Description
In Field Guide #9: Preparing African American (and Other Students of Color) for College, we explore how educators and parents can help prepare African American students and students of color for success in college.
DEVELOPED IN PARTNERSHIP WITH
California Association of African-American Superintendents & Administrators (CAAASA)
Description
In Field Guide #4 Planning Forward with Cultural Relevance in the Classroom, you will hear from education leaders, researchers, teachers, and families about the value of embracing the vibrant, diverse cultures of our communities in our classrooms.
DEVELOPED IN PARTNERSHIP WITH
California Association of African-American Superintendents & Administrators (CAAASA)
Description
In Field Guide #8: Understanding the Most Critical Needs of Today’s African American Students (and Children from Other Communities of Color), you will hear from education leaders, researchers, teachers, and families about how educators can best meet the needs of African American students and other students of color given the historical and contemporary challenges they face.
DEVELOPED IN PARTNERSHIP WITH
California Association of African-American Superintendents & Administrators (CAAASA)
DESCRIPTION
The FA Moves framework introduced in this series will open up new opportunities to help teachers and students recognize, evaluate and use “soft data” that emerges during and across a set of lessons. It invites all to drive towards deeper learning with an open, visible classroom-based formative assessment process committed to continuous improvement.
By offering practical tips, video-based examples, worksheets, and templates, you will have the tools you need to make progress–minute by minute, day by day–with assessment for learning practices rooted in research and what works.
DEVELOPED IN PARTNERSHIP WITH
RESOURCE TYPE
Courses/Learning Paths, Professional Learning
TYPE OF AUDIENCE
Site Administrator / Instructional Coach, Systems Leadership, Teacher
TOPIC AREA
Formative Assessments
DESCRIPTION
With distance learning, high-school youth attendance has dropped and more youth are at risk of dropping out. It is more important than ever to connect with and re-engage high-school youth this summer. Hands-on, paid work experience and enrichment programs can engage high school youth by providing real-world experience, mentors, an income and/or school credit, and leadership and collaboration skills. Districts and schools can leverage the increased and flexible summer and expanded learning resources to provide paid work experience and learning opportunities for high school students.
This is the third webinar in Partnership for Children & Youth (PCY)’s Summer Game Plan webinar series.
PRESENTERS
Greg Cluster, Work-Based Learning Coordinator, Oakland Unified School District
Brad Lupien, CEO & Founder, arc
Darrin Person, Mentor Coordinator, Fresno Unified School District
Monroe Howard, Essential Coaching Group
VIDEO
SLIDES
RESOURCES
2021 CALIFORNIA SUMMER LEARNING GUIDE
ELEMENTS OF EFFECTIVE PRACTICE FOR MENTORING
COMMENTARY ON EXPANDED LEARNING PARTNERSHIPS
SUMMER GAME PLAN WEBINAR SERIES
SUMMER RESEARCH, PRACTICE, AND FUNDING: FOUNDATIONS FOR SUMMER PLANNING (2/25)
CREATIVE SOLUTIONS FOR SUMMER STAFFING (4/1)
REGISTER FOR UPCOMING SESSIONS
RESOURCE TYPE
Media, Professional Learning
TYPE OF AUDIENCE
Board, Site Administrator / Instructional Coach, Systems Leadership, Teacher
TOPIC AREA
Equity, LCAP
KEYWORDS
Leading Forward, Summer Learning
DESCRIPTION
As a part of differentiated assistance, Local Educational Agencies (LEAs) eligible under sections 47607.3, 52071, and 52071.5 of the California Education Code (EC), are typically required to analyze Dashboard and local data. In the absence of Dashboard indicators for the 2021-2022 school year, Section 122 of Assembly Bill (AB) 130 outlines the data elements that are required to be analyzed for differentiated assistance in the 2021-2022 school year.
Developed in partnership with the California Department of Education, the California County Superintendents Educational Services Association’s Curriculum and Instruction Steering Committee, and various Lead Agencies from the Statewide System of Support.
RESOURCES
LAUNCH POWER POINT PRESENTATION
RESOURCE TYPE
Resources, Tools & Templates
TYPE OF AUDIENCE
Systems Leadership, Site Administrator / Instructional Coach, Other
TOPIC AREA
Continuous Improvement, Equity, Governance, LCAP
KEYWORDS
Differentiated Assistance Improvement Support
Walk through the four stages of implementing Universal Design for Learning.
As part of the continuing Leading Forward effort to support quality programming in summer 2021, the California Collaborative for Education Excellence convened an expert panel to discuss examples of district innovation, staffing solutions, key elements to consider when planning summer programming, and opportunities for district/community-based organization collaboration.
DESCRIPTION
This session introduces theories of action as a tool for helping district and school leaders identify the problems/issues they are trying to address through the design and implementation of assessment systems. Theories of action provide a comprehensive framework for analysis, evaluation, and continuous improvement. In addition to understanding the usefulness of theories of action, participants will explore several practical tools to help them begin developing theories of action for balanced systems of assessment.
PRESENTERS
Scott Marion, Ph.D., Executive Director, Center for Assessment
Nathan Dadey, Senior Associate, Center for Assessment
Erika Landl, Senior Associate, Center for Assessment
VIDEO
RESOURCE TYPE
Media, Professional Learning
TYPE OF AUDIENCE
Site Administrator / Instructional Coach, Systems Leadership, Teacher
TOPIC AREA
Continuous Improvement, Equity, LCAP
KEYWORDS
Assessment, Leading Forward
SLIDES
RESOURCES
THEORY OF ACTION TEMPLATE FOR A BALANCED ASSESSMENT SYSTEM
CLASSROOM ASSESSMENT PRINCIPLES TO SUPPORT TEACHING AND LEARNING
ASSESSMENT AUDITS: A REVIEW OF EXISTING TOOLS
PAST SESSIONS
INTRODUCTION TO BALANCED SYSTEMS OF ASSESSMENT (4/1)
THE CRITICAL ROLE OF CURRICULUM & LEARNING PROGRESSIONS IN BALANCING ASSESSMENT SYSTEMS (4/13)
THE COMPONENTS OF A BALANCED ASSESSMENT SYSTEM (4/20)
REGISTER FOR UPCOMING SESSIONS
DOES IT QUACK LIKE A DUCK? WOULD I KNOW A BALANCED ASSESSMENT SYSTEM IF I SAW ONE? (5/27)
DESCRIPTION
Summer learning provides a unique training ground and flexible learning space for teacher preparation and pre-service teachers. These early-career teachers are an especially important workforce to tap this summer, when the existing teaching and expanded learning workforce is busy meeting the demands of school reopening. CSU and community college schools of education can provide a variety of resources and support to schools and expanded learning programs. Schools districts and their higher education partners can intentionally recruit and leverage new teachers and teachers candidates from their existing teacher pipeline programs.
This is the fourth webinar in Partnership for Children & Youth (PCY)’s Summer Game Plan webinar series.
PRESENTERS
Julie Stephens-Carrillo, Director, K-12 STEM Programs, Hartnell Community College
Speaker TBA, College of Education, Department of Education and Leadership, California State University Monterey Bay
Speaker TBA, Monterey County Office of Education
RESOURCE TYPE
Media, Professional Learning
TYPE OF AUDIENCE
Board, Site Administrator / Instructional Coach, Systems Leadership, Teacher
TOPIC AREA
Equity, LCAP
KEYWORDS
Leading Forward, Summer Learning
VIDEO
SLIDES
RESOURCES
2021 CALIFORNIA SUMMER LEARNING GUIDE
EXPANDED LEARNING WORKFORCE FACT SHEET
STEM TEACHING TOOLS FOR PRE-SERVICE TEACHERS
STUDENTS’ IDEAS AND SENSEMAKING PRACTICES
SUPPORT FOR PRE-SERVICE SCIENCE TEACHERS
SUMMER GAME PLAN WEBINAR SERIES
SUMMER RESEARCH, PRACTICE, AND FUNDING: FOUNDATIONS FOR SUMMER PLANNING (2/25)
CREATIVE SOLUTIONS FOR SUMMER STAFFING (4/1)
CREATING ENGAGING SUMMER LEARNING OPPORTUNITIES FOR HIGH-SCHOOL YOUTH (4/8)
REGISTER FOR UPCOMING SESSIONS
