Sdcoe Equity Conference

SDCOE Equity Conference: A Deep Dive into Fostering Inclusive Excellence in Education

Introduction:

Are you passionate about creating equitable and inclusive learning environments? Do you strive to empower all students to reach their full potential, regardless of background or circumstance? Then the San Diego County Office of Education (SDCOE) Equity Conference is an event you won't want to miss. This comprehensive guide delves into the significance of this annual conference, offering insights into its key themes, benefits for attendees, and how to make the most of your participation. We'll explore past successes, highlight anticipated topics, and provide practical advice for educators, administrators, and anyone committed to advancing educational equity. Whether you're a seasoned veteran or a newcomer to the field, this post will equip you with everything you need to understand and fully engage with the SDCOE Equity Conference.


Understanding the Significance of the SDCOE Equity Conference:

The SDCOE Equity Conference isn't just another professional development opportunity; it's a powerful catalyst for transformative change in education. In a diverse region like San Diego County, ensuring equitable access to high-quality education is paramount. This conference serves as a crucial platform to:

Share best practices: Educators from across the county and beyond converge to share innovative strategies, proven methodologies, and successful initiatives aimed at promoting equity.
Network and collaborate: The conference provides invaluable networking opportunities, enabling attendees to connect with like-minded individuals, build professional relationships, and foster collaborative partnerships.
Deepen understanding of equity issues: Through engaging workshops, keynote presentations, and interactive sessions, participants gain a deeper understanding of the complexities of educational equity, including systemic barriers and effective solutions.
Develop practical skills: Attendees leave equipped with tangible skills and resources to implement equitable practices in their own classrooms, schools, and districts.
Inspire action: The conference fosters a sense of collective responsibility and motivates attendees to become agents of change, actively working towards a more equitable education system.


Key Themes and Expected Content:

While specific themes vary from year to year, the SDCOE Equity Conference consistently addresses critical aspects of educational equity. Past conferences have focused on topics such as:

Culturally Responsive Teaching: Strategies for creating inclusive classrooms that value and celebrate the diverse backgrounds and experiences of all students.
Addressing Achievement Gaps: Exploring the root causes of achievement gaps and implementing effective interventions to close them.
Social-Emotional Learning (SEL): The importance of SEL in fostering a positive and supportive learning environment for all students.
Racial Justice and Equity: Addressing systemic racism and biases within the education system and developing strategies for creating anti-racist schools.
Special Education and Inclusion: Promoting inclusive practices and ensuring that students with disabilities have equal access to high-quality education.
Family and Community Engagement: Building strong partnerships with families and communities to support student success.
Data-Driven Decision Making: Utilizing data to identify inequities and track progress towards achieving equity goals.


Preparing for the SDCOE Equity Conference:

To maximize your experience, consider these preparatory steps:

Review the conference agenda: Familiarize yourself with the schedule, workshops, and speakers to plan your participation strategically.
Set clear goals: Determine what you hope to achieve by attending the conference. This will help you focus your time and energy effectively.
Network proactively: Engage in conversations, exchange contact information, and build relationships with fellow attendees.
Take detailed notes: Document key takeaways, insights, and actionable strategies.
Follow up after the conference: Implement the strategies you learned, share your experiences with colleagues, and continue to engage in the ongoing conversation about equity in education.


Article Outline: "Navigating the SDCOE Equity Conference for Maximum Impact"

Introduction: The value and importance of attending the SDCOE Equity Conference.
Chapter 1: Pre-Conference Preparation: Strategies for maximizing your conference experience before it begins (agenda review, goal setting, etc.).
Chapter 2: Engaging During the Conference: Tips for actively participating in workshops, networking effectively, and capturing valuable information.
Chapter 3: Post-Conference Action: Strategies for implementing learned strategies, maintaining connections, and continuing the conversation.
Conclusion: Reinforcing the long-term benefits of attending and participating in the SDCOE Equity Conference.


Detailed Explanation of Article Outline Points:

(1) Introduction: This section would emphasize the transformative potential of the SDCOE Equity Conference and its crucial role in fostering inclusive education within the San Diego County school system. It would highlight the conference's unique value proposition compared to other professional development opportunities.

(2) Chapter 1: Pre-Conference Preparation: This chapter would provide a detailed checklist of actions to take before the conference. This includes reviewing the conference agenda in detail, identifying key sessions aligned with personal or school-specific goals, researching speakers and their expertise, and planning logistical details like transportation and accommodation. The goal is to arrive prepared and focused.

(3) Chapter 2: Engaging During the Conference: This chapter would focus on maximizing participation during the conference. It would cover active listening techniques, effective note-taking strategies, how to engage in meaningful discussions during workshops and breakout sessions, and practical advice for networking effectively – including strategies for initiating conversations and building connections with other attendees.

(4) Chapter 3: Post-Conference Action: This chapter would outline how to translate conference learning into tangible actions. It would discuss the importance of implementing new strategies in the classroom or school environment, sharing key takeaways with colleagues, and actively seeking opportunities to continue the conversation and collaboration started at the conference. This section might include templates for follow-up emails or creating action plans.

(5) Conclusion: This section would reiterate the significance of the SDCOE Equity Conference as a catalyst for positive change in education. It would emphasize the long-term impact of attending the conference and encourage readers to actively participate in future events.


9 Unique FAQs about the SDCOE Equity Conference:

1. What is the cost to attend the SDCOE Equity Conference? (Answer will vary depending on the year)
2. Is there financial assistance available for educators who want to attend? (Answer will vary depending on the year and funding)
3. What types of workshops are typically offered at the conference? (Answer would list examples from past conferences)
4. Who are the typical attendees of the SDCOE Equity Conference? (Answer: Educators, administrators, school board members, community partners, etc.)
5. How can I network effectively at the conference? (Answer would provide specific networking tips)
6. Are there opportunities for continuing education credits? (Answer will vary depending on the year and professional licensing boards)
7. What is the typical size of the conference? (Answer would provide an estimate based on past attendance)
8. Where is the SDCOE Equity Conference typically held? (Answer would specify the location)
9. How can I stay updated on future SDCOE Equity Conferences? (Answer: Check the SDCOE website, subscribe to their newsletter, etc.)


9 Related Articles:

1. Culturally Responsive Teaching Strategies for Diverse Classrooms: A detailed guide on implementing culturally responsive teaching practices.
2. Closing the Achievement Gap: Effective Interventions and Strategies: A review of successful strategies to address achievement gaps.
3. The Role of Social-Emotional Learning in Equitable Education: An exploration of the link between SEL and educational equity.
4. Building Anti-Racist Schools: A Practical Guide for Educators: Step-by-step guide to creating anti-racist school environments.
5. Inclusive Practices for Students with Disabilities: Best practices for inclusive education for students with disabilities.
6. Engaging Families and Communities in Student Success: Strategies for building strong home-school partnerships.
7. Data-Driven Decision Making for Educational Equity: How to utilize data to improve equity in education.
8. Effective Professional Development for Educators: A look at what constitutes impactful professional development.
9. The Importance of Equity in Early Childhood Education: Focuses on equity specifically at the early education level.


  sdcoe equity conference: Excellence Through Equity Alan M. Blankstein, Pedro Noguera, Lorena Kelly, 2016-02-26 Excellence Through Equity is an inspiring look at how real-world educators are creating schools where all students are able to thrive. In these schools, educators understand that equity is not about treating all children the same. They are deeply committed to ensuring that each student receives what he or she individually needs to develop their full potential and succeed. To help educators with what can at times be a difficult and challenging journey, Blankstein and Noguera frame the book with five guiding principles of Courageous Leadership: Getting to your core Making organizational meaning Ensuring constancy and consistency of purpose Facing the facts and your fears Building sustainable relationships. They further emphasize that the practices are grounded in three important areas of research that are too often disregarded: (1) child development, (2) neuroscience, and (3) environmental influences on child development and learning. You'll hear from Carol Corbett Burris, Michael Fullan, Marcus J. Newsome, Paul Reville, Susan Szachowicz, and other bold practitioners and visionary thinkers who share compelling and actionable ideas, strategies, and experiences for closing the achievement gap in your classrooms and school. Ensuring that all students receive an education that cultivates their talents and potential is in all our common interest. As Andy Hargreaves writes in the coda: The opportunity for all Americans is to articulate and believe in an inspiring vision of educational change that is about what the next generation of America and Americans should become, not about a target or ranking that the nation should attain. From the Foreword by Archbishop Desmond Tutu: Letting go of a system of winners and losers in favor of what is proposed in this book is a courageous leap forward that we all must take together. Let this bold, practical book be a guide; and may you travel into this new exciting vista, in which every child can succeed.
  sdcoe equity conference: Dual Language Education Kathryn J. Lindholm-Leary, 2001-01-01 Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
  sdcoe equity conference: Unconscious Bias in Schools Tracey A. Benson, Sarah E. Fiarman, 2020-07-22 In Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. “Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color,” the authors write, “if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential.” In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work—awareness, trust, and a “learner’s stance.” Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. All too often, conversations about race become mired in questions of attitude or intention–“But I’m not a racist!” This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice. Tracey A. Benson is an assistant professor of educational leadership at the University of North Carolina at Charlotte. Sarah E. Fiarman is the director of leadership development for EL Education, and a former public school teacher, principal, and lecturer at Harvard Graduate School of Education.
  sdcoe equity conference: CBEST Test Preparation Test Prep Books, 2017-05 Test Prep Book's CBEST Test Preparation Study Questions 2018 & 2019: Three Full-Length CBEST Practice Tests for the California Basic Educational Skills Test Developed by Test Prep Books for test takers trying to achieve a passing score on the CBEST exam, this comprehensive study guide includes: -Quick Overview -Test-Taking Strategies -Introduction -CBEST Practice Test #1 -Answer Explanations #1 -CBEST Practice Test #2 -Answer Explanations #2 -CBEST Practice Test #3 -Answer Explanations #3 Disclaimer: CBEST(R) is a registered trademark of California Basic Educational Skills Test, which was not involved in the production of, and does not endorse, this product. Each section of the test has a comprehensive review created by Test Prep Books that goes into detail to cover all of the content likely to appear on the CBEST test. The Test Prep Books CBEST practice test questions are each followed by detailed answer explanations. If you miss a question, it's important that you are able to understand the nature of your mistake and how to avoid making it again in the future. The answer explanations will help you to learn from your mistakes and overcome them. Understanding the latest test-taking strategies is essential to preparing you for what you will expect on the exam. A test taker has to not only understand the material that is being covered on the test, but also must be familiar with the strategies that are necessary to properly utilize the time provided and get through the test without making any avoidable errors. Test Prep Books has drilled down the top test-taking tips for you to know. Anyone planning to take this exam should take advantage of the CBEST test prep review material, practice test questions, and test-taking strategies contained in this Test Prep Books study guide.
  sdcoe equity conference: The Art of Critical Pedagogy Jeffrey Michael Reyes Duncan-Andrade, Ernest Morrell, 2008 This book furthers the discussion concerning critical pedagogy and its practical applications for urban contexts. It addresses two looming, yet under-explored questions that have emerged with the ascendancy of critical pedagogy in the educational discourse: (1) What does critical pedagogy look like in work with urban youth? and (2) How can a systematic investigation of critical work enacted in urban contexts simultaneously draw upon and push the core tenets of critical pedagogy? Addressing the tensions inherent in enacting critical pedagogy - between working to disrupt and to successfully navigate oppressive institutionalized structures, and between the practice of critical pedagogy and the current standards-driven climate - The Art of Critical Pedagogy seeks to generate authentic internal and external dialogues among educators in search of texts that offer guidance for teaching for a more socially just world.
  sdcoe equity conference: Building Thinking Classrooms in Mathematics, Grades K-12 Peter Liljedahl, 2020-09-28 A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling non-thinking student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.
  sdcoe equity conference: Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education Council of Europe. Committee of Ministers, 2010-01-01 Education plays an essential role in the promotion of the core values of the Council of Europe: democracy, human rights And The rule of law, As well as in the prevention of human rights violations. More generally, education is increasingly seen as a defence against the rise of violence, racism, extremism, xenophobia, discrimination and intolerance. This growing awareness is reflected in the adoption of the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education (EDC/ HRE) by the Organisation's 47 member states in the framework of Recommendation CM/Rec(2010)7. The Charter was developed over a period of several years as a result of wide-ranging consultations and is non-binding. it will be an important reference point for all those dealing with citizenship and human rights education. it will hopefully provide a focus and catalyst for action in the member states, As well as a way of disseminating good practice and raising standards throughout Europe and beyond.
  sdcoe equity conference: ELL Shadowing as a Catalyst for Change Ivannia Soto, 2012-02-29 This book helps teachers understand the classroom experience from the english-language learner's viewpoint.
  sdcoe equity conference: Leading Anti-Bias Early Childhood Programs Louise Derman-Sparks, Debbie LeeKeenan, John Nimmo, 2023 The book offers principles and guidelines for program-wide transformation in the early childhood education field: Professional development activities for teachers at all levels of awareness and experience in anti-bias education. Approaches for engaging with families around social justice values. Strategies for supporting and strengthening the leader's ability to initiate and sustain anti-bias change. Support for leaders in embracing and negotiating positive conflict and responding to opposition to anti-bias change. Tools for documenting a program's readiness for and progress in anti-bias education--
  sdcoe equity conference: Shattering Inequities Robin Avelar La Salle, Ruth S. Johnson, 2019 This book describes the systems that perpetuate historical underachievement for the same demographic groups of students who have struggled for decades. For leaders who believe that all students deserve the best education regardless of family circumstance or zip code, this book will support for leaders developing equitable outcomes for all students.
  sdcoe equity conference: From Survive to Thrive Debbie LeeKeenan, Iris Chin Ponte, 2018 Theory meets practical tips in this guide for leaders of early childhood programs
  sdcoe equity conference: Equity and Sustainable Development Jane Clough-Riquelme, 2006 In light of the power strategies in play in the new geopolitics of economic and ecological globalization, there is need for critical analysis of how the agenda of sustainable development is being conceived, shaped, and implemented. This volume considers issues of equity and development in the US-Mexico border region?and highlights the fact that regions at the juncture of the industrial and developing worlds most clearly illustrate the problems inherent in current economic paradigms. Jane Clough-Riquelme is a regional planner with the San Diego Association of Governments (SANDAG). Her work focuses on borders planning, including tribal liaison and binational and interregional planning with neighboring jurisdictions. Nora L. Bringas Rabago is research professor in the Department of Urban and Environmental Studies, El Colegio de la Frontera Norte, in Tijuana.CONTENTS: Testing the Limits of Equity and Sustainable Development in the U.S.-Mexico Borderlands?the Editors. The Johannesburg Summit: Implications for the Americas?E. Leff. Toward Sustainable Development in the U.S.-Mexico Border Region?J. Friedmann. Cross-Border Regionalism and Sustainability: Contributions of Critical Regional Ecology?K. Pezzoli. Rethinking Urban Ecologies: Cultural Barriers to Sustainable Development??L.A. Herzog. Urban Structure and Social Segregation in Tijuana?T. Alegria. Counting the Environment In: Considerations of the Risk of Hazardous Maquiladora Waste?K. Kopinak. Social Vulnerability and Disaster Risk in Tijuana: Preliminary Findings?N.L. Bringas R. and R.. Sanchez R.. Environment, Poverty, and Gender: Using and Managing Environmental Resources in a Tijuana Colonia?R. Gaxiola Aldama. Acquiring Knowledge and Improving Environmental Policy: A Binational Agenda for Civic Organizations?B. Verduzco Chavez. Environmental Justice and San Diego County Tribes?M.C. Miskwish. Youth and Educating for Sustainability on the Border: Imagining the Future Citizens of Baja California?A. Monsivais and L. Silvan. NGOs, Environment, and Gender in Tijuana?S. Lopez Estrada. Accessible Information Technology for Equitable Community Planning?A.H. Lam, L.M. Norman, and A.J. Donelson. Cross-Border Policy Collaboration in the San Diego?Tijuana Metropolitan Area: Where Do We Go from Here? ?J. Clough-Riquelme. Equity and Justice in Binational Environmental Policy?Stephen P. Mumme. Looking Ahead: Equity in the U.S.-Mexico Border?R.L. Bach.
  sdcoe equity conference: Language, Learning, and Disability in the Education of Young Bilingual Children Dina C. Castro, Alfredo J. Artiles, 2021-04-27 Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.
  sdcoe equity conference: National Educational Technology Standards for Teachers International Society for Technology in Education, 2002 Standards were developed to guide educational leaders in recognizing and addressing the essential conditions for effective use of technology to support P-12 education.
  sdcoe equity conference: Handbook of Conflict Analysis and Resolution Dennis J.D. Sandole, Sean Byrne, Ingrid Sandole-Staroste, Jessica Senehi, 2008-07-31 This major Handbook is a collection of work from leading scholars in the Conflict Analysis and Resolution (CAR) field. The central theme is the value of interdisciplinary approaches to the analysis and resolution of conflicts.
  sdcoe equity conference: Cultural Proficiency Randall B. Lindsey, Kikanza Nuri Robins, Raymond D. Terrell, 2009-06-24 This powerful third edition offers fresh approaches that enable school leaders to engage in effective interactions with students, educators, and the communities they serve.
  sdcoe equity conference: Mathematizing Children's Literature Allison Hintz, Antony T. Smith, 2023-10-10 Many teachers use traditional counting and shape books in math class. But what would happen if we approached any story with a math lens? How might mathematizing children's literature give learners space to ask their own questions, and make connections between stories, their lives, and the world around them? These are the questions authors Allison Hintz and Antony T. Smith set out to explore in Mathematizing Children's Literature: Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion as they invite us to consider fresh ways of using interactive read-alouds to nurture students as both readers and mathematicians. Inside Mathematizing Children's Literature, you'll learn how to do the following: Select picture books according to the goals of the read aloud experience Plan and facilitate three styles of read aloud discussions - Open Notice and Wonder, Math Lens, and Story Explore Utilize Idea Investigations - experiences that invite students to pursue literacy and math-focused ideas beyond the pages of the read aloud Connect with students' families and communities through stories Along the way, Hintz and Smith provide a wide range of picture book suggestions and appendices that include ready-to-use lesson planning templates, a form for notes, and a bookmark of guiding questions. Mathematizing Children's Literature is a practical resource you'll find yourself referring to frequently.
  sdcoe equity conference: Leading Change Through the Lens of Cultural Proficiency Jaime E. Welborn, Tamika Casey, Keith T. Myatt, Randall B. Lindsey, 2021-12 Leading Change through the Lens of Cultural Proficiency is rooted in the proven tools of Cultural Proficiency and a case study of an actual P-12 school district that contended with its own approach to teaching and valuing students of diverse backgrounds. Using vignettes focused on community engagement, leadership, implementation frameworks, and collaborative professional learning communities, the authors demonstrate and recommend organizational changes necessary for uncovering and remedying inequities like those described above. The book is designed to support school leaders in developing policies and fostering practices that respond to the educational and social needs of all students--
  sdcoe equity conference: The Special EDge , 2010
  sdcoe equity conference: Humanizing Disability in Mathematics Education Paulo Tan, 2019 The authors share their experiences and ideas to support your learning and practices involving persons with disabilities and those at risk of being identified. These ideas and experiences often revolve around students we supported as teachers of mathematics, teacher educators, and even our own experiences as learners of mathematics with an identified disability. The main purpose of sharing these stories is to highlight the power of humanizing mathematics of students with disabilities--
  sdcoe equity conference: Teaching the Content Areas to English Language Learners in Secondary Schools Luciana C. de Oliveira, Kathryn M. Obenchain, Rachael H. Kenney, Alandeom W. Oliveira, 2019-01-17 This practitioner-based book provides different approaches for reaching an increasing population in today’s schools - English language learners (ELLs). The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, the C3 Framework, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students. The book begins with an introduction that contextualizes the chapters in which the editors highlight transdisciplinary theories and approaches that cut across content areas. In addition, the editors include a table that provides a matrix of how strategies and theories map across the chapters. The four sections of the book represent the following content areas: English language arts, mathematics, science, and social studies. This book offers practical guidance that is grounded in relevant theory and research and offers teachers suggestions on how to use the approaches described.
  sdcoe equity conference: Belonging Through a Culture of Dignity: The Keys to Successful Equity Implementation Floyd Cobb, John Krownapple, 2019-11-12 While efforts to achieve equity in education are prominent in school districts across this country, the effective implementation that results in meaningful change remains elusive. Even with access to compelling theories and approaches such as multicultural education, culturally responsive teaching, culturally relevant instruction, culturally sustaining pedagogy, schools still struggle to implement equitable change that reshapes the academic experiences of students marginalized by the prevailing history, culture, and traditions in public education. Instead of getting it right with equity implementation, many schools and districts remain trapped in a cycle of equity dysfunction. In Belonging through a Culture of Dignity, Cobb and Krownapple argue that the cause of these struggles are largely based on the failure of educators to consider the foundational elements upon which educational equity is based, belonging and dignity. Through this work, the authors make these concepts accessible and explain their importance in the implementation of educational equity initiatives. Though the importance of dignity and belonging might appear to be self-evident at first glance, it's not until these concepts are truly unpacked, that educators realize the dire need for belonging through dignity. Once these fundamental human needs are understood, educators can gain clarity of the barriers to meaningful student relationships, especially across dimensions of difference such as race, class, and culture. Even the most relational and responsive educators need this clarity due to the normalization of what the authors refer to as dignity distortions. Cobb and Krownapple challenge that normalization and offer three concepts as keys to successful equity initiatives: inclusion, belonging, and dignity. Through their work, the authors aim to equip educators with the tools necessary to deliver the promise of democracy through schools by breaking the cycle of equity dysfunction once and for all.
  sdcoe equity conference: Words of the Champions 2021 The Scripps National Spelling Bee, 2020-08-21 Does your child dream of winning a school spelling bee, or even competing in the Scripps National Spelling Bee in the Washington, D.C., area? You've found the perfect place to start. Words of the Champions: Your Key to the Bee is the new official study resource from the Scripps National Spelling Bee. Help prepare your child for a 2020 or 2021 classroom, grade-level, school, regional, district or state spelling bee with this list of 4,000 spelling words. The School Spelling Bee Study List, featuring 450 words, is part of the total collection. All words in this guide may be found in our official dictionary, Merriam-Webster Unabridged (http: //unabridged.merriam-webster.com/)
  sdcoe equity conference: Challenges in Language Testing Around the World Betty Lanteigne, Christine Coombe, James Dean Brown, 2021-02-17 This book combines insights from language assessment literacy and critical language testing through critical analyses and research about challenges in language assessment around the world. It investigates problematic practices in language testing which are relevant to language test users such as language program directors, testing centers, and language teachers, as well as teachers-in-training in Graduate Diploma and Master of Arts in Applied Linguistics programs. These issues involve aspects of language testing such as test development, test administration, scoring, and interpretation/use of test results. Chapters in this volume discuss insights about language testing policy, testing world languages, developing program-level language tests and tests of specific language skills, and language assessment literacy. In addition, this book identifies two needs in language testing for further examination: the need for collaboration between language test developers, language test users, and language users, and the need to base language tests on real-world language use.
  sdcoe equity conference: Equity-Centered Trauma-Informed Education Alex Shevrin Venet, 2023-09-01 Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.
  sdcoe equity conference: The New Literacies Elizabeth A. Baker, 2010-04-13 With contributions from leading scholars, this compelling volume offers fresh insights into literacy teaching and learning—and the changing nature of literacy itself—in today's K–12 classrooms. The focus is on varied technologies and literacies such as social networking sites, text messaging, and online communities. Cutting-edge approaches to integrating technology into traditional, print-centered reading and writing instruction are described. Also discussed are ways to teach the new skills and strategies that students need to engage effectively with digital texts. The book is unique in examining new literacies through multiple theoretical lenses, including behavioral, semiotic, cognitive, sociocultural, critical, and feminist perspectives.
  sdcoe equity conference: Ready for RICA James Zarrillo, 2017 This package includes the Enhanced Pearson eText and bound book. Test-taking strategies and content area reviews for successfully passing California's Reading Instruction Competence Assessment (RICA). Thousands of students have used previous editions of this resource to successfully prepare for the RICA. The new edition continues to provide test-taking strategies and helpful reviews of all 15 content areas and includes five significant new components. 1) Learning Outcomes in each chapter help readers focus on what they should accomplish by studying that chapter; 2) Chapter Summaries offer Test Taking Tips that re-state essential information and highlight key instructional strategies; 3) a new chapter, Ten Days to RICA, guides readers in what they should study during the last 10 days before they take the test; 4) 13 videos of the author offer insight on the most important information and instructional strategies; and 5) a new Glossary includes a dictionary of 210 reading-related words and phrases. This is the essential guide for all California Multiple Teaching Credential candidates required to take the RICA. Invigorate learning with the Enhanced Pearson eText The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded videos. The Enhanced Pearson eText is also available without a print version of the textbook. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy. Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted.
  sdcoe equity conference: The Students We Share Patricia Gándara, Bryant Jensen, 2021-05-01 Millions of students in the US and Mexico begin their educations in one country and find themselves trying to integrate into the school system of the other. As global migration increases, their numbers are expected to grow and more and more teachers will find these transnational students in their classrooms. The goal of The Students We Share is to prepare educators for this present and future reality. While the US has been developing English as a Second Language programs for decades, Mexican schools do not offer such programs in Spanish and neither the US nor Mexico has prepared its teachers to address the educational, social-psychological, or other personal needs of transnational students. Teachers know little about the circumstances of transnational students' lives or histories and have little to no knowledge of the school systems of the country from which they or their family come. As such, they are fundamentally unprepared to equitably educate the students we share, who often fall through the cracks and end their educations prematurely. Written by both Mexican and US pioneers in the field, chapters in this volume aim to prepare educators on both sides of the US-Mexico border to better understand the circumstances, strengths, and needs of the transnational students we teach. With recommendations for policymakers, administrators, teacher educators, teachers, and researchers in both countries, The Students We Share shows how preparing teachers is our shared responsibility and opportunity. It describes policies, classroom practices, and norms of both systems, as well as examples of ongoing partnerships across borders to prepare the teachers we need for our shared students to thrive.
  sdcoe equity conference: School District Leadership Matters Bruce Sheppard, Jean Brown, David Dibbon, 2009-03-08 School District Leadership Matters challenges policy makers, administrators, and academics in the field of educational leadership to reassess their traditional approaches to learning, working, and planning. The authors believe that government restructuring, standards-based reforms, and centrally imposed strategic planning have been painfully ineffective. As a consequence, student learning has become increasingly superficial and inauthentic. This book bridges the traditional divide between the generalizations of social science theory on the one hand and the world of educational practice on the other. It argues that a more promising approach to education reform is through effective school district leadership. Sheppard, Brown and Dibbon draw on their collective experience both as educational leaders and researchers of leadership, having spent five years researching and working in one school district. Here, they show how a district superintendent can successfully navigate the paradoxes and challenges of facilitating collaborative leadership in a school district with a traditionally hierarchical organizational structure. As a conclusion to their work, the authors highlight what they call five ‘recognitions’ that deepen readers’ understanding of school district leadership. They illuminate, too, ways that senior level practitioners can apply theory to practice in order to break down the traditional hierarchical bureaucracies that inhibit learning, and create professional learning communities. School District Leadership Matters urges researchers, graduate students, practitioners, and policymakers to focus on improving authentic learning for all students and argues that the best hope rests with effective school district leadership. This empirically-based yet practical book provides new insights and questions for academic researchers and will inspire policy makers and practitioners to imagine what could be and to work towards it.
  sdcoe equity conference: Multicultural Education in an Age of Globalization Chinaka S. DomNwachukwu, 2019-05-13 Multicultural Education in an Age of Globalization: Compelling Issues for Engagement, starts out with a discussion of western colonization of the 19th and 20th centuries, and the residual effects of colonialism in the forms of colonial mindset of power, dominance, and white racial superiority that have continued to challenge the hopes of a peaceful and more harmonious exchange and interaction in the 21st century global communities. Issues such as white privilege and cultural humility are discussed in-depth. Subsequently, the idea of globalization and the concept of global citizenship are also addressed in light of their implications for multicultural education curriculum and practice in the 21st century classrooms. The book identifies and discusses compelling issues that must be carefully addressed as we undertake multicultural education in the 21st century educational setting: whether in the K-`12 or higher education setting. Such issues include Affirmative Action, Gender Equity issues, Religion in the public school setting, and the problem of Poverty in the 21st century societies.
  sdcoe equity conference: Theoretical Models and Processes of Reading Robert B. Ruddell, Martha Rapp Ruddell, Harry Singer, 1994 This volume is segmented into four sections: historical changes in reading, processes of reading and literacy, models of reading and literacy processes, and new paradigms. The process section should assist students in understanding and visualizing the exploration of important research questions.
  sdcoe equity conference: Advancing Scientific Research in Education National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Research in Education, 2005-01-22 Transforming education into an evidence-based field depends in no small part on a strong base of scientific knowledge to inform educational policy and practice. Advancing Scientific Research in Education makes select recommendations for strengthening scientific education research and targets federal agencies, professional associations, and universitiesâ€particularly schools of educationâ€to take the lead in advancing the field.
  sdcoe equity conference: National Educational Technology Standards for Students International Society for Technology in Education, 2007 This booklet includes the full text of the ISTE Standards for Students, along with the Essential Conditions, profiles and scenarios.
  sdcoe equity conference: Speaking of Flowers Victoria Langland, 2013-05-30 Speaking of Flowers is an innovative study of student activism during Brazil's military dictatorship (1964–85) and an examination of the very notion of student activism, which changed dramatically in response to the student protests of 1968. Looking into what made students engage in national political affairs as students, rather than through other means, Victoria Langland traces a gradual, uneven shift in how they constructed, defended, and redefined their right to political participation, from emphasizing class, race, and gender privileges to organizing around other institutional and symbolic forms of political authority. Embodying Cold War political and gendered tensions, Brazil's increasingly violent military government mounted fierce challenges to student political activity just as students were beginning to see themselves as representing an otherwise demobilized civil society. By challenging the students' political legitimacy at a pivotal moment, the dictatorship helped to ignite the student protests that exploded in 1968. In her attentive exploration of the years after 1968, Langland analyzes what the demonstrations of that year meant to later generations of Brazilian students, revealing how student activists mobilized collective memories in their subsequent political struggles.
  sdcoe equity conference: Slow Looking Shari Tishman, 2017-10-12 Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge. A museum-originated practice increasingly seen as holding wide educational benefits, slow looking contends that patient, immersive attention to content can produce active cognitive opportunities for meaning-making and critical thinking that may not be possible though high-speed means of information delivery. Addressing the multi-disciplinary applications of this purposeful behavioral practice, this book draws examples from the visual arts, literature, science, and everyday life, using original, real-world scenarios to illustrate the complexities and rewards of slow looking.
  sdcoe equity conference: What a Coach Can Teach a Teacher Jeffrey Michael Reyes Duncan-Andrade, 2010 This book, written by an experienced urban classroom teacher and coach, aims to document effective practices in urban schools and to provide insight into productive program building and educational practices. The book rejects the up-by-your-bootstraps theory of success, offering in its place a set of concrete strategies for teachers and educational leaders who are committed to fundamentally rethinking the business-as-usual approach which continues to fail urban school children. This book is well-suited for classes working with educational leaders, classroom teachers, sports coaches, and educational researchers.
  sdcoe equity conference: Literature and Lives Allen Carey-Webb, 2001 Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture, film, testimonial, politics, history, and issues relevant to contemporary youth. Each chapter contains brief explications of literary scholarship and theory, and each is followed by extensive annotated bibliographies of multicultural literature, approachable scholarship and theory, and relevant Internet sites. Each chapter also contains descriptions of classroom units and activities focusing on a particular theme, such as genocide, homelessness, race, gender, youth violence, (post)colonialism, class relations, and censorship; and discussion of ways in which students often respond to such hot-button topics. Chapters in the book are: (1) A Course in Contemporary World Literature; (2) Teaching about Homelessness; (3) Genderizing the Curriculum: A Personal Journey; (4) Addressing the Youth Violence Crisis; (5) Shakespeare and the New Multicultural British and World Literatures; (6) Huckleberry Finn and the Issue of Race in Today's Classroom; (7) Testimonial, Autoethnography, and the Future of English; and (8) Conclusion. Contains approximately 350 references. Appendixes contain an email exchange between the author and a first year, inner-city teacher; a note to teachers on the truth of Rigoberta Menchu's testimonial; a brief account of philology; a 13-item annotated bibliography of readings in literary theory for English teachers; and lists of web sites exploring literary theory and cultural studies, supporting literature teaching, and for new teachers. (NKA)
  sdcoe equity conference: A World-class Education Vivien Stewart, 2012 Designed to promote conversation about how to educate students for a rapidly changing, innovation-based world, this comprehensive and illuminating book from international education expert Vivien Stewart focuses on understanding what the world's best school systems are doing right for the purpose of identifying what U.S. schools--at the national, state, and local level--might do differently and better.
  sdcoe equity conference: My (Underground) American Dream Julissa Arce, 2016-09-13 A National Bestseller! What does an undocumented immigrant look like? What kind of family must she come from? How could she get into this country? What is the true price she must pay to remain in the United States? JULISSA ARCE knows firsthand that the most common, preconceived answers to those questions are sometimes far too simple-and often just plain wrong. On the surface, Arce's story reads like a how-to manual for achieving the American dream: growing up in an apartment on the outskirts of San Antonio, she worked tirelessly, achieved academic excellence, and landed a coveted job on Wall Street, complete with a six-figure salary. The level of professional and financial success that she achieved was the very definition of the American dream. But in this brave new memoir, Arce digs deep to reveal the physical, financial, and emotional costs of the stunning secret that she, like many other high-achieving, successful individuals in the United States, had been forced to keep not only from her bosses, but even from her closest friends. From the time she was brought to this country by her hardworking parents as a child, Arce-the scholarship winner, the honors college graduate, the young woman who climbed the ladder to become a vice president at Goldman Sachs-had secretly lived as an undocumented immigrant. In this surprising, at times heart-wrenching, but always inspirational personal story of struggle, grief, and ultimate redemption, Arce takes readers deep into the little-understood world of a generation of undocumented immigrants in the United States today- people who live next door, sit in your classrooms, work in the same office, and may very well be your boss. By opening up about the story of her successes, her heartbreaks, and her long-fought journey to emerge from the shadows and become an American citizen, Arce shows us the true cost of achieving the American dream-from the perspective of a woman who had to scale unseen and unimaginable walls to get there.
  sdcoe equity conference: Urban Science Education for the Hip-hop Generation Christopher Emdin, 2010 Christopher Emdin is an assistant professor of science education and director of secondary school initiatives at the Urban Science Education Center at Teachers College, Columbia University. He holds a Ph.D. in urban education with a concentration in mathematics, science and technology; a master's degree in natural sciences; and a bachelor's degree in physical anthropology, biology, and chemistry. His book, Urban Science Education for the Hip-Hop Generation is rooted in his experiences as student, teacher, administrator, and researcher in urban schools and the deep relationship between hip-hop culture and science that he discovered at every stage of his academic and professional journey. The book utilizes autobiography, outcomes of research studies, theoretical explorations, and accounts of students' experiences in schools to shed light on the causes for the lack of educational achievement of urban youth from the hip-hop generation.