining a healthy, inclusive school or classroom climate.

Leadership for Systemic Equity: A Five Phase Process Gary HowardIn this interactive session, Gary Howard will describe the Deep Equity Process he is using to support school districts in eliminating educational disparities based on race, poverty, language, and other dimensions of difference. He will demonstrate strategies for engaging educators in authentic personal and professional growth related to cultural competence and culturally responsive teaching. Participants will share their own best practices and examine outcome data from school districts that are meeting the challenges of systemic equity.

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FRIDAY SESSION INFORMATION

#EAL2016

What Every Teacher Should Know About Culturally Responsive Instruction and Problem Solving ModelsDwayne WilliamsIn this session, attendees will learn four cultural values that are foundational to culturally responsive instruction and problem solving models. Attendees will learn how to integrate cultural values with response to intervention (RTI), multi-tiered systems of support (MTSS), and positive behavioral interventions and supports (PBIS) models. The presenter will share 5 steps to creating culturally responsive models and provide examples of evidence based, culturally responsive strategies that have been shown to increase engagement among students.

Youth Equity Stewardship Session (YESS!)Wade Colwell-Sandoval, Benjie HowardThis session is designed to inspire and inform young people, and to help them in their efforts to become powerful change agents in their communities. The session is designed for High School students. It can be adapted to work as an all day school workshop, or a multi- �school youth summit or institute. The content combines musical performance, structured dialogue, creative expression activities, and experiential learning.

This session highlights students’ journey toward understanding and sharing their personal culture and elements of their unique personal journey. It gives students a way to identify the diversities that they bring to the community and how they can recognize and learn from the diversities of others. They will gain an understanding of how inequality shows up in personal and institutional relationships. They will acquire tools and resources they can apply toward taking action as stewards – willing to act courageously, compassionately, and creatively in support of a more equitable community.

1:00 pm – 2:30 pm for Group B sessionsCoaching Equity Focused Educators | Culturally Responsive Leadership and Teaching Jamie Almanzan It is through listening that real change can occur. Listening as a practice can be both a way to interrupt our own implicit bias and a diagnostic tool toward achieving equity. We will explore neuroscience research that shows providing space for people to be listened to, share experiences, and process both emotionally and cognitively, enables them to see how school structures can either benefit or hinder equity goals. We will explore how our brains react when addressing racial bias and practice techniques that can catalyze change. For educators at any level of the school system, the practice of listening can have a profound impact on our desired outcomes. The content and structure of this professional learning session is designed to support school coaches and leaders.

Escorting Students Through Open Doors Trudy Arriaga Dr. Trudy T. Arriaga has served as a committed educator to cultural proficiency for all students and their families for over 35 years. Trudy will share the journey of how one district transformed from unintentionally participating in practices that marginalized students and their communities to being committed and successful in making the education of all students a common priority. Trudy will demonstrate how to bring the tools of cultural proficiency to action and application in schools and districts as we challenge ourselves to ensure that our actions reflect our values. Join this inspirational session as we engage in a common vision to escort students and their communities through open doors.

Managing the Climate for Fish out of Water with the Cultural Proficiency framework Kikanza Nuri-Robins In the best classrooms teachers and students are learning together. The state mandated curriculum is what schools offer. However, it is the hidden curriculum—the cultural expectations of both teachers and learners—that when delivered effectively makes the difference between average and excellent programs. When the cultural expectations are not taught, schools create Fish out of Water. The Cultural Proficiency Framework provides tools for sustaining a healthy, inclusive school or classroom climate.

Everyday School Leaders, Leading Courageous Conversations About Race and Equity in Your Schools and Classrooms Glenn SingletonCentral to achieving educational equity is the development and strong support of teachers, school site and district leaders who regularly engage in thoughtful exploration of institutionalized racism and its impact on student learning. Discover how transformational, courageous school leaders emerge when given the time, space—and the right conditions—to rediscover their passion and will to educate ALL students.

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@corwinpress

What Every Teacher Should Know About Culturally Responsive Instruction and Problem Solving ModelsDwayne WilliamsIn this session, attendees will learn four cultural values that are foundational to culturally responsive instruction and problem solving models. Attendees will learn how to integrate cultural values with response to intervention (RTI), multi-tiered systems of support (MTSS), and positive behavioral interventions and supports (PBIS) models. The presenter will share 5 steps to creating culturally responsive models and provide examples of evidence based, culturally responsive strategies that have been shown to increase engagement among students.

Youth Equity Stewardship Session (YESS!)Wade Colwell-Sandoval, Benjie HowardThis session is designed to inspire and inform young people, and to help them in their efforts to becomepowerful change agents in their communities. The session is designed for High School students. It can be adapted to work as an all day school workshop, or a multi- �school youth summit or institute. The content combines musical performance, structured dialogue, creative expression activities, and experiential learning.

This session highlights students’ journey toward understanding and sharing their personal culture and elements of their unique personal journey. It gives students a way to identify the diversities that they bring to the community and how they can recognize and learn from the diversities of others. They will gain an understanding of how inequality shows up in personal and institutional relationships. They will acquire tools and resources they can apply toward taking action as stewards – willing to act courageously, compassionately, and creatively in support of a more equitable community.

3:00 pm – 4:30 pm Closing Keynote: Race Matters: A Courageous Conversation About Race and Its Impact on Achieving Equity in SchoolsGlenn SingletonDespite the rhetoric captured in “No Child Left Behind,” the belief that some children cannot learn and thus, will not achieve at high levels persists. Increasingly, “gap” research points to the insidious and pervasive effects of personal and institutional unconscious racial bias as a root cause of racial achievement disparities in U.S. schools. Addressing the intersection of race and exclusion and how they manifest today in the culture and climate of school districts is critical to creating a successful strategy for eliminating racial achievement disparities. In his remarks, Glenn Singleton will explore the topic of institutional racism and its impact on student achievement; introduce the tools for Courageous Conversations (the Agreements, Conditions, and Compass); and guide these 21st century educational leaders in a discovery of how honest, “courageous conversation” about race among educators is essential to help ALL children, particularly children of color and ELLs, to achieve at the highest level.

FRIDAYSESSION INFORMATION

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#EAL2016

SATURDAY SESSION INFORMATION

10:00 am - 11:30 am for Group C sessions

12:40 pm - 2:20 pm for Group D sessions

Academic Language: Beyond Academic Vocabulary David Freeman, Yvonne Freeman

The presenters define and give strategies for teaching academic language at the text, paragraph, and sentence levels. They also explain how teachers can use formative assessment to help students increase their academic language proficiency. They share teacher stories and pictures of classrooms to demonstrate how teachers can use specific strategies and organize materials to help English language learners and standard English learners develop both academic language and content knowledge.

Culturally and Linguistically Responsive Instruction that Advances Learning In English Learners & Standard English LearnersNoma LeMoine

Participants will become knowledgeable of culturally relevant and linguistically responsive pedagogy that transforms instruction in ways that ensure Standard English Learners (SELs) and English Learners (ELs) will reach their fullest potential. The Seminar will highlight culturally and linguistically responsive instructional methodologies that build on the language, learning styles, and cultural competencies of English Learners and Standard English Learners, and that serve as powerful pedagogy for facilitating language acquisition, advancing learning, and eliminating disparities in educational outcomes.

Going Deeper with Academic Discourse: The Power of Conversational SkillsIvannia Soto-Hinman

In this session, participants will be provided with an overview of the research base on academic discourse with ELLs and SELs. They will then learn the key conversational skills that will deepen their ELL and SEL students academic discourse, including: 1) What is conversational discourse?; 2) Setting up conversational discourse; 3) Linking conversational skills to the ELD Standards Collaborative Mode and ELPAC (as well as standards correlated to other states); and 4) Planning for conversational discourse.

Teaching Academic Language Before, During and After ReadingMargarita Calderon

English Learners need to learn 3000 to 5000 words per year in order to keep pace with mainstream students. Whereas vocabulary instruction is pivotal, it is not an end in itself. It must be seen as a precursor into reading comprehension and academic writing. Effective instruction on vocabulary/academic language entails teaching words/phrases meticulously selected from the text the students are about to read. As students read, they learn more words. After a sequence of instructional events that provide opportunities for ELs to practice the new vocabulary as they integrate language, literacy and content mastery. This session will share the process of vocabulary selection and instructional strategies.

KEYNOTE SPEAKERS

2016 NATIONAL SUMMIT FOR COURAGEOUS CONVERSATION

The National Summit for Courageous Conversation (NSCC) will feature inspiring speakers, distinguished international educators, and a host of equity practitioners from school districts, independent schools, universities, state departments of education and corporations who will share an inside view of their challenges and triumphs as they strive to achieve racial equity in their personal and professional contexts.

In a wide variety of concurrent learning sessions, participants will have an opportunity to:

• Inspire leadership for promoting equity in classrooms, boardrooms, o�ces and communities.

• Share models for student equity leadership on PreK-12 school, college and university campuses.

• Discover ways to e�ectively engage with communities of color.• Discuss the intersection of race, language and politics on the education of Latino children.• Address issues of racial disparity in special education and English language learning.• Examine the educational crisis for girls and boys and young women and men of color.• Identify and address the special barriers confronted by Indigenous children, families and

communities in public, charter and Bureau (BIA) schools.• Explore innovative strategies for advancing equity through technology.

Learn more and register at:www.summitforcourageousconversation.com

Austin, TexasSeptember 24-28

KEYNOTE SPEAKERS

Gary R. Howard has over 40 years of experience working with issues of civil rights, social justice, equity, education, and diversity, including 28 years as the Founder of the REACH Center for Multicultural Education. He is a keynote speaker, writer, and workshop leader who has worked extensively throughout the United States and Australia. Mr. Howard completed his undergraduate studies in Cultural Anthropology and Social Psychology at Yale University and did graduate work in ethics and social justice at Yale Divinity School. He has served as an Adjunct Professor at both Western Washington University and Seattle

University. He holds a masters degree in education.

Mr. Howard has provided extensive training in cultural competence and culturally responsive practice to schools, universities, social service agencies, and businesses throughout the United States and Australia. He is the author of numerous articles on race, justice, and multicultural issues and has developed collections of curriculum materials that are being used internationally. His most recent book, We Can’t Teach What We Don’t Know (Second Edition, 2006), was published by Columbia University and is considered a groundbreaking work examining issues of privilege, power, and the role of White leaders and educators in a multicultural society.

GARY HOWARD

Glenn Eric Singleton hails from Baltimore, Maryland. A product of public elementary and independent secondary school, Singleton earned his bachelor’s degree from the University of Pennsylvania and his master’s degree from the Graduate School of Education at Stanford University. Singleton began his career as an Ivy League admissions director. In 1992, he founded Pacific Educational Group, Inc. (PEG) to support families in their transitions within and between K–12 and higher education. His company rapidly grew into a vehicle for

addressing systemic educational inequity by providing a framework, guidance, and support to K–12 systems and institutions of higher education focused on meeting the needs of under-served students of color.

GLENN SINGLETON

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Ivannia Soto is Associate Professor of Education at Whittier College, where she specializes in second language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English Language Development to a population made of up 99.9% Latinos, who either were or had been ELLs. Before becoming a professor, Dr. Soto also served LAUSD as a literacy coach and district office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the New York State Associate for Bilingual Education (NYSABE), and the National Urban Education Conference. As a consultant, Soto has worked with Stanford University’s School Redesign Network (SRN) and WestEd, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. She is the co-author of The Literacy Gaps: Building Bridges for ELLs and SELs, her first book with Corwin Press, and the author of a variety of articles on providing appropriate instructional access for ELLs.

IVANNIA SOTO

#EAL2016

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@corwinpress

TRUDY ARRIAGA

Trudy Arriaga earned her Bachelor and

Master degrees, teaching credentials

and ultimately a Doctorate from USC

in 1993… Fight On! She began her

employment in Ventura Unified School

District in 1974 as a bilingual paraeducator and has enjoyed

40 years of service to the district. Her journey toward the

role of superintendent included paradeducator, teacher,

assistant principal, principal and director. Dr. Arriaga is the

first woman superintendent of the Ventura Unified School

District.

KIKANZA NURI-ROBINS

Kikanza J. Nuri-Robins, Ed.D. is an

organizational development consultant.

She has spent her career working with

schools, churches, hospitals and not-

for-profit organizations helping them to

become healthy, productive, diverse and inclusive.Since

1978 she has worked with businesses like IBM and Baskin-

Robbins, school districts from New York to California,

and nonprofit organizations such as United Way and Girls

Scouts of America. The connecting thread is her passion

for working with people who care about the quality of their

work, who have compassion for their clients and colleagues,

and who understand the importance of appropriate

responses to the cultural context when doing their work.

She has taught elementary school, secondary reading

and in schools of education and public administration.

She is currently consulting with the nursing faculty at the

University of Texas Health Sciences Center, the Oxnard, CA

Police Department, and a domestic violence family center.

Read more about Kikanza and the titles she has authored at

http://www.corwin.com/authors/524991.

DWAYNE WILLIAMS

Dwayne is the founder and CEO of Tier

I Educational Coaching and Consulting

Firm. He earned a Bachelor’s (BA)

degree in Psychology from Fairmont

State University. He earned a Master’s

(MA) degree in Psychology and an Educational Specialist

(Ed.S) degree from Marshall University Graduate College.

Dwayne was raised in housing projects in Springfield, IL,

as a young boy, and much of his work is influenced by his

experiences with poverty, race, and culture. He is currently

a school psychologist with Indian Prairie School District

204, an educational consultant, author, and life coach.

Dwayne is most passionate about training educators and

service providers on culturally relevant models, including

RtI models, and hip hop social emotional learning and

writing programs.

ZARETTA HAMMOND

Zaretta Hammond is a former classroom

English teacher who has been doing

instructional design, school coaching,

and professional development around the

issues of equity, literacy, and culturally

responsive teaching for the past 18 years. She teaches as

a lecturer at St. Mary’s College’s Kalmanovitz School of in

Moraga, California.

Along with a focus on culturally responsive teaching,

Ms. Hammond has a strong research agenda around

literacy, vocabulary development, and equity. She has

designed culturally responsive tutor training programs

aimed at volunteer reading tutors for a variety of non-profit

organizations. She currently designing a literacy program to

accelerate low reading skills among high school students.

She holds a Masters in Secondary English Education.

PRESENTERS

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PRESENTERS

WADE COLWELL-SANDOVAL

Wade Colwell-Sandoval is the co-founder

of Youth Equity Stewardship (YES!),

an arts-based, experiential and inter-

generational process of transformational

stewardship of our school communities.

As an educator engaging the creative/cultural modalities of

song, spoken-word, movement, ceremony and restorative

circle keeping, Wade is a rising national voice for deepening

relations across generation and difference. His touring

multi-media performance Borderless, with musical partner

Benjie Howard, is a folk & hip hop fused journey examining

the intersections of race, class, identity, immigration, sexual

orientation, gender and environmental & indigenous justice.

He is co-founder/MC of pioneering academic hip hip duo

Funkamentalz, lead facilitator/consultant with Corwin

Press (Deep Equity and Student Aspirations) and lead

restorative practices educator with NYC-based Counseling

in Schools. Wade is also a founding poet laureate of Tucson

Unified School District’s Mexican-American / Raza Studies

Department.

JAMIE ALMANZAN

Born and raised in California, Jamie

Almanzán is an expert in promoting equity

in education. Educated in public schools,

Mr. Almanzán received his B.A. in English

Literature from California State University,

Chico. After teaching a K-5 Special Day Class in Palo Alto,

Mr. Almanzán decided to pursue a master’s degree from

Stanford University’s Graduate School of Education. His

graduate work focused on instruction for English language

learners and curricular and instructional reform for equity in

the classroom.

After earning his M.A., Mr. Almanzán returned to teaching

as an ESL teacher at Jane Lathrop Stanford Middle School.

There he helped promote equity on campus by establishing

a campus goal and by co-founding the Equity Awareness

Task Force for the Palo Alto Unified School District. He

co-directed an after-school program designed to promote

equity for underserved students and designed and directed

an after-school program for Latino students. Mr. Almanzán

has a great deal of experience as a speaker and facilitator.

He helps educators explore diversity, anti-racism, and

instructional strategies for ELL students.

BENJIE HOWARD

Benjie Howard is the co-founder and

executive director of New Wilderness

Project, a musical performance group

and an arts based experiential outdoor

education program focusing on developing

youth leadership for equity, environmental sustainability,

and social justice. He is the co-architect of Youth Equity

Stewardship (YES!), an inter-generational process for

growing soulful, inspired, brave, and inclusive educational

spaces and inspiring authentic community transformation.

Benjie is a Deep Equity consultant with Corwin Press. He

is a touring singer-songwriter with 4 albums, including his

collaborative 2015 release, BORDERLESS with Wade Colwell-

Sandoval. Benjie is a river guide and wilderness educator

on the Colorado River in Grand Canyon where he has been

designing and leading educational expeditions for teachers,

leaders and youth since 1995.

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PRESENTERS

YVONNE & DAVID FREEMAN

Dr. Yvonne Freeman and Dr. David Freeman are professors emeriti at The University of Texas Rio Grande Valley. Both are interested in effective education for emergent

bilinguals. They present regularly at international, national, and state conferences. They have worked extensively in schools in the U.S. They have also worked with educators in Ecuador, Mexico, Colombia, Venezuela, Costa Rica, Argentina, Uruguay, Hong Kong, India, Indonesia, Lithuania, Mallorca, and Sweden.

The Freemans have authored books, articles and book chapters jointly and separately on the topics of second language teaching, biliteracy, bilingual education, linguistics, and second language acquisition. Their books, published by Heinemann, include ESL Teaching: Principles for Success 2nd edition, Essential Linguistics: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar, 2nd edition, Between Worlds: Access to Second Language Acquisition, 3rd edition, Academic Language for English Language Learners and Struggling Readers La enseñanza de la lectura y la escritura en español y en inglés en clases bilingües y de doble inmersión, 2nd edition, Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms 2nd edition, Dual Language Essentials for Teachers and Administrators, Closing the Achievement Gap: How to Reach Limited Formal Schooling and Long-Term English Learners, and Teaching Reading in Multilingual

Classrooms.

NOMA LEMOINE

Dr. Noma LeMoine’s career in education spans 35 years. She is a nationally recognized expert on issues of language and literacy acquisition and learning in African American and other Standard

English Learner Populations. She has written and spoken extensively on the topic and is a highly sought-after consultant to colleges, universities, and school districts nationwide. Dr. LeMoine holds a Ph.D. in Education from the University of Southern California with a specialization in Language, Literacy, and Learning and she holds three Master’s degrees. For twenty years, Dr. LeMoine served as Director of the Los Angeles Unified School District’s Academic English Mastery Program and ten years as Director of the District’s Closing the Achievement Gap Branch. In this role, Dr. LeMoine oversaw implementation of the District’s closing the achievement gap initiatives intended to eliminate disparities in educational outcomes for thousands of under-achieving students. During this period the district saw improved academic achievement scores in both African American and Latino/Hispanic

student populations.

MARGARITA CALDERÓN

Dr. Margarita Calderón is a Professor Emeritus and Senior Research Scientist at the Johns Hopkins University’ School of Education. She serves on national panels and committees such as: National

Research Council’s Committee on Teacher Preparation, National Literacy Panel for Language Minority Children and Youth, Carnegie Adolescent ELL Literacy Panel, The WIDA Formative Language Assessment Records for ELLs (FLARE) in Secondary School, National Institute for Family Literacy (NIFL) Multicultural Advisory, Professional Advisory Board of the National Center for Learning Disabilities, and ETS Visiting Panel on Research.

@corwinpress

17

#EAL2016

*All presenters will present in both sessions *

BREAKOUT SESSIONS (Continued)

Does Your Local Control Accountability Plan Deliver on the Promise of Increased or Improved Services for English Learners?

Shelly Spiegel– Coleman, Executive Director, Californians Together Hoover 113

While the LCFF grants supplemental and concentration funds to districts to ensure that English Learners, low income and foster youth receive in-creased or improved services, the LCAP, as currently structured, does not allow for knowing whether or not districts are planning to use the funds to actually serve and benefit those students. A review of 29 LCAPs conducted by Californians Together and the Center for Equity for English Learners, Loyola Marymount University, found that LCAPs tend to be characterized by woefully inadequate specificity, weak attention to how schools will meet the needs of English Learners, and a missed opportunity to finally move towards research-based effective practices for this underserved popula-tion. This session will present the study’s findings and recommendations and will share a tool for districts to review their LCAP through the lens of English Learners. Understanding the Intersection Between Science and Language in the

Next Generation Science Standards

Lauren Swanson, PhD., Assistant Professor, Whittier College Hoover 004A

The Next Generation Science Standards emphasize the importance of stu-dents experiencing the process of science; this includes engaging in inquiry, constructing evidence based explanations and arguments, and applying sci-ence understandings to new situations. Through this experiential session, participants will explore why this type of instruction requires teachers of science to attend to students’ language use.

Teacher Racism & The Disruption of Post-Racial Imagery La Mont Terry, Ph.D., Associate Professor, Occidental College

Hoover 205 In this talk, I share some of my current research on teacher racism that highlights the tensions that exist between the post-racial imagination and the concrete racial realities of many of our schools, particularly as experi-enced by high school-aged Black males.

Map of Whittier College Campus

Restrooms are located in the Ruth B. Shannon Center, Music Building, Hoover Hall, and Mendenhall. Parking: You may park anywhere on campus all day on Saturday and Sun-day, but the best parking is directly behind the center. There is also park-ing across Philadelphia next to the Mendendhall Building and east on Phil-adelphia in front of the music building.

Restrooms are located in the Ruth B. Shannon Center, Music Building,Hoover Hall, and Mendenhall.

Parking: You may park anywhere on campus all day on Friday and Saturday, but the best parking is directly behind the center. There is also parking across Philadelphia next to the Mendendhall Building and east on Philadelphia in front of the music building.

WHAT CREDIT IS AVAILABLE?

Earn continuing education units (college credit) while participating at the ICLRT conference. College credit will be given upon successful completion and verification of all course requirements.

HOW DO I ENROLL?

Course registration is available at the Whittier College Credit table.

**Only checks or POs are accepted for in-person registration.

Option I - 1 Unit Option II - 2 Units Option III - 3 Units

Cost $150 $300 $450

Course TitleICLRT Conference A: Access and Academic Language for ELLs and SELs in the Age of CCSS

ICLRT Conference A: Access and Academic Language for ELLs and SELs in the Age of CCSS

ICLRT Conference A: Access and Academic Language for ELLs and SELs in the Age of CCSS

Required Hours

8 hours on-site* plus 2 hours independent work

8 hours on-site* plus 5 hours independent work

8 hours on-site* plus 15 hours independent work

Required Assignments

1. Complete attendance form for each session attended to verify a total of 8 on-site, ICLRT conference hours.

2. Identify and read at least 1 article or professional reading selections that deepen and/or extend your ICRT conference learning.

3. Submit a summary paper that (a) synthesizes your articles/ readings (b) synthesizes what you’ve learned and (c) identifies implications of conference content and selected readings for classroom use - 2 pages – typed, double-spaced= 2 hours independent work.

4. Complete attendance form for each session attended to verify a total of 8 on-site, ICRT conference hours.

1. Complete attendance form for each session attended to verify a total of 8 on-site, ICLRT conference hours and 5 hours independent work.

2. Identify and read at least 2 articles or professional reading selections that deepen and/or extend your ICRT conference learning.

3. Submit a summary paper that (a) synthesizes your articles/ readings (b) synthesizes what you’ve learned and (c) identifies implications of conference content and selected readings for classroom use - 4 pages - typed, double-spaced = 5 hours independent work.

4. Complete attendance form for each session attended to verify a total of 8 on-site, ICRT conference hours.

1. Complete attendance form for each session attended to verify a total of 8 on-site, ICLRTconference hours and 15 hours independent work.

2. Identify and read at least 3 articles or professional reading selections that deepen and/or extend your ICRT conference learning.

3. Submit a summary paper that (a) synthesizes your articles/ readings (b) synthesizes what you’ve learned and (c) identifies implications of conference content and selected readings for classroom use -6 pages – typed, double-spaced with at least 3 references = 7 hours independent work.

4. Complete attendance form for each session attended to verify a total of 8 on-site, ICRT conference hours.

Due Date September 30, 2016 September 30, 2016 September 30, 2016

QuestionsFor questions about this professional development opportunity, please contact Ivannia Soto, Ph.D at isotohinman@whittier.edu

Submit Assignments

Whittier College—Education Department | Institute for Culturally and Linguistically Responsive Teaching Attn: Ivannia Soto, Ph.D. 13406 E. Philadelphia Street P.O. Box 634 Whittier, CA 90608 Phone: (562) 907-4200 X4412 • Fax (562) 464-4596

Upon successful completion of assignments, participants can receive verification of college credit by requesting transcripts from Whittier College.

 Overview  of  Institute  Elements  

Executive  Director:  Ivannia  Soto,  Ph.D.,  Associate  Professor  of  Education  

Mission:    Promote  relevant  research  and  develop  academic  resources  for  ELLs  and  Standard  English  Learners  (SELs)  via  linguistically  and  culturally  responsive  teaching  practices.  

Purpose:    Provide  research-­‐based  and  practitioner-­‐oriented  professional  development  services,  tools,  and  resources  for  K-­‐12  systems  and  teacher  education  programs  serving  ELLs  and  SELs.  

Primary  Functions  for  Institute:  

1. Conduct  quality  professional  development  offerings  leading  to  a  completion/recognition  process  for  individuals,  schools,  and  districts  in  the  area  of  linguistically  and  culturally  responsive  teaching  for  ELLs  and  diverse  student  populations.    Individuals  completing  the  series  will  be  eligible  to  serve  as  future  trainers  for  ICLRT  in  their  own  schools  and  districts.    

2. Refine  and  tailor  the  specific  services,  tools,  and  resources  that  form  the  crux  of  the  professional  development  offering  for  teachers  of  ELLs  and  SELs.    

3. Develop  a  set  of  single-­‐topic  mini-­‐books,  co-­‐published  by  ICLRT  and  Corwin  Press,  on  specific  aspects  of  ALD  and  culturally  responsive  teaching,  as  part  of  the  overall  resources  available  through  the  institute.    

4. Build  and  support  the  ICLRT  organization,  within  the  Department  of  Education  and  Child  Development  at  Whittier  College,  with  sufficient  resources  (sought  internally  and  externally)  to  become  a  viable,  sustainable  institute.    

5. Collaborate  with  relevant  organizations  and  institutions  nationally,  and    within  California,  to  promote  research  and  share  academic  resources  in  the  area  of  linguistically  and  culturally  responsive  teaching  for  ELLs  and  SELs.  

Advisory  Board  Members:    

• Laurie  Baccus,  Ph.D.,  Whittier  City  School  District  • Linda  Carstens,  Ph.D.,  Retired  School  of  Education,  Stanford  University  • Martha  Castellon,  Ph.D.,  Stanford  University,  Understanding  Language  • Carlye  Olsen,  Ed.D.,  Whittier  Union  High  School  District  • Charlene  Rivera,  Ph.D.,  GWU,  Center  for  Equity  and  Excellence  in  Education  • Shelly  Spiegel-­‐Coleman,  Californians  Together  • La  Mont  Terry,  Ph.D.,  Occidental  College  • Yee  Wan,  Ed.D.,  Santa  Clara  County  Office  of  Education  

 

FISH OUT OF WATER ALONG THE CULTURAL PROFICIENCY CONTINUUM

BARRIERS to Cultural Proficiency

Unawareness of the need to adapt Resistance to change Systems of privilege and oppression Misuse and abuse of power

Point on the Continuum

Description of the Climate at that Point

Effect on Fish out of Water

Mentoring and Managing FOOW

Cultural Proficiency

All groups teach and learn the codes of the others. As diverse groups coalesce into new cultures, all use new, universal codes effectively

Transformation Mentor

Cultural Competence

Both alpha and beta groups in an environment engage in processes to identify, teach and learn codes necessary for effectively interacting with clients, colleagues and community.

Affirmation Integrate

Cultural Pre Competence

The dominant group acknowledges the existence and usefulness of codes used by beta groups. Members of all groups begin to notice when it is appropriate to teach or learn new codes. Efforts to respond appropriately are inconsistent and sometimes ineffective.

Tokenism Coach

Cultural Reduction

The dominant group fails to acknowledge that other codes or cultures exist. Those who know more than one set of codes are often closeted. The dominant group, in the spirit of “fairness” and “equality” uses one set of codes – theirs – to communicate with all groups.

Dualism Dissonance Reinforce

Cultural Intolerance

The dominant group recognizes that beta groups may use other codes, but those codes are deemed inferior. The beta groups must use the alpha codes to engage with the dominant group.

Marginalization Induct

Cultural Destruction

The dominant group allows only the codes of the alphas. Those attempting to use other codes are banished physically or metaphorically. They hide or leave.

Alienation Elimination Protect

KIKANZA NURI-ROBINS

From Kikanza Nuri-Robins and Lewis Bundy, Fish Out of Water. Corwin 2016.

SESSION HANDOUTS

Using the ESSENTIAL ELEMENTS to Help Fish Out of Water

How POWER Differentials Change Meaning

Statement or Question

Adult to adult meaning

Adult to child meaning

Child to Adult interpretation

How do I get downtown?

A request for directions A test for knowledge A plea for help.

Do you know how to get downtown?

A query that may be followed by a request

A question that implies a judgment from the adult, i.e. you should know how to get downtown, but you probably don't so you need to be quiet so I can tell you how.

A challenge to the knowledge the adult has.

THE ESSENTIAL ELEMENTS HELPING FISH OUT OF WATER Assess Culture

Identify the cultural groups present in the system

Assess the environment Identify the fish out of water.

Value Diversity Develop an appreciation for the differences among and between groups

Crack the codes Learn and teach the codes that will enable the Fish out of Water to be successful.

Manage the Dynamics of Difference Respond appropriately and effectively to the issues that arise in a diverse environment

Track down the predators Discern which people and groups are targeting the Fish out of Water. Establish strategies for stopping their inappropriate behavior.

Adapt to Diversity Change and adopt policies and practices to support diversity and inclusion

Adjust the pond Begin the process of reshaping the organization’s culture so that it is inclusive of all groups.

Institutionalize Cultural Knowledge Drive the changes into the systems of the organization

Mentor and coach Continue to work with the Fish out of Water as they master the codes for success. Teach other members of the organization the codes for interacting effectively with its diverse members.

Tell me how to get downtown.

A request from a familiar

A demand from someone with more power

An insolent request. Considered most appropriate and deferential is, Will you please tell me how to get downtown?

From Kikanza Nuri-Robins and Lewis Bundy, Fish Out of Water. Corwin 2016.

USING THE GUIDING PRINCIPLES TO HELP KIDS Culture is a predominant force We don’t become aware of the water we are swimming in until it changes. Most people are not aware of their culture and their cultural norms and expectations until they find themselves in an environment that is different. Small children expect every place to be like home. Parents and teachers can assist in this culture shock by preparing children for some of these differences. Help them to anticipate what to expect and teach them the appropriate behaviors for each environment. People are served in varying degrees by the dominant culture Expectations and perceptions of appropriate behavior are based on dominant cultural norms. When the child says, “why can’t we do it our way?” The easiest explanation is that everyone’s rules are a little different.

We take our shoes off in the house at home. When we go to Grandma Helen’s house, we keep our shoes on. At Nana’s house we take our shoes off and she gives us socks to wear.

There is diversity within and between cultures Help the young fish to notice differences within groups as well as between them.

Even though we belong to the same family, we do not do things the same way. Auntie Sherry and Aunt Sierra are sisters, but at Auntie Sherry’s we say grace before we eat and Aunt Sierra’s we don't.

Even though you are at the same school, when you go to Mrs. Kenyon’s class she will have different rules than Ms. Renee had.

Every group has unique culturally-defined needs All needs will not be met by the dominant culture. Fish in non-dominant groups must learn to adapt and provide for their own unique needs.

I know you wear a scarf on you head when you go to sleep at home. At school, when it is naptime, lie down carefully and don’t worry about your hair.

You do not buy your lunch in the cafeteria because we eat Halal, (or we keep Kosher, or we are vegans). The cafeteria does not prepare the food in a way that our family has chosen to eat.

People have personal identities and group identities. Teach the young fish that there is a need for “groupness” and room for individuality.

Be the best you that you can be. You will be like some people and different from some people. Sometimes there will be a lot of people like you and sometimes you may be the only one like you.

Marginalized populations have to be at least bicultural. Make the process of learning codes, code switching and code sharing a normal part of being human.

No matter where you go there will be rules to learn. Your job is to figure out what the rules are and what will happen if you don't follow rules carefully. If you need help, ask a friend who seems to be doing it well, or ask an adult to explain things for you.

Families, as defined by their cultures, are the primary systems of support Children may refer to family friends as cousins, aunts and uncles. Not having a biological connection does not lessen or diminish the strength of the bond with the child or the child to the people he calls family.

I know your Aunt Althea is not your aunt, but she loves you like an aunt and that is what is most important.

The diverse thought patterns of cultural groups influence how problems are defined and solved. A child raising his voice and sharing his feelings with transparency may be a problem for a teacher, but a source of pride for a parent who is teaching emotional honesty.

It’s a good thing to be able to use your language to share your feelings. Remember at school your teachers don’t always want to know how you feel, and they definitely don’t want you to raise your voice when you tell them.

From Kikanza Nuri-Robins and Lewis Bundy, Fish Out of Water. Corwin 2016.

EQUITY  AND  ACADEMIC  LANGUAGE  INSTITUTE  

COACHING  EQUITY  FOCUSED  EDUCATORS  August  19,  2016  Jamie  Almanzán  

 “Why  is  being  listened  to  healing?  Listening  creates  relationship.  Our  natural  state  is  to  be  together  (though  we  keep  moving  away  from  each  other)  –  we  haven’t  lost  the  need  to  be  in  relationship.  Everybody  has  a  story,  and  everybody  wants  to  tell  it  in  order  to  connect.”  -­‐  Margaret  Wheatley,  Turning  to  One  Another:  Simple  Conversations  to  Restore  Hope  

to  the  Future    

 SESSION  OUTCOMES  • Examine  insights  into  neuroscience  research  in  order  to  better  catalyze  change  on  institutional  policies  and  practices  • Engage  in  equity  conversations  that  feel  productive  and  safe  • Examine  assumptions  about  change,  learning,  and  bias  • Understand  the  concept  of  listening  as  a  leadership,  coaching  and  teaching  strategy  • Take  a  “view  from  the  balcony”  of  the  system  at  large,  identifying  the  multiple  factors  influencing  instruction  • Support  school  leaders  to  increase  the  cultural  competence  of  teachers  to  foster  a  more  inclusive  community  for  all  students  

and  families  • Develop,  refine,  and  sustain  structures,  routines,  and  roles  for  adult  learning.  These  structures  will  allow  for  deeper  discussion  

of  the  ways  race,  class,  and  culture  impact  academic  and  educational  outcomes  throughout  schools,  districts,  organizations  and  communities  

AGENDA  

TIME   ACTIVITY   NOTES      

PART  ONE  10 MIN

WELCOME  AND  OPENING  MOVES  1.  Introductions  and  Overview  of  Agenda    2.  Getting  Connected

3.  The  Opportunity  Gap  and  Educational  Equity    

“…we  must  learn  to  be  vulnerable  enough  to  allow  our  world  to  turn  upside  down  in  order  to  allow  the  realities  of  others  to  edge  themselves  into  our  consciousness.”

-­‐ Lisa  Delpit  

     

PART  TWO  35  MIN  

 

THE  ROLE  OF  INDIVIDUALS  IN  PERPETUATING  SYSTEMIC  INEQUALITY  1.  Implicit  Bias  Key  Question:  How  do  well-­‐intentioned  individuals  create  and  perpetuate  the  opportunity  gap?    2.  Implicit  Bias  

• Definition  and  Overview  • Video  and  Reflections  

 3.  Examining  the  Personal  and  Professional  Impact    4.  Listening  is  the  First,  Second  and  Third  Coaching  Skill:  Listening  can…  

• …Create  space  for  people  to  share  their  experiences  

• …Build  relationships  across  differences  • …Support  change  through  interactions  with  

people  

 

1

 Page  2  of  2  

TIME   ACTIVITY   NOTES    

     

PART  THREE  40  MIN  

 

THE  FOURTH  COACHING  SKILL:  ASKING  QUESTIONS  1.  Heron’s  Six  Coaching  Interventions  

• Definitions  and  Examples  • Guiding  Questions:  Which  interventions  do  you  

tend  to  use  in  your  coaching?    Which  interventions  do  you  believe  you  need  to  practice?  

 2.  Six  Interventions  Question  Stems   3.  Coaching  Demonstration    

 

 PART  FOUR  

5  MIN    

CLOSING  MOVES  Reflections  and  Adjourn    

“Most  of  us  are  too  busy  talking  to  ourselves  to  even  contemplate  what  might  be  vivid  and  apparent  should  we  ever  learn  to  shut  up.”  

-­‐  Bonnie  Myotai  Treace,  Sensei,  "The  Sword  Disappears  in  the  Water  

     

   

Jamie  Almanzán,  Leadership  Equity  Coach  jalmanzan@theequitycollaborative.com  

Twitter  @jalmanzan  

GARY R. HOWARD

WE CAN’T LEAD WHERE WE WON’T GO

AN EDUCATOR’S GUIDE TO EQUIT Y

23ORIENTATION TO THE PROFESSIONAL DEVELOPMENT PROCESS

Copyright © 2014 by Corwin. All rights reserved.

Phase One: Tone and Trust• Forming a community of engaged adult learners• Building a climate of constructive collaboration• Overcoming past resistance to “diversity” work• Transcending the rhetoric of shame and blame

Phase Two: Personal Culture and Personal Journey• Acknowledging each person’s unique cultural narrative• Providing a functional definition of cultural competence• Clarifying the process of growth toward cultural competence• Connecting adult cultural competence with student outcomes

Phase Three: From Social Dominance to Social Justice• Exploring issues of privilege, power, and difference• Understanding the dynamics of social dominance• Linking issues of dominance to current educational inequities• Creating strategies for moving from dominance to social justice

Phase Four: Classroom Implications and Applications• Reinforcing adult–student relationships as the key to achievement• Acknowledging classroom successes, challenges, and roadblocks• Applying the Seven Principles for Culturally Responsive Teaching• Implementing action research for inclusion and equity

Phase Five: Systemic Transformation and Planning for Change• Identifying organizational barriers to equity and inclusion• Applying a three-stage model for organizational transformation• Creating a holistic integrated approach to school improvement• Assessing outcomes related to the professional development process

For a discussion of this work in actual school settings, see Gary Howard’s article, As Diversity Grows, So Must We, in the Selected Articles section of the manual.

Phases and Objectives of the Work

IN-2

6

Why Deep Equity?

• Top-down school reform mandates have failed to produce large-scale educational equity.

• Punitive consequences for failure to comply have dis-spirited the educational workforce.

• Educators need to be re-engaged, re-inspired and included in bottom-up school improvement.

• Dismantling educational disparities requires sustained effort and courageous leadership.

• Professional development for Cultural Competence and Culturally Responsive Teaching requires systemic, ongoing and authentic work.

• Students’ cultural realities and lived experiences must be the center of the teaching and learning process.

• The dynamics of privilege and power must be confronted.

4

23ORIENTATION TO THE PROFESSIONAL DEVELOPMENT PROCESS

Copyright © 2014 by Corwin. All rights reserved.

Phase One: Tone and Trust• Forming a community of engaged adult learners• Building a climate of constructive collaboration• Overcoming past resistance to “diversity” work• Transcending the rhetoric of shame and blame

Phase Two: Personal Culture and Personal Journey• Acknowledging each person’s unique cultural narrative• Providing a functional definition of cultural competence• Clarifying the process of growth toward cultural competence• Connecting adult cultural competence with student outcomes

Phase Three: From Social Dominance to Social Justice• Exploring issues of privilege, power, and difference• Understanding the dynamics of social dominance• Linking issues of dominance to current educational inequities• Creating strategies for moving from dominance to social justice

Phase Four: Classroom Implications and Applications• Reinforcing adult–student relationships as the key to achievement• Acknowledging classroom successes, challenges, and roadblocks• Applying the Seven Principles for Culturally Responsive Teaching• Implementing action research for inclusion and equity

Phase Five: Systemic Transformation and Planning for Change• Identifying organizational barriers to equity and inclusion• Applying a three-stage model for organizational transformation• Creating a holistic integrated approach to school improvement• Assessing outcomes related to the professional development process

For a discussion of this work in actual school settings, see Gary Howard’s article, As Diversity Grows, So Must We, in the Selected Articles section of the manual.

Phases and Objectives of the Work

IN-2

6

174 WE CAN’T LEAD WHERE WE WON’T GO

Copyright © 2014 by Corwin. All rights reserved.

Seven Principles for Culturally Responsive Teaching

CA4

RelationshipsPrecedeLearning

4Students are reinforced

for academicdevelopment

5Instructional changes

are made to accommodatedifferences in learners

7Interactions stress

collectivity as well asindividuality

6Classroom is

managed with �rm,consistent, caring

control

3Learning environments

are physically andculturally inviting

1Students are affirmed

in their culturalconnections

2Teachers are

personally inviting

Creating culturally responsive classrooms.

19

Deep Equity, Key Components

• Equity Leadership for Administrators One -day session for central office leaders and principles • School Teams CRT Facilitator Training Four non-consecutive days for school teams in year 1, two additional follow-up days in year 2 • Systemic Multi-Year CRT PD in Buildings Led by principles and teacher leaders using Gary Howard’s manual • Youth Equity Stewardship Series: YESS! Five non-consecutive days with teams of youth ambassadors from all district high schools and/ or middle schools • Evaluation Design Tracking professional growth and student outcome data

23

174 WE CAN’T LEAD WHERE WE WON’T GO

Copyright © 2014 by Corwin. All rights reserved.

Seven Principles for Culturally Responsive Teaching

CA4

RelationshipsPrecedeLearning

4Students are reinforced

for academicdevelopment

5Instructional changes

are made to accommodatedifferences in learners

7Interactions stress

collectivity as well asindividuality

6Classroom is

managed with �rm,consistent, caring

control

3Learning environments

are physically andculturally inviting

1Students are affirmed

in their culturalconnections

2Teachers are

personally inviting

Creating culturally responsive classrooms.

19

dominance over others. Stewards of youth equity see their accountability in both the quality of their own educational experience as well as the academic success of others.

• Soulful Space: Most critical to the YES! process is creating a shared learning environment that is soulful, inspired, brave, and inclusive - one in which young people feel empowered, cared for, and encouraged to tell their stories and grow as individuals and as a collective. The comprehensive integration of creative modalities such as music, visual art and movement, the formation of community agreements and a commitment to a collaborative spirit all facilitate the journey to ensuring deepened relationships across the spectrum of human differences.

• Creative Expression / Creative Resistance:  Social change rooted in the nuanced needs of diverse communities requires us to simultaneously engage on the head and heart level.  Creative expression opens both the cognitive and emotional pathways that allow participants to engage their peers and others in the realm of ideas and feelings, bringing a soulfulness and much-needed energy to school improvement efforts. Creative Resistance is both a perspective and a set of tools for people to use when witnessing or experiencing the impact of either relational or systemic oppression.

• Inclusion, Equity, and Excellence: The work of truly transforming schools into inspired centers of learning for all will require the collaboration of students and educators.  Youth perspective and student voices are central to the task of making sure our educational spaces are places where young people feel welcomed, seen, respected, understood, and cared for. The inter-generational partnership is essential to the work of reducing and eliminating educational disparities based on race, economics and other dimensions of difference.  Deeply equitable and inclusive collaboration is vital to the work of an expectation of excellence. This value reaches well-beyond test scores toward life preparation, reflective citizenship, the preservation of identity, language and culture, and ensuring that substance, depth, and critical thinking are a part of the educational experience.

   • Diversity: Diversity is a critical dimension of the YES! process expanding the notion of the term across

multiple dimensions of difference that exist within individuals and between groups. Within the context of our society, diversity is often centered around race at the expense of other aspects of identity. Our framing of diversity includes (but is not limited to) gender, class, religion, sexual orientation, belief system, family structure, ethnicity, language and ability.  Our humanity is a complex combination of our many diversities and, as in an ecosystem, our commitment to diversity is vital to a community’s health.

• Restorative Practice: Restorative practice is an indigenous-based commitment to community balance that is expanding into a world-wide social movement of repairing harm from conflict. This sensibility of “bringing community back to health” is ensuring human rights through compassionate inclusion and cultural empowerment. Restorative practices embrace the idea of our profound inter-connectedness and taking action to transform and heal our local & global human condition.

Intended Outcomes• Students have new informed relationships with people they have not historically spent time with• Students have grown cultural awareness and empathy through the stories of others• Students have an empowered sense of their own story and how their story is a vital part of their

leadership and their positive influence• Students gain skills and are empowered for active stewardship of inclusive school climate• Students have tools they can apply to other groups for building community, and creating soulful,

inspired, brave, and inclusive dialogue spaces• Students gain a critical lens for recognizing and eliminating educational disparities• Students are inspired and motivated to take creative action

Youth Equity Stewardship Session

Presenters: Benjie Howard & Wade Colwell-Sandoval

Format: Interactive Student Workshop

Time: One Day

Description:The Youth Equity Stewardship Sessionis a one-day gathering designed to prepare middle and high school youth along with adult advocates to be powerful change agents in building inclusive, innovative and inspiring school climates. It can be designed to work as an all day school workshop, or a multi-school youth institute. The content combines live musical performance, structured dialogue, creative expression activities, and experiential learning. The arts-based curriculum is designed to build deeperrelationships and connections across the spectrum of identities including (but not limited to) culture, race, gender identity, ability, age, belief, economics, learning preferences and academic history.

YESS! is led by Wade Colwell-Sandoval and Benjie Howard, performers, teaching artists and Deep Equity trainers, who share their blend of hip-hop and folk music expression in the spirit of encouraging and allowing students to grow their voice along their respective creative journeys.

The session highlights students’ journey toward understanding and sharing their personal culture and elements of their unique personal story. It offers a pathway way to identify and value the diversities that they bring to the community and how they can recognize and learn from the diversities of others. They will gain understanding of how inequities show up in personal and institutional relationships and how systems serve some groups differently than others. They will acquire tools and resources they can apply toward taking action as stewards – willing to act courageously, compassionately, and creatively in support of a more equitable school community. The day includes a one-hour interactive, collaborative BORDERLESS performance of original music, poetry and video.

YESS! Core Concepts

• Stewardship: (etymology “house” & “caring”) Stewardship expands the notion of leadership to include actions that arise from the caring for our collective home and restoring the balance and integrity of our natural and cultural communities. Stewardship is about having shared power among others rather than

learning preferences and academic history.

YESS! is led by Wade Colwell-Sandoval and Benjie Howard, performers, teaching artists and Deep Equity trainers, who share their blend of hip-hop and folk music expression in the spirit of encouraging and allowing students to grow their voice along their respective creative journeys.

The session highlights students’ journey toward understanding and sharing their personal culture and elements of their unique personal story. It offers a pathway way to identify and value the diversities that they bring to the community and how they can recognize and learn from the diversities of others. They will gain understanding of how inequities show

Benjie Howard and Wade Colwell-Sandoval present the interactive, musical, multimedia (keynote / playnote) performance BORDERLESS - a compassionate and courageous vision of “creative stewardship” across intersecting societal dynamics that include race, class, identity, immigration, sexual orientation, gender, and environmental and indigenous justice. At the crossroads of hip hop and folk; the engagement weaves original song, spoken word and video storytelling together to engage audiences in a journey beyond our cramped headspace into the endless landscape of the heart. BORDERLESS is designed to encourage and empower educators and students in learning communities from K-12 to university-level as a passionate re- vision for how we can grow equity in education, how we create inspired, innovative and inclusive learning spaces, how we transform educational outcomes for our most marginalized young people, and how we all can thrive (rather than simply survive) in the 21st century. At its core, BORDERLESS is about how we heal our relationships across our many differences, how we overcome the myth of separation between ourselves and the natural world, and how we revitalize a soulful commons.

dominance over others. Stewards of youth equity see their accountability in both the quality of their own educational experience as well as the academic success of others.

• Soulful Space: Most critical to the YES! process is creating a shared learning environment that is soulful, inspired, brave, and inclusive - one in which young people feel empowered, cared for, and encouraged to tell their stories and grow as individuals and as a collective. The comprehensive integration of creative modalities such as music, visual art and movement, the formation of community agreements and a commitment to a collaborative spirit all facilitate the journey to ensuring deepened relationships across the spectrum of human differences.

• Creative Expression / Creative Resistance:  Social change rooted in the nuanced needs of diverse communities requires us to simultaneously engage on the head and heart level.  Creative expression opens both the cognitive and emotional pathways that allow participants to engage their peers and others in the realm of ideas and feelings, bringing a soulfulness and much-needed energy to school improvement efforts. Creative Resistance is both a perspective and a set of tools for people to use when witnessing or experiencing the impact of either relational or systemic oppression.

• Inclusion, Equity, and Excellence: The work of truly transforming schools into inspired centers of learning for all will require the collaboration of students and educators.  Youth perspective and student voices are central to the task of making sure our educational spaces are places where young people feel welcomed, seen, respected, understood, and cared for. The inter-generational partnership is essential to the work of reducing and eliminating educational disparities based on race, economics and other dimensions of difference.  Deeply equitable and inclusive collaboration is vital to the work of an expectation of excellence. This value reaches well-beyond test scores toward life preparation, reflective citizenship, the preservation of identity, language and culture, and ensuring that substance, depth, and critical thinking are a part of the educational experience.

   • Diversity: Diversity is a critical dimension of the YES! process expanding the notion of the term across

multiple dimensions of difference that exist within individuals and between groups. Within the context of our society, diversity is often centered around race at the expense of other aspects of identity. Our framing of diversity includes (but is not limited to) gender, class, religion, sexual orientation, belief system, family structure, ethnicity, language and ability.  Our humanity is a complex combination of our many diversities and, as in an ecosystem, our commitment to diversity is vital to a community’s health.

• Restorative Practice: Restorative practice is an indigenous-based commitment to community balance that is expanding into a world-wide social movement of repairing harm from conflict. This sensibility of “bringing community back to health” is ensuring human rights through compassionate inclusion and cultural empowerment. Restorative practices embrace the idea of our profound inter-connectedness and taking action to transform and heal our local & global human condition.

Intended Outcomes• Students have new informed relationships with people they have not historically spent time with• Students have grown cultural awareness and empathy through the stories of others• Students have an empowered sense of their own story and how their story is a vital part of their

leadership and their positive influence• Students gain skills and are empowered for active stewardship of inclusive school climate• Students have tools they can apply to other groups for building community, and creating soulful,

inspired, brave, and inclusive dialogue spaces• Students gain a critical lens for recognizing and eliminating educational disparities• Students are inspired and motivated to take creative action

Youth Equity Stewardship Session

Presenters: Benjie Howard & Wade Colwell-Sandoval

Format:  Interactive Student Workshop

Time: One Day

Description:The Youth Equity Stewardship Sessionis a one-day gathering designed to prepare middle and high school youth along with adult advocates to be powerful change agents in building inclusive, innovative and inspiring school climates. It can be designed to work as an all day school workshop, or a multi-school youth institute. The content combines live musical performance, structured dialogue, creative expression activities, and experiential learning. The arts-based curriculum is designed to build deeper relationships and connections across the spectrum of identities including (but not limited to) culture, race, gender identity, ability, age, belief, economics, learning preferences and academic history.

YESS! is led by Wade Colwell-Sandoval and Benjie Howard, performers, teaching artists and Deep Equity trainers, who share their blend of hip-hop and folk music expression in the spirit of encouraging and allowing students to grow their voice along their respective creative journeys.  

The session highlights students’ journey toward understanding and sharing their personal culture and elements of their unique personal story. It offers a pathway way to identify and value the diversities that they bring to the community and how they can recognize and learn from the diversities of others. They will gain understanding of how inequities show up in personal and institutional relationships and how systems serve some groups differently than others. They will acquire tools and resources they can apply toward taking action as stewards – willing to act courageously, compassionately, and creatively in support of a more equitable school community. The day includes a one-hour interactive, collaborative BORDERLESS performance of original music, poetry and video.                      

YESS! Core Concepts

• Stewardship: (etymology “house” & “caring”) Stewardship expands the notion of leadership to include actions that arise from the caring for our collective home and restoring the balance and integrity of our natural and cultural communities. Stewardship is about having shared power among others rather than

Benjie Howard and Wade Colwell-Sandoval present the interactive, musical, multimedia (keynote / playnote) performance BORDERLESS - a compassionate and courageous vision of “creative stewardship” across intersecting societal dynamics that include race, class, identity, immigration, sexual orientation, gender, and environmental and indigenous justice. At the crossroads of hip hop and folk; the engagement weaves original song, spoken word and video storytelling together to engage audiences in a journey beyond our cramped headspace into the endless landscape of the heart. BORDERLESS is designed to encourage and empower educators and students in learning communities from K-12 to university-level as a passionate re- vision for how we can grow equity in education, how we create inspired, innovative and inclusive learning spaces, how we transform educational outcomes for our most marginalized young people, and how we all can thrive (rather than simply survive) in the 21st century. At its core, BORDERLESS is about how we heal our relationships across our many differences, how we overcome the myth of separation between ourselves and the natural world, and how we revitalize a soulful commons.

Stewardship is action that arises from caring and informed relationships to one’s natural and cultural communities.

Stewardship is power among others as opposed to power over others

"

Who is someone in your life who is a great steward?

Why do you admire this person or these people?

Stewardship is action that arises from caring and informed relationships to one’s natural and cultural communities.

Stewardship is power among others as opposed to power over others

"

Who is someone in your life who is a great steward?

Why do you admire this person or these people?

GuidedNotesDwayneD.Williams,MA.,EDS

www.tier1education.comDwayne@tier1education.com

WhatEveryTeacherShouldKnow

AboutCulturallyResponsiveModels

Objectivesofthissession:• Tolearnessentialstepstocreatingculturallyresponsivemodels• Tolearnhowtodifferentiateinstruction“byculture”• Tolearnculturallyrelevant,evidence-basedactivities/strategies

Five “levels” or “steps” to creating culturally responsive models include: 1. 2. 3. 4.5. Creating culturally responsive models is a process of differentiating instruction by __________________, ___________________, and _______________________. In many RTI and MTSS models, emphasis is placed on ___________-__________instruction rather than ______________-___________instruction. Threecommonmythsrelatedtoraceandculture:1. 2.3.Fourcorevaluesthatareassociatedwithculturallydiverselearnersare:1. 2.3. 4.Mainstreamculturalvaluesthatclashwiththevaluesofculturallydiverselearners:1. 2.3. 3LevelsofEngagementCulturallyresponsivemodelsincrease_________________________________,__________________________________,and___________________________________engagement.Evidence-Based,CulturallyResponsiveInstructionandInterventionsC M O V

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rspe

ctiv

es w

hile

dem

onst

rati

ng r

espe

ctfu

l un

ders

tand

ing

of

spec

i�c

hist

oric

al a

s w

ell a

s co

ntem

pora

ry, l

ocal

and

imm

edia

te ra

cial

co

ntex

ts.

SU

STA

IN y

ours

elf

and

othe

rs i

n th

e co

nver

sati

on t

hrou

gh m

indf

ul

inqu

iry

into

thos

e M

ULT

IPLE

PE

RS

PE

CTI

VES

, bel

iefs

and

exp

erie

nces

th

at a

re d

iffe

rent

tha

n yo

ur o

wn.

DE

EP

EN

you

r un

ders

tand

ing

of W

HIT

EN

ES

S a

nd i

nter

roga

te y

our

belie

fs a

bout

you

r ow

n as

soci

atio

n w

ith

and

rela

tion

ship

to

raci

al

priv

ilege

and

pow

er.

Cou

rage

ous

Con

vers

atio

n is

the

uti

lizat

ion

of t

he F

our

Agr

eem

ents

, S

ix C

ondi

tion

s an

d C

ompa

ss i

n or

der

to e

ngag

e, s

usta

in a

nd d

eepe

n in

tra-

raci

al,

and

inte

r-ra

cial

dia

logu

e ab

out

race

, ra

cial

ide

ntit

y an

d in

stit

utio

nal

Rac

ism

; an

d is

an

esse

ntia

l fo

unda

tion

for

exa

min

ing

scho

olin

g an

d im

prov

ing

stud

ent

achi

evem

ent.

10

Ove

rcom

ing

Barr

iers

to

Dev

elop

ing

Rac

ial E

quity

Lea

ders

hip

and

Ach

ievi

ng

Syst

emic

Equ

ity &

Exc

elle

nce

Min

imal

lySo

mew

hat

Sign

ifica

ntly

Dis

trict

phi

loso

phy

and

polic

ies

are

inte

ntio

nally

des

igne

d an

d al

igne

d to

mee

t the

nee

ds o

f a ra

cial

ly d

iver

se s

choo

l co

mm

unity

.

Prog

ram

s an

d pr

actic

es a

re in

tent

iona

lly d

esig

ned

and

alig

ned

to m

eet t

he n

eeds

of a

raci

ally

div

erse

sch

ool c

omm

unity

.

Adeq

uate

hum

an a

nd fi

scal

reso

urce

s fro

m a

var

iety

of

depa

rtmen

ts (i

.e. E

quity

, Ins

truct

ion,

Stu

dent

Ser

vice

s, H

uman

R

esou

rces

, Cat

egor

ical

Pro

gram

s, e

tc.)

are

inte

ntio

nally

de

dica

ted

and

allo

cate

d to

effe

ctiv

ely

achi

evin

g eq

uity

and

ex

celle

nce.

Mul

ti-cu

ltura

l, m

ulti-

raci

al p

ersp

ectiv

e/ex

perie

nces

are

pre

sent

, ex

pres

sed

and

deve

lope

d am

ong

exec

utiv

e le

ader

ship

.

Effe

ctiv

e &

incr

easi

ng re

crui

tmen

t, re

tent

ion

and

deve

lopm

ent o

f ad

min

istra

tors

/facu

lty/s

taff

of c

olor

.

Cou

rse

of s

tudy

refle

cts

incr

easi

ng r

acia

l div

ersi

ty a

s ev

iden

ced

by in

tent

iona

l cur

ricul

ar c

hoic

es a

nd in

stru

ctio

nal p

ract

ices

.

Effe

ctiv

e &

incr

easi

ng re

tent

ion,

pro

mot

ion

and

grad

uatio

n of

Af

rican

Am

eric

an/L

atin

o/N

ativ

e Am

eric

an/S

outh

east

Asi

an

stud

ents

.

Stud

ent a

ctiv

ities

incr

easi

ngly

refle

ctiv

e of

div

erse

cul

tura

l/rac

ial

need

s of

stu

dent

bod

y.

11

PHAS

ES OF

SYSTE

MIC E

QUITY

TRAN

SFORM

ATION

6ST

UDEN

TS LE

ADER

SHIP

DEVE

LOPM

ENT

5PA

RENT

/COM

MUNI

TY EN

GAGE

MENT

(PAS

S)4

COLL

ABOR

ATIV

E ACT

ION

RESE

ARCH

(CAR

E)

1DI

STRI

CT EX

ECUT

IVE T

EAM

DEVE

LOPM

ENT (

DELT

)3

EQUI

TY TE

AM DE

VELO

PMEN

T (E-T

EAMS

)2

LEAD

ERSH

IP TE

AMS D

EVEL

OPME

NT (L

EADS

)

• S

uper

inte

nden

t &

Exe

c Te

am•

Gui

ding

Coa

litio

n fo

r S

yste

mic

R

acia

l Equ

ity

Tran

sfor

mat

ion

• D

ata

Ana

lysi

s, P

olic

y R

evie

w,

Acc

ount

abili

ty•

Dis

tric

t E

quit

y Tr

ansf

orm

atio

n P

lan

• S

choo

l Boa

rd D

evel

opm

ent

• D

istr

ict

and

Sch

ool

Adm

inis

trat

ors

• Th

eory

to

Act

ion

• Le

adin

g fo

r R

acia

l Equ

ity

• S

ite-

Bas

ed,

Dis

trib

utiv

e E

quit

y Le

ader

ship

• G

uide

d P

rofe

ssio

nal L

earn

ing

• S

choo

l Cul

ture

, P

olic

ies

&

Pro

cedu

res

• S

tude

nts

Org

aniz

ed f

or A

nti-

Rac

ism

(S

OA

R)

• Le

ader

ship

Dev

elop

men

t•

Stu

dent

Equ

ity

Inst

itut

e

• P

aren

t/C

omm

unit

y E

ngag

emen

t &

E

mpo

wer

men

t•

Hom

e/S

choo

l Par

tner

ship

s•

Stu

dent

Suc

cess

• C

lass

room

Act

ion

Res

earc

h•

Cul

tura

lly R

elev

ant

Teac

hing

• Te

ache

r C

olla

bora

tion

• In

stru

ctio

nal C

oach

ing

• E

ffec

tive

Ins

truc

tion

for

Bla

ck &

B

row

n S

tude

nts

12

Our

Sto

ries

…Th

e st

orie

s pe

ople

tel

l ha

ve a

way

of

taki

ng c

are

of t

hem

.

If st

orie

s co

me

to yo

u,

care

for

the

m.

And

lea

rn

to g

ive

them

aw

ay w

here

th

ey a

re n

eede

d.

Som

etim

es

a pe

rson

ne

eds

a st

ory

mor

e th

an

food

to

stay

aliv

e.

That

is w

hy w

e pu

t sto

ries

in

eac

h ot

her’s

mem

ory.

This

is

how

peo

ple

care

fo

r th

emse

lves

.

Bar

ry L

opez

OUR S

TORIE

S

MY DI

STRICT

/ SCH

OOL /

CLAS

SROO

M - R

ACIAL

EQUIT

Y STO

RY

PORT

LAND

PUBL

IC SC

HOOL’

S RAC

IAL EQ

UITY S

TORY

13

WHAT’

S NEX

T FOR

ME?

BELIEV

ING

FEELIN

G

THINK

ING

ACTING

SOU

L | M

ORAL

HEA

RT |

EMOT

ION

AL

HEA

D | I

NTE

LLEC

TUAL

HAN

DS &

FEE

T | R

ELAT

ION

AL

Ivannia  Soto  Handout  

3  Three  Things  I  Learned  Today…  

2  Two  Things  I  Found  Interesting…  

1  One  Question  I  Still  Have…  

 

 

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Certificate of CompletionEquity and A

cademic Language C

onferenceAugust 19-20, 2016

Whittier C

ollege

THIS

IS TO

CER

TIFY TH

AT

Has S

uccessfully Com

pleted the 2016 Equity and Academic Language C

onference.

Mike Soules

President, Corw

inH

elping educators make the greatest im

pact

INS081816n2

Take the knowledge that you’ve gained at the Corwin Equity and Academic Language Institute and deepen the learning with your local teachers and administrators. Corwin offers many opportunities to engage your team in learning how to effectively implement what you’ve learned here to boost your student achievement:

• Corwin Books – Corwin has an extensive library of Equity and Academic Language books focused on specifi c areas such as Leadership, Instructions, PLC’s and more. We provide volume discounts to fi t within your budget!

• In-District Author Consultations – Bring any one of the authors that presented today or others to come to your school or district and do a deeper dive into the content and implementation.

• Webinars – Engage in a live webinar with any of our experts that presented at the institute! Corwin offers intensive, dynamic, and immersive professional development sessions that are custom tailored to address your district priorities.

• Corwin eCourses – Corwin now has courses which enable a cohort of educators to collaborate in an online book study featuring Equity and Academic Language content: Equity and Academic Language eCourse, Equity and Academic Language Leadership eCourse, Introduction to Equity and Academic Language eCourse.

• Read2Earn – Read a Corwin book and have the opportunity to earn one-semester-hour of graduate credit from California Lutheran University, a regionally accredited institution of higher education.

Want more information on how you can take advantage of these programs in your school or district? Contact your regional Account Manager.

We look forward to meeting you at the Institute and answeringany questions you may have!

BRING THE EQUITY AND ACADEMIC LANGUAGEEXPERTS TO YOUR DISTRICT!

Did you miss the chance to attend a session with one of our Equity and Academic Language author consultants? These experts are now available to visit your school or district and help design a custom plan that meets your needs and priorities. Contact me today for more information!

EXTEND EQUITYAND ACADEMIC LANGUAGE LEARNINGINTO YOUR SCHOOLAND DISTRICT!

Brian Roy Senior Account Manager, PD Solutions — Southern California Phone: (805) 490-9873 E-mail: brian.roy@corwin.comwww.corwin.com

Nivia Vega-Claussen Senior Account Manager, PD Solutions — Northern California Phone: (805) 410-7407 E-mail: nivia.vega-claussen@corwin.comwww.corwin.com