z ERAE PL (Staff Only)



3.1.0 | Cultural Responsiveness: Disaggregate Student Success Data

Cultural responsiveness: Disaggregate Student Success Data to reveal hidden patterns of inequity

This workshop is particularly suited for staff directly engaged in preparing reports to meet state reporting requirements. Contributors to this third workshop in the series will have the opportunity to develop a deeper understanding of the concerns and issues elucidated by the data, draw correlations from various categories of data in order to identify how specific groups of students are performing, and review and adjust classroom materials, activities, and assessments accordingly. Facilitators will also propose instructional and structural solutions based on a wide range of data sets and best practices developed for specific cohorts of students.



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0211.00
AEBG
Online
18 - &up Jones 10/16 - 10/23 Fr 09:00 AM - 12:00 PM $0.00 View

3.2.0 | Backward Design: Student Learning Outcomes

Backward Design: Designing clear, student-centered learning outcomes

This third workshop draws on the expertise of Cuyamaca College faculty who received numerous statewide awards for their acceleration initiatives. Adopting a student-centered approach to designing learning objectives, teaching strategies, and learning activities, the team was able to increase opportunities for student engagement and, ultimately student success. This workshop will guide contributors in creating clear, measurable student learning outcomes as an essential step in data-driven backward design.



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0220.00
AEBG
Online
18 - &up Jones 10/16 - 10/23 Fr 09:00 AM - 12:00 PM $0.00 View

3.3.0 | Assessment: Designing an Equity Survey

Assessment: Designing an Equity Survey

This third workshop will be facilitated by Kathie Cabral, Cuyamaca College's Research & Planning Analyst, and will help staff create and implement surveys in their workplace or programs to ensure their practices, policies, and curriculum are equity-minded and responsive to the students we serve. Participants will learn strategies for developing several types of surveys that they can implement at different points and that support them in improving job performance. Such surveys might include: (a) feedback surveys to understand staff experiences and gather suggestions; (b) welcome surveys to get to know students at the beginning of a program; (c) feedback surveys to understand perceptions of the programs and services; (d) "muddiest point" surveys to identify topics that need to be re-addressed in programs; and (e) climate surveys to understand students' and teachers' perceptions of the learning community. By collaborating with each other and the facilitator in real time, participants will develop survey questions, receive free survey tools they can use right away, and learn tips for using survey results to be more engaging, responsive, affirming, and validating in their work with students and colleagues.



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0230.00
AEBG
Online
18 - &up Jones 10/16 - 10/23 Fr 09:00 AM - 12:00 PM $0.00 View