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Southern Oregon Equity Summit 2023

By Autism, Curriculum and Assessment, Distance Learning for All, Homepage-Notices, News, School Improvement Services, School-Wide Improvement

The Southern Oregon Equity Summit 2023 includes high-profile speakers and breakout sessions that provide strategies for understanding equity through a trauma-informed practices approach. We are pleased to bring a slate of wonderful speakers from our area and around the country.

Weā€™ll be holding this year’s Summit at the Ashland Hills Hotel & Suites and working with multiple partners to offer access to sites across Oregon. These sites will provide virtual access to speakers and enable people to attend as a group and thus engage in interactive discussions and exercises the presenters put forth.

Please join us in Ashland OR. If your district or organization would like to host a site, or you need group registration please contact Aaron Cooke or Nancy Hayes.

When

August 15th-16th

Location

The Ashland Hills Hotel & Suites and multiple site-based venues.

In-person Fee Schedule

In-person and remote attendance for SOESD regional educators is free.

In-Person Summit Tuesday 8/15 -Wednesday 8/16

Local EducatorsĀ  Ā  Free
Local PartnersĀ  Ā  Ā  Ā $99
Out of AreaĀ  Ā  Ā  Ā  Ā  Ā  $199

Summit costs include lunch and refreshments both days.

If you are out of the area our ESD partners may provide the summit at their own locations around the state. ESD’sĀ  wishing to purchasing streamed access license to provide group access should contact Aaron Cooke. The licenses will be available for $500 for up to 25 individuals; multiple licenses may be purchased. If your organization would like to provide group in-person please contact Aaron Cooke.

Our Equity Summit is made available through the Southern Oregon Regional Educator Network and is free to SOESD districts and their educators.

We are able to offer attendance to our local community partners and non-regional participants for a nominal fee.

Contact Information

Aaron Cooke at 541-261-0107 aaron_cooke@soesd.k12.or.us

SOESD HelpdeskĀ Call Ā 541-776-8590 ext 1106.

PDUsĀ  Ā 12

Register for Summit!
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Equity Summit Complete Book List

Summit Keynotes

Corwin

We take pride that our stakeholders are learners all over the world: thatā€™s whom we invest in; thatā€™s whom we want to live rich, abundant lives through education. On the eve of profound political, cultural, and social change, CEO David McCune challenged us at Corwin to dream, to dare, and to innovate. So dream, dare, and innovate we did, quickly establishing ourselves as the essential source of what works best, when, and for whom in education.

Ricky Robertson

Ricky Robertson has had the privilege to work with students from pre-K to 12th grade who have persevered in the face of adversity and trauma. Ricky is the co-author of the book, ā€œBuilding Resilience in Students Impacted by Adverse Childhood Experiences: A Whole-Staff Approach.ā€ As a consultant and coach, Ricky assists schools in developing trauma-informed systems of support and Restorative Practices that foster resilience and success for staff and students.

Keynote: Healing a Million Tiny Cuts: Restorative Responses to Bullying & Bias

We know that bullying, harassment, and other forms of bias harm the mental and emotional health of our students. Research shows that LGBTQ+ youth are especially vulnerable to bullying and educators struggle to intervene when bullying involves sexual orientation, gender identity and/or expression. Traditionally, we approach these incidents from a disciplinary standpoint; however, it is critical that we address their social-emotional impact as well. Restorative practices offer ways to prevent and address bullying while fostering accountability and community.

Session I: All Means All: LGBTQ+ Equity & Cultural Proficiency

As educators, we encounter many challenges in fulfilling our mission to foster success for all students. For many of us, one of those challenges is learning how to support LGBTQ+ students. Developing LGBTQ+ cultural proficiency is a journey. One that starts with fostering self-awareness and a willingness to approach our own biases with a growth mindset. When we reflect on who we are and how that relates to the students we serve, our practice begins to evolve. We cultivate a common language, teaching practices, and policies that foster safe and affirming schools for all, including our LGBTQ+ students, staff, and families.

Session II: Equity & Trauma-Informed Practices

In this workshop, we will explore trauma through an equity lens. Participants will learn about historical and cumulative trauma and the ways that they impact students of marginalized communities and identities. We will explore the importance of culturally-responsive teaching that affirms all students while fostering their innate resilience.

Native Wellness Institute

The Native Wellness Institute recognizes the great impacts of historical trauma and oppression on our people. We understand that historic trauma has caused current day trauma in our families and communities. This is evident by the high rates of substance abuse, violence, gossip, negativity, poverty and other destructive behaviors and conditions.

As Native people we have the strength and resiliency to move beyond and forward from the hurtful past and utilize what our ancestors left us: prayer, faith, songs, dances, ceremony, language and the perseverance to leave a positive legacy for our future generations.

The Native Wellness Institute exists to help create an awareness of where our negative behavior comes from, provide opportunities for growth and healing and most importantly to help our people move forward in a good way. We do this by providing training and technical assistance based in Native culture that promote the wellbeing of individuals, families, communities and places of work.

NWI lives and promotes the ā€œWarriorā€™s Spiritā€ which means paying the greatest respect to our ancestors by being as positive, productive and proactive as we can, everyday of our lives.

Presenter: Josh Cocker

Josh Cocker PicJosh is from the Kiowa, or Ka’igwu people in Oklahoma, and the kingdom of Tonga in the South Pacific. He is a certified outdoor instructor and facilitator, with an associateā€™s degree from Whitireia Polytechnic in Wellington, New Zealand. He has traveled extensively in the South Pacific for work and service including: Papua New Guinea, Tonga, and Australia. Most recently he has worked in the Tonto National Forest in Arizona as a trail walker, coordinator, and trainer for an outdoor behavioral healthcare foundation. From the age of 14, Josh was given a position in a military society of his tribe, and trained as a youth leader to preserve and share traditional knowledge with his generation. He seeks to honor and share that knowledge with everyone. ā€œMy hope is that I can help reintroduce people from all walks of life to our First Mother in all her wisdom and beauty. I hope to inspire healing, harmony, and connection through the use and passing of traditional skills in the outdoors.ā€

Keynote: Using the Fire Within to Light Your Path

With much change and turmoil in recent years with a pandemic, fires, weather, war and more, Josh will use tribal teachings and stories to help bring calm, clarity and curiosity. The keynote will paint a picture and give tools and encouraging words as you plan to navigate another school year.

Session I: Allyship in Education –

As educators it is always important to build relationships and create safe learning environments for students of all backgrounds. Ā Joshā€™s unique understanding of diversity in education comes from a Kiowa/ Tongan heritage navigating both systems in the United States and in New Zealand. Ā Josh will share tactics, principles, and tools in educational allyship from a traditional and contemporary perspective of an Indigenous student and educator.

Session II: Wellness in the Workplace –

This interactive session will Ā help participants have a better understanding of where unhealthy work behaviors come from and more importantly, how to address them in the workplace. Josh will take participants on a journey of personal and workplace wellness with skills and tools to be a more positive, proactive, and productive employee.

Corwin

We take pride that our stakeholders are learners all over the world: thatā€™s whom we invest in; thatā€™s whom we want to live rich, abundant lives through education. On the eve of profound political, cultural, and social change, CEO David McCune challenged us at Corwin to dream, to dare, and to innovate. So dream, dare, and innovate we did, quickly establishing ourselves as the essential source of what works best, when, and for whom in education.

Dr. Nicole Law

Dr. Nicole Law is a dynamic and passionate educator who provides relevant professional development to schools and districts across the country. Nicole focuses her experience to present instruction on Professional Teacher Teams, Leadership Improvement Practices and Structures, Data Analysis Models, School Improvement Practices and Structures, Standards-based Instruction and Design, Metacognitive Teaching and Learning Practices, Strategies for Success in Cognitively Rigorous Instruction and Levels of Depth of Knowledge (DOK), Effective Teaching Strategies for English Learners and Special Education Students, as well as Culturally Responsive and Equitable Teaching Practices.

Before joining the Leadership and Learning Center, Dr. Law served as a Curriculum Coordinator for English Language Learners, Cultural Responsivity, AVID (Advancement via Individual Determination), District Equity, and Mathematics and Science Instruction in the Metropolitan School District of Wayne Township in Indianapolis, Indiana. In this position, Dr. Law created multi-layered and faceted professional development for teachers and administrators covering all aspects of directed programs and curricular areas. She has written curriculum in the areas of science, mathematics, and English Language Development. Nicole trained and supported administrators, teacher leaders, site coordinators, and school improvement teams in Decision Making for Results, The Data Teams Process, Sub-group Data Dives, and Gap Reduction Practices.

Keynote: Collective Equityā€“ Creating Communities Where We All Can Breathe

As we transition through very uncertain and challenging times, we have a chance to start again – and do better as a Collective. With newfound acknowledgment of the damage done by structural inequities, systemic racism, and implicit bias, we are ready to create communities that value and support everyone.

In education, that meansĀ challenging and dismantling systems that have harmed historically marginalized children and families for generations. In Dr. Lawā€™s presentation, youā€™ll find a powerful model for using relational trust, cultural humility, and appreciation of diverse perspectives to build learning communities that collectively upliftĀ allĀ students and all members of the learning community in a culturally fortifying way.

Get a preview in her book of the same name.

Session I: Cultural Responsivity By DesignĀ 

Develop a comprehensive model of culturally responsive teaching strategies and practices that creates equitable environments for all learners. Educators will learn conditions that are necessary for implementing student-centered instruction that empowers students intellectually, socially, emotionally, and culturally. This Design is centered around cultivating a student-centered approach to teaching and learning by which students are supported culturally and linguistically in an environment that nurtures, enhances, and accelerates learning for all.

Session II: Leadership By Design

Engage leaders through a job-embedded approach geared to customize the creation of transformational change in the areas of organizational, instructional, cultural, and programmatic needs of the school. This Design provides leadership coaching to leverage the incorporation of research-based practices and processes to ensure continuous school improvement.

Dignity Consulting

Dignity Consulting LLC helps organizations build and sustain a culture of dignity so everyone can thrive and achieve excellence. Implementing initiatives that address climate and culture can be really tough and lead to more conflict. Organizations often turn to buzzwords, avoid addressing the conflict, or believe the problem exists in other communities, not theirs. However, belonging challenges exist in every community and need to be addressed in order to create environments where each person truly has the opportunity to flourish. We are here to help.

John Krownapple

John is an educator, author, and speaker who specializes in transformative change through professional learning and organizational development. Focused on inclusive work and learning environments, he centers belonging and dignity as the concepts that help people thrive. John has been an adjunct professor at Johns Hopkins University since 2007, and for fifteen years he served as the coordinator of diversity, equity and inclusion in a school district of over 50,000 students. Additionally, he has served as a classroom teacher, curriculum specialist, and professional development facilitator. John has authored articles and books, and he is the co-author of Belonging Through a Culture of Dignity: The Keys to Successful Equity Implementation.

Keynote: Belonging Beyond a Buzzword

Over the past couple of years, ā€œbelongingā€ has become an international trend in education, and equity-minded leaders have made it an explicit focus. At the same time, experts have argued that our schools and society are experiencing a crisis of belonging that is at the root of so many problems we have been experiencing in schools and beyond. Like any concept that becomes popular during a specific time, belonging runs the risk of becoming a word that people use to say the right thing without digging deeper into the problems that exist within their communities. Yet, as a primary driver of engagement and a key condition for success, there is no doubt that we must prioritize belonging for students, teachers, and anyone within the school community. This session offers a proven, comprehensive framework for nurturing belonging by developing the capacity to honor dignity in behaviors, practices, and policies.

Session I: Dignity as Action

Classrooms and schools that work for all students require a culture of dignity that honors each and every personā€™s value and worth. (The same is true of workplaces where all staff members have the opportunity to thrive). While this is a simple idea, itā€™s not easy. Author John Krownapple draws from the book he co-authored with Dr. Floyd Cobb, Belonging Through a Culture of Dignity, to help participants practice using The Dignity Framework for Belonging to analyze the effectiveness of behaviors, practices, and policies.

Session II: Instructional Belonging

Deepen understanding of belonging as a human need and activator of engagement, the platform for achieving academic goals, and the foundation of equity. Learn to nurture belonging in the classroom by honoring dignity within three belonging structures: interpersonal, institutional, and instructional. Apply learnings to instruction and facilitation of learning, walking away with a profound frame and pragmatic solutions for partnering with students to generate the energy for learning and success.

Don’t miss this extension of our work August 17th.

EQUITY AND NEURO-AFFIRMING PERSPECTIVES IN EDUCATION

Supporting Autistic Students in The Educational Setting

Register Here

 

 

 

SOU LogoSpecial announcement!
For the first time ever our Equity Summit will have Southern Oregon University ED 500 graduate credit available. An additional $75 fee and demonstration of learning required.

 

 

 

 

Our Sponsors

United Way fights for the education, income, health, housing and transportation of every person in our community.

Southern Oregon EDTech Summit 2023

By Autism, Curriculum and Assessment, Distance Learning for All, Homepage-Notices, News, School Improvement Services, School-Wide Improvement

Southern Oregon is bringing back our premier ā€œTeacher to Teacherā€ instructional technology integration training event: the annual Southern Oregon EDTech Summit, now in its 11th year, on August 8th 2023. This event will feature teachers sharing their knowledge and skills for integrating technical tools for teaching and learning. Come join us for a variety of engaging topics presented by your fellow educators, just in time to support your fall classes. We will be joined by our STEAM Hub partners to offer onsite training, and hands on experiences from our lending library.

Fellow educators from across Southern Oregon and around the state will provide practical ways to engage students in multiple methods for all age groups. They willĀ also support administrators in visioning approaches to hybrid and distance learning.

Weā€™ll be holding this year’s Summit at White Mountain Middle School and working with multiple partners to offer access to sites across Oregon. These sites will provide virtual access to speakers and enable people to attend as a group and thus engage in interactive discussions and exercises the presenters put forth.

Please join us and if your district or organization would like to host a site please contact Aaron Cooke or Nancy Hayes.

When

August 8th

Location

White Mountain Middle School and multiple site-based venues.

Fee Schedule

Free for Southern Oregon Educators $25 for all other Registrants

District outside SOESD may contact us for direct billing, or use credit card billing.

If you are out of the area our ESD partners may provide the summit at their own locations around the state. ESD’sĀ  wishing to offer streamed access to the Summit should contact Aaron Cooke.

Our EDTech Summit is made available through a variety of programsĀ  grants and Sponsors.

Contact Information
Aaron Cooke at 541-261-0107 aaron_cooke@soesd.k12.or.us
PDUs 6

If you would like to have a booth or be a sponsor for our EDTech Summit reach out here.

Be a Summit Sponsor
Register for Summit
Conferencing App

Returning to Keynote at this year’s Summit

Tisha Richmond

Tisha is a Canva Learning Consultant, Global Community Manager for Canva, innovative educational consultant, international speaker, podcast host, and author from Southern Oregon. She has served 25 years in public education as a Career & Technical Education teacher, district Tech Integration Specialist and Student Engagement & PD Specialist. Additionally, she is the co-founder and president of Southern Oregon CUE affiliate and serves on the Executive Board for CUE.

Tisha is the author of the book, Make Learning MAGICAL, which unlocks seven keys to transform teaching and create unforgettable experiences in the classroom.Ā  She has a childrenā€™s book that she co-authored with her son coming out this Fall with Dave Burgess Consulting, Inc.

In 2018, she was a recipient of Medford School District’s Golden Pear Educator Secondary Teacher Award and a first place winner of the Henry Ford Innovation Nation Educator Award.Ā Tisha is passionate about infusing joy, passion, play, and gamified strategies to immerse and empower our 21st century learners and make learning a MAGICAL experience for all! She connects globally with educators around the world continuously reaching beyond her comfort zone to grow and help transform the educational landscape so all learners can thrive.

Keynote: 7 Keys to Unlock Magical Learning & and Bring Joy Into the Classroom

In this highly engaging keynote session, you will discover how 7 keys can work together in MAGICAL ways to spark joy in every learner and create a classroom environment that comes alive in ways you never dreamed possible! It doesnā€™t matter what grade or subject you teachā€¦..you all hold the MAGIC! Discover it for yourself and change the way you think about teaching and learning forever!

Summit Session Strands

Tour the new Career Connected Learning Resource Hub

Heidi Lee Harless

Career Connected Learning includes all experiences that connect Oregon youth to their futures. Funded by the Oregon Department of Education, the CCL Resource Hub is a web-based platform that will enable students, families, educators, business and industry partners to access tools and resources that support engagement and participation in CCL.

The Hub will provide free, equitable access and serve as a connecting point to CCL. The Hub will enable its stakeholders to establish a cohesive and branded online presence, communicate with one another, and engage with community partners.

Come learn about the design and development of your new CCL Resource Hub. We need your help to produce a robust and equitable CCL Resource Hub for all Oregonians. We seek stakeholder feedback to ensure a diversity of voices in our foundational planning. Come review our prototype and share your stories!

Get With the Programming! Using robots with students in human-centered ways

Erica Carmona

Too often, social-emotional learning (SEL) is missing or disconnected from STEAM learning, but it doesn’t have to be! In this presentation, two educators will demonstrate how to use iRobot Root tools in ways that build students’ SEL and STEAM-based skills. The educators will demonstrate how to design hands-on coding experiences that support diverse learners to thrive as a whole human as they meet challenging learning expectations, such as academic content standards. The information and practice from this presentation can apply to grades K-12 and beyond.

Building a Comprehensive Careers Program

Patrick Irvin

An all in one road map for helping your students get a leg up and compete in the 21st Century workforce.

Using Oregon Connections to Help Students Find Their ā€œWhyā€

Amy Lukens

Oregon Connections is a convenient and equitable tool for virtually providing career awareness and exploration for K-12 students, regardless of demographics or location. Oregon Connections helps address the perception gap between what students are asked to learn and why itā€™s relevant. Remote/rural students can be exposed to a breadth of careers they may not see in their community.

Oregon Connections is currently a pre-paid resource for ALL educators in the Southern Oregon STEM Hub.

Opportunities at the Butte Falls Natural Resource Center

BenĀ DeCarlow

This presentation will be an opportunity for participants to learn about how Butte Falls Charter School is using YouScience results to help students get real life experience at our Natural Resource Center. Participants will hear from both school staff and students about their experience in this new and different model of programming.

Driving the Future

Bob Schaller

A massive Transportation transformation is underway, for lack of a better name, let’s call it “e-Mobility”. Today’s Applied Technology curricula are under prepared to provide tomorrow’s “mechanics” with the skills necessary to address and participate in this emerging technology. “Driving the Future” strives to engage and energize young learners about the opportunities that e-Mobility present. The Horizon Educational H2GP program (https://www.h2grandprix.com/) is a step in the right direction. Driving the Future’s end goal is to establish a High School, H2GP – Pro Racing team capable of competing at an international level.

Sketchnoting Magic for Next Level Notetaking

Tisha Richmond

Discover the magic that happens when text and doodles unite in the form of sketchnoting! In this interactive session, I will share a powerful form of visual note taking that will help students connect, retain, and focus on the information they are learning. Come away with an understanding of the what, why, and how of sketchnoting as well as many strategies and fun doodle challenges you can use immediately with your students.

Laser-focused: Inspiring whole-human learning 3D laser printing

Berkeley Skuratowicz

Learn how 3D laser printing with students can be a hands-on way to unite social-emotional learning and STEAM skill-building. As you make a pair of earrings or a medallion with a Glowforge, you will get inspired! The presenters will support you with planning how you can use 3D laser printing with diverse learners in ways that nurture whole-human success — academic growth, well-being, and self-efficacy.

Creative Bravery with Canva

LeVonda Vickery

Not sure where or how to get started with graphic design? Then this is the session for you. Learn how to use Canva to break down those barriers that are keeping you and your students from showcasing your creative side with this super easy to use online platform. In this session you will learn the basics of using Canva, it’s awesome Ai features, some useful tips and tricks, how you can use it to level up your presentations and more. As well as how it can be used in the classroom with students. In this session we will create a ā€œmake and takeā€ to kick off our creative bravery. Now letā€™s go Create!

Gamified Strategies to Engage Students & Elevate Learning

Tisha Richmond

The gamified classroom is an adventure at any level or in any content area. In this session you will learn how to layer the most motivational techniques of gameplay over your curriculum to increase student collaboration, communication, critical thinking, and creativity. Come away with practical strategies that you can use in any class or grade level to make learning magical! You will leave ready to turn your classroom into a gamified adventure.

Color Me Happy with Ozobots

Heather Armstrong

Ozobots are a very accessible way to introduce students to coding. Although Ozobots can be programmed using Blockly, they can also be coded with markers and paper. These desk top robots twist, turn, and generally entertain. They also serve as a powerful learning tool, as students plan, problem-solve, and collaborate. This 90 minute session will introduce participants to Ozobot basics and engage learners in an integrated lesson.

Interactive Instructional Videos

Jenni Jones

We will explore multiple free video creation and collaboration tools to create instructional videos, provide quick and effective feedback, and develop deeper connections with students.

Create your own virtual classroom

Megan Flannery

Create a place to have all of your links for your classroom.

PhET Simulations: Interactive Science and Math Simulations

Ben DeCarlow

This interactive presentation will offer individuals a chance to “play with” various science and math simulations online to understand the way they work. Participants will then be given a basic template and instructions on how they could use it for nearly all of the simulations on the PhET website.

Creative Bravery with Canva

LeVonda Vickery

Not sure where or how to get started with graphic design? Then this is the session for you. Learn how to use Canva to break down those barriers that are keeping you and your students from showcasing your creative side with this super easy to use online platform. In this session you will learn the basics of using Canva, it’s awesome Ai features, some useful tips and tricks, how you can use it to level up your presentations and more. As well as how it can be used in the classroom with students. In this session we will create a ā€œmake and takeā€ to kick off our creative bravery. Now letā€™s go Create!

Color Me Happy with Ozobots

Heather Armstrong

Ozobots are a very accessible way to introduce students to coding. Although Ozobots can be programmed using Blockly, they can also be coded with markers and paper. These desk top robots twist, turn, and generally entertain. They also serve as a powerful learning tool, as students plan, problem-solve, and collaborate. This 90 minute session will introduce participants to Ozobot basics and engage learners in an integrated lesson.

BeeBots and Early Learning STEAM!

Lisa Udall

Fun, exciting, and educational! BeeBots bring STEAM Learning to preschool and early elementary students. Provided through the Southern Oregon STEAM Hub in conjuction with SOESD’s Lending Library this fun interactive workshop will have you experiancing all hands on playbased learning with these cool interactive robots designd with little hands in mind.

Get With the Programming! Using robots with students in human-centered ways

Erica Carmona

Too often, social-emotional learning (SEL) is missing or disconnected from STEAM learning, but it doesn’t have to be! In this presentation, two educators will demonstrate how to use iRobot Root tools in ways that build students’ SEL and STEAM-based skills. The educators will demonstrate how to design hands-on coding experiences that support diverse learners to thrive as a whole human as they meet challenging learning expectations, such as academic content standards. The information and practice from this presentation can apply to grades K-12 and beyond.

Laser-focused: Inspiring whole-human learning 3D laser printing

Berkeley Skuratowicz

Learn how 3D laser printing with students can be a hands-on way to unite social-emotional learning and STEAM skill-building. As you make a pair of earrings or a medallion with a Glowforge, you will get inspired! The presenters will support you with planning how you can use 3D laser printing with diverse learners in ways that nurture whole-human success — academic growth, well-being, and self-efficacy.

Color Me Happy with Ozobots

Heather Armstrong

Ozobots are a very accessible way to introduce students to coding. Although Ozobots can be programmed using Blockly, they can also be coded with markers and paper. These desk top robots twist, turn, and generally entertain. They also serve as a powerful learning tool, as students plan, problem-solve, and collaborate. This 90 minute session will introduce participants to Ozobot basics and engage learners in an integrated lesson.

More sessions and Keynote details coming soon.

Our EDTech Summit Sponsors.

Southern Oregon EDTech Summit 2022

By Autism, Curriculum and Assessment, Distance Learning for All, Homepage-Notices, News, School Improvement Services, School-Wide Improvement

Southern Oregon is bringing back our premier ā€œTeacher to Teacherā€ instructional technology integration training event: the annual Southern Oregon EDTech Summit, now in its 10thĀ year, on August 11th 2022. This event will feature teachers sharing their knowledge and skills for integrating technical tools for teaching and learning. Come join us for a variety of engaging topics presented by your fellow educators, just in time to support your fall classes.

Fellow educators from across Southern Oregon and around the state will provide practical ways to engage students in multiple methods for all age groups. They willĀ also support administrators in visioning approaches to hybrid and distance learning.

Weā€™ll be holding this year’s Summit at White Mountain Middle School and working with multiple partners to offer access to sites across Oregon. These sites will provide virtual access to speakers and enable people to attend as a group and thus engage in interactive discussions and exercises the presenters put forth.

Please join us and if your district or organization would like to host a site please contact Aaron Cooke or Nancy Hayes.

When

August 11th

Location

White Mountain Middle School and multiple site-based venues.

Fee Schedule

Ā Summit Thursday 8/11In-Person & Virtual

Thanks to our sponsors and the Southern Oregon STE(A)M Hub all educators are free!

SummitĀ  includes lunch and refreshments.

If you are out of the area our ESD partners may provide the summit at their own locations around the state. ESD’sĀ  wishing to offer streamed access to the Summit should contact Aaron Cooke.

Our EDTech Summit is made available through a variety of programsĀ  grants and Sponsors.

Contact Information
Aaron Cooke at 541-261-0107 aaron_cooke@soesd.k12.or.us
PDUs 6

If you would like to have a booth or be a sponsor for our EDTech Summit reach out here.

Be a Summit Sponsor
Register for Summit
Conferencing App

Jeff Utecht picHow the Pandemic made you an Awesome Educator

You’ve just accomplished something that has never been done by any otherĀ generation of educators. Now it’s time to reflect on our past experience and realize we are in a new chapter of education. The pandemic made you a superhero. Now it’s time to use these skills, ideas and passion to move education forward for our students as we prepareĀ them for their future, not out past.

Jeff Utecht is the founder of Shifting Schools, the host and producer of the companion podcast (SOS Podcast), and a designer of professional learning experiences. Jeff has up-skilled more than 55,000 educators around the world. Heā€™s been a keynote speaker at dozens of events globally, and heā€™s consulted with over 200 School Districts. Learn more about Jeffā€™s philosophy, publications, and opportunities to work with your school at jeffutecht.com.

Jeff Utecht picGetting Social with StudentsĀ 
Letā€™s face it, kids are social and they want to connect! They want to connect with each other, with their teachers, with their school at large. This will be a discussion on the use of social networking tools with student bodies to engage them in learning, foster school spirit, and just have fun! We take a look at how some schools are using social networks to communicate with students as well as the school community at large. Come with ideas to share, questions on how to get started, and be ready to take a look at social-networks through the eyes of kids today.
Jeff Utecht
Jeff Utecht is the founder of Shifting Schools, the host and producer of the companion podcast (SOS Podcast), and a designer of professional learning experiences. Jeff has up-skilled more than 55,000 educators around the world. Heā€™s been a keynote speaker at dozens of events globally, and heā€™s consulted with over 200 School Districts. Learn more about Jeffā€™s philosophy, publications, and opportunities to work with your school at jeffutecht.com.

Decarlow picNGSS Assessments
This session will center on ways to assess NGSS standards K-12 using technology.Ā  Participants will have the opportunity to see some prebuilt assessments as well as to build a few of their own.Ā  The goal is to walk away with some assessment questions already built and the know-how to build even more.
Ben DeCarlow Teacher Butte Falls Charter School
I have taught middle school science for the last seven years. In that time, I have worked to create and refine assessments that can be used for NGSS that mirror the OSAS test. I also have overseen science instruction at Butte Falls’ Natural Resource Center, an outdoor hub of science learning for all ages.

 

Becky Van Duker PictureThe STEAM Dream
From 5-minute morning bins to integrated project based challenges, there is so much we can do in a classroom to provide STEAM learning experiences. We will discuss content integration and organizing standards-based STEAM activities. Then we will take a close look at structuring STEAM stations, setting up morning STEAM bins, and facilitating integrated project-based STEAM challenges during this hands-on session.
Becky Van Duker Teacher Medford School District
Becky is currently a Classroom Teacher with experience as an Instructional Specialist in the Medford School District. She is passionate about engaging students in hands-on, inquiry based learning, putting together cross-curricular classroom transformations, and utilizing technology in ways that encourage creativity, critical thinking, collaboration and communication. She is eager to collaborate with teachers on strategies to support all students as they find success and develop a passion for learning.

 

Amy Maukonen picSOESD lending library – Introduction to Drones in the Classroom
Introduction to some of the resources at the SOESD STEM Hub’s lending library. Come discover and play with drones and robots. Learn how to integrate them into a project-based lesson on space exploration.
Amy Maukonen Academic Director The Valley School of Southern Oregon

Gabriel Hildreth and Amy Maukonen are middle school educators at The Valley School, a public charter school in Medford. Gabriel has taught many exploratory STEM classes including video game production, student newsroom, architecture, tiny home modeling, product design, and digital music production. Gabriel has also been flying drones for the past 8 years. He is passionate about bringing drone technology into the classroom to teach students how to implement code blocks and python to piot drones in various. Gabriel is excited to bring his passion into the classroom to find more ways to get students excited and engaged in learning. Amy Maukonen is the founder of the Project Based school, currently serving as the Education Director. Amy holds a BS in science education and an MS in Special Education. Her mission is to create school cultures that honor students’ strengths and identities,Ā  build confidence and self-efficacy through authentic learning experiences, and reduce inequities and gaps in STEAM. This session will be a demonstration of coding and piloting Tello drones – small, affordable drones that are easy, accessible entry points into flying drones. We will also have a Lego FlyBrix drone that students build and fly, learning electronics and physics involved with drone building. There will be time for trying out the drones and some lesson ideas on how to bring them into your classroom.

YouScience – Aptitudes Discovery for Career Guidance
Oregon’s Department of Education is funding 2 years of YouScience’s Brain Games Aptitude Assessment (Discovery) for public middle and high schools across the state! Attend this training session led by YouScience to see a walkthrough of how the brain games work, what is included, and how to get started at your school! The Discovery results show students their aptitudes, interests, career matches, post-secondary plans, local employers, WBL opportunities, and more!
Jerica McMahan
Jerica McMahan is a Manager, Customer Success at YouScience based in American Fork, Utah. Previously, Jerica was a Teacher at Bedford County Schools in Tennessee and has now been with YouScience for over 2 years. She works with all Oregon schools using YouScience to help them implement the program effectively.

Becky Van Duker PictureGoogle Apps to Promote the 4 C’s
During this workshop, educators will discover how to use Google Apps in new and exciting ways to promote the use of the 4 Cā€™s in their classrooms. We will look at creative and collaborative projects including interactive diagrams, digital comics, educational meme’s, students blogs, digital breakouts and collaborative timelines before creating some interactive projects of our own using slides, sites, drawings, sheets, and forms. We will examine student work samples, review project outlines and rubrics, and explore project templates.
Becky Van Duker Teacher Medford School District
Becky is currently a Classroom Teacher with experience as an Instructional Specialist in the Medford School District. She is passionate about engaging students in hands-on, inquiry based learning, putting together cross-curricular classroom transformations, and utilizing technology in ways that encourage creativity, critical thinking, collaboration and communication. She is eager to collaborate with teachers on strategies to support all students as they find success and develop a passion for learning.

STEM Storytelling
“This workshop will guide attendees through interpreting a work of well-known literature through a STEM lens to create a lesson appropriate for elementary students. Attendees will participate in a hands-on activity, using a well-known childrenā€™s story as the inspiration for a STEM investigation.
Presenters will discuss opportunities for blending STEM investigations with literacy/Language Arts time and will discuss the elements of an engaging and high-quality activity. Participants will then will work in small groups to brainstorm their own story/STEM pairing, and will have an opportunity to share their ideas. ”
Ash Friend Education Director ScienceWorks Hands-On Museum
Ash heads the Education team at ScienceWorks Hands-On Museum. He designs and facilitates immersive hands-on STEAM content to excite adventurers of all ages with the goal of helping all learners see themselves as a designer, problem-solver, and scientist.

Introduction to OER & the Oregon Open Learning Hub
The Oregon Open Learning Hub is a digital resource repository and collaboration space for educators, administrators, and other educational partners to curate, create, and remix open educational resources (OER). In this introductory session, you will learn the why and the what of OER and the Hub, how to navigate and search for resources, and a few basics of open licensing.
In preparation for the workshop, it is recommended that you register for an OER Commons account. An account is not required to search and access resources on the site, but it is necessary in order to save resources to a group on the Oregon Open Learning Hub. Follow these steps to register.
Dr. Allie Ivey
Dr. Ivey is a Digital Learning Program Specialist at the Oregon Department of Education (ODE) where she supports schools and districts in designing and implementing online learning, hybrid learning, and blended learning with a focus on instructional design and pedagogical approaches. She has over 15 years of experience in the field of education having served as an elementary and middle school teacher, an instructional coach, a higher education instructor, and an assistant professor. Her passion is designing and facilitating professional development that supports equitable outcomes for all students.

 

 

Vanessa Clark
Vanessa is a Program Analyst for Digital Learning at the Oregon Department of Education (ODE) and the project lead for the Oregon Open Learning Hub. Vanessa brings enthusiasm for how Open Educational Resources (OER) can support equity, empowerment, and efficacy in the education community.

Becky Van Duker PictureTools to Enhance Student Voice
During this workshop, educators will learn how to take their use of Flipgrid and Padlet to the next level. Our work will focus on strategies to enhance student voice in the classroom. After exploring the two platforms, we will collaboratively brainstorm Flipgrid and Padlet topics that ask students to think critically and use their creativity. We will look at the versatile ways these tools can be utilized in any content area and discover the ways these platforms can provide students with opportunities to take an active role in their learning as their creativity is unleashed.
Becky Van Duker Teacher Medford School District
Becky is currently a Classroom Teacher with experience as an Instructional Specialist in the Medford School District. She is passionate about engaging students in hands-on, inquiry based learning, putting together cross-curricular classroom transformations, and utilizing technology in ways that encourage creativity, critical thinking, collaboration and communication. She is eager to collaborate with teachers on strategies to support all students as they find success and develop a passion for learning.

Industry Report: Technology in Careers
This session will bring industry professionals from Southern Oregon sharing about how they use technology in the workplace. Session will include an introduction from the moderator, introductions, sharing about technology being used, sharing about exploration opportunities available for students to engage in career connected learning, and questions and answers.
Karla Clark Program Manager for STE(A)M and CCL SOESD
Karla resides in the Rogue Valley for the past 15 years where she currently serves Jackson, Josephine and Klamath county through the SOESDā€™s School Improvement team providing STEAM and Career Connected Learning supports for educators and students. Karla has also run a small business in direct sales for many years and has several years prior experience in the restaurant industry, and spent 1 year on the road as a long haul truck driver. She served the United States Air Force as an Instructor for 7 years while she pursued her education in Workforce Education and Development. Hiking, reading and spending time with her daughter are Karlaā€™s hobbies!

Jeff Utecht picUsing Google My Maps to Tell Stories, Gather Research and Learn Mapping Skills
Everyone knows Google Maps, but have you heard of My Maps? Come ready to geek out and learn all the ways your students can create maps not just use maps. Whenā€™s the last time you touched a paper map? Then why do we still have students coloring them! Digital maps are the future ā€¦ letā€™s prepare them for their future, not our past.
Jeff Utecht
Jeff Utecht is the founder of Shifting Schools, the host and producer of the companion podcast (SOS Podcast), and a designer of professional learning experiences. Jeff has up-skilled more than 55,000 educators around the world. Heā€™s been a keynote speaker at dozens of events globally, and heā€™s consulted with over 200 School Districts. Learn more about Jeffā€™s philosophy, publications, and opportunities to work with your school at jeffutecht.com.

Think Outside the Box with Talent Maker City (Double Session)
Think Outside the Box with Talent Maker City! Come learn all about Talent Maker City and how we utilize hands-on learning to engage students in making. Weā€™ll explore some affordable and easy to implement programming as well as some of our higher tech projects. Weā€™ll share a little bit about TMC and give you an opportunity to participate as a learner! This session is for both Elementary and Middle School educators.
Alli French Executive Director Talent Maker City
Alli is a long-time educator and maker – and one of the co-founders of Talent Maker City. For the past 23 years she has been involved in all aspects of education in Southern Oregon; working with middle school, high school, and college aged youth. Her experiences have molded her beliefs in equity, diversity, cultural agility and developing meaningful community partnerships. Currently, Alli is the Interim Director for Talent Maker City where she coordinates workshops and programs for curious minds of all ages. TMCā€™s STEAM Programming has served over 1500 students and hundreds of adults since its inception in 2016.

Experiencing YouScience in the Classroom: a game changer in career connected learning!
“Building upon a previous session covering the HOW of YouScience, this session will feature a moderated panel of educators who are using the platform with their students. YouScience uses scientifically proven, unbiased and objective ā€œbrain gamesā€ to uncover how each studentā€™s brain processes information to discover what they would ā€œnaturallyā€ be good at, so they can make informed decisions when it comes to exploring or choosing careers.
To date, SOESDā€™s CTE/CCL teams have helped to enroll 34 southern Oregon regional schools in YouScience, and so far, a whopping 2,460 students have completed their brain games, and gotten their results. That is very close to TWO-AND-A-HALF-THOUSAND STUDENTS with expanded self-awareness, confidence, hope, who now have a signpost for further career connected exploration! We will feature educators from some of our schools who have used YouScience to help students be empowered, equipped, and engaged.”
Amy Lukens Career Connected Learning Facilitator SOESD
Amy Lukens, MA, is excited about helping educators, and students, use YouScience to get to that next level in career advising and exploration. Amy has a rich and varied background in education, workforce development, accounting, grantsmanship, and geography. She is inspired by seeing the “aha” on students’ faces – reviewing their YS results – when they realize “I have something to offer, I’m naturally good at something!”

Becky Van Duker PictureVirtual Field Trips That Are Out of This World
During this session, we will look at four different types of virtual field trips that provide rich learning experiences for students. We will compare the learning opportunities presented by live webcam virtual field trips, Google Earth Tours, 360 videos and walk through navigation virtual field trips. We will spend time creating meaningful learning activities and digital scavenger hunts that get students exploring the world around them in a virtual space. During our work together we will look at how to integrate virtual field trips into different content areas and the cross curricular learning opportunities available when facilitating a virtual field trip experience. We will also look at housing virtual field trip experiences on a google site or LMS that students can access independently to promote curiosity, choice and agency. And finally we will discuss the opportunities provided by community forms such as Padlet where students have the opportunity to share their experiences on virtual field trips.
Becky Van Duker Teacher Medford School District
Becky is currently a Classroom Teacher with experience as an Instructional Specialist in the Medford School District. She is passionate about engaging students in hands-on, inquiry based learning, putting together cross-curricular classroom transformations, and utilizing technology in ways that encourage creativity, critical thinking, collaboration and communication. She is eager to collaborate with teachers on strategies to support all students as they find success and develop a passion for learning.

Easy Engineering Integration in the Elementary Classroom
In this workshop, the presenters will lead attendees through a hands-on engineering lesson (appropriate for elementary grades) and model how to seamlessly integrate engineering into multiple subject areas such as English Language Arts, Math, the Sciences, Technology, and Art. In groups, attendees will engage in the Engineering Design Process (EDP) to create a wind-powered car prototype. Throughout this hands-on learning experience, the presenters will give suggestions on best practices related to: facilitating the EDP in grades PreK-6, STEM integration, collecting STEM resources for the classroom, and hands-on learning. At the end of the session, attendees will race their cars and reflect on the impact that engaging, hands-on engineering lessons have on student motivation and learning outcomes.
Amanda Casto Assistant Professor of Education Southern Oregon University
Amanda teaches STEM education courses at Southern Oregon University. She is passionate about increasing student access to high-quality STEM education and supporting teachers to make all lessons more multicultural, integrative, & hands-on.

Think Outside the Box with Talent Maker City (Continued from Session 3)
Think Outside the Box with Talent Maker City! Come learn all about Talent Maker City and how we utilize hands-on learning to engage students in making. Weā€™ll explore some affordable and easy to implement programming as well as some of our higher tech projects. Weā€™ll share a little bit about TMC and give you an opportunity to participate as a learner! This session is for both Elementary and Middle School educators.
Alli French Executive Director Talent Maker City
Alli is a long-time educator and maker – and one of the co-founders of Talent Maker City. For the past 23 years she has been involved in all aspects of education in Southern Oregon; working with middle school, high school, and college aged youth. Her experiences have molded her beliefs in equity, diversity, cultural agility and developing meaningful community partnerships. Currently, Alli is the Interim Director for Talent Maker City where she coordinates workshops and programs for curious minds of all ages. TMCā€™s STEAM Programming has served over 1500 students and hundreds of adults since its inception in 2016.

Our EDTech Summit Sponsors.

Southern Oregon Equity Summit 2022

By Autism, Curriculum and Assessment, Distance Learning for All, Homepage-Notices, News, School Improvement Services, School-Wide Improvement

The Southern Oregon Equity Summit 2022 includes high-profile speakers and breakout sessions that provide strategies for understanding equity through a trauma-informed practices approach. We are pleased to bring a slate of wonderful speakers from our area and around the country.

Weā€™ll be holding this year’s Summit at the Ashland Hills Hotel & Suites and working with multiple partners to offer access to sites across Oregon. These sites will provide virtual access to speakers and enable people to attend as a group and thus engage in interactive discussions and exercises the presenters put forth.

Please join us and if your district or organization would like to host a site please contact Aaron Cooke or Nancy Hayes.

When

August 16th-17th

Location

The Ashland Hills Hotel & Suites and multiple site-based venues.

In-person Fee Schedule

In-person and remote attendance for SOESD regional educators is free.

In-Person Summit Tuesday 8/16 -Wednesday 8/17

Local EducatorsĀ  Ā  Free
Local PartnersĀ  Ā  Ā  Ā $99
Out of AreaĀ  Ā  Ā  Ā  Ā  Ā  $199

Summit costs include lunch and refreshments both days.

If you are out of the area our ESD partners may provide the summit at their own locations around the state. ESD’sĀ  wishing to purchasing streamed access license to provide group access should contact Aaron Cooke. The licenses will be available for $500 for up to 25 individuals; multiple licenses may be purchased. If your organization would like to provide group in-person please contact Aaron Cooke.

Our Equity Summit is made available through a variety of programs and grants so is free to SOESD districts and their educators.

We are able to offer attendance to our local community partners and non-regional participants for a nominal fee.

Contact Information

Aaron Cooke at 541-261-0107 aaron_cooke@soesd.k12.or.us

SOESD HelpdeskĀ Call Ā 541-776-8590 ext 1106.

PDUsĀ  Ā 12

Register for Summit!
Conferencing App
In District Online Bookstore
Equity Summit Complete Book List

Summit Keynotes

Dr. William Blake

Dr. William Blake currently serves as the Assistant Director, Redesign for the District of Columbia Public Schools (DCPS). In this role, Dr. Blake ensures systems and structures are in place to support the development of the whole child. Over the span of 15 years in urban education, Dr. Blake has served as a Classroom Teacher, Assistant Principal and Principal and District-level Administrator. Dr. Blake believes that educators must strategically focus on closing the access gap for students furthest from opportunity, which is why he is dedicated to using social emotional learning in the district as a lever to create equitable outcomes for students, especially for students of color.

Dr. Blake earned his Bachelor of Science degree from Morgan State University. He later attended Trinity University to earn his Masterā€™s in Curriculum in Instruction. Lastly, he earned his Doctorate Degree from the University of Maryland Eastern Shore. Dr. Blake is a devoted member Kappa Alpha Psi Fraternity, Inc

Keynote: Pandemic Leadership: Leveraging Equity To Ensure The Needs of The Whole Child

Description: Participants will explore the concept of antiracism education to understand how to support the whole child needs of diverse students. The speaker will provide practical strategies around trauma-informed pedagogy, antiracism tenants and brain science principles to equip participants with tools to address student needs in the era of a pandemic.

Session I: Leading with Equity: Do You See Me

Description: Participants will learn how to create inclusive spaces for their students to be seen and feel valued in their community. The session will build capacity on how to create learning environments that are culturally relevant to student populations. The session will be grounded in research from the Collaborative of Academic and Social Emotional Learning (CASEL) and evidence based equity principles. Participants will leave the session understanding how to apply an equity based framework to their daily practice as instructional practitioners.

Session II: Developing Authentic Student Relationships By Understanding the Art of the Brain

Description:Ā Participants will engage in research around brain science. The session will elevate the skill and will of participants on how to build authentic relationships with students by understanding how they are scientifically wired. By the end of the session, participants will learn how to infuse trauma responsive strategies to address the needs of the whole child. Also, explore the whole child framework to understand how to apply it in diverse student settings.

Native Wellness Institute

The Native Wellness Institute recognizes the great impacts of historical trauma and oppression on our people. We understand that historic trauma has caused current day trauma in our families and communities. This is evident by the high rates of substance abuse, violence, gossip, negativity, poverty and other destructive behaviors and conditions.

As Native people we have the strength and resiliency to move beyond and forward from the hurtful past and utilize what our ancestors left us: prayer, faith, songs, dances, ceremony, language and the perseverance to leave a positive legacy for our future generations.

The Native Wellness Institute exists to help create an awareness of where our negative behavior comes from, provide opportunities for growth and healing and most importantly to help our people move forward in a good way. We do this by providing training and technical assistance based in Native culture that promote the wellbeing of individuals, families, communities and places of work.

NWI lives and promotes the ā€œWarriorā€™s Spiritā€ which means paying the greatest respect to our ancestors by being as positive, productive and proactive as we can, everyday of our lives.

Keynote: Using the Fire Within to Light Your Path

With much change and turmoil in recent years with a pandemic, fires, weather, war and more, Josh will use tribal teachings and stories to help bring calm, clarity and curiosity. The keynote will paint a picture and give tools and encouraging words as you plan to navigate another school year.

Session I: Learning Through Games, Experiences and Stories

Teaching and learning styles often don’t always align. How can we reach students that may learn differently than what we are comfortable teaching? How we can we connect to spark their interest and engagement? The fun and interactive games with purpose will provide an avenue for participants to explore and add to their tool kits!

Session II: The Importance of Being Trauma and Healing Informed Through An Indigenous Lens

We’ve learned a lot about trauma and the impact on academic success. This workshop will focus on the power of healing and how that impacts the physical, mental, emotional and spiritual well-being and academic success of students.

Presenter: Josh Cocker

Josh Cocker PicJosh is from the Kiowa, or Ka’igwu people in Oklahoma, and the kingdom of Tonga in the South Pacific. He is a certified outdoor instructor and facilitator, with an associateā€™s degree from Whitireia Polytechnic in Wellington, New Zealand. He has traveled extensively in the South Pacific for work and service including: Papua New Guinea, Tonga, and Australia. Most recently he has worked in the Tonto National Forest in Arizona as a trail walker, coordinator, and trainer for an outdoor behavioral healthcare foundation. From the age of 14, Josh was given a position in a military society of his tribe, and trained as a youth leader to preserve and share traditional knowledge with his generation. He seeks to honor and share that knowledge with everyone. ā€œMy hope is that I can help reintroduce people from all walks of life to our First Mother in all her wisdom and beauty. I hope to inspire healing, harmony, and connection through the use and passing of traditional skills in the outdoors.ā€

Keynote: Every Student has a voice: Using student survey data and voice to drive meaningful change for LGBTQ+ Youth in our schools

Description: Students have a great deal to share about their lives and their experiences in our schools. As leaders, it is our role to listen. In this session, participants will hear how data from LGBTQ+ students across Oregon became the motivation for empathy interviews with GSA and QSA student groups whose words provided direction for districts to drive positive change.

Breakout Session I: Serving LGBTQ+ Students – Actionable Steps to Respond to the needs
of students in our schools and communities

Description: School personnel, non-profit organizational partners, and community leaders each have a role in supporting LGBTQ+ youth in our schools and communities. Participants will engage in conversation and develop strategies on ways organizations can leverage state and local support and internal organizational policies and practices to create a culture of care and support for the needs of LGBTQ+ students.

Breakout Session II: LGBTQ+ Positive Work Environments – From hiring to retaining, actionable steps to respond to the needs of LGBTQ+ staff

Description: True inclusion in the workplace is when each person is valued, can be their full selves, and can thrive. In this session, participants will go deeper into the experience of LGBTQ+ staff, examine current organizational structures and challenges, and hear practical approaches to making an LGBTQ+ positive workplace.

Shelly Reggiani

Senior Director of Learning, Equity and Communications for COSA

Shelly Reggiani, ED.D. is the Senior Director of Learning, Equity, and Communications for COSA and has served in public educationĀ for over 25 years.

She is dedicated to the success of each student and the growth and development of staff. In her previous roles, Reggiani has supported federal Title programs, Talented and Gifted Education, Bilingual Education, Counseling and Social Services, Title IX coordination, culturally specific community engagement, inclusion and equity initiatives, educator professional development, and communications. Serving those who are members of historically underserved communities is a passion for Shelly and is what she has dedicated as the focus of her career.

Reggiani earned her Bachelor’s and Masters from Oregon State University and her Educational Doctorate from George Fox University. She was recognized with the AASA Women in School Leadership Award in 2020.Ā  Reggiani believes that education has the power to open doors, transform lives, and uplift individuals, and their communities.

 

Carmen Gelman

Director of Professional Learning for COSA
Carmen Gelman was born and raised in Southern California (she also spent part of her elementary years in Mexico) and was part of an education system that pushed her out of the system and to the streets of South Central. As a 29-year-old single mother of three living in Eugene, Carmen found herself working fulltime and going to college not knowing that one day she would find herself leading change in schools and communities specific to addressing issues of diversity, equity, and inclusion. Carmen has had a significant, positive impact on student outcomes and is recognized throughout the state as a school change agent with expertise in culturally relevant and sustaining practices and unwavering commitment to student and family voice. Carmen is the Director of Professional Learning with COSA. Prior to moving into her new role at COSA, Carmen was the principal at Milwaukie High and was a school administrator in both the Beaverton and Springfield School Districts. Prior to moving into her role in Milwaukie, Carmen worked with schools and districts throughout California and in Oregon as the school partnership director and consultant at Inflexion. Carmen was at Inflexion for three years. In addition, Carmen has served on several boards, is the recipient of the Distinguished Latino Educator award through OALA, the Pearl M. Hill Award, celebrating freedom and the Human Rights Alliance award through SAFER and the 2021 COSA Presidentā€™s Award for Excellence in Education.

ISLA from the University of Oregon

ISLA Model

The Inclusive Skill-building Learning Approach (ISLA) is an intervention that has been developed as an alternative to exclusionary discipline by researchers within the College of Education at the University of Oregon. ISLA is a Tier 1 universal intervention that fits within existing school-wide behavioral frameworks and is grounded in positive, preventative classroom strategies for all students. It aims to promote positive student-teacher relationships, improve student behavior, and minimize loss of instructional time due to exclusionary discipline.

The ISLA model includes both school-wide systems and classroom-based instructional practices to support implementation and skill-building. ISLA is a multi-layered approach that begins with classroom prevention first and layers on additional in-class supports to reduce the number of students being sent out of the classroom for low level behaviors, so that out-of-class supports are reserved for the students with more significant behavioral challenges. Preliminary results indicate that ISLA holds promise as an effective intervention for reducing use of exclusionary discipline, including in-school suspension, out-of-school suspension, and expulsion (Nese et al., 2020).

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A180006 to University of Oregon. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Keynote: Impact of Exclusionary Discipline Practices

Decades of research have shown that exclusionary discipline practices negatively impact student and teacher wellbeing, disproportionately impact marginalized and minoritized students, and lead to a host of detrimental life outcomes. There is a need for preventative and sustainable supports, with a direct focus on dismantling systems that have historically excluded our most impacted communities. Participants will consider their role in disrupting the school to prison pipeline, gain awareness of the harmful impacts of exclusionary discipline practices in schools, and learn about the ISLA model as a restorative, instructional alternative.

Session I: Understanding the Inclusive Skill Building Learning Approach

Participants will understand the benefits of the ISLA model for staff and students. This session will help participants how ISLA fits within multi-tiered systems of support. The session will be grounded in implementation science and centering equity into tiered systems of support. Participants will leave with next steps to add to their implementation plan.

Session II: Engaging in instructional and restorative consequences

Participants will learn about instructional supports to provide students when sent out of the class, with an emphasis on skill-building, perspective, and classroom re-entry process. This session will provide participants understanding of the rationale and goal of the ISLA Process and plenty of practice opportunities to familiarize with the ISLA process.

Danielle Triplett

Danielle Triplett, M.Ed.,Ā is a Senior Research Assistant at the University of Oregon. She started her career in education as a middle school language arts teacher in the Portland, Oregon metropolitanĀ area. Now, as a researcher, Ms. TriplettĀ appliesĀ her on the ground experience in the classroom and at theĀ district-levelĀ to shape and inform research related to making schools intentionally inviting, positive environments for students and staff. Her work has contributed to the development of training materials, tools, and interventions being used in schools throughout the country including materials for implementation that focus on systems, evidence-based practices, and the use of data specifically at the secondary level. Most recently, Ms. Triplettā€™s research focuses on developingĀ an instructional alternativeĀ toĀ exclusionary discipline that substantially changes why a student is removed from the classroom, what happens when a student is sent to the office, and what happens when the student returns to the classroom.

 

MarĆ­a Reina Santiago-Rosario picMaria Santiago-Rosario

Maria Santiago-Rosario Ph.D.,NCSP, is a Postdoctoral Research Associate at Educational and Community Supports, a research unit at the University of Oregon. She brings a great deal of clinical expertise providing direct services to school- and college-age students with identified learning and mental health disabilities, and training of teachers and administrators on behavior support plans that increase access to individualized instruction. Her research focuses on teacher expectations for student outcomes, racial equity in school discipline, and measuring culturally responsive classroom management. Her expertise is in PBIS and system-level change in schools, having served as a school and district coach for diverse districts across different states. She is also an implementation partner providing technical assistance to school districts and school-level teams on effective classroom behavior management and strategic planning for school discipline equity through the OSEP-funded National TA Center on PBIS.

Southern Oregon Equity Summit 2021

By Autism, Curriculum and Assessment, Distance Learning for All, Homepage-Notices, News, School Improvement Services, School-Wide Improvement

Kick off the new school year by joining us for the Southern Oregon Equity Summit 2021. The event includes high-profile speakers and breakout sessions that provide strategies for understanding equity through a trauma-informed practices approach.

Weā€™ll be holding this year’s Summit at the Ashland Hills Hotel & Suites and working with multiple partners to offer access to sites across Oregon. These sites will provide virtual access to speakers and enable people to attend as a group and thus engage in interactive discussions and exercises the presenters put forth.

Please join us and if your district or organization would like to host a site please contact Aaron Cooke or Nancy Hayes.

When

August 16th-2oth

Location

The Ashland Hills Hotel & Suites and multiple site-based venues.

In-person Fee Schedule

In-person and remote attendance for SOESD regional educators is free.

(We have Closed registration for on-site)

Pre-Conference Greene Monday 8/16 – Tuesday 8/17
Local Partners Ā  Ā  Ā  $149
Out of Area Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  $199
Summit Wednesday 8/18 – Thursday 8/19
Local Partners Ā  Ā  Ā  $99
Out of Area Ā  Ā  Ā  Ā  Ā  Ā $149
Theory to Practice only Friday 8/20
Local Partners Ā  Ā  Ā  $20
Out of Area Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  $49

Summit costs include Theory to Practice sessions, or the sessions may be attended as a standalone event.

Our ESD partners may provide the summit at their own locations by purchasing an onsite remote access license. The licenses will be available for $500 for up to 25 individuals; multiple licenses may be purchased.

Our Equity Summit is made available through a variety of programs and grants so is free to SOESD districts and their educators.

We are able to offer attendance to our local community partners and non-regional participants for a nominal fee.

Contact Information

Aaron Cooke at 541-261-0107 aaron_cooke@soesd.k12.or.us

SOESD HelpdeskĀ Call Ā 541-776-8590 ext 1106.

PDUs

  • Pre-Conference =12
  • Summit =12
  • Theory to Practice = 5
Register for Summit!
In District Online Bookstore
Equity Summit Complete Book List
Summit Agenda
Conferencing App

Two Day Pre-Conference Workshops

Monday the 16th and Tuesday the 17th

Dr. Ross Greene

*This workshop has been changed to virtual*

Ross W. Greene, Ph.D., is the New York Times bestselling author of the influential books The Explosive Child, Lost at School, Lost and Found, and Raising Human Beings.

Ross W. Greene Ph.D photo

He is the originator of the model of care described in those books, now called Collaborative & Proactive Solutions (CPS). Dr. Greene was on the faculty at Harvard Medical School for over 20 years and is now the founding director of the nonprofit Lives in the Balance, which provides a vast array of free, web-based resources on the CPS model. He has appeared in a wide range of media, including The Oprah Show, Good Morning America, The Morning Show, National Public Radio, Mother Jones magazine, The Atlantic, The Washington Post, The Chicago Tribune, and the Boston Globe. Dr. Greene lectures and consults widely throughout the world and lives in Portland, Maine.

Oregon Center for Educational Equity

The Oregon Center for Educational Equity is a network of highly skilled, diverse facilitators and professional development leaders whose mission is to interrupt and transform current and systemic educational inequities to ensure all students have access to personalized, equitable and high performing schools that believe and demonstrate each student can, should and will succeed.

From addressing systemic issues of educational inequity to implementing effective collaboration practices to creating school structures and classrooms that work for historically oppressed student populations, we are committed to working with educators, organizations and communities to collectively meet the needs of our children through strong, effective, and equity-focused leadership.

Beginning Equity Academy Seminar

*This workshop has been changed to virtual*

Equity Academy is an initiative to support educators who want to improve their educational settings by taking a lead on equity. The academy, which consists of two one-day sessions scheduled back-to-back at our pre-conference offers two different levels of instruction for administrators: initial and advanced. OCEE staff will lead the sessions, creating a space and delivering a curriculum that supports educational leaders as they reflect on and transform their practice. The focus on working from the inside out will challenge participants to step out of their comfort zone and create new entry points for becoming aware of and interrupting inequitable beliefs, policies and practices.

The Equity Academy includes an introductory course for education leaders who want to learn how to help their students meet high expectations equitably, regardless of social indicators.Ā  During these sessions participants are expected to develop a deeper personal awareness about how who they are impacts how they teach and lead.Ā  We will go deeper into supporting practicing educators in examining and improving their effectiveness in addressing issues of equity, diversity and inclusion.Ā  Educators should be familiar with basic terminology and concepts around the nature of prejudice, discrimination, micro-aggressions, implicit bias, and systemic oppression.Ā  Participants need to possess a genuine commitment to actively addressing inequities in school systems and changing beliefs, behaviors, practices, policies and structures to serve each student and family well. District teams are encouraged to attend.

Instructor: Jesse Scott

Jesse has been an educator for 20 years.Ā  He is currently a middle school social studies teacher in Eugene, Oregon, focusing on teaching history through a non-dominant lens.Ā  He guides his students to critically examine, discuss and explore, through historical analysis and current events, an array of social justice issues and actions.Ā  Jesse embraces opportunities to engage in challenging conversations around equity, diversity and inclusion with his colleagues, his students, and his own multi-racial children. He also provides professional development as a Facilitator for the Oregon Center for Educational Equity (OCEE).

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Alison Schlicht

Alison Schlicht currently works with North Clackamas School District as an elementary school principal. She is bilingual in Spanish and English with experience teaching and leading diverse groups of staff and students with a focus on bilingual education and teaching students learning English as a second language. Prior to working as a principal, Alison worked as a specialist and trainer in culturally responsive instructional practices.Ā  She is committed to her service as a leader for educational equity.Ā  As a facilitator with the Oregon Center for Educational Equity (OCEE), Alison supports school district efforts to create more equitable systems and structures.

Summit Keynotes

Wednesday the 18th and Thursday the 19th

Lessons for SEL

Founded in 2019 Lessons for SEL is a publishing group designed to offer Social Emotional Learning lessons to schools across the country. Their books include 6 Minute Social Emotional Learning, Circle Talk, and Discovering the Ultimate You:Ā Lessons designed to reach students in a timeframe schools can meet. These resources have supported districts during the pandemic and create opportunities for youth of color and disabilities, as well as all students to prosper during these isolating and difficult times. Lessons for SEL is a forward-looking organization providing multiple formats and offering a variety of web resources for families and schools. The goals of Lessons for SEL are driven by its founder Dr. Byron McClure.

Keynote: How Healing Centered Practices Promote Equity & Favorable Outcomes for Students

Description: Many educators and school leaders are wondering what practices might improve outcomes for students. More specifically, emerging consideration is being given to understanding how Social Emotional Learning (SEL) and Restorative Practices might promote equity and improve outcomes for students. This session will help educators to understand the importance of adopting practices that are healing centered. Finally, participants will understand why the time is now to shift towards action-oriented practices.

Session I: Thinking Creatively About SEL Practices

Description: Across the nation, school districts are moving towards implementing social emotional learning (SEL) and restorative practices. However, many educators still have questions such as what is SEL? What are restorative practices? How do we implement restorative practices? Many educators are attempting to figure out their role with implementing SEL as well as restorative practices. This session will help educators to develop an understanding of SEL and practices to support students as well as staff.

Session II: Thinking Creatively About Restorative Practices

Description: When done right, restorative practices can help set a foundation established on trust, compassion, equity, inclusivity, safety, and accountability. This session will help educators to develop an understanding of restorative practices. Participants will learn the most effective approach to systemically implementing restorative practices that are sustainable. Finally, participants will learn how to begin having restorative conversations.

Dr. William Blake

Dr. William Blake currently serves at the Director of Social Emotional Learning for the District of Columbia Public Schools (DCPS). In this role, Dr. Blake ensures systems and structures are in place to support the development of the whole child. Over the span of 14 years in urban education, Dr. Blake has served as a Classroom Teacher, Assistant Principal and Principal. Dr. Blake believes that educators must strategically focus on closing the access gap for students furthest from opportunity, which is why he is dedicated to using social emotional learning in the district as a lever to create equitable outcomes for students, especially for students of color.

Dr. Blake earned his Bachelor of Science degree from Morgan State University. He later attended Trinity University to earn his Masterā€™s in Curriculum in Instruction. Lastly, he earned his Doctorate Degree from the University of Maryland Eastern Shore. Dr. Blake is a devoted member Kappa Alpha Psi Fraternity, Inc.

Native Wellness Institute

The Native Wellness Institute recognizes the great impacts of historical trauma and oppression on our people. We understand that historic trauma has caused current day trauma in our families and communities. This is evident by the high rates of substance abuse, violence, gossip, negativity, poverty and other destructive behaviors and conditions.

As Native people we have the strength and resiliency to move beyond and forward from the hurtful past and utilize what our ancestors left us: prayer, faith, songs, dances, ceremony, language and the perseverance to leave a positive legacy for our future generations.

The Native Wellness Institute exists to help create an awareness of where our negative behavior comes from, provide opportunities for growth and healing and most importantly to help our people move forward in a good way. We do this by providing training and technical assistance based in Native culture that promote the wellbeing of individuals, families, communities and places of work.

NWI lives and promotes the ā€œWarriorā€™s Spiritā€ which means paying the greatest respect to our ancestors by being as positive, productive and proactive as we can, everyday of our lives.

Keynote: Coming Into the Circle: Equity Through an Indigenous Lens

What is equity and how do we navigate it during this time of social justice revolution? What can we learn from Indigenous values and teachings regarding tools and strategies to bring everyone into the circle. Further, what do we do when we are all in the circle? This interactive session will have us connecting and collaborating.

Session I: Integrating Healing Strategies for Native Youth Programming

As adults, we may forget that our young people experience trauma, hold on to hurt and pain and may not know how to articulate their need for healing. When we look at how trauma plays out in our families and communities, we have to assume that our young people could benefit from healing opportunities. This workshop will give examples of how healing opportunities can be integrated into school and community settings.

Session II: Where There Has Been Trauma, Healing is the Answer

What a year we have had- navigating a pandemic, becoming Zoom Warriors, dealing with fires and smoke, deeply feeling the sadness of the forced assimilation camps (boarding school) findings and so much more. We have been in a state of grief and loss. It has impacted every age and stage in life and we have all moved through this in different ways. This workshop will allow the time and space to discuss, process and collectively heal by learning tools and strategies for our well-being and the well-being of those we serve.

Presenter: Jillene Joseph Executive Director

Jillene is an enrolled member of the Gros Ventre or Aaniiih people from Fort Belknap, Montana. She lives in Oregon with her life partner and children. She is the Executive Director of the Native Wellness Institute and helped to found the national nonprofit organization in 2000. She has a Bachelor of Science degree in Community Health Education and has served Indian Country for 30 years providing training and technical assistance in a variety of areas. Jillene has traveled to hundreds of Native communities and interacted with and learned from thousands of people. Whether she is providing youth leadership training, assisting women heal from childhood trauma or helping to bring wellness to the workplace, Jillene shares her passion for being positive, productive and proactive. She enjoys beading, reading, pow wowing and spending time with family and friends.

At Corwin, we take pride that ourĀ stakeholders are learners all over the world: thatā€™s whom we invest in; thatā€™s whom we want to live rich, abundant lives through education. On the eve of profound political, cultural, and social change, CEO David McCune challenged us at Corwin to dream, to dare, and to innovate. So dream, dare, and innovate we did, quickly establishing ourselves as the essential source of what works best, when, and for whom in education.

Keynote: Identity Safe Spaces for LGBTQIA+ Students: Belonging, Inclusion, and Validation

Description:These last two years, the pandemic made it rough for everyone – especially young people.
For LGBTQIA+ youth, returning to in-person school could be a godsend for those whose families are unaware of or reject their sexuality and gender identity. For others, returning to school may be a source of dread, coming back to incessant bullying or exclusion. Recently, there have been new threats that undermine LGBTQIA+ inclusion. In this session, weā€™ll discuss how to create identity safe spaces that are welcoming and validate all LGBTQIA+ identities. Weā€™ll learn evidence-based practices that lead to identity safety for students of all backgrounds.

Breakout Session I: Upstanders ā€“ Strengthening Our Capacity to Speak Up and Stand Up to Bias and Homophobia

Description: An upstander is a person who speaks up or stands up to hate, intolerance, and bullying, to prevent and/or intervene when someone is being harmed. Upstanders also take action when whole groups of people are targeted. LGBTQIA+ students are often subject to teasing, bullying, and harassment. Frequently, they are attacked on social media and exposed to hateful comments in the news.
We can strengthen our personal capacity to speak out against homophobia and help students learn to safely be upstanders. In this session, we will learn useful skills to teach students of all ages. We will also practice strengthening our own upstander muscles using case studies to prepare ourselves to be ready to speak up.

Breakout Session II: Breaking Out of the Binary ā€“ Identity Safe Practices for Supporting Transgender and Non-Binary Students

Description: For all time, there have been people who have broken out of the constrictions of stereotypes about gender and sexuality. Today, we are experiencing a revolution that is breaking open some of these constrictions. While exciting and liberating, as with all major changes and cultural shifts, there is a backlash. In this workshop, we will learn more about non-binary and trans-inclusive identities and how educators can create identity safety for them. We will also discuss some of the recent threats and external pressures on students, their families, and educators and ways to counteract them.

Becki Cohn-Vargas, EdD

Becki Cohn-Vargas, EdD, (she/her) is the co-author of three books about identity safety including IdentityĀ  Safe Classrooms Grades Kā€“5: Places to Belong and Learn, Identity Safe Classrooms Grades 6ā€“12: Pathways to Belonging and Learning, and Belonging and Inclusion in Identity Safe Schools: A Guide for Educational Leaders (released this summer). She designs curriculum, publishes articles, coaches schools, and produces films for Learning for Justice, Edutopia, Not In Our Town, and many other organizations. She presents internationally at conferences and provides professional development in schools and districts. Dr. Cohn-Vargas began her 35-year career in early childhood education in Sonoma County, California. She lived abroad for five years where she did earthquake relief at a hospital in the Guatemalan Highlands and produced educational films for the Nicaraguan Ministry of Education. She returned to California and worked as a teacher and principal in Oakland, curriculum director in Palo Alto, and as superintendent of a small district in San Jose. She also served as an adjunct professor at University of San Diego, Mills College, and Cal State University, East. Bay. In each setting, she focused on educational equity and effective strategies for diverse populations. She has extensive experience in creating safe spaces for LGBTQIA+ students. Her short film ā€œOur Family, A Film About Family Diversity,ā€ features children introducing their families, including those withĀ  LGBTQIA+ parents. Dr. Cohn-Vargas and her husband live in the San Francisco Bay Area. They have three adult children including Priscilla, Melania, and Luna. Her daughter, Melania and her wife Roya have made Becki the proud grandmother of a one-year-old grandchild, Anteo.

The Core Collaborative

The Core Collaborative Learning Network specializes in expanding holistic, learner-centered systems. Our goal is to strengthen systems to be more grounded, connected, focused and authentic. Our aim is to produce holistic results in ways that raise the collective standard. We believe in social justice. We believe that when we learn together we can make a difference in the lives of ALL students. We believe that compassion drives performance.

Keynote: Learning from the Past to Plan for the Future

Over the past year, weā€™ve been through quite a bit: A pandemic that has exposed social inequities, a reckoning that focused the nation on racial inequality and injustice, an insurrection that threatened the possibility of democracy, and a political backlash to the increased efforts to address social inequality. Thus, as we reopen our schools in the fall, it is more important than ever to be productive as we approach our challenges.Ā  To that end, this keynote offers an approach that centers belonging and dignity to prepare for starting next school year in a manner that lays the foundation for equity and inclusion.

Session I: Avoiding the Dysfunctional Cycle of Equity Work

Although racial inequality and injustice captured the worldā€™s attention over the past year, most schools and organizations that sought to ā€œdo somethingā€ missed the mark with equity implementation. Big time. Why? Because they repeated a predictable, normal pattern of failure, which includes experiencing a catalyst, condemning injustice, fumbling around with taking action, and upholding the inequitable status quo until the next catalyst or incident occurs. Furthermore, that subsequent incident is often a backlash to the overall effort, creating a chilling effect and delays progress. Learn what you can do to break this dysfunctional cycle, avoid problematic implementation, and facilitate positive change.

Session II: Eliminating the Stereotype Threat Through Belonging

Without belonging, access can be harmful. Why? When uncertain of whether or not they belong, students and staff members are vulnerable to the stereotype threat — a fear that they will do something to confirm negative stereotypes of social groups with which they identify (Steele & Aronson, 1995). The stereotype threat is a social-psychological phenomena that results in significant underperformance. Over the past three decades, over 19,000 studies have confirmed its devastating negative impact. Fortunately, research shows that there is an antidote — belonging. Thus, if our schools are to provide the conditions within which all students (and staff members) can thrive, we must prioritize belonging. How do we do that? By shaping a culture of dignity. In this session, receive a proven framework for eliminating the stereotype threat through belonging and dignity.

John Krownapple

John Krownapple specializes in helping organizations learn and grow in the area of human relations. His career has focused on education, diversity and inclusion, equity, and social justice. In his bookĀ Guiding Teams to Excellence with Equity, he provides a protocol for facilitating systemic, equitable change. His most recent book, Belonging Through a Culture ofĀ  Dignity, co-authored with Dr. Floyd Cobb, concretely illustrates his mission to help each of us get in touch with our own dignity so that we can honor the dignity of others on structural, interpersonal, and intrapersonal levels. In doing so, John believes that we can grow as effective organizations, inclusive communities, and as a democratic society. Simply put, we can improve quality of our lives and the lives of others through dignity.

An inspirational speaker and workshop facilitator, John is currently an adjunct professor at Johns Hopkins University. He also serves as the Coordinator of Diversity, Equity and Inclusion for Howard County Public School System.

Theory to Practice Sessions

Friday the 20th

Equity CoachingĀ (Two Part Session)

Tackling bias and oppression requires solutions beyond the technical approaches of implementing policies and ā€œbestā€ practices. This work requires whatĀ Ronald Heifetz calls adaptive leadership. That means creating an environment that is capable of holding staff members in a place where they are uncomfortable enough to change, but not so uncomfortable as to disengage or revolt. Leaders must have a clear vision. They must also have an ability to engage others in collaborative work. And that work has to be driven by a moral imperative to change adult behaviors in order to provide better support to the most vulnerable students or clients.

The core tenets of our work areĀ oppression analysis,Ā learning theory, and coaching for change.Ā Creating equity requires an understanding of the creation of systemic oppression, as well as the way well-intentioned individuals perpetuate inequities through cultural schema and implicit bias. In order to interrupt biases and inequities, you must understand how human brains learn and grow over time. In this work, the brains of both children and adults must be understood and supported. To provide that support,Ā we believe in using a coaching approachĀ as our primary intervention for provoking change and sustaining new practices over time.

Geneva Jones & Associates: Are We Doing Enough to Prevent Systemic Racism in Special Education?

Participants will explore the sensitive topic of racism in special education. Schools across the country have departmentalized, often due to budget or legislative decisions, causing an increase in the identification of students as special education so that the student could receive additional education support or assistance thus beginning the national crisis of over-identification of students of color. Our best intentions have gone awry leaving the question for educators: are we doing enough to prevent systemic racism in special education.

Restorative Justice in Schools

Restorative justice in schools engages trauma-informed principles and practices that support administrators, teachers, students, and families in building relationships, strengthening community, and repairing relationships and community after harm or wrong-doing. Resolve works with schools and districts across southern Oregon to engage in system-wide change through whole school implementation of restorative justice. Participants will walk away with an understanding of what restorative justice is, how the principles and practices are applied in schools, and what the implementation process looks like for whole-school systems change.

Creating a Gender Inclusive Elementary Classroom

Transgender and gender nonconforming youth often feel unsafe in the school setting where they experience rejection, exclusion, and struggle to find a sense of belonging. This workshop provides tools and strategies to create a safe, nurturing, gender inclusive environment for all students in the elementary school classroom. All children experience gender. Understanding this concept, as well as how gender roles and identity impact students is important for every educator. The creation of welcoming, gender inclusive spaces beginning at an early age will help minimize peer rejection and strengthen gender nonconforming students’ sense of belonging.

From Access to Equity: Supporting Diverse Studentsā€™ Success in Advanced High School Classes (Three Part Session)

Three southern Oregon teachers will share strategies for making advanced high school classes more accessible and more equitable for students from a range of racial, cultural, linguistic, and socio-economic backgrounds. Learn practical approaches to implementā€”at the school/district level, in a department or PLC, and in the classroomā€”that support access and equity in AP, dual-credit, and other advanced classes.

Collective Wellbeing: Promoting resilience and equity in organizations Two Part Session

Trauma is the most pervasive public health issue of our time. We are educators but we are also first responders. In order to build safe, stable relationships with our students, we must ensure we are emotionally resilient. In this session we will discuss the impact of secondary trauma and a framework for resilient communities. Through peer support and active listening we can disrupt burnout and bias in our schools.

Tribal History/Shared History SB13 (Two Part Session)

This is an introduction about the history of SB13. We will discuss the 9 Tribes of Oregon, the importance of cultural understanding of First Nations’ perspective and issues as non-Native educators. You will learn where to get resources and ODE’s guidelines of implementing the curriculum and who can facilitate and train in your school district. We will play a Native game called stick game so please bring a small gift to enter into the game.

With Decades of National and State Data Demonstrating Disproportionality it is Not a Question of ā€˜Ifā€™ but ā€œWhyā€.

The U.S. Department of Education Office of Special Education Program (OSEP) collects data on a local, state, and national level. Their findings have demonstrated disproportionality for decades. Participants will examine the multiple causes of disproportionality and the multiple systems that are causing the continued disparities.

Continued from Prior Session:

  • Equity Coaching
  • From Access to Equity: Supporting Diverse Studentsā€™ Success in Advanced High School Classes

Equity in Grading Practices

This session will discuss the research and outcomes of various reviews of grading practices and how districts can review the impacts of grading and student performance through an equity lens. The session will build on the work of Dr. Thomas R. Guskey, Ken O’Connor, and Dr. Douglas Reeves. Examples will include regional approaches as well as the work of Lyons Township High School District 204 LaGrange, IL. We will be starting this journey together and continuing it with your districts in ongoing work to enhance your grading systems for more equitable outcomes for students. This session will reflect the purpose and knowledge SOESD’s School Improvement team has gained through working with Learning Forward.

Special Education Assessment Practices that Over-Identify, Under-Identify and Misidentify Students of Color.

While there are multiple causes of disproportionality of students of color in special education the IDEA eligibility criteria, standardized assessments, and non-standardized assessment practices facilitate bias in evaluating students of color. Attendees will explore how our assessment practices lead to disproportionality in evaluating students of color.

Continued from Prior Session:

  • Collective Wellbeing: Promoting resilience and equity in organizations
  • Tribal History/Shared History SB13
  • From Access to Equity: Supporting Diverse Studentsā€™ Success in Advanced High School Classes

The Human Stress Response System and Resilience: Tools to Support Students Facing AdversityĀ (Two Part Session)

In this session you will learn about the humans stress response system, what areas of the brain are impacted by stress, and how we can help each other regulate so we can think well to overcome adversities.

We will be looking at the neurological processes of the stress response system as well as the state and stages of stress arousal in humans: calm, alert, alarmed, fear, and terror. Understanding how humans react to stressors gives us important insight into how to help us all become regulated and to be our best selves. Understanding how we adapt neurologically to stressors also provides for targeted interventions. We will explore the idea that we feel and then we think. This idea is very important when we consider what a person experiences throughout the day. In terms of equity, diversity, and inclusion, knowing that when a person does not feel safe, their body is living in a state of stress and that there are inherent dangers to the body when it is under stress for too long. This course will look at specific and practical tools that help create a safe environment that increases learning. This course will focus on the classroom, but all of the tools will be useful in any work or learning environment.

Equity & Inclusion in Action: Restorative Justice Community Building Circles (Two Part Session)

Community building circles are a foundational practice in restorative justice in education. This session will provide participants with the knowledge, skills, and tools to begin implementing restorative justice community building circles with their students, enhancing a classroom community that is more relational, equitable, and inclusive.

Southern Oregon White Antiracist Educators: Building a White Affinity Group

Southern Oregon Antiracist White Educators began in 2020 as an affinity group for White educators. This group exists as a space for White folks to examine and think critically about White culture and privilege. Please join us to learn more about this space, its application to your work, and the future of the group.

The Boilerplate Sentence: Are We Actually Considering Exclusionary Factors in Special Education?

Every report for special education includes a boilerplate sentence on exclusionary factors but the data suggest that we are not actually considering or exploring the exclusionary factors. Participants will examine the exclusionary factors and their obligation beyond the boilerplate languages.

Equity CoachingĀ (Two Part Session)

Tackling bias and oppression requires solutions beyond the technical approaches of implementing policies and ā€œbestā€ practices. This work requires whatĀ Ronald Heifetz calls adaptive leadership. That means creating an environment that is capable of holding staff members in a place where they are uncomfortable enough to change, but not so uncomfortable as to disengage or revolt. Leaders must have a clear vision. They must also have an ability to engage others in collaborative work. And that work has to be driven by a moral imperative to change adult behaviors in order to provide better support to the most vulnerable students or clients.

The core tenets of our work areĀ oppression analysis,Ā learning theory, and coaching for change.Ā Creating equity requires an understanding of the creation of systemic oppression, as well as the way well-intentioned individuals perpetuate inequities through cultural schema and implicit bias. In order to interrupt biases and inequities, you must understand how human brains learn and grow over time. In this work, the brains of both children and adults must be understood and supported. To provide that support,Ā we believe in using a coaching approachĀ as our primary intervention for provoking change and sustaining new practices over time.

Equity Audits for District and School Curriculum

Grounded in the work of Glenn Singleton we will begin the conversation of what is the purpose and effect of a curriculum on students and staff in a district. What lies beneath the surface of the educational frameworks that we use as the basis of our educational systems? As Oregon expands its understanding of Equity we will need to examine our curriculum for vestiges of racism and bias to ensure a more equitable experience for all our students. We will look at ways bias is continued through systematic inclusion in our curricular and instructional frameworks. This is meant to begin a long range project within districts that SOESD will support in reformatting basic constructs within schools to promote equal access and remove barriers to the success of our historically marginalized populations.

Practical Implications of Addressing the Topics Discussed/How-to/Lessons Learned

During this final session, Geneva Jones is going to ā€œGet Back to Basics.ā€ She will address what does the law say and what is best for students? There is no instant cure or singular answer. Ms. Jones will discuss how individuals, departments, and school systems can take affirmative steps to eradicate systemic racism in special education.

Continued from Prior Session:

  • The Human Stress Response System and Resilience: Tools to Support Students Facing Adversity
  • Equity & Inclusion in Action: Restorative Justice Community Building Circles
  • Equity Coaching

Theory to Practice Sessions Speaker Bios

The Equity Collaborative

The Equity Collaborative LogoThe Equity Collaborative specializes in equity coaching. We work with schools, school districts, and youth development nonprofits. Our goal is to help organizations develop their own capacity to create educational equity and social justice by addressing bias and oppression.

We are a national consulting firm focused on helping schools, school systems, and youth development organizations create educational equity. We believe that lasting reform begins with a ā€œwhole systemā€ view. Real change integrates technical and relational approaches, and it focuses on building new capacities in the people and teams that comprise the system. We work in partnership with each client to prioritize the elements of need. Our facilitation and coaching approach provides a powerful accelerator for the development of new, more equitable practices.

Jamie AlmanzƔn

Jamie AlmanzƔn is a facilitator, teacher, curriculum developer and leadership coach currently working as an Equity Leadership Coach and the owner of The Equity Collaborative, LLC in Oakland, California. Prior to leading The Equity Collaborative, he held the position of Senior Coach at the National Equity Project, in Oakland and he has held the position of Director of Learning and Teaching at Pacific Educational Group in San Francisco. He has focused his career on working with school and district teams to create more equitable learning environments incorporating observation, collaboration, and changing instruction to best meet the needs of underserved populations, particularly African American and Latino students. Jamie is involved in systemic school reform initiatives and is responsible for the development and facilitation of leadership seminars for state, regional and district teams across the country. Jamie leads professional learning and coaches in a wide range of schools and districts in California and nationally.

M.A., Education with specialization in English language development instruction, Stanford University
B.A., Religious Studies and English Literature, California State University Chico

Jessica Gammell

Jessica Gammell is a facilitator, coach, and teacher who catalyzes adult learning by attending to both the technical and relational aspects of change. In her work as a high school math teacher and assistant principal in the San Francisco Bay Area, she experienced firsthand how adult professional communities, when committed to learning together and focused on disrupting systemic oppression, could significantly impact student achievement. Her journey to spread that experience to others led her to the National Equity Project and Partners in School Innovation, where she coached school and district leaders and facilitated networks focused on school transformation through equity-centered continuous improvement. She is currently enrolled in an ICF certification program to deepen her coaching skills.

B.A., Mathematics, University of California at Santa Barbara

Sessions

  • Equity Coaching

Geneva Jones & AssociatesĀ  Geneva Jones Pic

Presented in partnership with the High Desert ESD

Geneva is the founder of Geneva Jones & Associates, a law firm dedicated to education. Geneva has long been recognized as one of the foremost school law attorneys in the country. She is a nationally recognized school law expert, news commentator, trainer, and public speaker on special education, discipline, disability law, and education for the socio-economically disadvantaged. Geneva explains the law in simple, common-sense language, illustrated with frequent examples from real-world experiences, and focuses on the legal framework’s everyday implications. Geneva’s expertise is unparalleled. She uses straight talk, humor, practical experience, and women’s intuition. Geneva’s speaking engagements provide a potent dose of realism and inspiration. She has shared her insights with thousands of people throughout the United States. Described by audiences as “inspirational” and “practical,” Geneva’s passion comes through in every word of her high-energy speaking engagements and training. Her style is fun, fast-paced, and, most importantly, actionable.

Honored as a 2021 Super Lawyer, and multi-year and multi-state Super Lawyer Rising Star, Geneva is also a Rosenthal Bar Recipient for her dedication to public interest law. Geneva is the creator of Geneva’s Guidance a professional publication providing vital information on diverse school law topics.

Genevaā€™s passion derives from being the parent of a student with a disability. Rare for an attorney, Geneva attended one of the only law schools in the country with a special education law program. Geneva received a full fellowship in the law school’s Center for Childrenā€™s Rights. Her entire legal career has been spent representing public education agencies in their magnanimous calling to provide students an education. Geneva’s child-centered legal philosophy is twofold, and she is often quoted as saying, ā€œLetā€™s get back to basics. What does the law say, and what is best for students?ā€

Sessions

  • “Are We Doing Enough to Prevent Systemic Racism in Special Education?”
  • With Decades of National and State Data Demonstrating Disproportionality it is Not a Question of ā€˜Ifā€™ but ā€œWhyā€.
  • Special Education Assessment Practices that Over-Identify, Under-Identify and Misidentify Students of Color.
  • The Boilerplate Sentence: Are We Actually Considering Exclusionary Factors in Special Education?
  • Practical Implications of Addressing the Topics Discussed/How-to/Lessons Learned

Dr. Todd Bloomquist

Dr. Todd Bloomquist has been working in public education since 1991. He has worked in both elementary and secondary schools as a teacher, assistant principal, and principal. He is currently the Director of School Improvement for the Grants Pass School District, overseeing Equity, Diversity, and Inclusion, homeless supports, mental health services, trauma-informed practices, and district technology. Todd received his doctorate in education from George Fox University and enjoys teaching as an adjunct faculty member at Southern Oregon University. He is a certified master Adverse Childhood Experiences Study (ACES) trainer and a certified Neurosequential Model in Education (NME) trainer.

Sessions

  • The Human Stress Response System and Resilience: Tools to Support Students Facing Adversity

Aaron Cooke

Aaron Cooke is the Program Manager for Data Analytics with Southern Oregon ESD. His work at the ESD includes organizing and delivering professional development, data driven decision making, online instruction, equity training and regular attendance work. Prior to this he held administrative positions at Oregon Connections Academy, the Oregon Virtual Academy, Portland Public Schools, Brookings-Harbor, and Linn Benton Lincoln ESD. He taught Social Studies, Math, Marketing and Computer Applications for Lebanon and Three Rivers Schools.Ā  Aaron holds Associate degrees in Criminal Justice/Social Work and Liberal Arts. He also earned Bachelorā€™s degrees in History and Education as well as his Masterā€™s in Education from Western Oregon University. His administrative credentials are from Portland State University. Aaron currently serves as the Vice-President of the Oregon Digital Leaders Coalition and presents across the country on topics of virtual education. He is an avid hiker & camper who can often be found in the wild places of the Siskiyou and Coastal Ranges of Oregon with his wife Carrie.

Sessions

  • Equity in Grading Practices
  • Equity Audits for District and School Curriculum

Presenter Emily Santiago MS, LEP, NCSP

Emily Santiago is an Educational Psychologist and founder of the Center for Cognitive Diversity (CogDiv). She received a psychology and education degree from Brandeis University (BS ’99) and CSUEB (MS 2010). Since then she has worked in rural, urban and private schools in the US and abroad as a school psychologist, teacher, wraparound facilitator and university instructor for over 20 years. Her experience effectively transforming school climate and responding to the needs of families in crisis set the groundwork for the national Trauma Informed Specialist certification program which is offered through CogDiv. ā€‹ After being impacted by traumatic stress in her career and witnessing high levels of turnover in her schools, Emily developed the strength based Dynamic Empowerment assessment and Trauma Informed Reflective Supervision models to address burnout and bias. ā€‹Emily has been a speaker at national and international conferences including SXSWedu focusing on the topics of burnout, mental health, mindfulness and trauma.

Presenter Meryl Roberts M.Ed

Meryl Roberts M.Ed is a Autism Specialist and Trauma Informed Education Specialist (certified from Center for Cognitive Diversity). She has a bachelor’s degree in Spanish from the University Of Denver. She earned her Master’s in Special Education and Autism Specialization at Southern Oregon University. She taught in a variety of special education settings as an aide and a teacher, then went on to be a Behavior Intervention Specialist. She is a former yoga teacher and is trained by Mindful Schools . She currently works with special education assessment and eligibility for a school district in Southern Oregon and facilitates reflective supervision sessions for the Center of Cognitive Diversity. She is passionate about supporting educators and advocating for youth.

Sessions

  • Collective Wellbeing: Promoting Resilience and Equity in Organizations

Presenter Camille Schuler Teacher, Advanced Placement and dual-credit ELA

Camille Schuler teaches Advanced Southern Credit and AP English at South Medford High School. She provides professional development for dual-credit and AP teachers in Southern Oregon and Northern California. She is a regular workshop leader for the Oregon Writing Project, and has presented at the state level and at the NCTE 2020 National Conference on building academic equity and cultural empathy in the classroom. Her doctoral research focused on strengthening the core identity of Spanish Heritage speakers through academic language and literacy.

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Presenter Kelly Fogg-Johnson

Kelly Fogg-Johnson has taught ELA for the past 17 years, seven of which were at Phoenix High School. She has created and taught a wide variety of classes, including Advanced Southern Credit, AP Literature and Composition, and AP Language and Composition.

Teresa Connelly

Teresa Connelly has taught ELA, including Advanced Southern Credit English, at Grants Pass High School for more than 30 years. She is passionate about teaching and constantly looking for ways to affect her students in positive ways.

Sessions

  • From Access to Equity: Supporting Diverse Studentsā€™ Success in Advanced High School Classes

Presenter Teresa Cisneros

Indian Education Facilitator Southern Oregon ESD
I am Estok’gna Carrizo/Comecrudo Tribe of Texas. I identify as Chicana Indigena and use She/her/ella pronouns. I am beginning my 3rd year as the Indian Education Facilitator. I come from a family of social justice activists who instilled the importance of my civic duty. I also have been given the responsibility to be a voice for our people and honor that role and do my best to walk in gratitude to my ancestors and teachers. Currently it is showing up through my job duties as the Indian ed facilitator and I am committed to building cultural capacity of our teachers and administrators to support our goals in creating an education system that empowers ALL our students. I am also dedicated to supporting our First Nations students and families in schools by encouraging Native American Student Unions and growing our Consortium Parent Committee. It is vital we create an education community that normalizes the history of the 9 Tribes of Oregon, and its honest history and begin healing and becoming whole together.

Sessions

  • Tribal History/Shared History SB13

Presenter Raphi Miller

Director of Restorative Justice Resolve Center for Dispute Resolution and Restorative Justice
Raphi has worked with Resolve since 2011, joining the staff as a director in 2013. In her work as a lead restorative justice practitioner, trainer, coach and consultant, Raphi supports the development and delivery of restorative justice programs and services including system-wide implementation of restorative justice in schools, justice facilities, and throughout the wider community. Raphi earned her Masterā€™s in Public Administration from the University of North Carolina Chapel Hill and completed her undergraduate degree in Human Communication and Conflict Resolution at Southern Oregon University.

KeriAnn Rumrey

KeriAnn Rumrey is a Restorative Justice Specialist at Resolve Center for Dispute Resolution and Restorative Justice. KeriAnn specializes in consultation, training, and process coaching in several local schools as well as facilitates restorative justice dialogues between juvenile offenders and their victim/survivor(s). She graduated from Corban University with a Bachelor of Science in Human Performance and Psychology. She holds a deep belief in the interconnectedness and inherent dignity and worth of all people. KeriAnn is passionate about promoting deliberate, equitable spaces that invite the presence, voice, and lived experiences of all.

Sessions

  • Equity & Inclusion in Action: Restorative Justice Community Building Circles
  • Restorative Justice in Schools

Presenter Liz Fletcher

Counselor at Eagle Point High School
Liz Fletcher is a counselor at Eagle Point High School, in Eagle Point, OR. Liz joined SOWARE as a co-facilitator to think more critically about White racial identity, listen and learn from others, and commit to action through accountability.

 

Sarai Lacy

Sarai Lacy is a high school humanities and art teacher at Crater Renaissance Academy in Central Point, OR. She was a part of the SOWARE planning team and helped to develop and facilitate the agenda for the meetings. The constructivist approach is an integral part of her philosophy when teaching and learning about race both with SOWARE, in the classroom, and beyond. Resilience as an ally is built through continual exposure to sitting with discomfort, noticing how we react in certain situations, a persistent dedication to never being done with the work, and pushing beyond your comfort zone to challenge all forms of oppression.

Sessions

  • Southern Oregon White Antiracist Educators: Building a White Affinity Group

Presenter Debra Koutnik, MD

Mental Health and Wellness SpecialistĀ Southern Oregon Education Service District
Debra Koutnik, MD is a Board Certified Pediatrician with additional training at Cornell University Department of Neurobiology and Behavior and has been providing psychological and medical gender-affirming health care to gender diverse children and adolescents in southern Oregon and northern California for the past 13 years.

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Sage Trail

Sage Trail is a transgender man working as a tattoo artist in Portland, OR. He is a fierce activist and advocate for the queer community, serves as a youth mentor to LGBTQIA+ youth, and educates middle schoolers around issues of inclusion and gender identity. Sage strives to foster an open and safe environment when discussing these topics with educators and students, and he is committed to promoting inclusion and acceptance both in and out of the classroom.

Sessions

  • Creating a Gender Inclusive Elementary Classroom
Camps

SOESD Facilitates 2017 Science Curriculum Materials Review

By Curriculum and Assessment, NewsNo Comments

During the Week of June 26-29th five school districts joined together with the SOESD to review Next Generation Science Curriculum Materials.Ā  38 teachers worked with 4 grade level band facilitators.Ā  The participants attended a one-day training and calibration, June 26th, on the EQUiP Rubric from Achieve that would be used to review the unit. From June 27-28th, teams reviewed four programs. On June 29th each facilitator led their teams in a collaborative discussion around each of the rubric items and the evidence the reviewers had gathered. Together they agreed on the evidence that was to be included in the final review, the sub category ratings, and the final ratings.

Click hereĀ for the final review of the materials.
Click hereĀ to access all final reports by band.

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