the center for research, equity & collaborative engagment ...11:20-12:10am session 3 - breakout...

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LeadingConnecting Research to Our Practice

The purpose of the CRECE is to promote critical, collaborative research, which brings PK-12 and postsecondary educators, educational policy makers and community members together to transform urban schooling. We wish to engage multiple constituencies in a cycle of research, education, and conversation while strengthening networks of educators, policy makers and community members in the service of equity and social justice in urban schools.

The center is virtual and physical intellectual hub, which acts as both catalyst and conduit to generate and disseminate knowledge about local education issues. We envision three interrelated elements to our work: networking manog multiple constituencies; education and research as complementary halves of a continuing cycle of inquiry; and the broad dissemination of knowledge about local urban schools through web-based, print, and face to face channels.

The Center for research, equity & collaborative engagment ( Crece )

on the Edge

Presented by the Department of Educational Leadership and the Center for Research, Equity, & Collaborative Engagement

2014 Leadership Institute

Day’s agenda

8:30-9am Registration & Continental breakfast 9-9:15am Welcome & Opening Remarks ( Dr. Ray Garcia, Dean Nelson & President Morishita )9:25-10:15am Session 1 - Breakout Topics ( Students )10:15-10:25am Break10:25-11:10am Session 2 - 2nd Year Doc Student Proposals ( Students )11:10-11:20am Break11:20-12:10am Session 3 - Breakout Topics ( Students )12:10-12:45/1pm Lunch12:45/1-1:45/2pm District Leader’s Panel ( Dr. Emily Brizendine & Dr. Bobbie Plough )Approxmatley 2pm Evaluation & Closure ( Dr. Bobbie plough )Need Time Last Event ( Dr. Bobbie plough )

This institute highlights our students’ research interests through an intellectural discourse venue where participants are provided opportunities to review and discern the department’s mission and core values exemplified in our students’ work and noted leaders in our field. As a department, we espouse, and therefore our student work reflects the following core values:

College of Education & Allied Studies

11:20-12:10am Session 3 - Breakout Topics

We value diversity, equity, democratic collaboration , critical inquiry, continuous improvement, and socially responsible leadership. This is an opportunity to see out mission & core values in action!


9:25-10:15am Session 1 - Breakout Topics

English Learners: Achieving Postive Learning Outcomes

Pathways of an English Learner: the Traditional Classroom verses Spanish Dual Immersion at Grimmer Elementary School

Sustaining English Learner Achievement at Robertson Continuation High School

English Learners: Achieving Postive

More Than 30 Minutes Support for English Language Learners Narrowing the Achievement Gap for Latino Students at Hillsdale High School

Site-Level Change in High School to Address the Achievement Gap

English Language Learners at Risk of Becoming Long-Term ELs

Issues of Math Equity in Livermore High School

An Examination of the Need to Advance English Language Learners (ELLs) through the CELDT Levels to Address the Achievement Gap Between ELLs and English Only Students

Structured English Immersion at the Secondary Level: A Case Study of Everett Middle School

IPads in the Classroom: Are They Helping?

10:25-11:10am Session 2 - 2nd Year Doc Student Proposals

Engaging Underrepresented Minority Students into STEM Fields by Changing the Way We Teach

The Impact of the Teacher-Student Relationship on Student Engagement and Academic Achievement in STEM

Dreams Deferred: Addressing the Gap Between Long-term English Learners’ Aspirations and Reality

Restorative Justice Practice as Alternatives to Traditional School Disciplne and Its Impact on Teacher-Student Relationships, Student Behavior, Student Engagement and Academic Achievement

Needs Title

The Impact of School Reform in Preparing Underserved Students for College and Career Readiness Opportunities School Reform that Can Benefit the Community Too

What About the Girls? How to Focus on African American Male Achievement Affects the Mindset of African American Girls

Re-engaging Adults to Education

Minority Students’ Self-Efficacy in Advanced Placement Mathematics and Science Courses

Interrupting the Cycle of Hispanic/Latino Underachievement in English Language Arts at Parkmont Elementary School An Equity Plan: African American Students’ Performance on California Standards Tests

Increasing Access to Advance Placement Classes at Menlo-Atherton High School

Issues of Inequitable Access of Special Day Class Students to be Core Curriculum in San Ramon Valley Unified School District

Examing Policy and Practice to Better Serve African American Students

An Examination of A-G Eligibility Access at Capuchino High School

From Home to School: A Middle School Mentorship Program

A Study of the Counseling Model at Sequoia High School

Transitioning Severely Handicapped Students to Post Grad Placements

Improving Education for English Learners with Disabilities in Newark Unified School District

From the Fields to the Classroom: Transforming the Lives of Migrant Ed Students

Comparative Equity Analysis and Equity Plan Development for Alameda County Elementary Schools and Their Districts

Allure

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Our partner districts

U.S. public schools are in a highly reform-active period with mounting pressures on schools to show evidence of academic progress.

This dynamic session features a panel of superintendents in our partner districts discussing the successes and chanllenges of systemic reform in their respective school systems.

The Department of Educational Leadership is proud to support and highlight the following systemic initiatives in our partner districts: Hayward USD - Hayward Promise Neighborhoods.

The DEL faculty work in conjunction with iur partner districts to support and address districts needs through our curriculum, instruction, and our research.

the bay room

san rafael room

san ramon room


Breakout Session 1 (9:25 - 10:15)

Alvarado room (1)

Alvarado room (2)

Alvarado room (3)


Session Title: More Than 30 Minutes: Support for English Language Learners

Puala McMcNally, David Porcel-Medina, Celeste Graybill, Martha Thomas, and Rachel Mainelli

Presenters:

Discussants: Renee Lopez and Sandra Wilbanks

Session Title: Narrowing the Achievement Gap for Lation Students at Hillsdale High School

Jesse BoisePresenters:

Discussants: Dr. Ray Garcia

Site-Level Change in a High School to Address the Achievement Gap

Phillip Clarke

Dr. Ray Garcia

English Language Learners at Risk of Becoming LongTerm ELs

Julie Erskine

Dr. Ray Garcia

Session Title: Pathways of an English Learner: the Traditional Classroom verses Spanish Dual Immersion at Grimmer Elementary School

Victoria QuintanaPresenters:

Discussants: Ms. Katie Berger

Sustaining English Learner Achievement at Robertson Continuation High School

Sheila Jemo, Rajul Shah, and Amy Perez

Ms. Katie Berger

Session Title: English Learners: Achieving Positive Learning Outcomes

Heather Anderson, Mark Lobaco, Kevin Nazario, Michael E. Johnston, and Verdell Simon-Tatum, and Josh reed

Presenters:

Discussants: Dr. Margaret Harris

Session Title: Structured English Immersion at the Secondary Level: A Case Study of Everett Middle School

Jennifer Kuhr ButterfossPresenters:

Discussants: Dr. Marcos Pizarro

iPads in the Classroom: Are They Helping?

Michael G. McAlister

Dr. Marcos Pizarro

Session Title: An Examination of the Need to Advance English Language Learners (ELLSs) through the CELDT Levels to Address the Achievement Gap between ELLs and English Only Students.

Marni Angelo, Donielle Machi, Whitney Oral, Vickie Teshin-Anderson, Amy Zendejas and Mary Grace

Presenters:

Discussants: Dr. Ardella Dailey

Issues of Math Equity in Livermore High Schools

Cindy Durov, Alma Spring, Tom Fletcher, Rebecca Hwang, Carol Myllenbeck, Eric Barron, Melanie Patterson, and Barbara Meier

Dr. Ardella Dailey


Breakout Sessions 2 (10:25 - 11:10)


DOctoral Dissertation:

Restorative Justice Practices as Alternatives to Traditional School Discipline and Its Impact on Teacher-Student Relationships, Student Behavior, Student Engagement, and Academic Achievement

Imee AlmazanPresenters:

Discussants: Dr. Don Gill

Humanizing student discipline through restorative justice: a study on animal assisted therapy/activity and a Caring approach.

Sandra Sarmiento

Dr. Don Gill

the bay room

san ramon room

Alvarado room (1)

Alvarado room (2)

Alvarado room (3)


School Reform that Can Benefit the Community Too

Robin Thompson-WebbPresenters:

Discussants: Dr. Jose Lopez

The Impact of School Reform in Preparing Underserved Students for College and Career Readiness Opportunities

Cecilia Mendoza

Dr. Jose Lopez


Engaging Underrepresented Minority Students into STEM Fields by Changing the Way We Teach

Tad DuffyPresenters:

Discussants: Dr. Peg Winkelman

The Impact of the Teacher-Student Relationship on Student Engagement and Academic Achievement in STEM

Sharon Jackson

Dr. Peg Winkelman


What About The Girls? How The Focus on African American Male Achievement Affects the Mindset of African American Girls

Corigan MalloyPresenters:

Discussants: Dr. Arlando Smith

Dreams Deferred: Addressing the Gap between Long-term English Learners’ Aspirations and Reality

Silvia Carrillo

Dr. Arlando Smith


Minority Students’ Self-Efficacy in Advanced Placement Mathematics and Science Courses

Cesar MonterrosaPresenters:

Discussants: Dr. Ginny Lee

Re-engaging Adults to Education

Abebe Gelagay

Dr. Ginny Lee


Breakout Sessions 3 (11:10 - 12:10)


the bay room

san rafael room

san ramon room

Alvarado room (1)

Alvarado room (2)

Alvarado room (3)

Session Title: Examining Policy and Practice to Better Serve African American Students

Deirdre Didion, Crystal Van Dyke, Katie Ezidro, Donna Bussey, and Ken Silman

Presenters:

Discussants: Denise Pesmark and Casey McClure

Session Title: Increasing Access to Advance Placement Classes at Menlo-Atherton High School

Katelyn LaPinePresenters:

Discussants: Dr. Ray Garcia

An Examination of A-G Eligibility Access at Capuchino High School

Michele Fichera

Dr. Ray Garcia

A Study of the Counseling Model at Sequoia High School

Glenda Ortez-Galan

Dr. Ray Garcia

Session Title: Improving Education for English Learners with Disabilities in Newark Unified School District

Jessica Carlin, Nicole Tovar, and Eileen Weeks

Presenters:

Discussants: Ms. Katie Berger

Interrupting the Cycle of Hispanic/Latino Underachievement in English Language Arts at Parkmont Elementary School

Carri Cassidy

Ms. Katie Berger

From the fields to the classrooms: Transforming the Lives of Migrant Ed Students

Juan Vaca

Dr. Ray Garcia

Transitioning Severely Handicapped Students to Post Grad Placements

Martha Wojno

Dr. Ray Garcia

From Home To School: A Middle School Mentorship Program

Gary Middleton

Dr. Ray Garcia

Session Title: An Equity Plan: African American Students’ Performance on California Standards Tests

Elizabeth Bundschu-Mooney, Stephanie Dictado, Kristyn Loy, Nicole Ruiz, Mary Timar, and Claudia Velez

Presenters:

Discussants: Dr. Margaret Harris

Session Title: Issues of Inequitable Access of Special Day Class Students to Core Curriculum in San Ramon Valley Unified School District

Megan Keefer, Jennifer Shuen, Dave Kravitz, Jack Parsons, Rebecca Bartow, Kellie Hoover, Kim Vaiana, Diana Kaplenko, and Debra Gliozzi

Presenters:

Discussants: Dr. Ardella Dailey,

Comparative Equity Analysis and Equity Plan Development for Alameda County Elementary Schools And their Districts

Kristen Candaux, Doris De La Torre, Michael O’Brien, and Colleen Palia

Dr. Ardella Dailey,

Session Title:

Presenters:

Discussants:

Allure

Monique Walton

Dr. Ray Garcia

College of Education & Allied StudiesCollege of Education & Allied Studies

Kelly Bowers has extensive professional experience as an elementary, middle, and high school teacher, as well as fourteen years of site and district level administrative experience. Ms. Bowers taught math, science, English, Social Science, drama, and journalism. Additionally, she served as an Activities and Athletic Director, Teacher on Special Assignment, middle school principal, Director of Curriculum and Special Projects, and Assistant Superintendent Educational Services, prior to being appointed LVJUSD Superintendent of Schools in May 2010. Ms. Bowers values and supports the visual and performing arts as part of a well-rounded education. She is particularly intrigued by the role of technology in education, as well as its untapped potential to revamp and revitalize K-12 education and eliminate traditional educational obstacles. Her guiding mantra regarding education is Inform, Inspire, Include and Innovate. Ms. Bowers is intent upon cultivating students who exhibit the 5 C’s: Critical thinking, Communication, Character, Collaboration and Creativity and to ensuring all students, regardless of their background, graduate with the skills needed to “contribute and

thrive” in a changing world.

Cary Matsuoka serves as superintendent of Milpitas Unified, a K-12 district serving 10,000 students. He taught middle and high school sciences, math, and computer science for 17 years, mostly at Saratoga High School. He has spent the last 17 years in various administrative positions such as Assistant Principal at Lynbrook High School, Principal of Cupertino High School, and Superintendent of Los Gatos-Saratoga High School District. He loves serving the Milpitas community and is grateful to work with a dedicated team of professionals in Milpitas Unified School District. Over the last few years, Mr. Matsuoka has taken a wandering journey through the topics of disruptive innovation, design thinking, entrepreneurial work, and how to create a bias for action. He is a lifelong technologist and is always working on how to integrate technology into teaching and learning. He also believes that we need to educate the whole child and equally values the arts, physical and emotional health, and living a life of balance. Mr. Matsuoka desires to create a teaching and learning environment that inspires joy, creativity, and hope for the future.

Rosanna Mucetti comes to the San Leandro Unified School District with almost 15 years of experience, serving as a Spanish bilingual elementary classroom teacher, instructional coach, principal, district administrator and director at an educational nonprofit. During the last few years, Dr. Mucetti has gained tremendous experience in strategizing and leading reform efforts as she works to address issues of equity and school district performance. After serving in San Jose Unified as the manager of curriculum, instruction and English Learner services, she spent two years working at the Buck Institute for Education as the Director of District and State Initiatives at a national and international level with school districts and ministries of education seeking to redesign schools to support innovation, technology integration and project based learning. Dr. Mucetti is thrilled to bring her experience and learning to SLUSD as she aims to build strong relationships with leaders, teachers and the community in

order to continuously improve how we serve students.

Superintendent

Livermore Valley Joint Unified School District

Superintendent

Milpitas Unified School District

assistant Superintendent

Educational Services

Rosanna Mucetti

Cary Matsuoka

Kelly Bowers

The Department of Educational Leadership takes this opportunity to recognize Dr. Dave Marken, Superintendent, Newark Unified School District, for his selection as ACSA Region 6 Superintendent of the Year.

Dr. Dave MarkenSuperintendent

Newark Unified School District

Leadership

RecognizingExemplary

the center for research, equity & collaborative engagment ...11:20-12:10am session 3 - breakout...

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