Tuesday, April 17

  • Change through Dialog: Working Together to Improve Education and Employment Outcomes for Deaf Individuals

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    The National Deaf Center on Postsecondary Outcomes (NDC) will share how we use data-informed root causes to (a) promote evidence-based strategies and (b) foster supportive relationships with local communities, both in an effort to improve educational and employment outcomes for a diverse deaf population. NDC will share examples of evidence-based practices, resources, and activities through this OSEP-funded technical assistance center.

  • Becoming a Threat to Educational Inequity: The Equity Literacy Framework

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    Many diversity frameworks focus on vague notions of culture (like cultural competence) or detour around inequity. The equity literacy framework helps us maximize integrity of equity initiatives by avoiding detours. Based on the idea that there is no path to equity that does not involve a direct confrontation with inequity, it cultivates in educators the ability to be threats to inequity. In this workshop I introduce equity literacy and how it helps us focus on rooting injustices out of schools.

  • Equitable Leadership Impacting Institutional Change & Positive Outcomes

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    Designing solutions that create equity in STEM is a priority at FIRST. In addition to a D&I initiatives overview, we’ll provide activities, strategies and tools from three equitable leadership practices: 1) the strategic Equity Priority Plan with department/program annual Equity Action Plans, 2) the Equity, Diversity & Inclusion Advisory Committee with associated tools, and 3) the Designing STEM Equity Fellowship--an 18-month leadership development, solutions-generation program and curriculum.

  • Teacher Identity and Attitudes: Strategies for Disrupting Inequity in Education

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    This session will present research examining the ways White teachers perceive and respond to student behavior based on race. Findings from a study involving 125 White teachers from school districts in New England that reported disproportionate discipline rates will be presented. Participants in this session will self-reflect on their own beliefs and biases, use multiple lenses to review information shared by others, and collaborate to offer take-away strategies to disrupt inequity in education.

  • Supporting Students with ASD as they Transition to College and the Workforce

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    As the number of students diagnosed with autism spectrum disorder (ASD) continues to rise, many students with ASD are now entering college and the workplace. Participants will be able to recognize when interacting with a student with Autism Spectrum Disorder (ASD), describe the characteristics of student with ASD: what it looks like in the college setting and identify strategies that can be used to help students on the autism spectrum succeed and transition to college and/or the workplace.

Thursday, April 19

  • Correctional Education in California's Prisons: A Collaboration Between California's Departments of Education and Corrections and Rehabilitation

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    Correctional Education in California’s Prisons: A Collaboration between California’s Departments of Education and Corrections and Rehabilitation will explore academic and career technical education opportunities for adult learners incarcerated in California’s prisons. Attendees will learn how this unique collaboration is contributing to safer institutions and safer communities, and providing pathways to success for California inmates upon reentry.

  • Good Intentions and the Unintended Consequences: What Classroom Equity Mapping Revealed about Teacher-Student Interactions and Teacher Beliefs at One Middle School.

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    Share in my journey of practice and discovery as a maiden participant in NAPE’s Certified Educational Equity Coach (CEEC) program. Participants will learn about the program as well as innovative and practical strategies to support equity coaching in their classroom, campus, or district. See how GoPros and classroom equity mapping revealed beliefs and biases that sheltered some students from the learning process, and how equity action plans can guide instructors to more equitable practices.

  • Achieving Equity through Greater Investments in Single Mothers’ Postsecondary Success

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    This session will explore the policy, institutional, and programmatic shifts that can improve equity in single mothers’ access to and success in higher education. Findings from a recent Institute for Women’s Policy Research study will highlight the quantifiable benefits of investing in single mothers’ educational attainment, and Generation Hope, a nonprofit serving teen mothers in college in the DC area, will discuss challenges, opportunities, and strategies for promoting single mother success.

  • Professional Development From the Inside Out: Transforming Campus Culture With Equity-Based Non-Cognitive Pedagogy

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    An evidence based model to cultivate campus stakeholder buy-in for equity-based change in campus culture through a series of in-house facilitated professional development programs that teach non-cognitive pedagogy, emphasize why culturally relevant curriculum and programming is vital to student success, provide colleagues with practical tools for implementing non-cognitive practice, and offer colleagues support to develop, research, and disseminate new student success strategies.

  • Shifting a Culture: Overrepresentation of African American Males in “Negative” Educational Experiences

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    Research shows that negative school experiences that include suspensions, enrollment in lower level courses, poor peer and adult interactions and low academic attainment exacerbates poor adult experiences and promotes linkage from the School to Prison Pipeline. During this session, participants will understand how placement on the Cultural Proficiency Continuum can alleviate or lessen these negative experiences.

  • Cultivate and Sustain Diversity and Equity Through Collaboration and Interdisciplinary Learning

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    Comprehensive, constituency-led design and implementation of online and in-person diversity and equity interdisciplinary professional and community development provides the critical reflection necessary to incite a long-lasting systemic shift toward equity. An intersectional, decolonizing pedagogical lens means leaders and stakeholders can arrive and participate in tact, inspiring awareness and understanding of biases and strengths, making conflict and difference valuable and transformational.

CONFERENCE STRANDS