This document summarizes a presentation on using checklists to address racial disproportionality in special education. The presentation discusses three checklists that examine district resources, system policies/procedures, and environmental factors. Sample calculations are provided to analyze special education identification rates by race and poverty. The checklists are intended to help districts form hypotheses about contributing factors and choose appropriate remedies by considering multiple causes and data sources.
This presentation explored key recommendations in the Annie E. Casey Foundation's publication, "A Child Welfare Leader’s Desk Guide to Building a High-Performing Agency," including strategies for collecting and analyzing data about disparities.
This report summarizes findings from a task force examining disproportionality and disparities in Oregon's child welfare system. The task force found that Black and Native American children are overrepresented at multiple decision points compared to their representation in the general population. Specifically, they are more likely to be reported to CPS, removed from their homes, and remain in foster care. The report identifies factors like poverty, institutional racism, and lack of access to support services that contribute to these disparities. It recommends promoting culturally sensitive practices, relative placement, front-end services, and data analysis to safely reduce foster care entries and length of stay for children of color.
1) Approximately 34% of youth reported being targets of internet harassment in the past year, most commonly mean or rude comments (31%).
2) While some overlap exists between online and school bullying, the majority of youth harassed online reported not being bullied at school.
3) Experiencing frequent internet harassment, especially weekly, was associated with poorer school functioning like behavior problems and weapon carrying, as well as weaker parent-child relationships with less monitoring and emotional bonding.
The document discusses a report by Equal Rights Advocates (ERA) analyzing school districts' compliance with Title IX requirements regarding sexual harassment. ERA sent public records requests to districts asking for documents related to Title IX compliance. Their analysis found widespread ignorance of Title IX responsibilities and non-compliance with basic requirements. Many policies were incomplete or inaccessible. The results indicate K-12 students, staff, and parents are not adequately informed about protections from sexual harassment or how to report it. The report makes recommendations to improve laws, policies and training to better prevent and address harassment in schools.
Numeracy Achievement Gaps of Low- and High-Performing Adults: An Analysis Wit...AIRPIAAC
David Miller, managing director at AIR, gave a presentation at the Adults Learning Mathematics (ALM) conference in July 2018 about the numeracy skills of countries' low- and high-performing adults.
Consent pedagogy & practice imr - amber hardiman - jan 14 2021AmberHardiman
This document discusses exploring concepts of consent through examining gender equality and related social issues in Porto, Portugal in 2018. It provides an overview of the 8 domains of gender equality according to the EU Gender Equality Index, with a focus on the domains of work/employment and violence. Pedagogical tools and discussion prompts are presented for exploring the relationships between these domains and issues of consent.
Does shame and stigma undermine children’s learning? Evidence from four low- and middle-income countries
September 2016
Shame, blame and responsibility panel, DSA
Paul Dornan (ODID/ Young Lives) and Maria Jose Ogando Portela,
This document summarizes a study examining the relationship between shame, stigma, and children's learning outcomes in four low- and middle-income countries. The study found that poverty, parental education levels, and feelings of inclusion were associated with children reporting higher levels of shame at age 12. It also found evidence that earlier feelings of shame at age 12 were linked to lower performance on math, vocabulary, and reading/writing tests at ages 12 and 15. This suggests shame may independently impact learning and human capital development, with implications for policies aiming to promote more inclusive systems and social mobility.
This presentation explored key recommendations in the Annie E. Casey Foundation's publication, "A Child Welfare Leader’s Desk Guide to Building a High-Performing Agency," including strategies for collecting and analyzing data about disparities.
This report summarizes findings from a task force examining disproportionality and disparities in Oregon's child welfare system. The task force found that Black and Native American children are overrepresented at multiple decision points compared to their representation in the general population. Specifically, they are more likely to be reported to CPS, removed from their homes, and remain in foster care. The report identifies factors like poverty, institutional racism, and lack of access to support services that contribute to these disparities. It recommends promoting culturally sensitive practices, relative placement, front-end services, and data analysis to safely reduce foster care entries and length of stay for children of color.
1) Approximately 34% of youth reported being targets of internet harassment in the past year, most commonly mean or rude comments (31%).
2) While some overlap exists between online and school bullying, the majority of youth harassed online reported not being bullied at school.
3) Experiencing frequent internet harassment, especially weekly, was associated with poorer school functioning like behavior problems and weapon carrying, as well as weaker parent-child relationships with less monitoring and emotional bonding.
The document discusses a report by Equal Rights Advocates (ERA) analyzing school districts' compliance with Title IX requirements regarding sexual harassment. ERA sent public records requests to districts asking for documents related to Title IX compliance. Their analysis found widespread ignorance of Title IX responsibilities and non-compliance with basic requirements. Many policies were incomplete or inaccessible. The results indicate K-12 students, staff, and parents are not adequately informed about protections from sexual harassment or how to report it. The report makes recommendations to improve laws, policies and training to better prevent and address harassment in schools.
Numeracy Achievement Gaps of Low- and High-Performing Adults: An Analysis Wit...AIRPIAAC
David Miller, managing director at AIR, gave a presentation at the Adults Learning Mathematics (ALM) conference in July 2018 about the numeracy skills of countries' low- and high-performing adults.
Consent pedagogy & practice imr - amber hardiman - jan 14 2021AmberHardiman
This document discusses exploring concepts of consent through examining gender equality and related social issues in Porto, Portugal in 2018. It provides an overview of the 8 domains of gender equality according to the EU Gender Equality Index, with a focus on the domains of work/employment and violence. Pedagogical tools and discussion prompts are presented for exploring the relationships between these domains and issues of consent.
Does shame and stigma undermine children’s learning? Evidence from four low- and middle-income countries
September 2016
Shame, blame and responsibility panel, DSA
Paul Dornan (ODID/ Young Lives) and Maria Jose Ogando Portela,
This document summarizes a study examining the relationship between shame, stigma, and children's learning outcomes in four low- and middle-income countries. The study found that poverty, parental education levels, and feelings of inclusion were associated with children reporting higher levels of shame at age 12. It also found evidence that earlier feelings of shame at age 12 were linked to lower performance on math, vocabulary, and reading/writing tests at ages 12 and 15. This suggests shame may independently impact learning and human capital development, with implications for policies aiming to promote more inclusive systems and social mobility.
Steve Vitto :A Case for Tarheted Imterventions and PBISSteve Vitto
The document discusses factors that place children at risk of academic failure and identifies targeted interventions that can help support at-risk students. It notes that children from low-income families or who experience issues like poverty, lack of early literacy exposure, family instability, or behavioral/emotional problems are particularly vulnerable. The document advocates for early and individualized interventions in school, including strengthening student engagement, self-esteem, organizational skills, and relationships, to improve outcomes for at-risk children.
The document discusses the problem of unequal pay for women compared to men in the workplace. It notes that on average, women are paid significantly less than men for comparable jobs. This has negative consequences for families that rely on women's incomes and contributes to higher rates of poverty. Potential solutions discussed include strengthening laws against pay discrimination by gender. However, unintended consequences of solutions would need to be considered to avoid creating new problems while trying to solve an existing one.
Young Offenders- Shauna Minnock & Shannen O'ConnellShaunaMinnock
Young offenders in Ireland often face social problems and unmet needs that can contribute to criminal behavior. Many have undiagnosed mental health issues or come from families with histories of crime and difficulties in education. Studies find high rates of mental health disorders among juvenile offenders, yet they frequently experience delays in receiving necessary treatment. Addressing the vulnerabilities and complex needs of young offenders through early intervention and adequate social services may help prevent crime and support rehabilitation.
The document summarizes several studies on leadership, status, obedience, responsibility and other factors in economics.
1) One study found that having high status increases charitable giving, as high status individuals are more likely to be mimicked. Another study found that central high status players in a network public goods game serve a leadership role and increase cooperation from other players.
2) A study on responsibility found that individuals contributed less in a public goods game when they were responsible for the earnings of a friend, showing social ties are important for responsibility to impact behavior.
3) A study on singling individuals out found both positive and negative effects - singled out individuals trusted others less and were trusted less, while those preferred were either
XeroxFaxtonStLukes_A Partnership in Clinical Documentation FINALAnil Bapat, M.S. PMP
The document describes Xerox's partnership with Faxton St. Luke's Healthcare System to implement clinical documentation solutions in their electronic health record system over several phases from 2012-2014. The initial phase focused on implementing a patient education log to centralize patient education records. Later phases included implementing knowledge-based charting to standardize documentation and establishing formal change control processes. The final phase aimed to transfer knowledge to Faxton staff to independently support the system after the partnership ended.
El documento describe los diferentes tipos de títulos valores, sus características y funciones. Explica que los títulos valores son documentos que representan derechos patrimoniales y pueden ser de contenido crediticio como cheques, pagarés y letras de cambio, o de inversión como bonos y acciones. También describe los procesos de endoso y protesto que permiten la transmisión y protección de los derechos contenidos en los títulos valores.
The document provides outfit and makeup inspiration for three characters in a music video:
- Girl #1 (Isabel) wears white to connote purity and innocence as a victim, and natural makeup for a sensible, innocent attitude.
- Girl #2 (Selis) wears dark colors like black and red to connote danger, passion and desire, making her seem mysterious and likely to cheat. Heavy makeup aims to make her look desirable.
- The boy (Josh) has two outfits - a smart look for trying to win forgiveness, and a more casual, sexy black t-shirt for flashback scenes where he is shown cheating.
This document discusses how social media can be used to promote special collections libraries and expand access to their materials. It notes that while most libraries now have social media accounts, those of special collections are often underutilized. Platforms like Flickr and Instagram provide opportunities to create online exhibits and connect with other institutions. The document advocates using hashtags and including metadata to effectively share images from collections. An example of the Kelly Library Flickr page is given, which properly attributes images within albums.
El intercambio de saberes entre el IES Llanera y el Ayuntamiento de Llanera tuvo lugar el 9 de marzo de 2016, donde el alumnado de 4o ESO de Proyecto Artístico enseñó a realizar fotogramas a las señoras mayores de 50 años de Llanera en el laboratorio de fotografía.
The document discusses three precepts for increasing generosity in churches:
1. Simplicity - Make giving simple through multiple avenues like pew envelopes, text giving, online giving to accommodate all congregants. The process must be easy for people to give when ready.
2. Promotion - Asking for donations regularly from the pulpit and through various communication methods like bulletins, emails, texts, boards. Churches using multiple promotion methods saw a 37% increase in giving over those using just one method.
3. Appreciation - Expressing gratitude for all donations, no matter the size, and informing donors how their gift helped. Recognizing "good stewards" monthly can also
O documento discute a importância de se ter um relacionamento familiar saudável baseado no diálogo e na compreensão mútua. Destaca que a família deve ser vista como um sistema onde os membros influenciam uns aos outros e que problemas de comportamento devem ser entendidos a partir da relação familiar. Também enfatiza que limites na educação não devem envolver violência.
On le sait tous, les réputations se défont en un instant sur les réseaux sociaux, alors qu’il a fallut du temps pour les établir. Ce présent e-book s’adresse principalement aux Community Managers et tous ceux qui collaborent ensemble pour soigner l’image de marque d’une entreprise sur les différents médias sociaux.
Este documento presenta el reporte de elaboración de un robot autónomo capaz de resolver laberintos. El robot fue desarrollado con Arduino y sensores ultrasónicos para detectar paredes. El robot tiene ruedas y motores para moverse a través del laberinto. El objetivo es presentar los detalles del diseño del hardware y software para que el robot pueda navegar de forma autónoma a través de un laberinto prediseñado y encontrar la salida en el menor tiempo posible.
Steve Vitto :A Case for Tarheted Imterventions and PBISSteve Vitto
The document discusses factors that place children at risk of academic failure and identifies targeted interventions that can help support at-risk students. It notes that children from low-income families or who experience issues like poverty, lack of early literacy exposure, family instability, or behavioral/emotional problems are particularly vulnerable. The document advocates for early and individualized interventions in school, including strengthening student engagement, self-esteem, organizational skills, and relationships, to improve outcomes for at-risk children.
The document discusses the problem of unequal pay for women compared to men in the workplace. It notes that on average, women are paid significantly less than men for comparable jobs. This has negative consequences for families that rely on women's incomes and contributes to higher rates of poverty. Potential solutions discussed include strengthening laws against pay discrimination by gender. However, unintended consequences of solutions would need to be considered to avoid creating new problems while trying to solve an existing one.
Young Offenders- Shauna Minnock & Shannen O'ConnellShaunaMinnock
Young offenders in Ireland often face social problems and unmet needs that can contribute to criminal behavior. Many have undiagnosed mental health issues or come from families with histories of crime and difficulties in education. Studies find high rates of mental health disorders among juvenile offenders, yet they frequently experience delays in receiving necessary treatment. Addressing the vulnerabilities and complex needs of young offenders through early intervention and adequate social services may help prevent crime and support rehabilitation.
The document summarizes several studies on leadership, status, obedience, responsibility and other factors in economics.
1) One study found that having high status increases charitable giving, as high status individuals are more likely to be mimicked. Another study found that central high status players in a network public goods game serve a leadership role and increase cooperation from other players.
2) A study on responsibility found that individuals contributed less in a public goods game when they were responsible for the earnings of a friend, showing social ties are important for responsibility to impact behavior.
3) A study on singling individuals out found both positive and negative effects - singled out individuals trusted others less and were trusted less, while those preferred were either
XeroxFaxtonStLukes_A Partnership in Clinical Documentation FINALAnil Bapat, M.S. PMP
The document describes Xerox's partnership with Faxton St. Luke's Healthcare System to implement clinical documentation solutions in their electronic health record system over several phases from 2012-2014. The initial phase focused on implementing a patient education log to centralize patient education records. Later phases included implementing knowledge-based charting to standardize documentation and establishing formal change control processes. The final phase aimed to transfer knowledge to Faxton staff to independently support the system after the partnership ended.
El documento describe los diferentes tipos de títulos valores, sus características y funciones. Explica que los títulos valores son documentos que representan derechos patrimoniales y pueden ser de contenido crediticio como cheques, pagarés y letras de cambio, o de inversión como bonos y acciones. También describe los procesos de endoso y protesto que permiten la transmisión y protección de los derechos contenidos en los títulos valores.
The document provides outfit and makeup inspiration for three characters in a music video:
- Girl #1 (Isabel) wears white to connote purity and innocence as a victim, and natural makeup for a sensible, innocent attitude.
- Girl #2 (Selis) wears dark colors like black and red to connote danger, passion and desire, making her seem mysterious and likely to cheat. Heavy makeup aims to make her look desirable.
- The boy (Josh) has two outfits - a smart look for trying to win forgiveness, and a more casual, sexy black t-shirt for flashback scenes where he is shown cheating.
This document discusses how social media can be used to promote special collections libraries and expand access to their materials. It notes that while most libraries now have social media accounts, those of special collections are often underutilized. Platforms like Flickr and Instagram provide opportunities to create online exhibits and connect with other institutions. The document advocates using hashtags and including metadata to effectively share images from collections. An example of the Kelly Library Flickr page is given, which properly attributes images within albums.
El intercambio de saberes entre el IES Llanera y el Ayuntamiento de Llanera tuvo lugar el 9 de marzo de 2016, donde el alumnado de 4o ESO de Proyecto Artístico enseñó a realizar fotogramas a las señoras mayores de 50 años de Llanera en el laboratorio de fotografía.
The document discusses three precepts for increasing generosity in churches:
1. Simplicity - Make giving simple through multiple avenues like pew envelopes, text giving, online giving to accommodate all congregants. The process must be easy for people to give when ready.
2. Promotion - Asking for donations regularly from the pulpit and through various communication methods like bulletins, emails, texts, boards. Churches using multiple promotion methods saw a 37% increase in giving over those using just one method.
3. Appreciation - Expressing gratitude for all donations, no matter the size, and informing donors how their gift helped. Recognizing "good stewards" monthly can also
O documento discute a importância de se ter um relacionamento familiar saudável baseado no diálogo e na compreensão mútua. Destaca que a família deve ser vista como um sistema onde os membros influenciam uns aos outros e que problemas de comportamento devem ser entendidos a partir da relação familiar. Também enfatiza que limites na educação não devem envolver violência.
On le sait tous, les réputations se défont en un instant sur les réseaux sociaux, alors qu’il a fallut du temps pour les établir. Ce présent e-book s’adresse principalement aux Community Managers et tous ceux qui collaborent ensemble pour soigner l’image de marque d’une entreprise sur les différents médias sociaux.
Este documento presenta el reporte de elaboración de un robot autónomo capaz de resolver laberintos. El robot fue desarrollado con Arduino y sensores ultrasónicos para detectar paredes. El robot tiene ruedas y motores para moverse a través del laberinto. El objetivo es presentar los detalles del diseño del hardware y software para que el robot pueda navegar de forma autónoma a través de un laberinto prediseñado y encontrar la salida en el menor tiempo posible.
The document discusses standardized test scores and their use in college admissions. It notes that only 25% of high school students score well enough on the ACT to be considered ready for college. It argues that education has become too focused on standardized test preparation rather than creativity or student strengths. This causes anxiety for students who feel they must score well on tests like the ACT or SAT to be successful in college and careers. More research is needed to determine if standardized test scores alone are reliable predictors of college success or if a broader view of students should be considered.
This document discusses inequality and the need for research on reducing it. The key points are:
1. Levels of inequality in the U.S., especially economic inequality, are exceptionally high compared to other developed countries and historically.
2. High inequality harms economic growth and opportunity. It reduces social mobility and divides society.
3. Social policies and programs can help combat inequality, as seen in policies from the War on Poverty, but more research is needed to identify the most effective approaches.
4. The William T. Grant Foundation wants to support high-quality social science research on policies, programs and practices that can reduce inequality, especially for young people. The goal is to build evidence
Overrepresentation in special education: Guidelines for parentsAlfredo Artiles
This document discusses culturally and linguistically diverse student overrepresentation in special education. It begins by asking parents to consider if bias or inappropriate practices contribute to special education placements at their child's school. It then provides guidelines for determining if overrepresentation exists, including calculating odds ratios for different ethnic groups' representation in special education programs. Potential causes of overrepresentation discussed include stereotyping, cultural mismatches between home/school, and poor school quality in low-income neighborhoods. The document concludes by advising parents to learn their rights, get involved in the special education process, and work with advocacy groups to monitor and address overrepresentation issues.
Achieving Equitable Outcomes with Results-Based Accountability Clear Impact
Achieving equitable outcomes is an integral part of the implementation of Results Based Accountability (RBA). Each step of RBA's Turn the Curve process includes the opportunity for practitioners to consider diversity, equity, and inclusion. This webinar will provide participants with concrete methods for approaching their Turn the Curve process with equity at the forefront, and not as an afterthought.
interventions for students who are at riskmekimber2
The document discusses interventions that can help students who are at risk of dropping out of high school. It suggests attacking outside forces that influence students, providing more intensive instructional time and support, implementing early intervention strategies, increasing family involvement, and ensuring all those involved with a student work as a team. Specific early interventions discussed include identifying behaviors like peer rejection and partnering with community organizations.
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
This document contains the agenda and notes from a presentation given by Marcia A. Mardis on national education standards and school library programs. The presentation discusses aligning library programs with standards from organizations like AASL, NEA, and ASCD. It also addresses issues around the replacement of school librarians with paraprofessionals in some districts in violation of state rules.
This document contains the agenda and notes from a presentation given by Marcia A. Mardis on national education standards and school library programs. The presentation discusses aligning library programs with standards from organizations like AASL, NEA, and ASCD. It also addresses issues around the replacement of school librarians with paraprofessionals in some districts in violation of state rules.
This document contains the agenda and notes from a presentation given by Marcia A. Mardis on national education standards and school library programs. The presentation discusses aligning library programs with standards from organizations like AASL, NEA, and ASCD. It also addresses issues around the replacement of school librarians with paraprofessionals in some districts in violation of state rules.
Respond to at least two colleagues by offering critiques of their .docxwilfredoa1
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others. Identify ways your colleagues might improve their presentations. Identify potential needs or questions of the audience that they may not have considered. Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Student #1 (Janis):
The evaluation report I selected, the school success program: Improving maltreated children’s academic and school-related outcomes. I would present the results of the evaluation on maltreated children academic and school-related by first giving writing materials with data showing the percentage of academic of maltreated children. Present historical information on known facts of children of maltreatment struggling to being successful in school.
They need to know what types of maltreatment children are experiencing: physical, sexual, and psychological abuse. Children who experience different abuse have low school performance, mental health problems, use drugs, and staying in trouble in school. They are more likely to drop out of school, growing up being in and out of Jail. They are more likely to be held back a grade. They enter in school behind their peers. One sign of a children being maltreated is they have higher rate of being absent from school than children who are not maltreated. They are less motivated, engaged in their work, and lack good effective work habits (Mallett, 2012).
They need to know that maltreated children have been shown to increase their knowledge when they have a support system. Having help from children in the class room help them to become successful. I would show data where children have benefited from having tutors, mentors, and programs like Big Brother/Big Sister. The supportive program has been shown to improve the children academic. The programs are very effective in improved academic, behavior, and improvements with their parents, teachers, and peers (Mallett, 2012). Some questions that may be asked is: How to help the maltreated children focused on setting high goals for themselves? Do the maltreated children in the program continue to improve their life once they complete High School?
References
Mallett, C. A. (2012). The school success program: Improving maltreated children's academic
and school-related outcomes. Children & Schools, 34(1), 13–26.
Student #2 (Wilma)
The evaluation report that I chose was The School Success Program: Improving Maltreated Children's Academic and School-related Outcomes. This evaluation report introduces a School Success program for maltreated children in schools. It introduces interventions for these children that consists of certified teachers and tutors to address their poor academic issues. An analysis of how I would present the results of the evaluation to a group of social work colleagues is t.
This document outlines a presentation on preventing school bullying through comprehensive programs. It describes the prevalence and negative impacts of bullying, including links to depression, suicide, and school shootings. Four main types of bullying are defined: physical, verbal, indirect, and cyber. A comprehensive prevention program should include assessing the school climate, establishing clear policies, staff training, increased supervision of hot spots, and classroom lessons on bullying. The goals are to change social norms, promote bystander intervention, and consistently enforce consequences for bullying behaviors.
The document discusses the key aspects of introducing and defining a research problem. It begins by defining research and outlining its main functions. It then describes different types of research such as descriptive, explanatory, and experimental research. It also discusses other dichotomies that classify research such as pure/applied and quantitative/qualitative. Finally, it outlines the typical steps in the research process from identifying the problem to data analysis and reporting. The document emphasizes that properly identifying and defining the research problem is crucial as it forms the foundation of the entire research process.
Assignment 1 LASA 2 Bacterial GrowthAs a medical research te.docxtrippettjettie
The document describes an assignment for a medical research technician to model and record the growth of five different strains of E. coli bacteria over a 12-hour period. It provides data on the number of bacterial cultures in sample Petri dishes for each strain after set intervals. The technician is asked to determine the growth rate, write a formula to model the growth, make predictions about future growth, and compare the growth patterns of the different strains.
The document summarizes data about student dropout rates and academic performance in Washington state schools. It finds that students from low-income, multicultural, and limited English backgrounds are most at risk of dropping out. Schools with higher percentages of students in poverty also tend to have higher dropout rates. The author aims to use this data to identify at-risk students and integrate resources to better support these students and communicate with their families to improve outcomes.
This document discusses identifying and defining research problems. It begins by explaining that every research starts with a problem and that neophyte researchers often struggle to identify researchable problems. It then provides learning objectives and definitions of what constitutes a research problem. Examples of possible research questions are given to illustrate researchable problems. The document emphasizes that a problem must be relevant, feasible, clear, and ethical to be considered a good research problem. It provides guidance on identifying, defining, and evaluating the characteristics of a strong research problem.
The document discusses the social problem of poverty and how it relates to incarceration rates among minority groups. It argues that poverty predisposes disadvantaged groups like African Americans and Latinos to incarceration due to racial biases in policing and the criminal justice system. Poverty contributes to higher crime rates in poor neighborhoods and lack of access to resources like education and jobs. Discrimination in employment also makes it harder for disadvantaged groups to escape poverty, further increasing their likelihood of engaging in criminal behavior and incarceration.
Similar to Using the “Checklist” to Respond to Racial Disproportionality in Special Education (17)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Using the “Checklist” to Respond to Racial Disproportionality in Special Education
1. Welcome Please Wait While Others Join the Meeting Connie Call-In 1-866-244-8528 Enter Pin 303385 and press # Today You Will Need Calculator Annotated Checklist for Addressing Racial Disproportionality in Special Education Calculation Handouts
2. Call-In 1-866-244-8528 Enter Pin 303385 and press # California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPPTAP) is funded through a contract with the Napa County Office of Education. SPPTAP is funded from federal funds, (State Grants #H027A080116A) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education. George Triest Connie Silva-Broussard SPPTAP
29. How Does the District Interpret Their Own Data? Percent of Students With Disabilities Suspended first page located in calculation handout % OSS 2004 2005 2006 2007 2008 2009 Black 9 10 14 15 19 20 White 3 5 7 7 8 9 Risk Diff. +6 +5 +7 +8 +11 +11 Risk Ratio 3.0 2.0 2.0 2.1 2.4 2.2
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31. What’s the true story? A. Risk ratio has gone dramatically down since 2004? B. Suspension risks have gone up more dramatically for Whites than Blacks since 2004? C. The Black/White discipline gap has nearly doubled in just 6 years, and Black students with disabilities now experience an extraordinarily high risk for disciplinary exclusion? D. All the above? refer to first page located in calculation handout
54. Poverty and SLD Identification Calculate the poor children’s risk for SLD by dividing B by A; and non- poor by dividing D by C. For each multiply the answer by 100. Put your answers in your table. A Free and Reduced Lunch Total Enrolled B FRL With SLD C Non-poor Enrolled D Non-poor with SLD # of Black 200 24 = B/A 400 47 =D/C # of White 200 12 = B/A 800 32 =D/C Risk Difference = = Risk Ratio = =
55. Poverty and SLD Identification AFTER RISK: Calculate the risk difference by subtracting White risk from Black risk. Calculate risk ratio by dividing Black risk by White risk. A Free and Reduced Lunch Total Enrolled B FRL With SLD C Non-poor Enrolled D Non-poor with SLD Total # of Black 200 24 = 400 47 = 71= 11.83 # of White 200 12 = 800 32 = 48 = 4.8 Risk Difference = = +7.03 Risk Ratio = = 2.47
56. Poverty and Identification: Results Free and Reduced Lunch Total Enrolled Poor = FRL With SLD Non-poor Enrolled Non-poor with SLD Black 200 24 = 12% 400 47 =11.75% White 200 12 = 6% 800 32 =4% Risk Difference = 6 points = 7.75 points Black to White Risk Ratio 2.0 2.94
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Editor's Notes
Start 15 min til. (repeat 2-3 times) Thank you for logging on early. While you wait you will experience periods of silence. It’s 11am so we are going to get started.
Good morning I am George Triest, I am the director of the spptap, better known as spptap. This project is out of the NCOE funded by CDE, Special Ed division. Welcome! I’d like to Introduce Connie Silva-Brousard our technical assistance coordinator, who will take it from here.
Before we begin today I want to quickly give you a couple of reminders. First, this event is being recorded so if you experience any technical difficulties you will have another opportunity to view this webinar. Second, we will be sending out a very brief evaluation survey following this webinar. That will come to you through email so keep an eye out for it. As with past webinars, we have muted your telephone lines. If you have a question for today’s presenter please use chat to ask your question. If for someone reason chat isn’t working for you, please feel free to email your questions to george.triest@spptap.org and we will make sure get an answer for you. Lastly, you will be asked to participate in a couple of polls, and as we transition from slide view to a poll, your screen will change.
I’d like to now introduce today’s speaker, Daniel Losen. Daniel Losen is a Senior Education Law and Policy Associate with The Civil Rights Project at UCLA and formerly a Lecturer on Law at Harvard Law School. He has authored numerous publications including the book “Racial Inequity in Special Education” and regularly provides guidance to policymakers, educators and advocates regarding the impact of law and policy on children of color and language minority students. Working under contract with the Wisconsin Department of Public Instruction, Mr. Losen developed the Annotated Checklist for Addressing Racial Disproportionality in Special Education. This asessment tool is the focus of Mr. Losen’s presentation today. Before becoming a specialist in education law and policy, Mr. Losen taught in public schools in Massachusetts for ten years and also helped found an alternative public school in Acton, MA.
SAY “THE DISTRICT’ NOT THEM.
Lenny at the Exploritorium Or is it Sam…it’s Sam Part of what we are asking districts to do is look at multiple connected factors. They might not be able to completely isolate each one, but they don’t need to. They do need to try see them more clearly and come up with ways to address one or more important ones.
WHEN I WORK WITH DISTRICTS I ALWAYS LOOK CLOSELY AT THEIR DATA FIRST AND PREPARE BY ANALYZING THE DISTRIC’TS DATA, OR AT LEAST OFFER ASSISTANCE
OK, now we are going to go to a poll. Next slide then switch to Poll mode.
The research suggests this could be the case in many districts. And it may also be true that poor and minority students are more likely to have inexperienced or poorly trained teachers (i.e. research on tracking has found this is often the case). We are on slide 14. THE NEXT SLIDE WILL CONTAIN TWO RELATED POLL QUESTIONS SO THERE WILL BE A PAUSE IN THE PPT WHILE WE TAKE THE POLL
OK AFTER THIS QUESTION THERE IS ANOTHER poll. AND AFTER THAT I’m reverting to the ppt and we’ll have a brief discussion about the results. Think about who gets labeled gifted and talented and which teachers teach those kids, or AP classes. Yes? No? And race of students? Yes? No? .
OK after poll I’m reverting to the ppt and we’ll have a brief discussion about the results. I’d encourage districts to look at this question, or something similar, even if they skipped it because of the research basis Yes? No? And race of students? Yes? No? .
Need to turn chat back on. We are on slide 17.
Pause for questions. WATCH TIMER and WAIT 30 seconds before responding and moving on to next slide.
On slide 20 FOR EXAMPLE, WELL TRAINED TEACHERS ARE A RESOURCE, TEACHER EXPECTATIONS AND HOW STUDENT PLACEMENTS ARE DETERMINED ARE POLICY CONSIDERATIONS. TIME FOR COLLABORATION…TIME IS A RESOURCE CONCERN, BUT CREATING THAT COLLABORATION OPPORTUNITY COULC B.
Example: If teachers know that nearly always kids labeled ED don’t spend much time in the classroom, that practice may contain a powerful incentive. Federal funds flow to students with IEPs. Sometimes state funds. But often no additional resources if a student is ONLY 504 eligible. Yet creating a 504 plan has some costs associated with it. The practice at a given school, probably unwritten, is that the teachers defer to the evaluators and the administrators. The opinions of parents and teachers may not be given much deference.
I ALSO PUT THE FEDERAL REQUIREMENTS IN THE ENDNOTES SO THAT ADMINISTRATORS CAN POINT OUT THAT THERE ARE FEDERAL REQUIREMENTS AND RESEARCH THAT SUPPORT OR REQUIRE PARTICULAR EXPLORATIONS AND EXAMINATIONS. SCHOOLS ARE REQUIRED BY THE STATUTE TO LOOK AT RACIAL DISPARITIES IN PLACEMENT AND DISCIPLINE AS WELL AS IN IDENTIFICATION STATES ARE REQUIRED TO LOOK AT POOR AND MINORITY CHILDREN’S ACCESS TO EXPERIENCED AND HIGHLY QUALIFIED TEACHERS
THE STATE IS REQUIRED TO ENSURE THAT DISTRICTS LOOK AT RACIAL DISPARITIES IN DISCIPLINE SUSPENSION: POLICY…I.E. suspension for bringing a cell phone to school, PRACTICE: using suspension frequently for all sorts of school code violations; PROCEDURE…coming.
I’m going to walk you through this example to illustrate the benefits of getting the district to look at their data over time and in creating simple graphs with their data. If I were working with district staff I’d have them do the risk, risk difference and risk ratio calculations themselves. You will get that chance later in this presentation. We are on slide number 25. I ALWAYS ENCOURAGE DISTRICTS TO LOOK AT THEIR SUSPENSION DATA. They are required to by law, but the disparities are often informative.
You would ask the district staff to make observations participants can offer about the trends you see in the risk for suspension in this district from 2004-2009? THIS TABLE SHOULD BE IN THE CALCULATION HANDOUT FILE. KEEP IT VISIBLE AS I’LL BE REFERENCING THESE DATA USE DRAWING TOOL In the next slide, based on my work with many districts, I review some typical observations some might offer. USE DRAWING TOOL TO HIGHLIGHT WHAT I’M TALKING ABOUT ASK THEM TO REFER TO THE PRINT OUT OF THIS TABLE …WAS AN ATTACHMENT
Here the point is to discuss how you should consider several analytical frames and look at trends over time. And you might find a tendency for the district to cast its data in the most positive light. Analyzing the trend data, annually, will be critical to evaluating the interventions the district decides to implement. What’s the true story? A: Risk ratio has gone dramatically down since 2004? B. Suspension risks have gone up more dramatically for Whites than Blacks since 2004? C. The Black/White discipline gap has nearly doubled in just 6 years, and Black’s with disabilities now experience an extraordinarily high risk for disciplinary exclusion? D. All the above?
EACH DISTRICT WILL LOOK DIFFERENT. SO YOU WOULD PROVIDE THIS ANALYSIS IN ADVANCE AND BE PREPARED TO DISCUSS WHAT YOU HAVE FOUND, BOTH POSITIVE AND NEGATIVE TRENDS.
Slide 31
Note: Some might criticize you for using phrases like, “extaordinarily high.” Caution is warranted because you don’t want to be too critical. I tend to use phrases like this only when I know the data are extraordinary. BUT IT’S IMPORTANT TO POINT OUT THE BIG PROBLEMS YOU FIND.
DRAW… I often create a work book , modified to fit the districts issues and data, with blank graphs that staff members can fill in to help them see the trends. Similar exercises can be used to demonstrate areas where the district is already showing some signs of improvement. I find it helpful to highlight some positive trends, to demonstrate that the district is likely already engaged in some effective activities and that you, as consultant, see those positive things, too. This was slide # 33.
When my son Sam came back from kindergarten one day…after about the first week of school… he told me, “ Daddy, today we learned the Pledge of illusions…. It ends with liberty and justice for none.
I think it’s important to raise the issue of implicit or unconscious racial and ethnic bias when working with a district. For many reasons…But it is also helpful to have these conversations in a manner that suggests societal responsibility. The issue is not whether this exists, nor that we need a Lady Gaga incubation and rebirth. But that acknowledging its existence helps staff take responsibility and meaningful action to reduce the impact….including regular discussions about the data showing racial and ethnic disparities.
We want to believe that we are helping children and making fair and objective decisions that is in the best interests of children. Most of the time that may be true. The data, however, present an uncomfortable alternative reality. Cognitive dissonance occurs when we find that the alternative explanation too difficult to except to acknowledge. Part of the goal then is to make it more acceptable to acknowledge that unconscious bias could be one of several contributing factors. Whether or not staff do any self-reflection, they may be less resistant to monitoring racial dispariites if they can acknowledge that bias may play a part.
You are on slide 40
Carrots? LENNY The flexibility in the use of the 15% for CEIS is also stick to many, but a carrot if used wisely.
The third prong raises additional issues like whether there had been a behavioral assessment and a behavioral improvement plan developed and implemented. These are IDEA requirements. So even though the main purpose of the checklist is to think beyond compliance, in some cases non-compliance with the IDEA could be a contributing factor. Discussing compliance is a delicate matter, especially where the goal is to help districts think about contributing factors in general education and not just focus on compliance with the IDEA.
Pause for questions. WATCH TIMER and WAIT 30 seconds before responding and moving on to next slide. I’ll respond and then we’ll move to checklist 3.
There are some districts that can legitimately show that environmental factors, or factors outside their control are responsible for the disproportionality in question. They are few because research suggests that usually multiple issues are at play. And in some cases where there concerns with factors such as lead exposure, schools can be part of the solution.
Lenny and Sam: Hopefully, districts will come to believe there are ways in which district policies, or practices, contribute. So by the time districts get to the third checklist, whether they are working with you directly on using the lists, or had reviewed them before your arrival, they aren’t as interested in blaming the disparities on external factors. But it always comes up…
This is slide 45 It represents a very common belief that warrants a response. Endnotes have a link to a presentation by Jack Jorgenson a special education director from Madison who un-packed this issue…and found only a minor impact.
I always do calculations like these before entering a district. The results invariably show that the identification rates are NOT the only areas of large racial disparities. In this example, educators IN the district are making the decisions to label children as “gifted” and to suspend children out of school. So, this suggests that district staff, do make decisions about students in the districts that yield large racial disparities in other areas. Often I lead with a slide like this because I want the district to consider a broad scope of solutions, including general education. Slide 50.
Yes poverty may correlate with higher risk for some disabilities, but poverty is not destiny. The size of the disparities that tend to get noticed are unlikely explained away by poverty. Class bias can have the same inappropriate affect as racial bias. Poverty also doesn’t explain large differences by gender, or the fact that in national data Blacks and Hispanics who are about equally poor, have very different patterns of special education identification.
Poor Blacks should have same risk as poor Whites…non-poor Blacks the same risk as non-poor Whites.
USE DRAWING TOOL TO HIGHLIGHT A AND B…
Slide 52 USE DRAWING TOOL
In this example 1/3 rd of the Blacks are poor, compared to just 1/5 th of the Whites. So to the extent poverty is a factor, it will affect Blacks more because a higher percentage are poor.
DISTRICTS PREFER GOOD NEWS. THERE IS NOT MUCH HERE. BUT I’D ACKNOWLEDGE (IF THE DATA SUPPORT IT) THAT POVERTY MAY HAVE AN IMPACT…BUT INVARIABLY IT CANNOT EXPLAIN THE DISPARITIES AWAY.
REMEMBER THAT EVEN IF POVERTY APPEARED TO EXPLAIN THE RACIAL DIFFERENCES, CLASS BIAS IF A FACTOR, IS CERTAINLY NOT APPROPRIATE.
It’s important to have the majority of the staff reject the status quo as unacceptable and acknowledge there are likely contributing factors under their control.
Data analysis to reject hypothesis, refine it or develop it further