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Weekly COVID-19 Update: Friday, April 02, 2021


From: Office of the State Superintendent of Public Instruction

Date: April 02, 2021


All Coronavirus (COVID-19) SSPI Communications

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From State Superintendent Tony Thurmond

Dear School Communities and Partners:

Each day, more districts announce plans for in-person learning with more than one million students on campus at least part-time, and we expect that number to keep rising as we approach mid-April with more educators getting vaccinated and more districts transitioning into their reopening plans.

Each community faces unique challenges, and as each school district navigates its way in this time, we are looking to provide support in all ways possible. The transition back to in-person learning for every school must focus on social and emotional needs and mental well-being while also putting in place the measures to ensure physical safety.

Yesterday, I hosted a media event that highlighted the insights and experiences of great leaders in education who safely and successfully brought students back to classrooms and campuses. More importantly, they serve as examples that through multi-layered safety measures and with careful attention to physical health and social-emotional well-being, schools are able to stay open and provide the education and services our students need.

As part of that reopening discussion, we also continued our conversation about how a focus on mental health and well-being also means providing a sense of belonging and a safe space for our students.

We continue to be heartbroken by many of the devasting events we have seen in our country recently; in particular, the hate against Asian Americans and Pacific Islander (AAPI) communities. At CDE, we have been engaged in a campaign over the last several months called Education to End Hate, and we have provided trainings for districts and grants for professional development. During Thursday’s event, we heard from California Secretary of Labor Julie Su and Executive Director of Asian Americans Advancing Justice Stewart Kwoh, who helped develop and advance the important work and curriculum created by the Asian American Education Project. Their efforts underscore how education can be an important tool to combat racism, harassment, and hate targeting the AAPI community.

There is no place for hate for anyone in any of our communities. We will continue to lead this important conversation in roundtable meetings that focus on stopping AAPI hate and what educators and educational leaders can do to make sure these difficult conversations are being held in their schools and classrooms.

Announcements & News Releases

High School Voter Education Weeks (April 19-30, 2021)

https://www.cde.ca.gov/nr/el/le/yr21ltr0330.asp

Program Updates

Multilingual Support Division
Newsletters

The Multilingual Support Division (formerly English Learner Support Division) is publishing two newsletters during the COVID-19 school closure: the Distance Learning Parent Newsletter and the Multilingual Updates Newsletter. These newsletters have been published monthly but are moving to an every-other-month schedule starting with the February 2021 issues. The next issues of both newsletters will be published in April 2021.

The February Multilingual Updates Newsletter covers funding, resources, State Board of Education updates, and webinars. The February Distance Learning Parent Newsletter provides resources and activities for parents and families.

To read the newsletters, go to the CDE Multilingual Updates Newsletters web page at https://www.cde.ca.gov/sp/el/er/elnewsletters.asp.

Educator Workforce Investment Grant (EWIG): English Learner Roadmap (ELR) Implementation

The two EWIG ELR grantees, Californians Together (CalTog) and the California Association for Bilingual Education (CABE), are available to bring research-based strategies and resources to administrators and educators in order to dramatically accelerate and improve multilingual academic opportunities and outcomes for English learners across California.

For more information about CABE’s Multilingual California Project (MCAP) (https://mcap.gocabe.org/) and CalTog’s English Learner Roadmap Implementation for Systemic Excellence (EL RISE!) (https://www.californianstogether.org/el-rise/), please visit the CDE Educator Workforce Investment Grant: EL Roadmap Policy Implementation web page at https://www.cde.ca.gov/sp/el/rm/ewigelrmpolicy.asp. The Upcoming Webinars section below includes details on upcoming EL RISE! and MCAP webinars.

Student Achievement and Support Division

The California Department of Education (CDE) has posted the Emergency Assistance to Non-Public Schools Program Request for Applications (EANS RFA) on the CDE Emergency Assistance to Non-Public Schools Program web page at https://www.cde.ca.gov/fg/cr/eans.asp. This is a Reference Only version of the EANS RFA and should not be submitted to the CDE. All EANS applications must be submitted through the electronic portal SNAP Survey. The link to access the electronic application will be posted on the EANS web page on or before April 12, 2021. The window for applying for EANS funds is April 12, 2021 through April 26, 2021 at 5 p.m. Applications received after this deadline will not be reviewed.

The CDE will host two informational webinars to walk through the EANS funding program, application process, eligibility criteria, and funding methodology. Information to log into these webinars is posted on the EANS web page and shared in the Upcoming Webinar section of this email.

Questions can be sent to EANS@cde.ca.gov.

Special Education Division

Early Childhood
Early Childhood Technical Assistance Center (ECTA): Remote Screening, Evaluation, and Assessment

ECTA and DaSy have produced new resources on remote screening, evaluation, and assessment. These resources include the following:

  • Determining a Child’s Eligibility Remotely

The following documents and infographics contain guidance, considerations, and resources for determining a child's eligibility for services when you cannot be in the same room with the child:

  • Determining a Child’s Eligibility for Early Intervention Services Remotely
  • Determining A Child's Eligibility for Preschool Special Education Services Remotely
  • Assessment Tools and Potential for Remote Administration

The following tables contain assessment tools that are most appropriate for remote administration, including:

    • Screening Tools for Children Birth to Age Five Years with Potential for Remote Administration
    • Norm-Referenced Assessment Tools for Children Birth to Age Five Years with Potential for Remote Administration for Eligibility Determination
    • Assessment Tools for Planning Instruction and Monitoring Young Children's Progress Remotely

For access to these resources, visit the ECTA Remote Screening, Evaluation, and Assessment web page at https://ectacenter.org/topics/earlyid/remote.asp .

Additional resources for when Child Outcome Summary (COS) teams are unable to meet in person can be found on the ECTA COS Completion web page at https://ectacenter.org/eco/pages/cos-distance.asp .

ECTA: Preschool During the Pandemic Series

This series, a project by ECTA and produced by Larry Edelman, shares the experiences of practitioners and families from across the country, illustrating how the fields of early education and early childhood special education are successfully supporting preschoolers and their families during the COVID-19 pandemic. The following episodes are currently available:

  • Episode #1: Overview: Early Childhood Education in Extraordinary Times
  • Episode #2: Teaching Through the Screen, Not On It
  • Episode #3: Reflections on Inclusion in Remote Preschool
  • Episode #4: Equity and Family Support
  • Episode #5: Alia Goes Back to Preschool
  • Episode #6: Bringing a Virtual Classroom to Life
  • Episode #7: My Virtual Preschool Classroom
  • Episode #8: Noah and Pop-Pop Go to Preschool
  • Episode #9: Back to the Classroom: Balancing Social Development and Safety
  • Episode #10: Promoting Social Skills in a Virtual Classroom
  • Episode #11: Rising to the Occasion
  • Episode #12: Engaging Preschoolers with Green Screens

For access to this video series, visit the ECTA Preschool During the Pandemic web page at https://ectacenter.org/topics/disaster/preschoolpandemic.asp?utm_source=Email_marketing&utm_campaign=PSProvVids4Pand2.4.21&cmp=1&utm_medium=HTMLEmail .

Early Start Webinar Series

To address the needs of Early Start during the coronavirus pandemic, this Webinar Series offers the following courses:

  • Telepractice Series, which focuses on web-based strategies to support the development of infants and toddlers in Early Start. This series will continue until May 31, 2021.
  • Wellness, Mental Health, and Resilience Series, which focuses on preventing, recognizing, and addressing stressors for children, families, and professionals. This series will continue until May 31, 2021.
  • Foundations: Understanding Systems, Processes, and Practices, which will focus on the following lessons: family systems, the Early Start system, evidence-based practice, the Individualized Family Service Plan process, coaching, and other help-giving practices. This series will begin on April 19, 2021, and end on June 25, 2021.
  • Skill Base: Facilitating Sensory Processing Development, which will focus on the following lessons: development of sensory processing skills; red flags, common disabilities, and referrals; essentials of assessment of sensory processing; outcomes, services, and coordination; and intervention strategies to work with children and their families. This series will begin on April 19, 2021, and end on June 25, 2021.
    • Skill Base: Facilitating Cognitive Development, which will focus on the following lessons: development of cognitive processing skills; red flags, common disabilities, and referrals; essentials of assessment of cognition; outcomes, services, and coordination; and intervention strategies to work with children and their families. This series will begin on April 19, 2021, and end on June 25, 2021.
    • Skill Base: Facilitating Communication Development, which will focus on the following lessons: development of communication skills; common disabilities and referrals; essentials of assessment of communication; outcomes, services, and coordination; and intervention strategies to work with children and their families. This series will begin on April 19, 2021, and end on June 25, 2021.
    • Skill Base: Facilitating Adaptive Development, which will focus on the following lessons: introduction to adaptive development; sleeping; feeding, self-feeding, and oral-motor skills; dressing, toileting, and personal hygiene; and bringing it all together to address adaptive development through Early Start. This series will begin on April 19, 2021, and end on June 25, 2021.

Registration for these events can be found on the California Early Start website at https://www.cpeionline.net/ , where you will first need to login or create an account, enroll in a Webinar Series, and then sign up for individual webinars in these series as they become available.

For more information on this webinar series, contact Annie Baccay, Education Programs Consultant, Special Education Division, at ABaccay@cde.ca.gov .

Educator Workforce Investment Grant (EWIG): Special Education

The CDE; the California Collaborative for Excellence in Education (CCEE); and the EWIG Special Education grantee, Center for Applied Special Technology (CAST), have partnered to support educators across the state to learn new techniques addressing the unique challenges teachers and students are facing.

These organizations have created a padlet with resources that include links to webinar series, recommendations on remote design, video assessments in the virtual class, lesson planning guides, and more.

The padlet is available at https://padlet.com/jlevine_CAST/CCIL

For more information on this resource, contact Shamryn Coyle, Director, California Coalition for Inclusive Literacy, at scoyle@cast.org .

Supporting Inclusive Practices (SIP)

The SIP project, funded by the CDE Special Education Division, is dedicated to supporting educators and families across California in the design and intentional redesign of inclusive practices to create more equitable and inclusive systems for students with disabilities.

Equity by Design Webinar Series (Part 1): A Conference in A Box Presented by Katie Novak and Mirko Chardin (Fall 2020)

The Equity by Design conference focuses on the following objectives:

  • Understand how Universal Design for Learning (UDL) can help to dismantle inequitable systems and practices to provide all students with equal opportunities to learn at high levels
  • Explore and express the connections between UDL and culturally sustaining pedagogies, trauma-informed practices, and anti-racist teaching practices
  • Design more equitable, linguistically appropriate, and culturally responsive lessons that elevate and celebrate students in ways that are authentically relevant

A padlet of recorded webinars and presentation materials from this series can be accessed at https://padlet.com/SIP_Grant/EBDUDL

Equity In Education Course Presented by Epoch Education: A Series of Nine Self-Paced Web Modules

Epoch Education is offering SIP Grantees and California educators access to nine prerecorded web modules focused on equity in education. Registration will grant you access to the following nine prerecorded web modules until June 1, 2021:

  • Module #1: Becoming Racially and Ethnically Conscious
  • Module #2: Cultivating Cultural Competency
  • Module #3: Culturally Relevant Pedagogy as A Lens for Equity
  • Module #4: The Impact of Microaggressions
  • Module #5: Supporting Student Empowerment
  • Module #6: Our Role in Confronting and Overcoming Systemic Oppression
  • Module #7: What is Implicit Bias?
  • Module #8: Debiasing Our Thoughts and Actions
  • Module #9: Exploring Issues of Privilege and Entitlement

Registration for this series can be found on the Supporting Inclusive Practices’ Equity In Education Course Presented by Epoch Education: A Series of Nine Self-Paced Web Modules web page at https://www.sipinclusion.org/events/webinar-1-of-3-culturally-relevant-special-education-process-3/

For additional information on these resources, contact Katie Maloney-Krips, Education Programs Assistant, Special Education Division, at KMaloneyKrips@cde.ca.gov

Webinars - Recap and Upcoming

Webinar Recaps
Designing for Literacy Development in the Hybrid Classroom Webinar Series
  • Session #2: Accessibility in Hybrid Literacy (January 11, 2021)

The first essential building block to an effective literacy approach is to consider the accessibility of the experience. Modeling and practicing tools to make language accessible will increase learners’ ability to focus on new learning. Use this session to experience tools and resources that make literacy instruction more accessible for all learners.

Webinar recording available at https://www.youtube.com/watch?v=lf5WEuPT3xk&feature=youtu.be

  • Session #3: Engaging in Literacy (February 8, 2021)

Supporting learners to be active readers and writers takes intentional planning. Learners must feel invested in their own learning and be able to maintain their effort and persistence in sometimes difficult circumstances. Use this session to design options for sustained engagement in your literacy program.

Webinar recording available at https://www.youtube.com/watch?v=87zgr-M8UP8

  • Session #4: Executive Functions (March 8, 2021, from 3 to 4 p.m.)

Changes in our learning context can create barriers to our own executive functions. The skills we have developed in the face-to-face classroom may often not be sufficient to manage this new environment. Use this session to support and build your learners’ executive functions so they can be strategic in their literacy learning.

Webinar recording available at https://youtu.be/JD_iycYXEx4

Professional Learning Webinar Series for Paraeducators: Building a Community of Support

An effective inclusion program requires all staff to be highly trained in supporting students’ individualized needs. Paraeducators play a critical role in providing access to instruction and resulting post-secondary outcomes. This year-long series will focus on roles/responsibility, behavior support, and universal design for learning. This series will focus on paraeducators, teachers, and administrators.

  • Session #1: Roles and Responsibilities and Maximizing Paraeducator Support
  • Session #2: Leveraging Inclusive Practices: Accommodations and Modifications are the Foundation for Inclusion
  • Session #3: Paraeducate Self-Advocacy
  • Session #4: Behavior Supports
  • Session #5: Data Collection

A padlet of recorded webinars and presentation materials from this series can be accessed at https://padlet.com/SIP_Grant/Paraeducator

Upcoming Webinars

Emergency Assistance to Non-public Schools Program Funding (EANS): A program sponsored under the federal Coronavirus Response and Relief Supplemental Appropriations Act to provide funding to non-public private schools and eligible non-public schools. (April 5, 2021 and April 7, 2021, both from 10:30 a.m. to noon)

The CDE will host two webinars to provide information regarding the EANS funding program, application process, eligibility requirements, and funding methodology. Pre-registration is not required.

Webinar #1 April 5, 2021, 10:30 a.m. to noon registration:

https://us02web.zoom.us/j/89074708595

Passcode: 195851

Webinar #2 April 7, 2021, 10:30 a.m. to noon registration:

https://us02web.zoom.us/j/85052206752

Passcode: 195853

Suicide Prevention 101 for Parents: Recognizing Signs and What to Do webinar in English (April 7, 2021, 5 to 7 p.m. PST)

Please join the California Department of Education, the Directing Change Program, and Teen Line for an informational webinar External link opens in new window or tab. and Facebook Live External link opens in new window or tab. event. This webinar will provide suicide prevention information for parents, including:

* Recognizing warning signs for suicide

* How to have a conversation with your teen about your concerns

* Actions to take if your teen is having suicidal thoughts

* Tips and resources to support emotional and mental health during COVID-19

* Information about raising resilient teens

Register for the webinar at https://us02web.zoom.us/webinar/register/WN_zOLFzulAQVKEfeCvdIPhMA

CDE Improving Education for Multilingual and English Learner Students: Research to Practice Webinar Series
Session #4: Chapter 3: Multilingual Programs and Pedagogy: What Teachers and Administrators Need to Know and Do (April 7, 2021, 3:30 to 5 p.m.)

The CDE Multilingual Support Division, with the support of the Region 15 Comprehensive Center at WestEd, will host a series of webinars on the new CDE publication, Improving Education for Multilingual and English Learner Students: Research to Practice. The webinar series is designed to engage the field and support educators in incorporating the publication in professional learning settings. The publication chapter authors will be the featured presenters for each webinar.

The recordings of webinars one through three in the series will be posted at a later date.

To register for the fourth webinar in the series, go to https://bit.ly/CDE-EL-04-07-21

MCAP Innovations

Between February and July 2021, local educational agencies (LEAs) can explore eight research-based Professional Learning Innovations offered by CABE and five county offices of education. Based on the initial identification of equity gaps through the Liberatory Design framework, LEAs will learn how to implement key Professional Learning Innovations (supporting Principles 1 and 2 of the EL Roadmap) to address gaps in EL opportunities and achievement across the PK–16 pipeline.

For questions regarding MCAP Innovations, please visit the MCAP Innovation Offerings web page at https://mcap.gocabe.org/innovation-page/ or email MCAP staff at mcap@gocabe.org.

Dual Language Teacher Academy (April 10, 2021, 8 a.m. to 2 p.m.)

This program includes two Saturday modules that will prepare dual language teachers and their colleagues with higher levels of academic Spanish and the pedagogical practices to teach in and support a Spanish dual language program. All modules are aligned with the Guiding Principles for Dual Language Education, third edition, and the California EL Roadmap.

For session and registration information, please visit https://mcap.gocabe.org/innovation1-dlta/

Parent and Family Engagement Leadership Building Multilingual and Multicultural Communities (April 10, June 12, and July 10, 2021, 9 a.m. to noon each day)

This program includes four modules that build leadership capacity in families and draw upon community funds of knowledge to inform, support, and deepen relationships in a multicultural and multilingual community.

For session and registration information, please visit https://mcap.gocabe.org/innovation-parent-family-engagement-leadership-building-multilingual-and-multiculural-communities/

Bilingual Teacher Pathway (April 15 and 29 and May 6 and 20, 2021, 3:30 to 5 p.m. each day)

This program includes six webinars for bilingual paraprofessionals in California that are interested in becoming bilingual teachers. Online courses that act as prerequisites to the credential program and/or exam support are offered.

For session and registration information, please visit https://mcap.gocabe.org/innovation-bilingual-teacher-pathway/

Dual Language Preschool (Dates to be determined)

In partnership with the Fresno County Superintendent of Schools Office (FCSS), First 5 Fresno County built the Lighthouse for Children. FCSS will offer five professional learning modules for those interested in designing a high-quality dual language preschool program and best practices for developing language in early learners.

For session and registration information, please visit https://mcap.gocabe.org/innovation-dual-language-preschool-preschool-early-literacy-development/

Project Guided Language Acquisition Design (GLAD) (Dates to be determined)

The Project GLAD National Training Center has provided exemplary training for educators both nationally and internationally, resulting in increased student access to quality education and high levels of success. Educators, coaches, and administrators develop deep cognition through well-designed lessons that build upon biliteracy, second language acquisition, and reading and writing research.

For session and registration information, please visit https://mcap.gocabe.org/innovation-project-glad/

Writing Redesigned for Innovative Teaching and Equity (WRITE) (April 5, May 3, and June 1, 2021, 3:30 to 5:30 p.m. each day)

This innovation focuses on an equity-centered, culturally and linguistically responsive K–12 instructional literacy approach in English and Spanish. This national academic excellence model for professional development supports schools and districts to implement an approach to prepare students for college, career, and civic participation.

For session and registration information, please visit https://mcap.gocabe.org/innovation-writing-redesigned-for-innovative-teaching-and-equity-write-institute/

English Learner Roadmap 101 for Parents and Families (in partnership with Sobrato Early Academic Language)

Families play a crucial role in the success of their children’s academics. Ensuring they are informed about the English Learner Roadmap will serve as an important bridge to foster stronger school relationships, personal investment, and robust implementation of the English Learner Roadmap. In this session, district and school site personnel will be prepared to deliver English Learner Roadmap workshops to their families so they are:

  • Familiar with the English Learner Roadmap context, policy, and principles
  • Poised to understand their role in effective implementation the English Learner Roadmap at their child’s school

All print and media resources will be provided in English and Spanish so district and school site personnel are able to empower families to support schools in centralizing the needs of English learners.

For more information on these professional development opportunities or to register, please contact your local County Office of Education (see below) or Dr. Margarita Gonzalez-Amador, EL RISE! Project Administrator, at info@elroadmap.org.

San Mateo (April 22, 2021)

Contact Erica Ng, EL Coordinator, at eng@smcoe.org

Santa Clara (April 26, 2021)

Contact Yee Wan, Ed.D., Director of School Climate, Leadership, and Instructional Services Department at yee_wan@sccoe.org

Ventura (May 13, 2021)

Contact Leticia Ramos, Director, English Learner and Dual Language, at leramos@vcoe.org

Culturally Sustaining Pedagogy: Creating the Conditions for English Learners to Thrive (in partnership with Sobrato Early Academic Language [SEAL])

Creating an inclusive, linguistically and culturally affirming classroom community is a central priority for effectively serving English learners. By providing students with mirrors to positively reflect their intersectional identities and windows to embrace the diversity of our world, we can create classrooms and communities that respond to our students’ strengths, needs, socio-emotional health, and identities. This two-session webinar series, with embedded pre-session work and follow-up reflection and application, focuses on how teachers can enact Principle 1 of the EL Roadmap in their virtual or in-person classrooms. Teachers will learn specific skills and strategies for leveraging their students’ and families’ cultural and linguistic assets, celebrating and affirming identity, strengthening classroom community, and facilitating collaborative learning spaces.

For more information or registration on these professional development opportunities, please contact your local County Office of Education (see below) or Dr. Margarita Gonzalez-Amador, EL RISE! Project Administrator, at info@elroadmap.org.

Imperial (April 22 and May 6, 2021)

Contact Erika Morquecho, Director of District and School Support, at erika.morquecho@icoe.org

Los Angeles (April 8 and 26, 2021)

Contact Malane Morales Van Hecke, Coordinator II/Multilingual Support Unit, at morales_malane@lacoe.edu

San Diego (April 29 and May 24, 2021)

Contact Izela Jacobo, Coordinator, at izela.jacobo@sdcoe.net

Ventura (March 30 and April 15, 2021)

Contact Leticia Ramos, Director, English Learner and Dual Language, at leramos@vcoe.org

English Learner Roadmap 101 for Parents and Families (in partnership with Sobrato Early Academic Language)

Families play a crucial role in the success of their children’s academics. Ensuring they are informed about the English Learner Roadmap will serve as an important bridge to foster stronger school relationships, personal investment, and robust implementation of the English Learner Roadmap. In this session, district and school site personnel will be prepared to deliver English Learner Roadmap workshops to their families so they are:

  • Familiar with the English Learner Roadmap context, policy, and principles
  • Poised to understand their role in effective implementation the English Learner Roadmap at their child’s school

All print and media resources will be provided in English and Spanish so district and school site personnel are able to empower families to support schools in centralizing the needs of English learners.

For more information on these professional development opportunities or to register, please contact your local County Office of Education (see below) or Dr. Margarita Gonzalez-Amador, EL RISE! Project Administrator, at info@elroadmap.org .

San Mateo (April 22, 2021)

Contact Erica Ng, EL Coordinator, at eng@smcoe.org

Santa Clara (April 26, 2021)

Contact Yee Wan, Ed.D., Director of School Climate, Leadership, and Instructional Services Department at yee_wan@sccoe.org

Ventura (May 13, 2021)

Contact Leticia Ramos, Director, English Learner and Dual Language, at leramos@vcoe.org

Antiracism and Universal Design for Learning Webinar Series Presented by Andratesha Fritzgerald

Teachers and leaders will build expressways to success by examining their inclusive and equitable practices in light of the book Antiracism and Universal Design for Learning: Building Expressways to Success by Andratesha Fritzgerald. This four-part series will address the impact of racism and bias on outcomes for students of color and students with disabilities and how to begin moving forward differently and effectively.

  • Session #1: Safety: Two Eyes. One Vision. Two Roads. One Mission. Chapters 1–3 (April 13, 2021, from 3 to 4:30 p.m.)

When the two roads of antiracism and universal design for learning (UDL) come together, we purposefully create safe, honoring, challenging, and welcoming learning environments for Black and Brown learners. This session will focus on honor as a vehicle in instructional decision-making that brings antiracist strategies together with the inclusivity of universal design for learning.

  • Session #2: Engagement: Learning to Drive, Chapters 4–5 (April 20, 2021, from 3 to 4:30 p.m.)

Driving is equally proactive and reactive. When learning to drive, we have to be safe, but we also must engage with the road when we are comfortable and plan for when we are in uncomfortable situations. No one can fully learn to drive without getting behind the wheel. Our biases and fears about learners can keep us from trusting them to drive their learning. Antiracist practices and UDL, when merged together, help equip participants to engage students and the community in new ways that improve outcomes.

  • Session #3: Supported and Challenged: Honor in Action, Chapters 6–7 (April 27, 2021, from 3 to 4:30 p.m.)

Learning and transfer of learning occur when multiple representations are used because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential. In the same way that on-ramps get us from where we are to an expressway that moves us toward where we want to go, multiple means of representation open up access to learners in a way that fuels their vehicle of learning.

  • Session #4: Creating Community, Navigating Construction, Chapters 8–10 (May 4, 2021, from 3 to 4:30 p.m.)

The UDL framework emphasizes the importance of building expert learners in any context. Learning and expertise are not static. They are continuous processes that involve practice, adjustment, and refinement for every member of the learning community. CAST defines expert learners as purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed. Expert learning takes shape differently when we create communities of support and construction zones of safe practice.

Registration for this webinar series can be found on Supporting Inclusive Practices’ Antiracism and Universal Design for Learning: Building Expressways to Success A Four-Part Series web page at https://www.sipinclusion.org/events/antiracism-and-universal-design-for-learning-building-expressways-to-success-a-four-part-series/

Designing for Literacy Development in the Hybrid Classroom Webinar Series
  • Session #5: Building Comprehension (April 12, 2021, from 3 to 4 p.m.)

Supporting learners to make meaning of and connect to rigorous texts can be even more of a challenge in the hybrid environment than in a traditional classroom. Use this session to consider practices that help learners take information and make it meaningful and usable knowledge.

Registration for this event can be found on CAST’s Webinar Registration web page at https://us02web.zoom.us/webinar/register/WN_EBpc9Q1hQUG4n8trD6gYoA

  • Session #6: Expression and Communication (May 10, 2021, from 3 to 4 p.m.)

Learners are more likely to take academic risks when they see varied models of success and know there are many paths they can take to demonstrate their skills. Use this session to design unique ways for learners to communicate learning and express their abilities.

Registration for this event can be found on CAST’s Webinar Registration web page at https://us02web.zoom.us/webinar/register/WN_BYTfpjw3SkKi9RVeEcVaXQ

  • Session #7: Reflection and Goal-Setting (June 14, 2021, from 3 to 4 p.m.)

The move to hybrid literacy instruction has revealed barriers to literacy learning that may have always been there, but for which we now need to plan for more intentionally. What have you learned from this past year? What do you want to continue to do next year? Use this session to reflect and plan for your literacy instruction moving forward.

Registration for this event can be found on CAST’s Webinar Registration web page at https://us02web.zoom.us/webinar/register/WN_ZigoHXHuSWSby2UdyHztkg

For more information on this webinar series, contact Aaron Christensen, Education Programs Consultant, Special Education Division, at SEEWIG@cde.ca.gov

Professional Learning Webinar Series for Paraeducators: Building a Community of Support

  • Session #7: Universal Design for Learning for Paraeducators (April 8, 2021, 1 to 2 p.m.)

Presented by Katie Novak, Ed.D., Novak Educational Consulting, Founder and Executive Director

  • Session #8: Universal Design for Learning for Paraeducators (May 13, 2021, from 1 to 2 p.m.)

Presented by Katie Novak, Ed.D., Novak Educational Consulting, Founder and Executive Director

Registration for this webinar series can be found on Supporting Inclusive Practices’ Professional Learning Webinar Series for Paraeducators: Building a Community of Support web page at https://www.sipinclusion.org/events/paraprofessional-professional-learning-building-an-inclusive-community-of-support/

From Surviving to Thriving! Four-Part Webinar Series

Across four webinar sessions, Dr. Michele Borba will guide participants from across California through each chapter of her latest book, Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine. She will outline the seven essential character traits that help children thrive, including the ability to nurture a caring heart, develop a strong mind, and cultivate a determined will. Participants will leave each session with relatable and applicable ideas to help students learn and grow.

This series is designed for families, educators, and all champions for kids and youth and is offered in both spring and summer. The first 1,000 registrants will receive Dr. Borba’s book, Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine.

Spring Webinar Series
  • Session #1: April 8, 2021, from 5 to 6 p.m.
  • Session #2: April 15, 2021, from 5 to 6 p.m.
  • Session #3: April 22, 2021, from 5 to 6 p.m.
  • Session #4: April 29, 2021, from 5 to 6 p.m.

Registration for the Spring webinar series can be found on Supporting Inclusive Practices’ From Surviving to Thriving! Spring Series web page at https://www.sipinclusion.org/events/from-surviving-to-thriving-summer-series/

Summer Webinar Series
  • Session #1: June 2, 2021, from 10 to 11 a.m.
  • Session #2: June 9, 2021, from 10 to 11 a.m.
  • Session #3: June 16, 2021, from 10 to 11 a.m.
  • Session #4: June 23, 2021, from 10 to 11 a.m.

Registration for the Summer webinar series can be found on Supporting Inclusive Practices’ From Surviving to Thriving! Summer Series web page at https://www.sipinclusion.org/events/from-surviving-to-thriving-summer-series-2/

If you have any questions, contact SIP Project Coordinator Janelle Mercado at jmercado@edcoe.org or Program Assistant Jessica Takacs at jtakacs@edcoe.org .

Supporting the Effective Implementation of Social Emotional Learning Within Positive Behavior Intervention and Supports (April 13, 2021, from 2 to 4:30 p.m.)

Social Emotional Learning (SEL) is often mistakenly considered a separate initiative from Positive Behavior Intervention and Supports (PBIS). This webinar will focus on the interconnectedness of SEL and PBIS and discuss what strategies and methods are needed to ensure effective use of evidence-based practices to address the SEL needs of students.

As a result of attending the webinar, participants will able to do the following:

  • Explain how PBIS works with SEL
  • Articulate why implementation science is needed for supporting the use of evidence-based practices in support of SEL
  • Make connections between current methods and active implementation strategies
  • Identify an active implementation strategy and/or tool to support implementation of SEL

Registration for this event can be found at the Placer County Office of Education Webinar Registration web page at https://zoom.us/webinar/register/WN_dMj5pzUYS6CAXcBqatrVdA

Pursuing Equity for Black Students in K–12 Education: Exploring the Intersection of Race and Disability TLC Series (May 18, 2021, from 3:30 to 5 p.m. ET)

The NCSI continues to host this webinar series that centers the conversation of race and disability across the national landscape through their TLC series.

  • Session #4: Research-Informed Practice (May 18, 2021, from 3:30 to 5 p.m. ET)

Registration for this event can be found on theWestEdNCSI’s Thought Leader Conversation Series web page at https://wested.zoom.us/webinar/register/WN_qbYHSYrnTveUk9ZO0igDUA

Information on this webinar series and additional resources can be found on the WestEd NCSI Pursuing Equity web page at https://ncsi.wested.org/resources/pursuing-equity

Root Cause Analysis: Investigating Problems in our School Systems

California’s special education monitoring processes are shifting from a compliance focus to a continuous improvement approach. LEAs identified for monitoring are now required to develop an annual Special Education Plan (SEP). Now more than ever, LEAs have the opportunity to leverage monitoring processes and the development of the SEP to reveal inequities in their systems and affect real and sustainable improvement. Given the complexities of our school systems, identifying the root causes of systemic inequities can be challenging. To promote meaningful improvement that proves to be sustainable over time, leadership teams must engage in deep, thoughtful, and multifaceted root cause analysis. This approach to root cause analysis provides key information that will empower school teams to develop improvement plans resulting in better outcomes for students with disabilities.

Participants will participate in the following:

  • Discuss key system thinking concepts, with an emphasis on identifying and managing our mental models.
  • Explore three components of a thorough root cause analysis: data analysis, accessing user perspective, and process mapping.
  • Create a root cause analysis investigation plan to inform the development of the SEP and/or other improvement efforts.

For a more comprehensive learning experience, participants are asked to register for all three sessions in this series.

  • Session #1: May 10, 2021, from 9 a.m. to 12 p.m.
  • Session #2: May 17, 2021, from 9 a.m. to 12 p.m.
  • Session #3: May 24, 2021, from 9 a.m. to 12 p.m.

Registration for the webinar series can be found on RCA: Investigating Problems In Our School Systems (three-part series) - May 2021 web page at https://www.eventbrite.com/e/root-cause-analysis-investigating-problems-in-our-school-systems-may-2021-registration-144693579391

The System Improvement Leads team is committed to making this event accessible to attendees. If ADA accommodations are necessary, please email sil@edcoe.org or call Arianna Barrera at 530-295-2470 at least 48 hours in advance so we can meet your needs. For additional questions, contact info@systemimprovement.org

MIND OUT LOUD: Free Online Student Event (May 4-6, 2021, 3:30-5 p.m. PST)

Wellness Together School Mental Health is excited to announce Mind Out Loud—a free online event for middle and high school students (13+ years old)—in partnership with the San Diego County Office of Education and the California Department of Education.

Students join together for a three-day virtual experience to:

-Connect with their peers across California

-Increase mental health awareness and advocacy for themselves and their friends

-Learn about suicide prevention

-Reduce stigma around mental health

Keynote speakers include:

Angie Thomas: The Hate U Give: Finding Your Activism and Turning the Political into the Personal

Max Stossel: The Social Dilemma and We've Been Sneaking Into Your Brains

Register for this FREE event at https://wellnesstogether.zoom.us/webinar/register/WN_nmnWgGXzTMup8qpMO7Z_bA

Student Rep Program

Student Reps serve as ambassadors to the 2021 Mind Out Loud online student event, come together to create a safe & inclusive environment allowing students to boldly discuss mental health, and inspire others to live authentic lives. Students can submit their applications at https://mindoutloud.org/pages/student-reps

Educators & School Staff

Host a Mind Out Loud Watch Party for your students! You provide the room, we provide the pizza. Learn more about how you can get involved at https://mindoutloud.org/pages/educators

Questions:   California Department of Education | COVID19@cde.ca.gov
Last Reviewed: Wednesday, April 7, 2021
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