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    Spring 2021 Educator Survey Report

    COVID 19 Challenges and Pressing Needs Facing Teachers Report

    Take a peek at our final and official spring 2021 educator survey report prepared by Dr. Corinne Martinez, Dr. Diana Porras, and Analía Cabral!  

    In this report, authors examine the challenges respondents encountered during the abrupt transition to remote learning, the urgent needs they are currently facing as they transition again, and their access to critical resources at this time. Authors draw on results to discuss how school leaders could better support teachers and what respondents feel still needs to be understood about their new reality. The results reveal strong calls for educators to be included in the decision-making processes that impact school policies and practices. There is also consistent agreement across grade levels and school types that students’ emotional well-being must be supported as school communities return to in-person or hybrid instruction.  Moreover, survey results suggest teachers need access to meaningful professional development to support the academic and mental health needs of students.

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    Dr. Brent Duckor and Dr. Lizzi Capizzi

    How can Teachers, School Counselors, & Administrators support educational outcomes for students in foster care during extraordinary times?

    Webinar presented Dr. Brent Duckor and Dr. Lorri Capizzi from San Jose State University, and to our CSU Guardian Scholars: Briana Anguiano, Michael Bries, Hannah Davidson, and Jennifer Tai June 15th, 2021.

    Learn from a panel of CSU Guardian Scholars (former foster youth) about beneficial supports they found valuable in transitioning from high school to post-secondary education. This webinar included student insights about relevant supports that make a difference for both classroom and school based outcomes. 

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    Dr. Jake Olsen

    Providing Culturally Sustaining Trauma-Informed Supports for K-12 Students through Multi-Tiered Systems of Support and School Counseling Program Alignment on April 21, 2021

    Presented by Dr. Jake Olsen, CSU Long Beach on April 21, 2021

    This webinar provided an overview of comprehensive school counseling program and multi-tiered systems of support (MTSS) alignment. In addition, participants learned how to embed culturally sustaining and trauma informed practices within all tiers of an MTSS framework. Practical tools to develop systems and efficient practices were also provided. 

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    Dr. Antoinette Linton

    Preservice Teacher Candidate Epistemic Agency: Acquiring the professional skills of becoming a science teacher

    Webinar by Dr. Antoinette Linton, CSU Fullerton on March 3, 2021  

    This webinar discussed the interconnected learning experiences that occur in three courses in a credential program. Within these courses are learning experiences grounded in a particular theory of learning teaching and epistemic agency for candidates.

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    CCOG Research Spotlight: Park et al 2021

    The Evolution of Response-to-Intervention Continuities and Disruptions in the Past, Present, and Future

    The Evolution of Response-to-Intervention Continuities and Disruptions in the Past, Present, and Future by Vicki Park, Douglas Fisher, and Nancy Frey

    Abstract: This chapter traces the evolution of Response-to-Intervention (RTI) in the United States, focusing on the discourses that undergird its conceptualization in implementation and scholarship. Discourse on RTI began with concerns about student equity in special education. Its early conceptualization focused on mitigating the problematic nature of the special education designation process and attempted to shift the practice to providing early intervention supports within the general education setting. Current practices and perspectives continue to build on medical models of intervention and implementation approaches rooted in technical rational methods. Critiques about RTI research and practice reflect broader analyses of policy implementation and large-scale school reforms described as overemphasizing the technical dimensions of change and underestimating the influence of the socio-cultural, cognitive, and political contexts.

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    Dr. Doug Fisher

    Assessment in Distance Learning Environments

    Webinar by Dr. Doug Fisher, San Diego State University on January 27, 2021

    This webinar provided an opportunity to share new tools and formats that teachers can use to assess students’ understanding in distance learning environments.

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    Dr. Joseph Johnson

    Keynote Speaker: Dr. Joseph Johnson at the launch of the CCOG on Nov. 10, 2020

    At the Center to Close the Opportunity Gap (CCOG) launch, our keynote speaker, Dr. Joseph Johnson, founding executive director of the National Center for Urban School Transformation (NCUST) at San Diego State University Research Foundation (SDSURF), spoke on our shared responsibility to ensure the American dream for all our children in California. The American dream, he describes, as access to quality education for a 21st century career rooted in respect of self, others, and contribution to community.

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    EdTech and Equity

    Strategies to Support Students and Families with Social Emotional Needs During Distance Learning

    EdTech & Equity Mini-Conference Practitioner Session by Rochelle Martin and Ashley Rhoads, LBUSD on July 28, 2020

    The presenters reviewed a variety of practical strategies and considerations implemented by LBSUD teachers during distance learning. These strategies focus on using digital tools to monitor the emotional needs of students and families, as well as practical ways to support and respond to student needs.