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

button-download-workshop-files Strand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Roanoke

ABSTRACT

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.

PRESENTER(s)

Presenter 1
cmartell

Christopher Martell
Innovation & Design Specialist
Austin Independent School District

Biography: Christopher Martell is a career science educator and a burgeoning proponent for equity. He is a graduate of the UTeach program at the University of Texas Austin and a current graduate student at Texas State University studying educational leadership and social justice. He is a former middle school science teacher and is now the Innovation & Design Specialist for the Austin Independent School District in Austin, TX. In his current role, Christopher is able to investigate, implement, and participate in innovative programs that support teachers and students. He is thrilled to be part of NAPE’s Certified Educational Equity Coach pilot program and continues to seek out opportunities to acquire, develop, and practice new knowledge and skills as well as reflect on his own practices, biases, and culture. He credits his family, Star Trek, and LEGOs for much of his passion and creativity.

Social Media: (LinkedIN)

DESCRIPTION

For this presentation, I will share out my experiences as a pilot participant in NAPE’s Certified Educational Equity Coach (CEEC) program in Austin, Texas. The goal is to provide my audience with practical strategies to support equity coaching while also providing a brief overview of the CEEC program. The session will be grounded in current research and framed within the NAPE Culture Wheel, which precisely models how educator beliefs can impact student learning.

Participants can expect a short overview of the CEEC program, its requirements, and how I approached it. I will specifically focus on my experience coaching teachers at an Austin-area middle school with a roughly split population of Hispanic and White students. I will describe and model a coaching cycle (adopted from Glickman (2009)) that includes a pre-conference, classroom observation, post-conference, formative check-ins, and a summative evaluation. Participants will be able to view and interact with real classroom data, including first and third person videos collected using GoPros as well as classroom equity heat maps that allow for quick visual interpretation of classroom observation data. Using these resources, participants will discuss and develop their own equity action plan (EAP), which we will compare to one generated by myself and a teacher. Finally, we will hear from one teacher – and possibly one student – who will describe their experience as a participant in this project.

By the end of the workshops, participants will hopefully discover how beliefs and assumptions about a group of students can foster an inequitable learning environment, but more importantly how coaching and thoughtful data presentation can generate needed awareness of inequities and ultimately lead to better instruction. Time permitting, I will also share some of my work designing and hosting an equity PLC with science and social studies teachers.

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

button-download-workshop-filesStrand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Monroe

ABSTRACT

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.

PRESENTER(s)

eImhofPresenter 1

Elizabeth Imhof, Ph.D.
Faculty Resource Center Faculty Director
Santa Barbara City College

Biography: Dr. Imhof is the Faculty Resource Center Faculty Director at Santa Barbara City College where she co-directos two Hispanic Serving Institution Federal grants. Before beginning her academic career, she worked as a community organizer facilitating programs to build dialogue and understanding between diverse religious and cultural groups. Dr. Imhof now combines her academic interests and her desire to promote equity and diversity based education at SBCC where she has taught history and Social Justice Research and co-founded SBCC’s Middle East Studies Program. Midway in her career, confronted by falling student success rates, Dr. Imhof began to employ a wide range of non-cognitive/social-emotional pedagogies with great success. She now continues her work and research in non-cognitive learning, curriculum design, and leads experiential workshops to demonstrate to faculty and administrators the essential nature of non-cognitive teaching to student success and equity.

DESCRIPTION

The belief that one does not belong in higher education is among the greatest inhibitors to success for underserved college students. This unique and experiential workshop will demonstrate and present evidence for how non-cognitive/social emotional learning pedagogy works to support student success and persistence through the cultivation of a sense of academic and cultural belonging. The benefit of non-cognitive pedagogy springs from the collaboration among faculty and educational professionals and students who co-produce knowledge to ensure courses and campus programs support student equity, are relevant to students’ experiences and goals, are academically rigorous, and cultivate belonging and community among students, faculty, and other campus educational professionals.

Workshop participants experience examples of non-cognitive teaching from the perspective of the student and leave the workshop with tools and techniques that can be immediately integrated into any academic discipline or program. As participants live through the pedagogy, they more fully internalize the methodologies and appreciate the personal development benefits of the techniques, as well as become grounded in the academic and communication skills they will be encouraged to share with their students.

Despite the documented evidence of the benefits, disseminating affective strategies across a college campus is challenging. Faculty often resent the imposition of perceived outside and trendy teaching practices and actively resist administration or institutional encroachment into the classroom. Administrators and Student Services staff often resist change in their programs because of territorialism and limited resources and funding. The Affective Learning Institute (ALI) provides a model for how to get faculty, administrator, and staff buy-in for sweeping equity-based change through in-house created and facilitated professional development opportunities that lead to a certificate in affective learning that can be completed in a year. Through a series of four multi-day workshops and a monthly Inquiry Group meeting, The ALI model teaches the basics of non-cognitive teaching and learning strategies, emphasize why social-emotional learning and culturally relevant teaching and programming is vital to the success of underserved student populations, provide participants with practical tools for incorporating non-cognitive pedagogy into their classrooms and campus programs without sacrificing core content, empowers participants to develop and research new student success strategies, and provide opportunities for faculty, administrators and staff campus-wide to collaborate and disseminate best practices.

Participants leave the ALI committed to enhancing the quality of relationship between faculty, administration, staff, and students, a key factor for successful student learning, a sense of belonging in the college environment, and student retention. The social-emotional experience of a student is key to learning and the quality of that experience is largely related to a student’s sense of place in the college learning culture. In a recent study of 30,000 college graduates, participants rated “supportive relationships with professors,” as the most important factor in evaluating whether or not their college experience had been worth the cost. According to studies at the Center for Disease Control, school connectedness, which is defined as how strongly students feel a sense that they belong to their school community, may be the number one contributing factor to students’ academic success. A sense of belonging is strongly correlated to educational outcomes including school attendance, staying in school longer; and higher grades.
Participants will understand how equity, relevance, and belonging increases student success through experiencing non-cognitive pedagogy from the perspective of the student and reviewing evidence demonstrating the success of non-cognitive teaching and learning methods. We will provide national evidence for how and why non-cognitive teaching works, evidence from our campus programs for how these practices have earned SBCC national recognition as one of the leading community colleges in America including the prestigious Aspen award for #1 Community College in America, and the Affective Learning Institute (ALI) model for comprehensive, faculty-led professional development that supports SBCC as one of the most successful community colleges in the country with student success rates far above the national average.

Student Centered Advocacy: Tools that build one voice for student success

button-download-workshop-filesStrand: Public Policy—Supporting Equity and Education
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Yorktown

ABSTRACT

This session will highlight new student centered advocacy tools that help local communities develop relationships and build joint policy platforms. Participants will gain insight into a suite of research-based, online resources that lay the foundation for a variety of advocacy efforts to address opportunity gaps.

PRESENTER(s)

Presenter 1

Alexis Holmes
Senior Policy Analyst
National Education Association

Biography: Alexis Holmes is a senior policy analyst for the National Education Association. She is responsible for engaging partners and reviewing policies related to secondary schools, career and technical education, and family engagement. Previously, she has served as an NEA minority community outreach liaison and director of government relations for the College Board.

Presenter 2

dharrisaikensDonna Harris-Aikens
Director of Education Policy & Practice
National Education Association

Biography: Donna Harris-Aikens is the Director of the Education Policy and Practice Department at the National Education Association. She manages all policy related to elementary and secondary education issues, as well as early education, higher education, and career technical education. In addition, Mrs. Harris-Aikens leads the association’s national, state, and local advocacy efforts for implementation of the Every Student Succeeds Act. Prior to joining NEA, she served as the policy manager for Service Employees International Union’s Public Services Division (SEIU), and also served as director of government relations for the National Association of State Directors of Career Technical Education Consortium. Mrs. Harris-Aikens earned her law degree from Howard
University School of Law, and is an active member of the District of Columbia Bar.

DESCRIPTION

Student Centered Advocacy: Tools that build one voice for student success is a session created for education opportunity advocates. As implementation of the Every Student Succeeds Act transitions to local planning, it is becoming increasing important that local families and communities engage and offer their voice for their schools. This session will highlight new student centered advocacy tools that help local communities develop relationships and build joint policy platforms. Participants will experience and gain insight into a suite of research-based, online resources that lay the foundation for a variety of advocacy efforts to ensure that our students’ success does not depend on living in the right neighborhood.

Cracking the Code – Success Strategies for Women in STEM

button-download-workshop-filesStrand: Increasing access and equity in CTE and STEM
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Williamsburg

ABSTRACT

At the Douglass Project for Women in STEM at Rutgers University, we have created and implemented replicable, proven strategies to improve the engagement, retention and completion rates for undergraduate women in STEM. These strategies, centered on “Living Learning Communities”, can be implemented in secondary and post-secondary education environments, and have demonstrated most success in the residential, post–secondary educational environment, specifically for undergraduate engineering majors.

PRESENTER(s)

snadlerPresenter 1

Sally Nadler, SPHR
Assistant Dean – Douglass Project for Women in Math, Science and Engineering (Interim)
Douglass Residential College, Rutgers University

Biography: Sally is a well-respected energy and workforce development professional within NJ. Prior to her retirement from PSEG, she had over 30 years’ experience in a diverse range positions. As the Manager of Workforce Development, Sally was responsible for overseeing all talent acquisition pipeline initiatives for PSEG including the college relations and diversity outreach functions. These included the company’s recruitment initiatives for women, people of color, veterans and individuals with disabilities. Sally then worked with NJIT and the NJ Advanced Manufacturing Talent Network register the MechaFORCE™ – Registered Internship Manufacturing Program (M-RIM).Sally serves on the NJ State Employment and Training Commission, and on the NJ Council on Gender Parity in Labor and Education, which she is now chair. She holds an AAS degree in Management from Middlesex County College, a BS in Management from Rutgers Business School, and a Master of Arts in Leadership from Bellevue University.

Social Media: (LinkedIN)(Facebook)

DESCRIPTION

Overview
The Douglass Project for Rutgers Women in Math, Science, & Engineering offers innovative programing for all aspiring female scientists, mathematicians, and engineers at Rutgers University in New Brunswick, NJ. Established in 1986, the Douglass Project is an award-winning, visionary program dedicated to supporting women interested in the STEM majors by:
1. Enhancing educational experiences and providing academic development and leadership opportunities.
2. Encouraging students to recognize and have confidence in their abilities and attain their educational goals.
3. Providing community and support systems that foster competence and achievement in STEM.
Housed at Douglass Residential College, we help students succeed in their academic endeavors through individual advising, structured research programs, career development workshops, leadership training, alumni and industry connections and student involvement opportunities.

One of the cornerstone programs of the Douglass Project is The Reilly Douglass Engineering Living-Learning Community (“Reilly DELLC”) which was implemented in fall, 2012 as a strategy to increase the retention and persistence of the women engineers enrolled in Douglass Residential College and the School of Engineering at Rutgers University. For the last six years, the community has accomplished this by utilizing research-based initiatives for expanding students’ knowledge in academic and professional settings. The Reilly DELLC has also offered intentional programming focused on community building that provides unmatched opportunities for educating a student holistically, academically and professionally. In particular, vicarious learning opportunities are more likely to lead to increased self-efficacy for women, which is defined as the strength of a person’s belief in her ability to complete tasks and reach goals. Thus, the Reilly DELLC has offered many opportunities for hands-on and proactive learning in both academic and professional contexts. The Reilly DELLC is a joint partnership of Rutgers’ Douglass Residential College and the School of Engineering. The department of Douglass Residential College that oversees daily operation of the Reilly DELLC is the Douglass Project for Rutgers Women in Math, Science and Engineering (“the Douglass Project”), with staff member Mrs. Nicole Wodzinski serving as Director of the Reilly DELLC.
Students who participate in living-learning communities (“LLCs”) report higher levels of satisfaction with their college experience compared to their peers who do not participate in such programs. The Reilly DELLC’s multilayered mentoring model provides participants with the support and verbal persuasion of engineering faculty, staff, administrators, and students. These efforts have resulted in a high retention rate, high academic achievement, and excellence in research. The National Study of Living Learning Programs reviews student outcomes with a longitudinal study and finds that LLCs can facilitate a smoother transition for first-generation college students, provide lasting positive effects on students’ academic self-confidence and civic engagement, and provide positive second-hand effects for non-LLC students living in the same residence hall. Therefore, the LLC not only aims to serve the first-year members of the program, but also offers opportunities for women in the program for all four years and includes non-LLC students to benefit from programming and experiences as well.

Multi-layered Mentoring – Reilly DELLC aims to increase female role models in engineering through our mutli-layered mentoring programs. Participants in the Reilly DELLC receive mentoring from a variety of sources. The community’s Faculty Mentor, Dr. Helen Buettner, is a Professor of Chemical and Biochemical Engineering and a Professor of Biomedical Engineering. In addition to mentoring participants, she has developed and enhanced the Introduction to Engineering course, which all of the participants take. The first-year cohorts are also mentored by a second-year engineering student in residence, called a Peer Academic Leader (PAL). The PAL assists first-year students with transitioning to the college environment and strengthening relationships within the community. Our PAL for the 2016-2017 academic year was Cassidy Schneider, who is majoring in Bioenvironmental Engineering. Cassidy is a Reilly DELLC third year participant and an undergraduate researcher in the department of Bioenvironmental Engineering. The PAL for the 2017-2018 academic year is Cora Lopresti, a Reilly DELLC sophomore majoring in Mechanical Engineering. She has been working with her PAL mentor to prepare for the new class moving in this fall.
First-year students in the Reilly DELLC are also mentored by two graduate students enrolled in Rutgers’ School of Engineering. The graduate mentors provide overall support to our first-year students through individual and group mentoring. They also plan programs designed to keep the community engaged. The graduate students also work with the students through the Engineering Explorations course with Dr. Buettner. The Reilly DELLC’s two graduate mentors for the 2016-2017 academic year were Vyshnavi Karra and Catrice Carter. Vyshnavi is a Reilly DELLC alumna and currently working toward her Master’s degree in Chemical and Biochemical Engineering. Catrice is a Rutgers School of Engineering alumna and has been working in STEM outreach for several years. She is currently working on her PhD in Materials Science and Engineering. The 2017-2018 Graduate Mentor Program will welcome back Catrice Carter and new Reilly DELLC alumna Sara Wengrowski. Sara has been an active member of the Reilly DELLC community and will continue to mentor current students during her graduate work at the Rutgers School of Engineering.
The sophomores, juniors, and seniors that are part of the Reilly DELLC also engage in a strong mentoring program. For the 2016-2017 academic year, sixty-four upper-year mentors were engaged in mentoring thirty-two first-year students in engineering. The mentors participate in at least two trainings each semester and meet with their mentees at least twice a semester. Based on the feedback provided from the members of the Reilly DELLC, the peer mentoring has helped to foster peer engagement and provided guidance in career preparation, choosing majors, finding research opportunities, and utilizing professional development opportunities.
Introduction to Engineering Course – In addition to mentoring, the participants receive direct instruction in a 3-credit course that creates an environment to explore engineering design projects in small teams. This year, the class created interactive exhibits to encourage the interest of middle school girls in engineering fields. In each course period, students interacted with their Faculty Director, Dr. Helen Buettner, and peer mentors from the Reilly DELLC. While this course has many important academic components, it also provides students with a low-stakes experience to explore different engineering topics and majors. This course, populated by female representatives from different engineering fields, allows women the opportunity to visualize themselves in each of those roles. The literature shows that faculty engagement can enhance student experience and outcomes, and the Reilly DELLC takes advantage of commonality in the interests of students and faculty to make connections starting in this course and perpetuating this practice outside the classroom. The class works in small groups to create a hands-on project culminating in a presentation at the end of the semester. The goal of the project is for the groups to represent a field of study within engineering. The presentation also encompasses the challenge of creating a mini-lesson to middle school students with a hands-on activity. Groups must create a budget; anticipate questions, and brainstorm why this activity might encourage girls to pursue engineering courses. This course has been so successful that the School of Engineering is looking to implement a similar syllabus for their entire first-year introductory engineering course.

Hands on Activity – Once the research based concepts and success strategies used by the Douglass Project in its living learning communities are shared, Ms. Nadler will lead and facilitate workshop participants through a lively and engaging strategy implementation working session to be able to take away the key success factors and implement them within their campuses and schools. This action planning, goal-setting activity will have three main objectives:
1. Set retention targets for women in STEM specific to your individual institutions
2. Create a recruitment strategy and implementation plan
3. Identify and engage potential education and industry partners for outcomes and placement
This way each person that attends the workshop will not only learn about these success strategies, but will have a specific action plan that they can implement once they return from the conference.

In the wrap up, we will also share about how we are taking these proven strategies and expanding them at Rutgers to include both the addition of Computer Science and Biology majors.

Achieving Equity through Greater Investments in Single Mothers’ Postsecondary Success

button-download-workshop-filesStrand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Richmond

ABSTRACT

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.

PRESENTER(s)

lreichlincrusePresenter 1

Lindsey Reichlin Cruse
Senior Research Associate
Institute for Women’s Policy Research

Biography: Lindsey Reichlin Cruse is a Senior Research Associate at the Institute for Women’s Policy Research (IWPR). Lindsey manages Student Parent Success Initiative projects, which promote awareness of, access to, and success in higher education for college students who are parents. She leads the Student Parent Policy Working Group and was a contributing researcher for IWPR’s Job Training Success Project. Lindsey has presented at numerous events & conferences, including serving as a panelist at UNDP’s Third Global Forum on Business for Gender Equality and as a keynote speaker at the 2017 Student Parent Success Symposium. An expert on access to postsecondary education, Lindsey has been quoted in several outlets including The Washington Post, Refinery29, the National Journal, and Market Watch. Prior to IWPR, Lindsey held positions at the Aspen Institute’s Global Leaders Council for Reproductive Health and at Global Policy Solutions. Lindsey has an MA from Columbia University and a BA from UCLA.

Social Media: (LinkedIN)(Twitter)(Facebook)

nlynnlewisPresenter 2

Nicole Lynn Lewis
CEO and Founder
Generation Hope

Biography: Nicole Lynn Lewis serves as the CEO of Generation Hope, an organization which she founded in 2010. Nicole founded Generation Hope because, after completing college as a teen mother despite tremendous obstacles, she wanted to help other teen parents earn their degrees and achieve stable and successful futures. In just 8 years, Nicole has created a truly unique and thriving organization that is gaining national attention for its focus on college completion for teen parents. Generation Hope now serves more than 100 teen parents attending college in the DC region, has celebrated 30 teen parent graduates, and has provided more than $400,000 in tuition assistance. As a testament to her work, Nicole was named a 2014 CNN Hero, a 2017 Minority Business Leader by the Washington Business Journal, and a “Top 40 Under 40” by Washingtonian Magazine. Nicole holds a MA in Social Policy and Communication from George Mason University and a BA in English from the College of William & Mary.

Social Media: (Twitter)(Facebook)

DESCRIPTION

Single mother families are increasingly common, and they have much lower incomes and higher poverty rates than other family types. Given the association of higher education with increased earnings, higher employment rates, improved well-being, and better outcomes for children, increasing single mothers’ college attainment can have far-reaching benefits for families and communities. Yet, despite the transformative power of a postsecondary credential, single mothers have disproportionately low rates of attainment: in 2015, just 31 percent of single mothers ages 25 and older held a college degree, compared with over half of comparable married mothers. With single mothers growing as a proportion of U.S. undergraduate students—their number in college doubled between 1999 and 2012—investing in supports that can help them tackle the major time-related and financial challenges they face is becoming increasingly important. Supportive services like affordable, high-quality child care, case management/coaching, mentorship, and targeted financial assistance can improve single mothers’ ability to enter and complete college, increase their economic security, and lead to multigenerational benefits.

This session will begin by describing the single student mother population. According to the most recent data, more than one quarter of women in college have children and most (60 percent) are raising children without the support of a spouse or partner. The Institute for Women’s Policy Research (IWPR) will share its analysis of the 2.1 million single mothers enrolled in college, including their racial/ethnic makeup, their enrollment patterns, their financial insecurity, and the caregiving considerations and time constraints that complicate their persistence in college. IWPR’s presentation will highlight key equity issues surrounding college-going single mothers, including the fact that women of color are especially likely to be raising children on their own while pursuing postsecondary education, and that single mothers are disproportionately likely to enroll in for-profit institutions—which cost more than traditional public institutions, lead students to take out significant debt, and often do not result in credentials that lead to high-quality jobs.

IWPR will also share findings from its recent study quantifying the costs and benefits for families, communities, and society of investing in single mothers’ educational attainment. These findings include the earnings gains that stem from single mothers’ attainment of two- and four-year degrees; the relative benefits for single mothers of earning a college credential compared with the costs associated with attending college (including lost wages); the impact of degree attainment on single mother family poverty; and a breakdown of the types and costs of supports that could promote single mothers’ educational success. These findings will help the audience understand and articulate the case for devoting greater economic and educational resources to improving degree attainment among single mothers.

Generation Hope, a community-based nonprofit focused on increasing college achievement among teen parents in the DC area, will then discuss challenges, opportunities, and effective strategies for promoting single mother family success. Nicole Lynn Lewis, Founder and CEO of Generation Hope, will share the organization’s two-generation model for promoting the educational success of teen mothers through targeted scholarships, case management, and mentorship. She will provide recommendations for campus- and community-based programs who serve or are interested in serving single mothers in college, and share her insights and lessons learned from her work helping teen parent families escape poverty and achieve prosperity through education. Ms. Lewis will also discuss how policy and institutional practices and systems could be improved to facilitate this population’s ability to enter college and persist to a degree.

The last 20 minutes will be open for audience participation, giving attendees the chance to ask questions and engage with the panelists and each other. Speakers will ask the audience questions as well, to better understand attendees’ interest in single student mothers, learn about the challenges they face and strategies they use for serving this population, and hear their insight and recommendations for helping single mother families achieve prosperity. Audience members will receive a handout that identifies supports and service delivery strategies that can address single mothers’ needs, and provides recommendations for promoting their educational success at the institutional, programmatic, and policy levels, in addition to a brief self-assessment tool developed by IWPR to determine how institutions and programs can become more family-friendly.

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

button-download-workshop-filesStrand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Crystal

ABSTRACT

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.

PRESENTER(s)

sSwainPresenter 1

Shannon Swain
Superintendent, Office of Correctional Education
California Department of Corrections and Rehabilitation

Biography: Ms. Swain is the Superintendent of the Office of Correctional Education for the California Department of Corrections and Rehabilitation, which provides educational programs to adult inmates in California’s 35 prisons. She had served as Deputy Superintendent from June, 2014 through October, 2017. Swain was a subject matter expert of correctional education at Synergy Correctional Technology Services from 2012 to 2014, where she worked with the Chilean Ministry of Justice, traveling to Chile to provide instruction in adult learning methodology to Chilean prison wardens. She served in several positions at the CDCR Parolee Educational Programs, operated by the Contra Costa County Office of Education, from 1989 to 2012, including principal, program manager, project coordinator and teacher.

Social Media: (LinkedIN)(Twitter)(Facebook)

czachryPresenter 2

Carolyn Zachry, Ed.D.
Education Administrator/State Director, Adult Education
California Department of Education

Biography: Dr. Zachry is currently the State Director for the Adult Education Office in the Career and College Transition Division (CCTD) at the California Department of Education (CDE). Her office is responsible for administration and management of the federal WIOA Title II grant as well as co-administration of the Adult Education Block Grant. Prior to her time in the Adult Education Office, Dr. Zachry was the administrator for the office with the federal Perkins and state CTE Grants. She was on the team responsible for the revisions to and professional development for the California CTE standards. She is the CDE representative to the Joint Special Populations Advisory Council, the California County Superintendents Education Services Association CTE council, and the president of the executive committee for the National Association for Partnerships in Equity (NAPE).

Social Media: (LinkedIN)(Facebook)

DESCRIPTION

The California Department of Education’s (CDE) Adult Education programs serve a diverse student population in the nation’s third largest state, including adult immigrants, adults with disabilities, disadvantaged adults, single parents, displaced homemakers and incarcerated adults. One setting that includes adult learners from each of these categories may seem an unlikely place to find bustling, productive classrooms with actively engaged students: Prison. The California Department of Corrections and Rehabilitation’s (CDCR) Office of Correctional Education (OCE) provides academic and career technical education classes to approximately 50,000 students every day, in 35 accredited adult schools. Through an innovative partnership, these two state agencies- CDE and CDCR, are collaborating to offer pathways to success for adults incarcerated in California’s prisons, addressing a variety of reentry needs for California’s returning citizens.
Correctional Education in California’s Prisons: A Collaboration between California’s Departments of Education and Corrections and Rehabilitation will explore the academic and career technical education opportunities for adult learners incarcerated in California’s prisons. In addition to exploring educational programs being offered behind prison walls, attendees will learn how multiple state agencies are collaborating to contribute to pathways to success, addressing a variety of reentry needs for California inmates, over 96% of whom will ultimately be releasing back to their communities. Correctional education is vital to public safety, as this presentation will explain.
The presentation will first assess the audience to identify knowledge of current barriers to successful community reintegration for justice-involved returning citizens. As the Director of Adult Education for the State of California, Dr. Carolyn Zachry is uniquely qualified to share with the audience the various ways that CDE is supporting adult students in California. She will discuss the Adult Education Block Grant and the creation of regional consortia of adult schools and community colleges collaborating to meet student needs across the state of California. She will also share how CDE supports incarcerated adult students through federal Workforce Innovation and Opportunities Act (WIOA) Title II funding as well as through federal Carl Perkins funding, supplementing CDCR programs to improve student learning. As Superintendent of the Office of Correctional Education for CDCR, Shannon Swain will detail the various academic and career technical programs provided inside California’s 35 distinct adult schools, each located inside a different California prison. She will share details about the three tenets of the Student Success Initiative, including the development of professional learning communities, training on data-informed decision making, and the development of a new model for communicating with inmate students, Transformative Correctional Communication, which emphasizes a new approach for communicating with student inmates to avoid manipulation and increase student engagement.
The presenters will provide examples of how WIOA Title II funds are being leveraged to enhance professional development opportunities for CDCR teachers and administrators, through California Adult Literacy Professional Development Project (CALPRO), which provides workshops and learning institutes to adult education teachers across California. They will share how the Outreach and Technical Assistance Network (OTAN) and the Comprehensive Adult Student Assessment System (CASAS) also support student learning and teacher development for Correctional Education teachers in California prisons, OTAN through its innovative web based instructional and student support resources for adult educators, and CASAS through its competency-based assessment and instructional resources. The presenters will include handouts for attendees that provide references and relevant web links. Their focus on the use of effective strategies for adult learners is grounded in adult learning and will therefore involve relevant examples rooted in practical application.
While academic and career technical education classes are available in prison classrooms, career pathways are not the only area of need for inmate students. Student social and emotional health are vital to their success, both during their incarceration and ultimately throughout their transition back to their communities. Effective correctional educators emphasize and model the development of healthy habits for a more holistic approach to health. In addition to academic and career technical education programs, OCE provides recreational and leisure activities through the provision of coaches who teach physical fitness courses, organize chess and Scrabble© and other board game tournaments, and provide access to positive leisure time pursuits.
Justice-involved students transitioning into their communities often face new technologies with which they may be unfamiliar. It is therefore important that correctional education provide access to and instruction in these emerging technologies. The presentation will include an overview of how computers and electronic devices are being used for academic assessment and instruction inside California prisons, and explore the development and implementation of eLearning and internet-protocol television initiatives that are providing access to new technology for students.
Finally, it is important to note that this proposed presentation aligns with each of the conference strands. Certainly the strand of “best practices for equitable learning environments” applies, given the high needs of the inmate students. Increasing access and equity in CTE and STEM seems appropriate, given the exploration of the 20 different CTE courses available, as does Building a Diverse Workforce, given the emphasis on competency-based education and the development of pre-apprenticeship programs. A case could be made for Equitable Leadership Practices, given the focus on institutional change and leadership development underway in the prison system. Finally, Public Policy-Supporting equity and education also seems a likely fit, as the California Departments of Education and Corrections and Rehabilitation collaborate to bring high quality, engaging, and effective academic and career technical education programs to California’s prison inmates, improving possibilities for successful community transition while simultaneously promoting correctional institution and public safety.