Breakout Session I
9:30 AM - 10:45 AM
Room: 4035–102, 1st floor
Anti-bias Education in Early Education Programs
Sherreis Moreland & Jeannie Vena
In this session, participants will be involved in discussions and strategies designed to:
Understand the steps to anti-bias curriculum
Understand the goals of anti-bias curriculum
Understand why anti-bias education is important?
Understand the components of effective anti-bias education
Create an action plan for improving or implementing anti-bias curriculum
Room: 2002 Embark Training Room, 2nd floor
Equity and Advocacy Leadership
Dr. Jeff McGee
As our school systems and communities are becoming more and more culturally diverse, we must understand how do lead differently. In this session, educators and administrators will be equipped with tools to develop relationships with two key stakeholders - families and communities. Education lies not just in the classroom but outside of the classroom within families and communities. By seeking to provide a great educational experience for their students, educators and administrators are challenged to access important resources within family and community-based groups. Equity and advocacy leadership skills are crucial to expand learning experiences for students but also has great impact on their families and communities that brings transformational change. Building strong, collaborative relationships through leadership can enable educators and administrators to utilize the skills and assets that exist within family and community units and brings out-of-the-box thinking and synergy to learning.
Room: 4035–103, 1st floor
Equity in the Classroom: Challenging Implicit Bias to Ensure Success for All Students
Rory Gilbert, M.Ed.
In spite of the good intentions of educators, students of color experience disparities in perception and discipline from teachers and administrators. National and local data support findings of harsher discipline, and more out-of-school suspensions beginning in pre-school. Students of color become disengaged and distrustful of the education process impacting their success. Teachers and administrators will be challenged to explore their own implicit or unconscious biases to better address equity in their work.
This session will review national data, explore implicit bias and identify strategies to disrupt bias for equitable outcomes. Session will include discussion, active learning activities and personal stories to better understand the experience of inequities in the educational system.
4025–101, 1st floor
Rerouting the School to Prison Pipeline
Dr. Tamika Sanders
The school-to-prison pipeline is an epidemic that is plaguing schools across the nation. Far too often, students are suspended, expelled or even arrested for minor offenses that leave visits to the principal’s office a thing of the past. Statistics reflect that these policies disproportionately target students of color and those with a history of abuse, neglect, poverty and learning disabilities. This workshop will highlight factors leading to the school to prison pipeline and best practices that educators can use to reroute the pipeline and advocate for students. Instead of pushing children out, teachers need a lot more support and training for effective discipline, and schools need to use best practices for behavior modification to keep kids in school where they belong.
Room 4025-102, 1st floor
DACA, Mixed Status Families & Trauma
José Patiño and Deya Garcia
The mixed status community feels threatened. Undocumented & DACA students fear for their ability to stay and flourish in the only country that they have known. Children fear family separation. With the current national rhetoric, local & national law enforcement policies more and more undocumented, DACA and children in mixed status families are suffering from higher levels of depression, stress and anxiety.
Our session will explore the importance of understanding students’ experience with immigration can lead to more effective cultural inclusiveness practices as well how the current climate impact Latinx families and how schools can be better advocates for all their students, including those who live in mixed-status families. We will focus on the local and national policies affecting our Dreamers ability to pursue higher education and the status of the national DACA court case as well legislative solutions being proposed at the local and national level. Come learn, share, and advocate for our students who are undocumented and come from mixed-status families.
Room 4035-101, 1st floor
Breath of Life
Breath of Life is a meditation/mindfulness program designed to support educators with the challenges associated with today's educational environment. As a tool, this program assists with classroom management, student behavior and other barriers to academic achievement. Students learn to use mindfulness in a way that helps them to address the stress associated with academic learning and personal development. Through the use of the breath, students develop the skills to focus on being present and more available in their day-to-day activities. This awareness generally leads to healthier relationships with themselves and others.
Room: 4025 – 2001 Journey Training Room, 2nd floor
Building cultural competency into curriculum: The re-design of the University of Phoenix Master of Health Administration
Dr. Eve Krahe
In this session, Dr. Krahe, Associate Dean in the College of Health Professions and College of Doctoral Studies at University of Phoenix will present the curricular innovations that led to a culturally-competent Masters program. Christopher Wilson, MSL, faculty in the program and a member of the College of Health Professions Advisory Board, will join Dr. Krahe, talking about the program from the point of view of the faculty.
Room: 4025 – Room 2014 Phoenix Forum, 2nd floor
Not Always What You Think: Understanding the Fragility of Hidden Cultural Identities
Dean Aslinia, Ph.D. and Ann M. Ordway, JD, Ph.D.
Multicultural competency is a life-long journey. The need for professionals to be familiar with the nuances of many cultures continues to grow. However, having basic knowledge about a variety of cultural identities is only the beginning. Many cultural identities remain invisible. Some aspects of individual membership in a cultural identity are hidden because an individual chooses not to disclose that membership - or because those identities are so folded into a bigger outside picture that they do not appear obvious. There is a danger in making assumptions about the people we encounter, particularly when those people are our clients or patients. A working alliance best serves the client or patient when it is premised on honest dialogue and when we do not assume one obvious identity overshadows another less obvious identity. Cultural plays an important role in what someone needs. Best practice dictates going beneath the surface of how a client or patient appears to uncover who they actually are. This workshop will include an examination of core cultural categories and those which are less obvious; why the distinction is important; and how to open the discussion when providing care.
Room: 4045–Meeting Room, 1st floor
Save Our Schools, How to Be a Teacher Advocate
Beth Lewis and Michelle Capriotti
Save Our Schools Arizona is a volunteer, grassroots, non-partisan organization fighting for strong public schools for a stronger Arizona. With the 2019 Education Roadshow, SOSAZ delves into Arizona's current classroom crisis, giving a concise review of exactly how funding cuts and school privatization schemes have impacted our public schools and classrooms. The Roadshow concludes with several positive actions that citizens can take to support and advocate for public schools. Visit Save Our Schools Arizona at sosarizona.org to get involved. As a volunteer, grassroots organization, SOSAZ needs the support and involvement of all Arizonans who believe that strong schools make a strong state.
Room: 4035 – 104, 1st floor
Exploration of Bullying: In the Schoolyard & Beyond
Alisa Fleming, Ph.D.
Bullying is a problem in the schoolyard as one out of every five students, ages 12-18, report being bullied at school (National Center for Educational Statistics, 2016). Does bullying stop when students get to college? Participants will explore the concept of bullying, discuss bullying behaviors, and identify ways to prevent acts of bullying on campus and in the classroom. Through interactive discussion and activities, participants will create an anti-bullying message to include on their syllabus or other classroom material.