2-Hour Sectional Presentations
Symbiotic, Serendipitous, Successful Schools: Positive Effects of Culturally Responsive Family/Community Engagement
The fourth state of matter, plasma, is literally what makes the stars!!!!! People working together can change the nucleus of interactions to produce “star” students who are supported to do and be their academic best. That is what schools that reach out to and work more collaboratively with entire family/community networks are yielding. This session will highlight wonderful and exciting family/community engagement strategies currently implemented in school districts throughout the country. Examples include: Parent Affirmation Letters, Town Hall Meetings, Themed Family Meetings, Preach and Teach, Books at the Beauty/Barber Shop, Church/School Homework Networks, Neighborhood Walks and Talks.
(Focus Area 11)
• Dr. Gwendolyn Webb-Hasan, Associate Professor, Texas A & M University
• Carl A. Hasan, School Board Trustee, Bryan Independent School District, Texas
The Centrality of Trust in Positive School Change
In this session, we will examine the role of trust in efforts to improve teaching and learning in an elementary school and middle school in a small racially diverse and economically challenged urban community. In particular, we will share what we have learned from school staff, students, and families over the past three years about how trust is established and sustained, the barriers to establishing trust, the consequences of low trust, and the role relational trust can play in supporting positive school change.
(Focus Areas 5, 6, 9, 20, 23)
• Dr. Jeffrey Lewis, U W Extension, Madison
• Amy Hilgendorf, Graduate Student, University of Wisconsin - Madison
• Adrienne Duke, Graduate Student, University of Wisconsin - Madison
• Jeremiah Jackson, Graduate Student, University of Wisconsin - Madison
Understanding Your Relationship with Students by Examining Your Cultural Lens
There are many contributing factors to disproportionality in special education. One factor is the mismatch between a child’s behavioral repertoire and the expectations in the classroom. Participants will be presented with a developmental perspective for cultural awareness and will examine various contributing factors to their classroom behavioral expectations. Participants will also be provided with a tool for determine whether a student’s maladaptive behavior is a disability or a cultural mismatch.
(Focus Areas: 5, 6, 9, 20, 23)
• Dr. Lisa Bardon, Associate Professor, University of Wisconsin – Stevens Point
Anti-racist Leaders: Building Capacity, Particularly in White Allies
What does racial equity mean to white educational leaders – and how do white anti-racist leaders address disproportionality? Beginning with recommendations by and for anti-racist leaders of color working with white allies, we will discuss the personal and professional journeys of white CESA staff who participated in anti-racist leadership training.
(Focus Areas 7, 11)
• Courtney Bauder, Lecturer, University of Wisconsin - Oshkosh
• Mark Flottum, Coordinator, Comprehensive School Health Programs, CESA #2
• Nancy Graese, Educational Consultant, CESA #11
• Dr. Donna Hart-Tervalon, Consultant, Wisconsin Department of Public Instruction
• Courtney Reed Jenkins, J.D., Consultant, Wisconsin Department of Public Instruction
Ensuring the Success of All Students Through Culturally Responsive Education
This interactive workshop will take a look at many issues that will provide insight on how to increase the academic achievement and improvement in the school experiences of students who are culturally/linguistically diverse. The focus will be on diversity in America and how its portrayal in the popular culture curriculum affects our mind sets, the dropout rate versus the dropout problem, and how educational leaders might identify and target dysfunctional habits which might frustrate the quest for academic success by diverse students. The session will benefit from the workshop leader’s own journey of dropping out, but eventually earning a Masters and Doctorate from Harvard University.
(Focus Areas 1, 2, 4, 10, 12, 22)
• Dr. Samuel Betances, Souder, Betances and Associates, Inc.
Relationship Building at the Core: Working with African American Youth
In this session, we will share what we have learned from a participatory photo mapping process and video project through which twenty 8th grade African American students discuss their journeys through middle school. Using photography, GPS mapping, and video, the students explore significant social and educational experiences, their success and challenges, and their hopes and dreams for high school and beyond.
(Focus Areas 5, 6, 9, 20, 23)
• Dr. Jeffrey Lewis, U W Extension, Madison
• Amy Hilgendorf, Graduate Student, University of Wisconsin - Madison
• Adrienne Duke, Graduate Student, University of Wisconsin - Madison
• Jeremiah Jackson, Graduate Student, University of Wisconsin - Madison
Creating Culturally Responsive Classrooms
This sectional will describe a multi-year pilot project at two elementary schools in the Madison Metropolitan School District to increase the understanding and use of culturally responsive practices in classrooms and schools. All staff in these schools set a personal learning goal and selected opportunities to learn from an array of professional development experiences organized around six themes: Family Involvement, Black Communication, Classroom Management, Teaching from the Principles of the Culturally Responsive Pedagogy Model, and Culturally Relevant Literacy. Participants will learn about the themes and how staff members are implementing new learning with the students. Practical ideas and tips that will transfer to other classrooms and schools will be shared.
(Focus Areas 1, 2, 4, 10, 12, 22)
• Amy Covey, Instructional Resource Teacher at Falk Elementary School
• Andreal Davis, District Instructional Resource Teacher for Culturally Responsive Practices
• Emily Farwell, Kindergarten Teacher at Falk Elementary School
• Tonja Gallagher, Program Support Teacher
• Katie Hank, Grade 2/3 Teacher at Mendota Elementary School
• Pat Smith, Social Worker, Mendota Elementary School
• Rachelle Stone, Grade 4/5 Teacher at Mendota Elementary School
• Lynn Winn, Principal Falk Elementary School
• Adam Zingsheim, School Wide Facilitator, Mendota Elementary School
Working with Students of Color and Students in Economically Disadvantaged Areas: Perspectives from Higher Education that Will Stimulate Achievement
This session will use a panel discussion format to interact with many of the most important ideas for increasing achievement among students of color, among students from economically disadvantaged areas and among the general student population. Our panelists represent more than a century of involvement with issues of race, gender, ethnicity, culture, social class and language. Critical strategies ranging from the use of community and cultural resources to aligning with content standards and benchmarks will be part of their discussion. Attention will be paid to questions directly from the NCCRESt Needs Assessment and time will be reserved for questions directly from session to participants.
(Focus Areas 7, 8, 10, 11, 14)
• Dr. Florence Johnson, University of Wisconsin - Milwaukee
• Dr. Lisa Poupart, University of Wisconsin – Green Bay
• Dr. Marguerite Parks, University of Wisconsin – Oshkosh
• Dr. Bola Delano-Oriaran, St. Norbert College
• Clif Morton, Wisconsin State Human Relations Association
Response to Intervention in Wisconsin and the Specific Learning Disabilities Criteria
This session will explain RtI and how it can support an inclusionary model. The general focus of this presentation is to introduce some of the central concepts of RtI that supports a common vision and mission. That information will be followed by my description of some of the technical challenges surrounding crafting a Special Learning Disability (SLD) rule using Response to Intervention (RtI). An update on the current status of the rule will also be discussed.
(Focus Areas 5, 6, 9, 20, 23)
• Vaunce Ashby, Consultant for SLD, Wisconsin Department of Public Instruction
1-Hour Sectional Presentations
Another Look at Eligibility Criteria for EBD and OHI
This session will provide a review of Wisconsin’s eligibility criteria for emotional behavioral disability (EBD) and other health impairment (OHI). Where do these disabilities overlap – or don’t they? How does this impact over- and under-identification, and “appropriate” identification? Time for questions will be included, so bring your issues and concerns.
(Focus Areas 5, 6, 9, 20, 23)
• Lynn Boreson, Education Consultant for EBD and OHI, Wisconsin Department of Public Instruction
African Americans and Standardized Tests: The Real Reason for Low Test Scores
Research will be presented which supports the theory that a lack of reading from birth is a major factor in the achievement gap. African American males and females who scored above the mean of all other ethnic groups will be discussed. Recommendations for parents and educators will be provided.
(Focus Areas 1, 2, 4, 10, 11, 12, 22)
• Dr. Veda Jairrels, J.D., Professor of Exceptional Education, Clark Atlanta University, Georgia
Cognitive Disabilities: Definition, Eligibility Criteria and IEP Team Determinations
This session will provide an overview of the definition, assumptions and eligibility criteria for the impairment of Cognitive Disabilities. We will discuss the evaluation process and assessment tools that will assist IEP teams in determining if students will meet eligibility criteria for intellectual functioning, adaptive behavior and intellectual functioning. We will discuss the research as well as provide examples of appropriate assessment tools. There will be time to share with others of what is working in your district and questions that you have.
(Focus Areas 5, 6, 9, 20, 23)
• Sandra Berndt, Education Consultant for CD, Wisconsin Department of Public Instruction
Addressing the Challenges of Equity through Online Professional Development (PD360)
What does equity look like? Using the power of PD360, the world’s largest on-demand professional development community, educators can see video examples of what equity actually looks like at the classroom, school and district level. Through PD360, learn from leading experts in equity, including Sonia Nieto, Glenn Singleton, Gary Howard, Curtis Linton, Eleanor Renee Rodriguez, Bonnie Davis and many others. Listen to highly successful educators who have eliminated their school’s achievement gaps while leading all students to high levels of success, regardless of race, ethnicity, language and socio-economics. PD 360 is the leading online equity resource.
(Focus Areas 5, 6, 9, 20, 23)
• Kyle Brown, Professional Development Advisor
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