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EQUITY FOR ALL: Colorado’s Commitment to Outcomes for Diverse Learners April 23, 2019

EQUITY FOR ALL: Colorado’s Commitment to Outcomes for Diverse Learners April 23, 2019. Essential Questions. How can states, districts, and educator preparation programs work together to ensure equitable outcomes for diverse learners?

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EQUITY FOR ALL: Colorado’s Commitment to Outcomes for Diverse Learners April 23, 2019

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  1. EQUITY FOR ALL: Colorado’s Commitment to Outcomes for Diverse LearnersApril 23, 2019

  2. Essential Questions • How can states, districts, and educator preparation programs work together to ensure equitable outcomes for diverse learners? • What changes need to be made to educator preparation practices and policies to ensure that teachers and leaders are prepared to serve diverse learners such as students with disabilities or English Language Learners?

  3. TURN AND TALK • How is your organization (SEA, LEA, or EPP) acting on its commitment to equity for all learners? Where is there room for improvement?

  4. MELISSA BRYDON—Regis UNIversitY

  5. Colorado context • Colorado has made a significant commitment to strengthening instruction and supports for culturally and linguistically-diverse (CLD) learners. • This commitment supports goals in the state equity plan.

  6. Colorado ELL educator preparation STANDARDS

  7. DEVELOPING THE CROSSWALK • The team crosswalked Colorado standards with evidence-based practices from the CEEDAR Innovation Configuration (IC) for English Language Learners. • Adapting to the Colorado context is important—ICs serve the standards, not the other way around. • Crosswalks help make the IC process useful for upcoming program reauthorization reviews.

  8. Innovation configurations Can Tell You… • The types of instruction and experiences candidates receive that promote the use of evidenced-based instructional practices. • The number and depth of practice opportunities candidates have to deliberately apply these strategies with explicit feedback and sustained implementation to ensure fidelity.

  9. WHY Innovation Configurations? • Tool provides a common language • Process provides a reflection opportunity that is larger than any one instructor or course • Part of broader scale-up efforts in Colorado and nationally • Internal priorities and continuous improvement

  10. What is the relationship between the Matrix and the Innovation Configurations? • The educator preparation matrix defines the standards. • The IC provides a streamlined process and tool to tell you where within the program the standard is covered and to what level of depth.

  11. PROCESS at REGIS

  12. WHAT’s NEXT? • Develop additional crosswalks in other topic and content areas • Develop guidance for EPPs on how to use the crosswalks and CEEDAR tools to help facilitate program reflection and improvement at various points in the program lifespan

  13. Discussion activity 1.) We want to engage in comprehensive program redesign or create a new program with a focus on equity for all learners. 2.) We want to refine or adjust an existing an existing program to strengthen the focus on equity for all learners (internal review). 3.) We are coming up for reauthorization and need to demonstrate our program’s focus on equity for all learners (external review). 4.) Others?

  14. MARY BIVENs—COLORADO DEPARTMENT OF Education

  15. Vision for inclusive principal Leadership • Colorado’s current work related to school leaders • Emerging work through the Advancing Inclusive Principal Leadership (AIPL) initiative

  16. Discussion activity • What work is currently underway in your state/district/EPP context related to preparing school leaders with a focus on equity and inclusion?

  17. CLOSE OUT • What should I share with my state team? • What are my lessons learned from this session? • Who should I connect with later? When will that happen?

  18. DISCLAIMER This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

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