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Tuesday, June 30, 3009
8:45 – 9:45 AM SECTIONALS
Courageous Conversations Panel
Members of the Eau Claire and Fond du Lac District Equity Leadership Teams will trace their evolution and share experiences from the Courageous Conversations process. The panel members will share how Glenn Singleton of Pacific Educational Group and Circe Stumbo of West Wind Education Policy have influenced their work. They will provide answers to how they are working at the elementary, high school and the district levels.
· Robyn Criego, Director of Special Education & Student Services, Eau Claire Area School District
· Kris Dimock, Director of Pre K-Elementary Education, Eau Claire Area School District
· Andrew Thiel, Robbins Elementary School Principal, Eau Claire Area School District
· Tim Leibham, Memorial High School Principal, Eau Claire Area School District
· John von Tish, Director of Pupil Services, Fond du Lac School District
· Laurice Freeman, Supervisor of Community Education, Fond du Lac School District
Disproving the Deficiency Model: Understanding the Needs of Hmong and Native American Education
Both Hmong and Native American students often bring a unique view of education and learning styles which can add tremendously to regular classroom practice. However, both Hmong and Native American students and cultures are often disregarded by teachers as deficient and students are relegated to remedial or restrictive environments. It is important to explore stereotypes of deficiency and what Indigenous education can offer the educational experience of all students. Handouts will be provided.
· Matthew Stewart, Co-Chair of the Native American Hmong Initiative, WIEA Member
· Xong Xiong, President of the Av Liab Foundation, Hmong Educator and Community Organizer
“White” and “Privilege” and “Teaching”: How might these intersect and impact learning PART 1
Come join facilitated workshop and dialogue on the intersections of the identity, “White” with “Privilege” and how they might impact teaching and learning. If you are White, how might this aspect of your identity impact how you perform your work as a teacher, create your lessons, and think about your students? AND why would these questions be important to consider?!
· William Clifton, Ph.D., Learning Communities Program, Development Specialist, Office for Equity & Diversity
(OED), University of Wisconsin – Madison
Creating Culturally Responsive Classroom Practices
Today’s classroom teacher needs to be able to understand culture and diversity, recognize the power and privilege in both individual and institutional interactions, and develop a philosophy of social justice and equity. This session will provide an overview of the CREATE training designed for school-based teams who are interested in changing classroom practices based on effective culturally responsive practices. The training provides practical activities to help participants better understand themselves and students in their classroom as cultural beings.
· Barbara Van Haren, Ph. D., CESA #1
· Anne Thompson, Ph.D., CESA #2
10:00 – 11:00 AM SECTIONALS
Barriers to Native American student achievement and strategies to overcome these barriers: Perspectives from those in the trenches…
This sectional will explore the barriers of ownership, community involvement, priorities, and poverty from a Native American education advocate’s perspective and present actual successful school strategies used to overcome some barriers.
· Don Rosin, Native American Center Coordinator, WI FACETS
· Jerianne Kvapil, Director of Special Education, Prescott/Turtle Lake School Districts
· Trish Teichmiller, Director of Special Education, Lac du Flambeau School District
The More Things Change The More They Stay The Same
This session will discuss issues that affect students, especially students of color. The presenter will discuss the content of her article, “The More Things Change The More They Stay the Same – Race, Class and Inequalities.” Through discussion, group activities and infusing poetry written by the presenter, we will address students of the past and present and how many of the same trends are impacting on student success. Handouts will be provided.
· LaVerne Jackson–Harvey, Ph.D., Education Consultant, Department of Public Instruction
“White” and “Privilege” and “Teaching”: How might these intersect and impact learning? PART 2
Come join facilitated workshop and dialogue on the intersections of the identity, “White” with “Privilege” and how they might impact teaching and learning. If you are White, how might this aspect of your identity impact how you perform your work as a teacher, create your lessons, and think about your students? AND why would these questions be important to consider?!
· William Clifton, Ph.D., Learning Communities Program, Development Specialist, Office for Equity & Diversity
(OED), University of Wisconsin – Madison
Post Beyond Diversity
Past and present school services administrators from the Appleton Area School District will share their experiences following Beyond Diversity. We will address the challenges of developing strategic, equity, and disproportionality plans in 2007 addressing the issues of achievement gap, high suspension rates among students of color, too many students of color enrolled in special education, etc. These district leaders were members of the Minority Achievement Task Force and contributed to a created website to be used by the community and district personnel.
· Ronald C. Dunlap, CREATE Coordinator and Retired Appleton Area School District Administrator
· Yvette T. Dunlap, Assistant Superintendent of Student Services, Appleton Area School District
· Brian Anderson, Director of Special Education, Appleton Area School District
2:00 – 3:00 PM SECTIONALS
How ‘Indian’ Nicknames and Logos Harm Student Potential: Developing a Pathway Toward Understanding What is Best for Kids
Using an approach that features the best educational research practices in use today, the evidence now shows that 'Indian' nicknames and logos harm the achievement potential of all students. This panel will outline the research, discuss its implications for schools and highlight what should be done to create a more culturally responsive educational environment.
· The Wisconsin Indian Education Association Mascot and Logo Task Force: Barb Munson, Clif Morton, Matt
Stewart and Richie Plass
Challenging Racial Inequality in Our Schools
Expansion of the Keynote Presentation
· Dr. Pedro Noguera, Steinhardt School of Culture, Education, and Human Development at New York University,
Executive Director of the Metropolitan Center for Urban Education and Co- Director of the Institute for the
Study of Globalization and Education in Metropolitan Settings (IGEMS)
Culture-Based Curriculum, How to Teach Respectfully about other Cultures
This practical approach provides teachers with a useable model for teaching about diversity.
· Dr. Carol Cornelius, Oneida Nation
Building Relationships with Families, Schools, and Communities for Student Success
Learn and share strategies that focus on the core values of partnerships:
1. All parents have dreams for their children and want the best for them.
2. All parents have the capacity to support their children's learning.
3. Parents and school staff should be equal partners.
4. The responsibility for building partnerships between school and home rests primarily with school staff, especially school leaders.
Based on the research, when parents know they should be involved in their children's education, know what to do, and feel welcome, students do better in school. Successes and challenges from the Department of Public Instruction's VISTA (Volunteer in Service to America) project will be shared.
· Jane Grinde, Director, Community Learning and Partnerships, Department of Public Instruction
· Betsy Prueter, VISTA Project Coordinator, Department of Public Instruction
Wednesday, July 1, 2009
9:15 – 10:15 AM SECTIONALS
Culturally Responsive Education/Indian Community School of Milwaukee, Incorporated
This presentation will focus on the strategies and methods developed and implemented by an urban Indian education school. The Indian Community School of Milwaukee, Incorporated serves 320 American Indian students in grades k/4 to eighth grade. Students come from 14 different American Indian tribes. A large majority of the students reside in the greater Milwaukee metropolitan area. The school has incorporated the seven Core Values, also known as the Grandfather Teachings, as the base for their curriculum, student behavioral expectations and programming.
· Alan James Caldwell , “ Awaesaeh Enaniew”, Principal, Indian Community School of Milwaukee, Inc
Race and Culture: The Hidden Barriers to Academic Achievement
This session seeks to reveal the hidden racial and cultural factors contributing to academic underachievement while inspiring us to bring tolerance to the classroom and school.
· James Rauchle, Middle School Counselor, Menasha Joint School District
Bridging Two Worlds: Education and the Hmong
This session with give you an introduction to the Hmong culture and the impact of education in reshaping the Hmong family & community.
· Pam Her
“Stand and Deliver”: Latinos and Education
Despite the theoretical questions regarding the function and effectiveness of public schooling, the institution remains central to the goal of providing an educational opportunity for all students. This is especially true as we consider the schooling needs of Latino students. This presentation will present historical and demographic information about Latinos in the U.S. It will also describe some models, programs, and effective teaching strategies that have contributed to the school achievement of many students of Latino cultural heritage in American public schools.
· Dr. José E. Vega, Professor of Education, Department of Teacher Education, College of Education &
Professional Studies, University of Wisconsin – River Falls
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