Resources

Project TRANSFORM

CSULB Faculty Researchers:

Caroline Lopez Perry, Cara Richards-Tutor, Diana Porras, Jolan Smith, Hiromi Masunaga, Oscar Navarro

Research Accomplishments:

The CCOG is a multi-campus initiative housed at CSU Long Beach, with regional networks at San Diego State University, Cal State Fullerton and San Jose State University who are working to collaboratively learn and leverage opportunities across sectors, to support systemic change, and advance K-12 students’ academic success. The CCOG is a state legislative funded center at 3 million dollars that has 3 goals:

1. Strengthen professional preparation of educators-teachers, education specialists, and administrators;
2. Conduct original research in K-12 school to identify valid, reliable, and sustainable teaching practices that impact the opportunities and achievement of K-12 students;
3. Develop and disseminate tools and resources to implement these practices in K-12 and educator preparation programs.

Recently, the CCOG was awarded $500,000 from the US Dept of Education to further pursue original research. This work will be completed via Project TRANSFORM which focuses on strategies to eliminate equity gaps in K-12 education post-pandemic via two subprojects: (1) K-12 School Project (2) Teacher Pathway Project. Research is currently underway on both subprojects. Project TRANSFORM will take place over the next two years, beginning this Fall 2022 and continuing until Spring 2024.

The K-12 Schools Project:

Dr. Diana Porras leads a multi-disciplinary team of faculty in the K-12 Schools Project: Dr. Caroline Lopez Perry (School Counseling), Dr. Cara Richards-Tutor (Special Education), Dr. Jolan Smith (Special Education), and Dr. Hiromi Masunaga (Educational Psychology). The goal of the K-12 School Project is to better understand adaptations to instructional practices and academic supports in response to the pandemic. By Spring 2024, the CCOG will complete a case study in two large urban school districts in four schools across three school levels (elementary, middle, and high school) to examine the academic, career and social/emotional recovery strategies and document the effectiveness of these strategies on K-12 students return for in-person instruction.

The Teacher Pathway Project:

Dr. Oscar Navarro spearheads the Teacher Pathway Project. The goal of the Teacher Pathway Project is to identify a model to recruit, prepare and retain future teachers of Color who are prepared to work in post-pandemic schools. By Spring 2024, the CCOG will develop, implement, and examine the efficacy of a teacher-preparation course offered at a local high school that houses a teacher pathway program. The high school enrolls approximately 90% Hispanic or Latino students and 99% students of Color. High school pathway programs combine academics with exposure to careers ranging from science to arts to education. These types of programs are intended to give high school students an early opportunity to explore talents and gain experience that will set them on a path to fulfilling careers.

Project TRANSFORM

CSULB Faculty Researchers:

Caroline Lopez Perry, Cara Richards-Tutor, Diana Porras, Jolan Smith, Hiromi Masunaga, Oscar Navarro

Research Overview:

The CCOG was awarded $500,000 from the US Dept of Education to further pursue original research. This work will be completed via Project TRANSFORM which focuses on strategies to eliminate equity gaps in K-12 education post-pandemic via two subprojects: (1) K-12 School Project (2) Teacher Pathway Project. Research is currently underway on both subprojects. Project TRANSFORM will take place over the next two years, beginning Fall 2022 and continuing until Spring 2024.

Click here to explore more details on our Project TRANSFORM Grant

Tackling Poverty and Inequities with Community Schools

Presented by Shimica Gaskins of GRACE/End Child Poverty CA, Dr. Alicia Montgomery of the Center for Powerful Public Schools and Jenny Vu of Los Angeles Education Partnership on November 16, 2022

Our presenters shared updates on the Community Schools movement and California's investment of $3Billion to expand community schools across the state. They also explored how Community Schools can be a pathway to supporting ending child and family poverty

Defining and Enacting Anti-Racist Teaching: Lessons from Ethnic Studies Classrooms

Presented by Miguel Zavala, Ph.D., Associate Professor of Urban Learning, Cal State Los Angeles on September 27, 2022.

Research points to significant academic gains by students who enroll in high school Ethnic Studies courses, but what do such culturally responsive, anti-racist, and empowering spaces look like? This workshop provided an overview of anti-racist teaching practices in the context of Ethnic Studies courses. Implications for curricular and pedagogical redesign as well as the preparation of Ethnic Studies teachers were drawn out.

Anti-Racist Assessment Work: A Retrospective and Primer

Presented by Dr. Brent Duckor, San Jose State University on May 4, 2022

Dr. Duckor presented an insightful webinar about the legacy of authentic assessment and its role in urban public schools in the 1990s

Building Systems of Care: A Guide to School-Based Mental Health Teams

Presented by Josh Godinez, Board Chair, California Association of School Counselors, Dr. Jeannine Topalian, President, California Association of School Psychologists and Paul Brazzel, President, California Association of School Social Workers on April 26, 2022

These presenters hosted an informative and engaging webinar which highlighted the complimentary roles and responsibilities of school counselors, school psychologists and social workers in meeting the needs of California's students. Attendees were given this rare opportunity to engage with leaders of all three organizations in one setting where they defined the strategic and collaborative approach to supporting California's schools.

Creating a Culture of Care Through Trauma Sensitive Practices

Presented by Dr. Caroline Lopez-Perry, CSULB and Addison Duane, Wayne State University on March 11, 2022.

This webinar provided an overview of trauma and its effects on youth in school. Attendees learned about the intersection of trauma-informed, anti-racism, and equity work in schools and left with practical tools and strategies for building caring relationships and trauma sensitive classrooms

Supporting the Whole Child: Safeguarding Student Mental and Behavioral Health

Presented by Dr. Caroline Lopez-Perry, CSULB and Rachel Andrews, Redondo Union High School on February 7, 2022.

Attendees gained insight on various mental health disorders and psychosocial/emotional issues that affect students in K-12 settings. Educators learned how to recognize mental health warning signs and left with actionable strategies to remove the stigma associated with mental health issues and support students and their families.

State of Student Wellness Report 2022

Student mental health is highly connected to student success and well-being. This survey examines how the COVID-19 pandemic and the shift between in-person, online and hybrid models of learning has impacted students.

State of Student Wellness 2021

Prepared in partnership with the California Association of School Counselors, the American Civil Liberty Union of Southern California and the CSU Center to Close the Opportunity Gap

Student mental health is highly connected to student success and well-being. The purpose of the State of Student Wellness survey was to examine how the COVID-19 pandemic and the shift between in-person, online and hybrid models of learning has impacted students. Furthermore, we were interested in understanding the types of wellness supports students had received during the pandemic, their current needs and their thoughts regarding the return to in-person instruction. Two surveys were administered in April 2020 and April 2021 and represent responses from over 1,200 students from 25 counties and 50 school districts from across California.  Main findings from the survey indicate students have experienced a host of mental health issues, including but not limited to an increase in social anxiety, panic attacks, body image issues, depressive symptoms, self-harm, and suicidal ideation.