Weekly COVID-19 Update: Friday, April 23, 2021
From: Office of the State Superintendent of Public Instruction
Date: April 23, 2021
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From State Superintendent Tony Thurmond
Dear School Communities and Partners:
This has been an emotional week on many levels. Following the guilty verdict in the trial of Derek Chauvin for the death of George Floyd, each of us must grapple with what this means for racial justice in our country and for future generations. Through public education, we can define and design a brighter, more just, and more inclusive society through inquiry, understanding, compassion, and civic engagement—with our youth at the very center.
That commitment was fully on display this week as we listened, learned, and celebrated the talents of California’s students. On Wednesday, youth leaders shared their experiences and how anti-Asian American and Pacific Islander (AAPI) hate has impacted them while providing educators and educational leaders with practical ways to stand in solidarity with the AAPI community.We also recognized 32 schools that earned 2021 Civic Learning Awards, honoring efforts to engage students in becoming agents of change in their community. On Thursday, 31 high-performing California middle schools were recognized by the California Schools to Watch program that supports all students in believing in themselves, discovering their individual interests, and working toward their academic, life, and career goals. We also celebrated Earth Day and the winners of the 2021 Green Ribbon Schools Awards, a program that empowers students to hone the skills that they will use to lead and inspire their local communities to act on behalf of the environment.
I continue to be inspired by the energy and power of our youth to take on the challenges of today and tomorrow, and I am grateful to all of you who work every day on their behalf.
Announcements & News Releases
School Lunch Hero Day on May 7, 2021 (April 23, 2021)
California Adult Education Week: April 19-23, 2021
State Superintendent Tony Thurmond Congratulates High-Performing Middle Schools Selected as ‘Schools to Watch’ (April 22, 2021)
State Superintendent Tony Thurmond Announces 2021 California Green Ribbon Schools Award Honorees (April 22, 2021)
California Department of Education Releases 2020-21 Statewide School Enrollment Data (April 22, 2021)
State Superintendent Tony Thurmond Announces 2021 Civic Learning Award Recipients (April 21, 2021)
State Superintendent Tony Thurmond Issues Statement in Response to Chauvin Trial Verdict (April 20, 2021)
Today’s Verdict and Supporting School Communities (April 20, 2021)
California Department of Public Health (CDPH) Guidance of Interest to Education Partners
We would like to bring your attention to some recent guidance that may be of interest to our education partners regarding events such as youth sports, musical performances, and proms.
This allows for spectators and observers at outdoor youth sports competitions and practices, and defines capacity limits and other requirements. It does allow for outdoor concessions. This guidance can also be used for other performances (theatrical or musical) and includes some great recommendations for performers and musical performers. Finally, this guidance should be used for an audience at graduations (also follow CDPH Commencement Guidance )
This allows for spectators and observers at indoor youth sports competitions and practices, and defines capacity limits and other requirements. It specifies that food and drink can only be consumed in designated areas (which can be indoors or outdoors), but is open to how the food is purchased (via concession stands, for example). This guidance can also be used for other indoor performances (theatrical or musical) and includes recommendations for performers and musical performers.
This guidance can be used for proms and any other private events. There are specific requirements for testing/vaccination for indoor events, and this was done because of the risk levels associated with these types of events. There are separate capacity limits for outdoors, without the need for testing/vaccination.
This guidance can be used for smaller, social and informal settings without requirements for testing/vaccination.
For more information about coronavirus and schools, please see the CDE’s Coronavirus School Response and School Reopening Guidance web page at https://www.cde.ca.gov/ls/he/hn/coronavirus.asp and California’s Safe School’s for All Hub web page at https://schools.covid19.ca.gov/
Opportunities for All Branch
Creating Brave Spaces in Early Childhood Conversation Series: Strategies to Interrupt and Counteract Bias, Racism, and Hate (April 26, 2021, 6 to 8 p.m.)
Teachers, administrators, and parents are invited to join State Superintendent of Public Instruction Tony Thurmond for a deep, courageous conversation about the impactsofbias, racism, and hate on young children, their families, and on early childhood education.Hearcompelling research,stories,and strategies, and lay plans to support,guide,or inspireyour own journey to understand implicit bias and disrupt racism and hate.
Senta Greene, Founder of Full Circle Consulting Systems, will lead a discussion with the following panelists:
- Dr. Walter Gilliam, Mears/Jameson Professor, Director, Edward Zigler Center, Yale Child Study Center
- Frieda Bennett, Member, Quartz Valley Indian Tribe
- Lisa Lee, Senior Program Officer, First 5 San Francisco
- Dr. LaWanda Wesley, Director, Early Childhood Education Department, Oakland Unified School District
Register to attend this event at https://surveys2.cde.ca.gov/go/cbs-webinar-registration.asp
SAVE THE DATE! May 10, 2021, 6 to 8 p.m.
CDE's Creating Brave Spaces in Early Childhood Conversation Series: How Excluding, Suspending, and ExpellingHurts Children
Return for the second session of collective discourse to create systemic impact with California State Superintendent of Public Instruction Tony Thurmond; moderator Senta Greene; and panelists Dr. Walter Gilliam, Maurice Sykes, Nadia Jaboneta, Dr. Tunette Powell, and Kadija Johnston as they unpack exclusion, suspension, and expulsion in early childhood education; how Children of Color are disproportionately affected; and how we can begin to recognize, talk about,and createchange in dispositions, behaviors, and systems to meet the needs of all young children. Registration link coming soon.
The conversation series will be recorded and available at a later date.
For questions, please email DeputySuperintendent-OFAB@cde.ca.gov
Expanded Learning Division
A Whole Child Approach to the Assembly Bill 86 Expanded Learning Opportunities (ELO) Grant Summit (May 5, 2021, from 9 a.m. to 3 p.m.)
For all California educators and education leaders!
The California Department of Education, the California Collaborative for Education Excellence, and the California Afterschool Network have collaborated to offer all California educators and educational leaders of all sectors an opportunity to participate in a virtual convening to support A Whole Child Approach to the Assembly Bill 86 ELO Grant. This all-day event will feature an opening keynote and two workshop sessions.
Click here for Registration and Convening Details
Multilingual Support Division
The Multilingual Support Division (formerly English Learner Support Division) is publishing two newsletters during the COVID-19 school closure: the Multilingual Parent Newsletter (formerly known as 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 April Multilingual Updates Newsletter covers State Board of Education updates, guidance, resources, and webinars. The April Multilingual 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 (EL) Roadmap Implementation
The two EWIG EL Roadmap 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 EL 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.
Special Education Division
New English Learners with Disabilities Web Page
The CDE Special Education Division created a new web page that provides information and resources on English learners with disabilities. This resource can be found on the CDE English Learners with Disabilities web page at https://www.cde.ca.gov/sp/se/sr/elpracguideswd.asp
Primarily, this web page provides a variety of information and resources in support of the California Practitioners’ Guide for Educating English Learners with Disabilities (2019). This guide provides information on identifying, assessing, supporting, and reclassifying English learners who may qualify for special education services and pupils with disabilities who may be classified as English learners. The guide can be directly downloaded as a portable document format from the CDE English Learners with Disabilities web page at https://www.cde.ca.gov/sp/se/ac/documents/ab2785guide.pdf
Moreover, this web page includes specific information and resources from the CDE Special Education Division, the Multilingual Support Division, and additional CDE-affiliated partners from across California and the United States on the following subjects:
- Distance learning resources for families
- Resources for English learners with disabilities
- Resources for students with disabilities
- Resources for English learners
- Special education laws, regulations, policies, and rights
If you have any questions regarding this subject, contact Patrick Garcia-Smith, Education Programs Assistant, by email at PGarciaSmith@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 email@example.com.
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
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
Webinars - Recap and Upcoming
Virtual Roundtable: A Conversation with Youth and Community Leaders about the Rise of Anti-AAPI Hate Crimes (April 21, 2021)
State Superintendent of Public Instruction Tony Thurmond and co-founder of Stop AAPI Hate Dr. Russell M Jeung, along with youth leaders Sabrina Tang, Megan Chan, Thomas Files, Evan Chen, and Zoe Yee, had a roundtable conversation about the rise of anti-Asian American Pacific Islander (AAPI) hate crimes. Assemblymember David Chiu also gave remarks at the beginning of the session.
This event elevated the voices (particularly student voices) of AAPI community members as we learn how schools, educators, and educational leaders can assist in stopping AAPI hate crimes.
We have seen a significant rise in AAPI hate crimes over the past year, and the numbers are likely more astonishing as many hate crimes go unreported. (Source: FACT SHEET: Anti-Asian Prejudice March 2021 Center for the Study of Hate & Extremism CSUSB Anti-Asian Hate Crime Reported to Police in America’s Largest Cities: 2019 & 2020)
If you missed this, you can view the video on the CDE Facebook page at https://www.facebook.com/169118003125900/videos/1133878727113876
From Physical Plant to Mental Health: What’s the Best Use for American Rescue Education Funds? (April 22, 2021)
State Superintendent of Public Instruction Tony Thurmond and USC Rossier Dean Pedro Noguera had a dialogue with superintendents and education researchers on how districts should use the funds coming to the states as part of the federal American Rescue Plan and how they should prepare to re-engage students and staff, some of whom may be hesitant about coming back to school. As students return to campus and the unprecedented opportunity to rethink our priorities arrives, this webinar discussed whether practicality should be a guide, or innovation—investing in new, more effective, engaging, and equitable ways of teaching and learning.
This webinar is part of a USC Rossier initiative, A New Vision for Schools
To view this webinar, go to the USC Rossier’s YouTube channel at https://www.youtube.com/watch?v=axE7MkzpWdU
Designing for Literacy Development in the Hybrid Classroom Webinar Series
- Session #3: Engaging in Literacy (February 8, 2021, from 3 to 4 p.m.)
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
Nutrition Services Division: Tuesday @ 2 Virtual Town Halls (April 27, 2021, at 2 p.m.)
The Nutrition Services Division (NSD) continues the discussion, policy guidance, and sharing of best practices for operating School Nutrition Programs (SNP) as local educational agencies persevere with offering quality services in the School Year 2020–21 while mitigating the spread of COVID-19, navigating 81 nationwide waivers, and adjusting to various distance and hybrid learning models. Join NSD for Tuesday @ 2 virtual town hall events on the fourth Tuesday of every month where schools learn about the latest program operating requirements. In addition, two SNP directors will discuss their food service operations and how they have adjusted their model as more students return to campus. For more information, please visit https://www.cde.ca.gov/ls/nu/tuesdaysat2webinar.asp
Career and College Transition Division: Joint Special Populations Advisory Committee presents Humanity Forward Professional Learning Series (April 28, 2021, 3 to 4:30 p.m.)
Reimagining Education: Discussions with our Inclusive High School Students
Visit https://www.youtube.com/channel/UCeiRDT588TKph4MovB72D8Q for past webinars.
Supporting Student Resilience by Using Outdoor Spaces for Health, Learning, and Play (April 28, 2021, 3 to 4 p.m.)
In this second of a two-part webinar series sponsored by the California Department of Education, the founding partners of the National COVID-19 Outdoor Learning Initiative—Green Schoolyards America, Lawrence Hall of Science at UC Berkeley, Ten Strands, and San Mateo County Office of Education—and key collaborators will share resources and ideas related to the benefits of using the abundant fresh air and access to nature to reduce virus transmission and improve students’ physical and mental health and well-being, learning, and play during the pandemic and beyond.
Webinar 2: Using Outdoor Spaces for Teaching and Learning
- Craig Strang, Associate Director, Lawrence Hall of Science, UC Berkeley
- Nicole M. Ardoin, Associate Professor, Graduate School of Education, Stanford
- Karina Salazar, Principal, Kingsley Elementary, LAUSD
- Andra Yeghoian, Environmental Literacy and Sustainability Coordinator, San Mateo County Office of Education
Register in advance for this webinar:
Social Emotional Learning Webinar for Teachers as They Transition from Distance Learning Back to In-person Instruction (April 29, 2021, 3 to 4:30 p.m.)
Please join us for a Social Emotional Learning webinar that provides teachers with resources and strategies on how to support their students and families as they transition from distance learning back to in-person instruction. Presenters will share strategies on how to build belonging with students and families in the classroom and the importance of self-care during these unprecedented times.
Register in advance for this webinar:
If you have any questions, please email FamilyEngagement@cde.ca.gov.
Webinar Series on COVID-19 Guidance for Early Learning and Care Contractors (April 30, 2021, at 10 a.m.)
To address the needs from the field during the COVID-19 pandemic, the California Department of Education (CDE) is hosting a bi-weekly webinar series. The goal of these webinars is to continue to build a partnership with the early learning and care field and foster open communication and transparency. Through these webinars, the CDE will provide guidance and information on the work we are doing and answer questions that come in from the field.
The CDE is holding our next webinar to provide updates on the following topics:
- Recently released and ongoing CDE guidance work
- Program Quality Implementation Updates
- Fiscal updates
Registration is not required. To access the webinar, please visit https://us02web.zoom.us/j/88081688636.
Webinar ID: 880 8168 8636
The webinars are recorded and posted to the CDE Early Learning and Care COVID 19 Guidance web page at https://www.cde.ca.gov/sp/cd/re/elcdcovid19.asp.
CDE Equity Thought Leader Series
We are pleased to announce the next webinars in State Superintendent Thurmond’s new Equity Thought Leader Series.
May 20, 2021, from 3 to 4 p.m., Dr. Greg Peters will be presenting “The Illusion of Returning to Normal: How Prepared are we to Serve our Students in Person—Post COVID-19?” Please register here: https://us02web.zoom.us/webinar/register/WN_eWy2AZkERIOx92qf2mqxgA
May 25, 2021, from 3 to 4 p.m., Dr. Tolani Britton will be presenting “Strategies for Increasing College Access and Success Through Dual Enrollment in High School." The registration link for this webinar is coming soon.
Please visit the CDE Equity Thought Leader Series web page at https://www.cde.ca.gov/pd/ee/equitythoughtleaders.asp for updates to the series.
All Equity Thought Leader Series events will be presented via Zoom and available at https://www.facebook.com/CAEducation/
CDE Improving Education for Multilingual and English Learner Students: Research to Practice Webinar Series
Session #6: Chapter 4: Early Learning and Care for Multilingual and Dual Language Learners Ages Zero to Five (May 4, 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 four in the series will be posted at a later date.
To register for the sixth webinar in the series, go to http://bit.ly/CDE-EL-05-04-21
Between February and July 2021, 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.
Parent and Family Engagement Leadership Building Multilingual and Multicultural Communities (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 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) (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/
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 COE (see below) or Dr. Margarita Gonzalez-Amador, EL RISE! Project Administrator, at firstname.lastname@example.org.
Los Angeles COE (April 26, 2021)
Contact Malane Morales Van Hecke, Coordinator II/ Multilingual Support Unit, at email@example.com
San Diego COE (April 29 and May 24, 2021)
Contact Izela Jacobo, Coordinator, at firstname.lastname@example.org
Imperial COE (May 6, 2021)
Contact Erika Morquecho, Director of District and School Support at email@example.com
English Learner Roadmap 101 for Parents and Families (In partnership with SEAL)
Families play a crucial role in the success of their children’s academics. Ensuring they are informed about the EL Roadmap will serve as an important bridge to foster stronger school relationships, personal investment, and robust EL Roadmap implementation. In this session, district and school site personnel will be prepared to deliver EL Roadmap workshops to their families so they are:
- Familiar with the EL Roadmap context, policy, and principles; and
- Poised to understand their role in effective implementation of the EL Roadmap 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 or registration on these professional development opportunities, please contact your local COE (see below) or Dr. Margarita Gonzalez-Amador, EL RISE! Project Administrator, at firstname.lastname@example.org.
Ventura COE (May 13, 2021)
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 #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 #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
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 #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/.
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 eventcan be found on the WestEd NCSI’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 noon
- Session #2: May 17, 2021, from 9 a.m. to noon
- Session #3: May 24, 2021, from 9 a.m. to noon
Registration for the webinar series can be found on the 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 email@example.com or call Arianna Barrera at 530-295-2470 at least 48 hours in advance so we can meet your needs. For additional questions, contact firstname.lastname@example.org.