am interrupting audiences educational process 375...target audience members will create an equitable...

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Session A Title Target

Audience Members Overview of the session

Global Center Room

375

AM Intentionally Interrupting Educational Practices of Inequities through Integrated Comprehensive Systems (ICS)

All Target Audiences

Frattura, PhD Elise

Integrated Comprehensive Systems (ICS) Equity provides a Four Cornerstone Framework and Process to eliminate inequities in K-12 schools and post-secondary institutions. The presentation will include an overview of the steps to equity for all students (across race, ethnicity, social class, ability, gender, sexual/gender identity and their intersections) within the four ICS cornerstones. A process of how to shift from a deficit-based approach to an asset-based educational system for all students will be at the core of presentation.

Global Center Room

379

AM

Insecurities of Special Education: What’s it’s Like to be Black, Male and Learning Disabled

School Admin

Teachers (Sec)

Sidney, Ronnie

According to the National Center for Learning Disabilities, Black and Hispanic students with disabilities face much higher rates of school disciplinary actions, drop-out rates and experience lower rates of graduation. Insecurities of Special Education: What it’s like to be Black, Male and Learning Disabled is an interactive journey designed to give a glimpse into the real-life experiences of Ronnie Sidney, II, MSW. In 2015, Sidney released Amazon best-seller Nelson Beats the Odds, a semiautobiographical comic book about a young man who struggles with the shame of being placed in special education. The comic book gives readers a glimpse into the African-American male experience in special education.

The presenter will share how self-efficacy, resiliency and championing helped him beat the odds. During the presentation we’ll explore how race, gender and ability impact student outcomes. Participants will be introduced to box of therapeutic tools, including the Nelson Beats the Odds Comic Creator app that can used to inspire struggling students to beat the odds.

Summer Institute 2017 Session A: (9:45am – 11:05am) Workshops and Panels

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Global Center Room

383

AM The Pursuit of Equity in a Changing Suburban School District

School Admin

Teachers (Sec)

Ferrara, JoAnne Dr.

Santiago, Eileen Dr.

This session describes a suburban school district’s plan to close the “Opportunity Gap” and ensure equity and access to its under resourced student population. Through the examination of chronic absenteeism, family engagement issues, and academic concerns, the district implemented a professional development plan to build cross-cultural understanding and practices to support its vulnerable students. In doing so the district created a whole child education framework to generate, prioritize and recommend a series of action steps for supporting students and families from diverse backgrounds Data collected from specific interventions will be disseminated along with practical implementation suggestions. Participants will develop a logic model for their own use. Participants will identify ways to engage families and student using a culturally responsive lens.

Global Center Room

288

AM Where Bias Lives in High School Counseling and How to Combat It

School Admin

Teachers (Sec)

Anderson, Trevor

Promoting positive relationships amongst students and adults is one of the most effective methods for closing equity gaps. Relationships require trust. Trust that the adult believes in the student. Trust that the adult wants the student to find the success and joy they hope to achieve. Trust that the adults will hold the student to the highest standards achievable. In many cases, high school counselors have profound access and opportunity for trust building and relationship development with students. In order to best capitalize on this access and opportunity, counselors must be fully aware of how their individual identities impact cross-racial, cross-ethnic, and cross-cultural relationships with students. In this session, participants will hear from one guidance counselor and department head from a Long Island


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Brann, Khalilah

high school who will speak to his own journey and the journey of his team working through facilitated explorations of implicit bias. Participants will explore: 1) one team’s multi-year commitment to attacking bias; 2) challenges that arose when professional development was uncomfortable; and 3) lessons learned in approaching anti-bias counseling with students.

Global Center Room

261

AM The Root of Discipline

School Admin

Teachers (Sec)

Greenidge, Richelle

Blackman, Keeshanah

This interactive, eye opening workshop will allow participants to explore the idea that discipline is an opportunity for teaching, learning and restoration. Additionally, the workshop will ask participants to think deeply about the root factors of what may cause disruptive behaviors. Participants will leave with a tool kit and skills to support them in using a restorative approach to discipline. This workshop will be run in the format of a restorative discussion circle so that participants can engage in the work while having strategies modeled for them at the same time.


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Mittia, Emilie

Global Center Room

365

AM Addressing Factors that Address Predict Student Achievement

School Admin

Teachers (Sec)

Farina, Antonio

Thorpe-Odom, Tamara

Bennett, Jeff

Our mission is to ensure that race, economics, and disability are no longer predictors of student achievement by honoring the unique characteristics of middle level learners, creating a safe and responsive learning environment where students can take intellectual risks while promoting a growth mindset and social equity.

Disproportionality in our educational system is a complex problem with many components to address. To remedy disproportionality districts and schools must consider a culturally responsive lens, including opportunity, access, equity, and fairness. As such, this workshop will discuss the opening of the three district Middle Schools that were designed to be culturally responsive and follow the Essential Elements of Middle Level Education in order to provide an equitable education for all students. Presenters will give an overview of the planning and implementation of the Middle School redesign which will include access to enriched coursework, academic support and interventions, parent engagement practices, as well as clubs, activities, and after school programs. With a commitment to equity across all


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three buildings, administrators will discuss their commitment to ongoing collaboration, professional development and the implementation of the Essential Elements of Middle Level Education. The creation of the Guardians of Equity Committee, consisting of students, staff, and parents in all three buildings is an essential part of all three Middle Schools. Each practice that will be discussed builds on a growth mindset and considers a culturally responsive lens enabling the participants to have an open dialogue about how inequities in practice feed into racialized systems.

Global Center Room

269

AM Addressing the Elephant in the Room: Pathways to the Dialogue on Disproportionality

School Admin

Teachers (Sec)

Williams, PhD Corey

Participants can expect a case-study on organizational change for a district that has made great efforts to embrace evidence-based decision making. In July 2014 SCSD entered into an agreement with the NYS Attorney General designed to address disproportionate disciplinary practices. Accountability structures in the Assurance of Discontinuance (AOD) forced the District to become data-driven, but two years after the agreement SCSD has truly shifted from a mindset of “compliance” to “capacity.”

This session will highlight early efforts to address disciplinary disproportionality and share how those efforts evolved into a district-wide focus on behavior, attendance and academic disproportionality through the distribution of consistent data memos, data coaching and data dialogue sessions. As the duration


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Robillard, Dennis

of the AOD is limited, the District is establishing structures and practices to maintain a focus on disproportionate student outcomes beyond the term of the agreement.

Global Center Room

275

AM Addressing Disproportionality in Early Childhood Through Family Engagement

School Admin

Teachers (Sec)

Normandin, Heather

This session will focus on the importance of family engagement in order to address factors related to the disproportionate representation of culturally and linguistically diverse learners in pre-kindergarten through early elementary special education. Specific emphasis will be placed on the connection between fostering active family engagement and student achievement outcomes. Participants will have an opportunity through small group activities to apply evidenced based practices to establish and maintain family engagement within an early childhood educational setting.

Global Center Room

279

AM Building Equity in the Math Classroom

School Admin

Teachers (Sec), Math

Teachers (Elem, and

Sec), Educational Consultants/

Trainers

Jackson, Ryen

The presentation will teach teachers and various other educational advisors how to:

• Differentiate instruction by organizing students according to mastery and skill and then teaching higher level students learning targets on their level (levels 3 and above) at the same time teaching lower level students intervention skills needed to achieve on level learning targets (level 2) as well as higher level learning targets.


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• Respond to intervention by closely monitoring students to intervene at the appropriate time. Student monitoring is used in forms of LSI Trackers, bell works, entrance tickets, etc. This will allow higher-level students to practice more student collaboration fostering the teacher to work as a facilitator. At the same time, lower level students will interact with the teacher one on one with the use of guided practices on a small group or an individual pace.

• Execute Rigor by following standards based achievement level descriptors, allowing students to work on their own levels.

• Engage all students by creating fun and active stations based teaching environment involving hands on activities, white boards, student response cards, etc.

RJ Consulting specializes in the art of mathematics. Our company will work closely with your math department in creating on the spot individualized lessons specific to your teachers and administrators. Our company will deal closely with your teachers and administrators concerns in their student’s proficiency in mathematics. Our goal is for all students to learn, all teachers to maximize their teaching potential and relieve the stress caused by immense amounts of learning gaps in the educational community. The beauty of stationed based learning is reaching and executing the learning goal on every student’s level. No more having to stress over the vast amounts of student skill-levels in your classrooms. RJ Consulting can guarantee this approach to teaching


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will create an equitable classroom with less behavioral issues, more student monitoring, more data tracking, less lesson planning, and more student-centered learning.

Global Center Room

361

AM Giving All Students a Voice: Strategies for Facilitating Courageous Conversations in the Pursuit of Social Justice and Equity


Emler, Signy

Grudzinski, Alasia

The purpose of this interactive workshop is two-fold. The presenters will (1) introduce Singleton & Linton’s (2006) “Four Agreements of Courageous Conversations” and lead a guided exploration of these tenets with the audience as they relate to culturally proficient educational practices and (2) present effective strategies to help all educators achieve equity through literacy based dialogue.


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Buechner, Karen

Krol, Mariola

Global Center Room

369

AM The Missing Link: Strategies to Improve Educational Outcomes


Fallon, Helene

THE MISSING LINK…FOUND!! As we navigate through our educational systems in our local, state and national programs, we must ask ourselves – “What is it that is missing?”….”Where is that missing link?” Numerous years of comprehensive research tells us that meaningful student and family engagement can be the key to improving educational outcomes. This interactive presentation shares strategies to improve educational outcomes for all students especially those that have been identified by their districts, their families and/or their educators as “at risk.” With a special focus on cultural differences, the presenters will share research and evidence based practices that have been proven to be effective


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Room Session A Title Target Audience Members Overview of the session

Sinisgalli, Yvonne

and have resulted in improved education and social outcomes. Participants will gain a basic understanding of essential elements of collaboration, successful communication and meaningful involvement in the education programs and processes. These skills must be taught; they do not typically come naturally. Most cultures teach us to be humble and to trust the “experts”. That “Missing Link” mentioned above is the lack of student and/or family engagement in education overall. It’s time to intentionally teach our students to be their own champions in their education and their families to be their biggest advocates!

Global Center Room

265

AM Teaching with Attunement: Relationship in Teaching


Garnes-Beausejour, PhD Tessa

Soto, Sandra

This session will focus on the importance of social emotional attunement in teaching, as it relates to children who come from communities that are disproportional in resources that usually reflect children of color. Participants will learn the importance of the school relationship being a place of attunement and holding for such students (and all students) so they can thrive intellectually when their social emotional needs are met.

Participants will be presented with information that addresses how the social emotional attunement fosters learning and cooperation in the classroom and school environment, and on practical ways of achieving this goal school wide and in the classroom.


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Global Center Room

388

AM I See Me: Saving Pecola and Other Marginalized Children Through Literature


Yearwood, Lynn Trina Dr.

Barnes, Akeem

Although Pecola Breedlove is a fictional character, the identity crisis that she faces is far from make believe. Pecola’s experience in school with teachers and classmates negatively impacts her identity development and causes her to struggle with self-image. In many schools, whitewashed curricula and books that iterate the inferiority of Blacks continue to adorn classrooms where Black children are expected to be educated. This type of psychological violence committed by educational systems continues to damage the psyche of young children of African descent and limits their creativity and aspirations. I See Me is an interactive presentation that will make a case for culturally relevant pedagogy and Black literature in the classroom so that all children will have an opportunity to see themselves in the curriculum and ultimately build their (academic) self-confidence and self-esteem.

Kimmel Center

905

AM NuSkool: How to Make Learning Relevant and Meaningful to Your Students’ Lives


Maldonado, Abran

School should not be dull and irrelevant because teachable, ‘real life’ learning moments crop up every day in the real world. NuSkool blends entertainment and education to meet underserved kids where they live, with digital media learning that’s meaningful to their lives. NuSkool is about democratizing education for kids ignored - and bored - by traditional education publishers.


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Kimmel Center

909

AM Lee & Low Books Using Multicultural Texts to Address Interventions in Disproportionality, School Diversity and Equity in Schools


Barretto, Abraham

Eisenberg, Jill

Schneider, Veronica

Join Lee & Low Books, the largest children’s publisher specializing in diversity and multiculturalism, for a presentation and discussion on how to find the right diverse books and incorporate them into your school’s curriculum and equity programs. We will show how educators can create balanced collections that are culturally and linguistically responsive for diverse learners and learning needs. Attendees will walk away with ready-to-implement strategies for required curriculum, social emotional development learning, bilingual and dual language programs, and reluctant or struggling readers. All advocates of students welcome.


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Kimmel Center

912

AM Fireside chat with Kent McIntosh on Integrated Multi- tiered systems of support


McIntosh, PhD Ken

Many schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. McIntosh discusses keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single multi-tiered system of support.

Kimmel Center

914

AM Leadership/Research Panel 1


Richardson, Reginald (Moderator)

Wilkins, Kimberly

Various New York State and New York City school leaders and researchers will discuss progressive and proactive ways in which they have responded to the eradication of disproportionality in their schools and school districts. They will address the responsive and appropriate use of disciplinary and academic interventions that are creating shifts in beliefs, policies and practices under their leadership. Lastly, they will discuss the latest research-based evidence its implications on how we understand disproportionality and the disciplinary and academic interventions that can help to eradicate it.


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Losen, Daniel

Habersham, EdD Monique


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Suriano, Christopher

Bal, PhD Aydin

(Research)


am interrupting audiences educational process 375...target audience members will create an equitable...

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