Podcasts about los angeles county office

When the Eaton Fire burned through parts of Los Angeles County this January, it destroyed thousands of homes. The hardest-hit district was Pasadena Unified School District, where around 10,000 students out of the district's 14,000 were displaced. Principals across the district called for help from the county office of education, so that when kids impacted by the fires returned to school, they'd have the mental health support they needed. Guests: Tanya Ward, project director for mental health and school counseling, Los Angeles County Office of Education Mallika Seshadri, reporter, EdSource Read more from EdSource: ‘Psychological first aid': How volunteers helped students recover after LA fires The sound of music returns to students traumatized by the Eaton fire ‘The day I lost my house:' School communities reel from Eaton, Palisades fires Education Beat is a weekly podcast, hosted by EdSource's Zaidee Stavely and produced by Coby McDonald. Subscribe: Apple, Spotify, SoundCloud, YouTube

I talk with  PAULA DANIELS, Co-Founder, Chair of the Board of the Center for Good Food Purchasing, and recently announced initial director of the Los Angeles County Office of Food Equity, which aims to address the root causes of food-system problems in the region. We talk about what it takes to pull together elements of business, entrepreneurism, politics, government, science, and more to move the needle on a huge and complex system. The Center uses the power of procurement to create a food system that prioritizes the health and well-being of people, animals, and the environment. As its goals and standards are adopted by a growing national network of major food purchasers such as school districts, the program exerts growing leverage on the larger food system in America. You can learn more at GoodFoodPurchasing.org 

This and all episodes at: https://aiandyou.net/ . We're extending the conversation about AI in education to the front lines in this episode, with four very experienced and credentialed educators discussing their experiences and insights into AI in schools. Jose Luis Navarro IV is the leading coach and consultant at the Navarro Group. He previously served as a Support Coordinator, leading innovative reforms in the Los Angeles Unified School District. Zack Kleypas is Superintendent of Schools in Thorndale, Texas, and named 2023 Texas Secondary Principal of the Year by the Texas Association of Secondary School Principals. Jeff Austin is a former high school teacher and principal who now works as a coach for Teacher Powered Schools and Los Angeles Education Partnership. And Jose Gonzalez, Chief Technology Officer for the Los Angeles County Office of Education and former Vice Mayor of the city of Cudahy near Los Angeles. In the conclusion, we talk about whether students need to read as much as they used to now they have AI, fact checking, some disturbing stories about the use of AI detectors in schools, where the panel sees these trends evolving to, what they're doing to help students learn better in an AI world, and… Iron Man. All this plus our usual look at today's AI headlines. Transcript and URLs referenced at HumanCusp Blog.          

This and all episodes at: https://aiandyou.net/ . We're extending the conversation about AI in education to the front lines in this episode, with four very experienced and credentialed educators discussing their experiences and insights into AI in schools. Jose Luis Navarro IV is the leading coach and consultant at the Navarro Group. He previously served as a Support Coordinator, leading innovative reforms in the Los Angeles Unified School District. Zack Kleypas is Superintendent of Schools in Thorndale, Texas, and named 2023 Texas Secondary Principal of the Year by the Texas Association of Secondary School Principals. Jeff Austin is a former high school teacher and principal who now works as a coach for Teacher Powered Schools and Los Angeles Education Partnership. And Jose Gonzalez, Chief Technology Officer for the Los Angeles County Office of Education and former Vice Mayor of the city of Cudahy near Los Angeles. We talk about how much kids were using GenAI without our knowing, how to turn GenAI in schools from a threat to an opportunity, the issue of cheating with ChatGPT, the discrepancy between how many workers are using AI and how many teachers are using it, how rules get made, confirmation bias and AI, using tools versus gaining competencies, and whether teachers will quit. All this plus our usual look at today's AI headlines. Transcript and URLs referenced at HumanCusp Blog.          

In this episode, I chat with Jose Gonzolas, the Chief Technology Officer for the Los Angeles County Office of Education. He was recently named one of the top 100 influencers in education. We chat about data visualization, artificial intelligence, and supporting student and teacher success with technology. You can connect with Jose on X @JRGonzalezSELA

In this episode of AUHSD Future Talks, Superintendent Matsuda interviews Dr. Michelle Herczog is History-Social Science, Consultant III for the Los Angeles County Office of Education. During the talk, Dr. Herczog discusses her journey, civic learning in the classroom, Democracy Schools, stories of change, the importance of teachers in civic learning, Californians for Civic Learning, and her outlook on democracy in the United States.As History-Social Science, Consultant III for the Los Angeles County Office of Education, Dr. Herczog is responsible for providing professional development, resources, and support for K-12 social studies educators throughout the 80 school districts of Los Angeles County.  She currently serves on the Power of Democracy Steering Committee led by California Chief Justice Tani G. Cantil-Sakauye and completed service on the California Task Force on K-12 Civic Learning led by the Chief Justice and California State Superintendent of Public Instruction Tom Torlakson.

CPF Director Bob Shrum joins education experts, Pedro Noguera, Macke Raymond, and Dr. Darline Robles, for a conversation on education reform and policy. They discuss the politics of public education, the role of parental rights, why some public schools are failing, what makes some charter schools successful when others struggle, whether or not taxpayer funds should be used to provide vouchers to parents who send students to private schools or home school, and which educational reforms should be supported, studied, or rejected. In partnership with USC Rossier School of Education, USC Price Center for Inclusive Democracy, USC Political Union (a Bridge USA chapter), and USC Political Student Assembly.   Featuring: Pedro Noguera: Dean, USC Rossier School of EducationMargaret “Macke” Raymond: Director, Center for Research on Education Outcomes (CREDO) at Stanford UniversityDr. Darline P. Robles: Professor of Clinical Education, USC Rossier School of Education; USC Associate Dean for Equity and Community Engagement; Former Superintendent, Los Angeles County Office of EducationBob Shrum: Director, Center for the Political Future; Warschaw Chair in Practical Politics, USC DornsifeAdditional InformationThe Bully Pulpit PodcastMore shows from The Democracy Group

CPF Director Bob Shrum joins education experts, Pedro Noguera, Macke Raymond, and Dr. Darline Robles, for a conversation on education reform and policy. They discuss the politics of public education, the role of parental rights, why some public schools are failing, what makes some charter schools successful when others struggle, whether or not taxpayer funds should be used to provide vouchers to parents who send students to private schools or home school, and which educational reforms should be supported, studied, or rejected. In partnership with USC Rossier School of Education, USC Price Center for Inclusive Democracy, USC Political Union (a Bridge USA chapter), and USC Political Student Assembly.   Featuring:  Pedro Noguera: Dean, USC Rossier School of Education Margaret “Macke” Raymond: Director, Center for Research on Education Outcomes (CREDO) at Stanford University Dr. Darline P. Robles: Professor of Clinical Education, USC Rossier School of Education; USC Associate Dean for Equity and Community Engagement; Former Superintendent, Los Angeles County Office of Education Bob Shrum: Director, Center for the Political Future; Warschaw Chair in Practical Politics, USC Dornsife

CPF Director Bob Shrum joins education experts, Pedro Noguera, Macke Raymond, and Dr. Darline Robles, for a conversation on education reform and policy. They discuss the politics of public education, the role of parental rights, why some public schools are failing, what makes some charter schools successful when others struggle, whether or not taxpayer funds should be used to provide vouchers to parents who send students to private schools or home school, and which educational reforms should be supported, studied, or rejected. In partnership with USC Rossier School of Education, USC Price Center for Inclusive Democracy, USC Political Union (a Bridge USA chapter), and USC Political Student Assembly.   Featuring:  Pedro Noguera: Dean, USC Rossier School of Education Margaret “Macke” Raymond: Director, Center for Research on Education Outcomes (CREDO) at Stanford University Dr. Darline P. Robles: Professor of Clinical Education, USC Rossier School of Education; USC Associate Dean for Equity and Community Engagement; Former Superintendent, Los Angeles County Office of Education Bob Shrum: Director, Center for the Political Future; Warschaw Chair in Practical Politics, USC Dornsife

On this episode of the Ed Branding Podcast we are thrilled to welcome Dr. Sandra Hernandez, who serves as a Project Director III at Los Angeles County Office of Education (LACOE), before that was a proud principal for five years, recently earned her educational doctorate in 2022, and is a committed member of the FitLeaders movement.LACOEXLinkedInWe'd love to hear from our listeners!Connect with Dr. Renae Bryant:TwitterInstagramLinkedInConnect with Lynette White:ConnectEDTwitterInstagramLinkedInLynette White

This edWeb podcast is sponsored by Learning Without Tears.The edLeader Panel recording can be accessed here.In this edWeb podcast featuring the insights of education leaders from Los Angeles County Office of Education, you gain strategies to turn student data into swift action so plans for systematic academic growth adjust, not derail.There's no wrong time to start developing a plan of action for key insights and information about your school year. Teachers know their students and their families, and every stakeholder has assessment data. But only the smartest leaders know how to see the trends and make moves that improve literacy systemwide. From replicating the practices of highly effective teachers to pivoting professional development plans to meet the emerging needs, you leave this session knowing what to change, what to focus on, and what questions to keep asking in your quest for year-end success. You learn how to:Uncover the trends and misconceptions for ALL students to ensure equitable outcomesAlign goals, priorities, and actions that go beyond the current state and lead to sustainable successImplement strategies to build solid systemwide data discipline and data cultureThis edWeb podcast is of interest to K-5 school leaders, district leaders, and education technology leaders.Learning Without Tears Superior educational products, professional development, and materials for educators and familiesDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Today, our guest is Dr. Keisha Larry Burns, School Counselor at Shadow Hills Engineering & Design Magnet Academy. We talk with Dr. Burns about equity, access, and opportunity as we seek to support all students in our schools. She talks about the challenges that students have faced and she reminds us that each student we meet is unique and has different needs. Dr. Burns provides insights on how we can support all students and ensure they receive the necessary resources for success. Additionally, she highlights the importance of creating an inclusive culture where every student feels valued, acknowledged, and included. Learn More:  Visit the CharacterStrong Website   Dr. Keisha Larry Burns is the School Counselor at Shadow Hills Engineering & Design Magnet Academy in Palmdale, CA. As the School Counselor, she created and maintains a comprehensive school counseling program, which in 2020 became a Recognized ASCA Model Program. Dr. Burns firmly believes education promotes self-empowerment and equity and that cultural responsiveness is essential to create a school climate that embraces cultural diversity and helps promote student success. She serves a vital role as an advocate for students and their families. In addition to serving in multiple leadership roles at her school site and district committees, Dr. Burns is also an adjunct professor at the University of LaVerne, teaching future School Counselors in the Educational Counseling program. In 2021, the Los Angeles County Office of Education awarded Dr. Burns its inaugural School Counselor of the Year Award. In 2022, Dr. Burns received the CA Association of School Counselors School Counselor of the Year award and was recently recognized by the American School Counselor Association as a 2023 National Finalist. Dr. Burns earned her Doctorate in Educational Leadership in Psychology from the University of Southern California. Dr. Burns enjoys spending time with family and friends, curling up with a good book or fashion magazine, and traveling. A quote she lives by is, "We are what we repeatedly do. Excellence, then, is not an act but a habit." - Aristotle.

For this episode of the What's New in APE Podcast, we are able to deliver a recording of the December NCPEID APE Collaborative where two highly regarded experts in the field of APA discussed different types of assessments, how to use them, and how they were developed. First Tonya Moore (@mooretonya2003), the Physical Education and Health Coordinator at Los Angeles County Office, explained how to use the CARE-R2 assessment. The CARE-R2 assessment is often used to assess the motor skills and development of children with moderate-severe disabilities to help determine appropriate placement options and IEP goals. when determining appropriate adapted physical education placement, triennial assessments and IEP goal development. The second guest speaker was Dr. Dale Ulrich (@TGMD3Ulrich), who is an accomplished researcher and professor emeritus at the University of Michigan and the developer of the TGMD. The most recent version of this assessment is the TGMD-III and is a psychometrically validated motor skills assessment designed to quickly assess children aged 3-11 years old. It can be used to identify areas of need, eligibility for APE services, IEP goals, and appropriate PE placement.

Are you passionate about helping your community? Through volunteering, advocating, and support, you will discover the tremendous difference you can make in your area. In today's episode, I am joined by the inspirational Dr. Monica Sanchez. Monica was elected to the Pico Rivera City Council in a special election held in November 2019, which made her the Pro-Tem Mayor of the City of Pico Rivera. Dr. Sanchez is currently a board member for the Southeast Area Social Services Funding Authority - a public agency that provides social services to seniors such as meals and job services to adults and youth at no costs. Dr. Sanchez works as an Educator for the Los Angeles County Office of Education, and advocates for women, children, and public health. Dr. Monica Sanchez and I talk about her experience growing up as the daughter of a farmer, why she decided to become the first person in her family to go to college, what her career journey has been like, why she has decided to run for mayor, and so much more. Monica has committed herself to a life of service for her community which is why she would make an incredible mayor. Monica also gives great tips for all Amigas to handle their shit and set themselves up for success. Tune in to Episode 36 to learn inspiring lessons from Dr. Monica Sanchez's journey to growing a successful career in public service! Some Questions I Ask Can you give an example of what seeing your father as a farmer taught you? (6:20)Did you know that Cal was the school for you? (12:59)Did you always believe you would use your degree for public service? (20:00)How did you decide you wanted to be a politician? (25:40)Do you have any tips for Amigas to handle their shit? (32:18)In This Episode, You Will Learn:About Monica's background (4:11)Where Monica's desire to attend college came from (8:40)Why Monica decided to go back to school after teaching (16:09)About Monica's current role in drug and alcohol prevention (22:48)Monica's goals if she is voted in as mayor (29:43)Connect with Dr. Monica Sanchez: FacebookTwitterLinkedInLet's Connect!WebsiteFacebookInstagramLinkedInJackie Tapia Arbonne websiteHow To Handle Your Shit Amiga & Have a Better Life! - Free masterclass See acast.com/privacy for privacy and opt-out information.

Leslie Zoroya, Reading and Language Arts Coordinator at the Los Angeles County Office of Education talks about Structured Literacy and how instructional practices can help build educational equity.

Welcome to Leading Literacy, a new podcast from Los Angeles County Office of Education's Reading Language Arts Unit. In this first episode, we get to know Leslie and Mara and find out why they decided to give podcasting a shot.

A healthy constitutional democracy requires a citizenry that has the knowledge, skills and desire to participate in it. The United States is incredibly polarized, and we now have a citizenry and electorate that are poorly trained to meet the modern challenges we are facing. One major reason? The country has disinvested in history and civic education. For example, at the federal level, we spend approximately $50 per student per year on STEM fields and approximately 5 cents per student per year on civics. A lack of consensus about the substance of history and civics education—what and how to teach—has been a major obstacle to maintaining excellence in history and civics education in recent decades. In response to this critical moment, The Commonwealth Club is pleased to support a new effort, Educating for American Democracy, a significant new initiative to provide tools to make civics and history a priority so we as a country can rebuild our civic strength. This education-based special program will focus on this new effort with three participants who participated in the development of the project. Educating for American Democracy is an unprecedented, cross-ideological effort to provide guidance for excellence in civic and history education for all K–12 students—and to enhance the way in which the subjects are taught in schools so they generate prepared, informed and engaged citizens. The project was funded by the National Endowment for the Humanities and the U.S. Department of Education through a grant to iCivics, Harvard University, Tufts University and Arizona State University. A national network of more than 300 scholars, educators and practitioners from ideologically and demographically diverse backgrounds have collaborated to create a roadmap and accompanying documents that provide suggested educational strategies and content for history and civics at every grade level—along with strategies for implementation in schools—so every state and district can fit the needs of their own, different communities. States and local school districts can use the roadmap to transform the way they teach civics and history so it meets the needs of today's diverse 21st century K–12 student body. The roadmap is not a national curriculum, nor is it a mandate. It is a series of guidelines that states and districts may opt to use. It is committed to providing instructional strategies and content for all learners to ensure that excellent history and civic learning opportunities are delivered equitably throughout the country. Last year, at the beginning of the pandemic, The Commonwealth Club launched its own civics education effort, Creating Citizens, with founding support from the Koret Foundation. This program is part of that growing effort. NOTES Part of The Commonwealth Club's Creating Citizens initiative. SPEAKERS Paul Carrese Founding Director, School of Civic and Economic Thought and Leadership, Arizona State University Michelle Herczog Coordinator III, History-Social Science, Los Angeles County Office of Education Kent McGuire Program Director, Education, William and Flora Hewlett Foundation Emma Humphries Ph.D., Chief Education Officer, iCivics; Deputy Director, CivXNow—Moderator In response to the COVID-19 pandemic, we are currently hosting all of our live programming via YouTube live stream. This program was recorded via video conference on March 5th, 2021 by the Commonwealth Club of California. Learn more about your ad choices. Visit megaphone.fm/adchoices

A healthy constitutional democracy requires a citizenry that has the knowledge, skills and desire to participate in it. The United States is incredibly polarized, and we now have a citizenry and electorate that are poorly trained to meet the modern challenges we are facing. One major reason? The country has disinvested in history and civic education. For example, at the federal level, we spend approximately $50 per student per year on STEM fields and approximately 5 cents per student per year on civics. A lack of consensus about the substance of history and civics education—what and how to teach—has been a major obstacle to maintaining excellence in history and civics education in recent decades. In response to this critical moment, The Commonwealth Club is pleased to support a new effort, Educating for American Democracy, a significant new initiative to provide tools to make civics and history a priority so we as a country can rebuild our civic strength. This education-based special program will focus on this new effort with three participants who participated in the development of the project. Educating for American Democracy is an unprecedented, cross-ideological effort to provide guidance for excellence in civic and history education for all K–12 students—and to enhance the way in which the subjects are taught in schools so they generate prepared, informed and engaged citizens. The project was funded by the National Endowment for the Humanities and the U.S. Department of Education through a grant to iCivics, Harvard University, Tufts University and Arizona State University. A national network of more than 300 scholars, educators and practitioners from ideologically and demographically diverse backgrounds have collaborated to create a roadmap and accompanying documents that provide suggested educational strategies and content for history and civics at every grade level—along with strategies for implementation in schools—so every state and district can fit the needs of their own, different communities. States and local school districts can use the roadmap to transform the way they teach civics and history so it meets the needs of today’s diverse 21st century K–12 student body. The roadmap is not a national curriculum, nor is it a mandate. It is a series of guidelines that states and districts may opt to use. It is committed to providing instructional strategies and content for all learners to ensure that excellent history and civic learning opportunities are delivered equitably throughout the country. Last year, at the beginning of the pandemic, The Commonwealth Club launched its own civics education effort, Creating Citizens, with founding support from the Koret Foundation. This program is part of that growing effort. NOTES Part of The Commonwealth Club's Creating Citizens initiative. SPEAKERS Paul Carrese Founding Director, School of Civic and Economic Thought and Leadership, Arizona State University Michelle Herczog Coordinator III, History-Social Science, Los Angeles County Office of Education Kent McGuire Program Director, Education, William and Flora Hewlett Foundation Emma Humphries Ph.D., Chief Education Officer, iCivics; Deputy Director, CivXNow—Moderator In response to the COVID-19 pandemic, we are currently hosting all of our live programming via YouTube live stream. This program was recorded via video conference on March 5th, 2021 by the Commonwealth Club of California. Learn more about your ad choices. Visit megaphone.fm/adchoices

TEXT EZWAY TO 55678 SOCIAL NETWORK EZWAYWALLOFFAME.COM Brought to you by BRAINTAP.COM Radio Boomers Live Like our FB Page Every Mon. 10 a.m. PST With Host: James Zuley and Reatha Grey Reatha Grey Tech Time:  Special Guests: DAN PALADIN - 20 yrs licensed mortgage and lending professional with integrity. Hot Topic: News Updates Jim's Gem: A simple budget. Carmelita's Corner Special Guest: RICHARD DARRYL NICHOLS - Richard Darryl Nichols was born in Gary, Indiana. He graduated from Ball State University with a Bachelor and Masters Degrees. Richard retired from the Los Angeles County Office of Education on June 29, 2018, after 40 years as a Special Education Teacher. He is an International Photographer for his fraternity, Omega Psi Phi Fraternity, Inc. He is a staff photographer for the Inland Valley News in Upland, Ca. He is also a celebrity photographer. He has covered a variety of social, political, and religious events. He has been on the red carpets of the NAACP Image Awards, Friends of Fuller Gordy Bowling Tournament, Screen Actors Guild Awards, Celebration of Gospel, Bet Awards, The Heroes and Legends Awards, The Stellar Awards, Judge Mablean's Honoring Unsung Fathers Awards, and many others. Richard and his wife, Wilma, have been married for 34 years.  

SPEAKERS Jane Kamensky Jonathan Trumbull Professor of American History at Harvard University Ian Rowe Resident Fellow, American Enterprise Institute Michelle Herczog History-Social Science, Coordinator III for the Los Angeles County Office of Education Yoni Applebaum Senior Editor, The Atlantic—Moderator In response to the Coronavirus COVID-19 outbreak, this program took place and was recorded live via video conference, for an online audience only, and was live-streamed by The Commonwealth Club of California from San Francisco on January 6th, 2021

How might we make math instruction more equitable for all students? Why is it so important for educators to recognize how their biases and beliefs affect their ability to deliver equitable instruction to English learners? How might we infuse language and culture into existing curriculum so they are a part of content instruction rather than a separate element? We discuss these questions and much more with Rachel Ruffalo, Malane Morales-Van Hecke and José Franco, who all played important roles in developing A Pathway to Equitable Math Instruction, which provides resources and guidance to support Black, LatinX and Multilingual students. The Pathway offers guidance and resources for educators to use now as they plan their curriculum, while also offering opportunities for ongoing self-reflection as they seek to develop an anti-racist math practice. The toolkit “strides” serve as multiple on-ramps for educators as they navigate the individual and collective journey from equity to anti-racism. Rachel Ruffalo is the Director of Educator Engagement at Ed Trust-West, where she leads engagements with school districts through a multi-year process that involves a mixed-methods research study to identify opportunity gaps and systemic inequities and a closely facilitated planning process to develop actions that address the root causes of the inequities. Malane Morales-Van Hecke is a Program Coordinator for the Los Angeles County Office of Education’s Multilingual Academic Support Unit in the Curriculum and Instruction Division. She currently works with the MAS Unit team providing technical assistance and professional development in support of Los Angeles county’s districts and charter schools as part of the county office and state-wide systems of support. José Franco serves as Director of WestEd’s Math Pathways & Pitfalls, which focuses on enriching students’ mathematical comprehension and academic language development in tandem. He advocates for teachers to orchestrate mathematics discussions that enhance student voice and identity. As always, we are committed to keeping you informed and inspired with resources to help you support your English learners. If you’d like to find more information or contribute to this series, go to ellevationeducation.com/ellcommunity. You can subscribe to Highest Aspirations wherever you listen to podcasts so you know when new episodes are released. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

Leaving a career as a motivational trainer with Los Angeles County Office of Education was a difficult decision. In June 2007 Angela Phillips decided to do just that after having recently married and giving birth to the first of a new crew of children she affectionately calls her “littles”. Having been a single mom raising 3 children while pursuing a career; she decided this would be a completely new and different chapter in her life. Angela is now mom of 6 offspring age 34 yrs old to 9 The idea of homeschooling was introduced to her by a Sister in her spiritual fellowship. She incorporates her motivational style and experience as a seasoned trainer into her educational activities and believes travel and cultural experiences are just as important for her children as curriculum choice. Angela combines workbooks, project learning, field trips and interest lead learning to create an eclectic approach to her children’s education. This amazing Mom has recently authored and released a book about her experiences as a single mom entitled, “The Care and Feeding of the Single Mother." Currently Angela appears as a panelist on the radio show “Under The Palm: Hebrew Women Speak." The freedom to reclaim cultural identity and promote creative and critical thinking is the reason she homeschools and ministers with multiple ministries involved in revealing thebbiblical identity of Americans who are descendants of the Trans Atlantic Slave Trade #GG2H #GirlfriendsGuideToHomeschooling #BlackHomeschoolers #AfricanDiaspora #AngelaJordanPerry #EducatingOurOwn FULL INTERVIEW release on Girlfriends Chat with Angela Jordan Perry PODCAST @ Anchor.fm/girlfriendschat Weekly Interview Teaser and a Podcast release: Thursdays 2 p.m. EST on YouTube at Girlfriends Guide to Homeschooling Angela Jordan Perry and on FB at Girlfriends Guide to Homeschooling with Angela Jordan Perry Blog/website: www.tumblr.com/GG2HwithAngelaJordanPerry #blackhomeschooling #girlfriendsguidetohomeschooling #educatingourown #Africandiaspora #AngelaJordanPerry --- Support this podcast: https://anchor.fm/girlfriendschat/support

In Episode 31 we have the privilege to speak with Spring CUE 2020 Keynote Speaker, Ken Shelton! The supportive thought provocateur Ken Shelton shares with us about: Techuity = Technology + Equity Edu Catalyst Platform www.educatalyst.com connecting all world educational leaders in education on 1) equity 2) social-emotional learning 3) learning spaces and design 4) innovative technology Culturally responsive and relevant teaching practices PBL and design thinking with civic engagement being a key component that allows for students own personal empowerment and advocacy The contemporary teacher being 1) responsive to... 2) relevant in... and 3) adaptive for... the type of learning that occurs Ideas for effective staff meetings Identifying as a supportive thought provocateur Follow Ken on Twitter @k_shelton on Instagram @kshelton and on the web at www.kennethshelton.net TNT EdTech Podcast and CUE are excited to introduce the Spring CUE Featured Speaker Series showcasing Spring CUE 2020 Conference speakers. To find out more about the featured speakers and register for the Spring CUE 2020 Conference in Palm Springs March 19th - 21st visit the CUE or featured speaker page. Ken Shelton - Ken Shelton is a former CUE board member and was recognized as the ISTE Digital Equity PLN 2018 Excellence Award winner. Ken is an Apple Distinguished Educator and a Google Certified Innovator and was also named to the California State Superintendent of Public Instruction’s Education Technology Task Force. Ken holds an M.A. in Education in Educational Technology as well as New Media Design and Production. He has keynoted at education events around the world, including nearly every state in the United States. Ken has a long lineage in education, his father was the chief business officer and assistant superintendent for the Los Angeles County Office of Education and worked in two other county offices. One of Ken’s grandfathers and his maternal grandmother were educators. Ken likes to say “the importance of education was instilled in my family on both sides many generations ago”. Ken’s keynote will focus on educational equity, with a focus on the role that edtech can play in leveling the playing field for all students. Get a preview of Ken’s voice and vision in this podcast hosted by Barbara Bray: https://barbarabray.net/2017/11/11/a-passion-for-storytelling-and-equity-with-ken-shelton/ We are the TNT Edtech Podcast, and we are powered by CUE (@cueinc), www.cue.org! Follow TNT EdTech Podcast on your favorite podcast player of choice, on the web www.tntedtech.com and on Twitter @tntedtech - we thank you for listening!

TNT EdTech Podcast and CUE are excited to introduce the Spring CUE Featured Speaker Series showcasing Spring CUE 2020 Conference speakers. In this teaser, we introduce keynote speaker Ken Shelton and what he will be presenting on during the Spring CUE Conference. Be sure to check out the full episodes to these featured speakers in the upcoming weeks leading up to this not to miss educational conference in Palm Springs. To find out more about the featured speakers and register for the Spring CUE 2020 Conference in Palm Springs March 19th - 21st visit the CUE or featured speaker page. Ken Shelton - Ken Shelton is a former CUE board member and was recognized as the ISTE Digital Equity PLN 2018 Excellence Award winner. Ken is an Apple Distinguished Educator and a Google Certified Innovator and was also named to the California State Superintendent of Public Instruction’s Education Technology Task Force. Ken holds an M.A. in Education in Educational Technology as well as New Media Design and Production. He has keynoted at education events around the world, including nearly every state in the United States. Ken has a long lineage in education, his father was the chief business officer and assistant superintendent for the Los Angeles County Office of Education and worked in two other county offices. One of Ken’s grandfathers and his maternal grandmother were educators. Ken likes to say “the importance of education was instilled in my family on both sides many generations ago”. Ken’s keynote will focus on educational equity, with a focus on the role that edtech can play in leveling the playing field for all students. Get a preview of Ken’s voice and vision in this podcast hosted by Barbara Bray: https://barbarabray.net/2017/11/11/a-passion-for-storytelling-and-equity-with-ken-shelton/ Follow Ken on Twitter @k_shelton on Instagram @kshelton and on the web at www.kennethshelton.net We are the TNT Edtech Podcast, and we are powered by CUE (@cueinc), www.cue.org! Follow TNT EdTech Podcast on your favorite podcast player of choice, on the web www.tntedtech.com and on Twitter @tntedtech - we thank you for listening!

This week we commemorate Dr. Martin Luther King Jr. and the Civil Rights Movement. Guests Dr. Erikca Brown and Dr. Gina M. Newton discuss their different points of research to unfold the unintended consequences of desegregation. Dr. Brown is an equity trainer for Epoch Education and has conducted research looking at the high turnover rate of African American teachers in modern school systems. Dr. Newton is a CTE coordinator for Los Angeles County Office of Education and a public speaker whos research looks at the impact and legacy of African American educators prior to desegregation and their influence on cultural competency.

Domestic violence cases often lead to consequences in both criminal and family courts. At the California Lawyers Association’s 2019 Annual Meeting, a co-sponsored CLE by the Criminal Law and Family Law Sections helped lawyers understand these cases from both perspectives. On The Road host Laurence Colletti talks with Albert Camacho about his portion of the presentation focused on protective orders and the considerations lawyers should be aware of when domestic violence cases also involve immigration issues. Albert also discusses some Criminal Law Section Executive Committee goals for the coming year, the efforts to reach out to rural lawyers to increase their representation in the section, and the opportunity for law students to enter the Marshall M. Schulman Annual Competition for Student Papers in Criminal Law. Albert Camacho Jr. has been an attorney with the Los Angeles County Office of the Public Defender since 1994.

Paramount Park Middle School intervention teacher Felicia Akuamoah, a Los Angeles County Office of Education 2019-20 Teacher of the Year, discusses the school’s acclaimed student support service program, Panther Academy, and the rapport she shares with her students.

Orangewood Elementary School kindergarten and Spanish dual-language immersion teacher Karla Toledo, a Los Angeles County Office of Education 2019-20 Teacher of the Year, discusses instilling the values of empathy and tolerance to her students as part of the West Covina Unified International Baccalaureate continuum.

"Conflict is inevitable, but combat is a choice" Dr. D, The MINDSET Doc, interviews Mediator Jason Harper on Preserving Relationships and Making People Whole Again. Jason is the founder of Harper Conflict Resolution, LLC specializing in Education and Employment mediation utilizing a collaborative approach. He is also an alternative dispute resolution (ADR) consultant, conflict management coach, adjunct professor, and trainer. Most notably, Jason was recently interviewed by VOYAGE LA given his service to the Los Angeles County Office of Education, providing mediation and conflict resolution services to 18 school districts and 27 charter schools. He is a Lecturer in Law at the University of Southern California, Gould School of Law and an Adjunct Professor of Mediation at Pacific Coast University, School of Law. Jason has also provided mediation and conflict resolution trainings for the Western Justice Center and the International Visitors Council, training adults from over twenty different countries. Jason has been recognized by the California State Senate and the United States Congress for his mediation trainings.

In this inteview Dr. Dickenson interviews Scott Moss who is a Google Certified Teacher and Instructional Technology expert for the Los Angeles County Office of Education. Scott unpacks coding and shares how and why teachers can bring this 21st century skill into practice no matter the grade or subject they teach. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/teacherprep/message

Congratulations to the Los Angeles County Public Defenders Union on becoming an officially recognized bargaining unit. Ace Katana joins me to talk about the efforts to unionize, what spurred it, and what they hope to gain. The Los Angeles County Office of the Public Defender is the largest criminal defense law firm in the world and the oldest public defender office in the US. Hundreds of attorneys handle thousands, if not tens of thousands, of cases a year. They are often the only hope their clients have to stay out of jail and to defend themselves against the power of the mass incarceral state. Since first being proposed by Clara Shortridge Foltz at the World's Fair in 1893, cities and counties have adopted this model to provide representation to their residents. These efforts were further bolstered by Supreme Court decisions that affirmed a defendant's right to legal counsel. As more attention turns to the abuses of prosecutors and cops the necessity of this work becomes even more apparent. To learn more about Clara Shortridge Foltz: https://en.wikipedia.org/wiki/Clara_Shortridge_Foltz To see what the LA County Public Defenders Union is up to: https://www.lapubdefunion.com/ or follow them on Twitter: @LApubdefunion To learn more about AFSCME Council 36: https://www.afscme36.org/ To visit KNOCK LA's Patreon: http://patreon.com/KNOCK_LA

I am extremely excited to be sharing with you all my second live podcast series from the 45th National Adapted Physical Education Conference in California. This podcast discussion focused on assessment within APE. In this panel we had another all star panel filled with a variety of APE/assessment experts. Our panel included Dr. Lisa Silliman-French, an APE Professor at Texas Woman’s University and a former APE teacher and special education coordinator for 17 years; Dr. Barry Lavay, a professor in the Department of Kinesiology at California State University and author of the co-authored textbook Positive Behavior Management in Physical Activity Settings; Kathryn Russell a Special Education Administrator for Los Angeles County Office of Education and a former APE specialist; and Marci Pope a Co-Director for the Northern California Adapted Physical Education Consortium and a lecturer at California State University. The podcast will be broken up into 3 separate episodes which each focus on a portion of assessment, with the lst having audience participation. This podcast discusses why we need to assess, what areas we need to assess, and the question of eligibility with APE.

CIVICS EDUCATION IN AN ELECTION YEAR The one and only Michelle Herczog returns, past president of NCSS and currently History-Social Science Consultant at Los Angeles County Office of Education on the C3 Framework and its importance in this election year.

7. Finding Markets: Like anyone starting a new venture, Justin and I had to overcome many hurdles as we tried to introduce our products into the marketplace. Philanthropic organizations provided us with funding to get started, but we still needed to create a sustainable business model. That meant we needed to find markets. The markets we identified included jails, prisons, and schools that served people who were at risk of going into jails or prisons. As formerly incarcerated individuals with felony convictions, Justin and I faced challenges in breaking through to decision makers at the institutions where we wanted to sell the Straight-A Guide. I concluded my prison term on August 12, 2013, but I was scheduled to serve an additional four years on Supervised Release. At times, selling to “the system” proved difficult because of our criminal records. Still, we were committed to the work, sensing that our product would inspire more people inside to pursue self-directed paths of preparing for success. On occasions when we broke through to decision makers, we faced another challenge. The corrections industry was becoming more professionalized. As such, administrators were reluctant to purchase programs that had not been evaluated as being “evidence based.” In other words, before considering a rehabilitative program for purchase, the administrators expected to see scholarly research showing a program’s propensity to achieve its intended outcome. With the Straight-A Guide, we aspired to show participants that they could empower themselves and prepare for success in meaningful, measurable ways. Their key to success would begin with a commitment to leading a values-based, goal-oriented life. To the extent that they articulated their values, set clear goals, and moved forward in the principled way of the program, they would make progress. The course would inspire participants to reject the criminal lifestyle and develop stronger critical-thinking skills. Through the Straight-A Guide, participants would contemplate their avatars and employ Socratic questioning techniques. We anticipated that such disciplined, deliberate adjustment patterns would assist the participants in becoming more resourceful. Rather than waiting for calendar pages to turn, or engaging in the types of thoughtless behavior that derails so many people in prison, participants would focus. They’d find mentors, they’d create opportunities, they’d seize or create opportunities to educate themselves. To the extent that participants committed to the Straight-A Guide adjustment plan, they would walk out of prison with a strong support network and confidence in their ability to thrive as law-abiding, contributing citizens. Yet when making this presentation to the corrections industry, we’d frequently encounter resistance. Many would object that other people in prison wouldn’t be able to do what I had done, or grasp the Straight-A Guide. They wanted to see independent scholarly research showing evidence that the Straight-A Guide lowered recidivism rates. We would face an enormous obstacle in providing such evidence. In order to gather the research, we’d need the following: We would need to contract with either a research institution or a university research department. We would need funding to pay for that research. We would need a test group that would allow us to administrate the Straight-A Guide program to a statistically significant group of people in prison. We would need each participant to take a “pretest,” showing their knowledge of the coursework we were about to teach through the program. We would need access to the answers they provided. We would need access to the coursework they completed as they advanced through the program. We would need the participants to complete their prison terms. We would need to measure progress the participants made after they returned to society. We would need to measure the success rate of participants who completed the Straight-A Guide and contrast those rates against others who were not exposed to the program.   Evidence Based Program: To succeed as an evidence-based program, we would need to coordinate an evaluation with an accredited researcher. If the independent researchers had access to data, and their research revealed that participants in the Straight-A Guide program were more likely to succeed upon release, as compared against similarly situated offenders who did not go through the program, we would have the ammunition we needed to sell this program to jails, prisons, and schools across the nation. Our problem was not only one of funding, but also of time. To gather the necessary data showing that Straight-A Guide programs lowered recidivism, participants wouldn’t only need to complete the program. They also would need to complete their prison terms, return to society, and refrain from violating the law for three years. Crossing the hurdle of becoming an evidence-based program would require significant amounts of capital. We would need to pay the necessary personnel who could conduct the study. We would need to fund the costs associated with opening meetings with decision makers. And we would need to collect data from participants who enrolled in the Straight-A Guide program. Until we were able to obtain evidence-based research, we’d continue to meet objections from administrators that would prevent us from scaling the program. If we had resources to acquire the research, we anticipated a massive market. Although we didn’t have clear data on the total available market, we knew that the corrections industry consumed more than $80 billion each year. If reentry and recidivism-reduction programs consumed only 5 percent of that budget, the market would be a $4 billion per year industry. In such a market, we anticipated that if we could become evidence-based, The Straight-A Guide program could anticipate sales north of $10 million per year.   Overcoming Challenges: Despite the challenges, Justin and I succeeded in persuading several administrators to purchase our program. Since we lacked the research to validate the Straight-A Guide, we could not command a high price point. Instead, we offered the program on a licensing basis at $5,000 per year, plus another $2,500 for training. If an institution purchased a license to use the Straight-A Guide program, I would visit the institution to train facilitators on how to teach participants. They could use the program as a tool to build intrinsic motivation and prepare offenders for success. After the training, we would leave the institution with the video content, the literature, and the lesson plans. Institutions could then use the program as a tool to improve outcomes. Our initial clients included the Washington State Prison System, Santa Clara County, The City of San Jose, Orange County School District, Los Angeles County Office of Education, Orange County Department of Education, and The Los Angeles County Sheriff’s Department. Those orders generated financial resources, but the costs associated with delivering our program proved to be too high. Our model of offering the Straight-A Guide at a low price point would only work if we were successful in finding hundreds of clients. Despite funding from philanthropic organizations, and funding from purchase orders, we lacked sufficient capital to cross the tipping point. In order to grow, we would need more resources. We needed resources to purchase advertising campaigns that would bring us to the attention of more institutional buyers. We needed resources to purchase booths at conventions that served the corrections market. We needed resources to fund our travel costs and to hire staff members who could help us execute our plan. Inexperience convinced me that purchase orders would flow into our organization as soon as I created the product. As time passed, however, I learned how much I didn’t know about the challenges of launching a start-up venture.

Finding Markets: Like anyone starting a new venture, Justin and I had to overcome many hurdles as we tried to introduce our products into the marketplace. Philanthropic organizations provided us with funding to get started, but we still needed to create a sustainable business model. That meant we needed to find markets. The markets we identified included jails, prisons, and schools that served people who were at risk of going into jails or prisons.   As formerly incarcerated individuals with felony convictions, Justin and I faced challenges in breaking through to decision makers at the institutions where we wanted to sell the Straight-A Guide. I concluded my prison term on August 12, 2013, but I was scheduled to serve an additional four years on Supervised Release. At times, selling to “the system” proved difficult because of our criminal records. Still, we were committed to the work, sensing that our product would inspire more people inside to pursue self-directed paths of preparing for success.   On occasions when we broke through to decision makers, we faced another challenge. The corrections industry was becoming more professionalized. As such, administrators were reluctant to purchase programs that had not been evaluated as being “evidence based.” In other words, before considering a rehabilitative program for purchase, the administrators expected to see scholarly research showing a program’s propensity to achieve its intended outcome.   With the Straight-A Guide, we aspired to show participants that they could empower themselves and prepare for success in meaningful, measurable ways. Their key to success would begin with a commitment to leading a values-based, goal-oriented life. To the extent that they articulated their values, set clear goals, and moved forward in the principled way of the program, they would make progress. The course would inspire participants to reject the criminal lifestyle and develop stronger critical-thinking skills.   Through the Straight-A Guide, participants would contemplate their avatars and employ Socratic questioning techniques. We anticipated that such disciplined, deliberate adjustment patterns would assist the participants in becoming more resourceful. Rather than waiting for calendar pages to turn, or engaging in the types of thoughtless behavior that derails so many people in prison, participants would focus. They’d find mentors, they’d create opportunities, they’d seize or create opportunities to educate themselves. To the extent that participants committed to the Straight-A Guide adjustment plan, they would walk out of prison with a strong support network and confidence in their ability to thrive as law-abiding, contributing citizens.   Yet when making this presentation to the corrections industry, we’d frequently encounter resistance. Many would object that other people in prison wouldn’t be able to do what I had done, or grasp the Straight-A Guide. They wanted to see independent scholarly research showing evidence that the Straight-A Guide lowered recidivism rates.   We would face an enormous obstacle in providing such evidence. In order to gather the research, we’d need the following:   We would need to contract with either a research institution or a university research department. We would need funding to pay for that research. We would need a test group that would allow us to administrate the Straight-A Guide program to a statistically significant group of people in prison. We would need each participant to take a “pretest,” showing their knowledge of the coursework we were about to teach through the program. We would need access to the answers they provided. We would need access to the coursework they completed as they advanced through the program. We would need the participants to complete their prison terms. We would need to measure progress the participants made after they returned to society. We would need to measure the success rate of participants who completed the Straight-A Guide and contrast those rates against others who were not exposed to the program.   To succeed as an evidence-based program, we would need to coordinate an evaluation with an accredited researcher. If the independent researchers had access to data, and their research revealed that participants in the Straight-A Guide program were more likely to succeed upon release, as compared against similarly situated offenders who did not go through the program, we would have the ammunition we needed to sell this program to jails, prisons, and schools across the nation.   Our problem was not only one of funding, but also of time. To gather the necessary data showing that Straight-A Guide programs lowered recidivism, participants wouldn’t only need to complete the program. They also would need to complete their prison terms, return to society, and refrain from violating the law for three years. Crossing the hurdle of becoming an evidence-based program would require significant amounts of capital. We would need to pay the necessary personnel who could conduct the study. We would need to fund the costs associated with opening meetings with decision makers. And we would need to collect data from participants who enrolled in the Straight-A Guide program.   Until we were able to obtain evidence-based research, we’d continue to meet objections from administrators that would prevent us from scaling the program. If we had resources to acquire the research, we anticipated a massive market. Although we didn’t have clear data on the total available market, we knew that the corrections industry consumed more than $80 billion each year. If reentry and recidivism-reduction programs consumed only 5 percent of that budget, the market would be a $4 billion per year industry. In such a market, we anticipated that if we could become evidence-based, The Straight-A Guide program could anticipate sales north of $10 million per year.   Despite the challenges, Justin and I succeeded in persuading several administrators to purchase our program. Since we lacked the research to validate the Straight-A Guide, we could not command a high price point. Instead, we offered the program on a licensing basis at $5,000 per year, plus another $2,500 for training. If an institution purchased a license to use the Straight-A Guide program, I would visit the institution to train facilitators on how to teach participants. They could use the program as a tool to build intrinsic motivation and prepare offenders for success. After the training, we would leave the institution with the video content, the literature, and the lesson plans. Institutions could then use the program as a tool to improve outcomes.   Our initial clients included the Washington State Prison System, Santa Clara County, The City of San Jose, Orange County School District, Los Angeles County Office of Education, Orange County Department of Education, and The Los Angeles County Sheriff’s Department. Those orders generated financial resources, but the costs associated with delivering our program proved to be too high. Our model of offering the Straight-A Guide at a low price point would only work if we were successful in finding hundreds of clients. Despite funding from philanthropic organizations, and funding from purchase orders, we lacked sufficient capital to cross the tipping point.   In order to grow, we would need more resources. We needed resources to purchase advertising campaigns that would bring us to the attention of more institutional buyers. We needed resources to purchase booths at conventions that served the corrections market. We needed resources to fund our travel costs and to hire staff members who could help us execute our plan. Inexperience convinced me that purchase orders would flow into our organization as soon as I created the product. As time passed, however, I learned how much I didn’t know about the challenges of launching a start-up venture.

Join Dr. Carlos as he delves into the tough theological questions and the answers from Christian Science with Don Ingwerson. As a Christian Scientist working as the Committee on Publication for Southern California, Don job is to advocate for Christian Science – not just legislatively – but also in public thought. And that's what my blogs have been doing – showing the link between the mental and the physical, and how important the spiritual is to the mental.I've been working as the Christian Science Committee on Publication for Southern California since 2006 and every year I find new opportunities to correct impositions on Christian Science (as directed by Mary Baker Eddy, the founder of Christian Science).Before working as the Committee, I worked in the public education sector, where I had an opportunity to work with a wide variety of people to ensure education goals were met. I was honored as the Superintendent of Schools in Louisville, Kentucky and later named National Superintendent of the Year for America – where I was honored by former President George H. W. Bush at the White House. My last educational appointment prior to becoming a full-time practitioner was Superintendent of the Los Angeles County Office of Education, an office serving 84 school districts.

Named a 2015 Digital Voice Award winning video by the Los Angeles County Office of Education! Presented by Sheena L., Gil M., & Marianne S. Created for Catholic Schools Week 2014-15 for Ms. Hobbs.

Named a 2015 Digital Voice Award winning video by the Los Angeles County Office of Education! Presented by Lia C., Vanessa H., & Justin L. Video made for students for Catholic Schools Week 2014-15 for Ms. Hobbs.

Dr. Benjamin La Brot is a native Southern Californian who learned to swim before he could walk. He has worked on sport and commercial fishing boats, on the Floating Marine Science Laboratory vessel, in classrooms across southern California for the Los Angeles County Office of Marine Education, and for Pacific Biomarine Laboratories as a research diver. He also qualified as an EMT, a Handicapped SCUBA Association Dive Buddy, and completed a B.S. in Marine Biology, a B.A. in History, and a Geology Minor from the University of CA, Santa Barbara.

Dr. Benjamin La Brot is a native Southern Californian who learned to swim before he could walk. He has worked on sport and commercial fishing boats, on the Floating Marine Science Laboratory vessel, in classrooms across southern California for the Los Angeles County Office of Marine Education, and for Pacific Biomarine Laboratories as a research diver. He also qualified as an EMT, a Handicapped SCUBA Association Dive Buddy, and completed a B.S. in Marine Biology, a B.A. in History, and a Geology Minor from the University of CA, Santa Barbara.