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FAIR Education Act Training CalSTAT Regional Institute. Meet The Team!. Teresa Favuzzi Executive Director, CFILC Lynn Bravewomon Coordinator, HUSD Safe and Inclusive Schools Program Sheri Burns Executive Director, CRIL Christina Mills Deputy Director, CFILC. Meet The Team!.

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FAIR Education Act Training

CalSTAT Regional Institute

meet the team
Meet The Team!
  • Teresa Favuzzi

Executive Director, CFILC

  • Lynn Bravewomon

Coordinator, HUSD Safe and

Inclusive Schools Program

  • Sheri Burns

Executive Director, CRIL

  • Christina Mills

Deputy Director, CFILC

meet the team1
Meet The Team!
  • Ted Jackson

Statewide Organizer, CFILC

  • Dolores Tejada

Community Organizer, CRIL

  • Kirk Aranda

Youth Advocate, CFILC

  • Samantha Garcia

Logistics Coordinator, CFILC

what is the fair education act
What is the FAIR Education Act?

The FAIR (Fair, Accurate, Inclusive, Respectful) Education Act (Senate Bill 48) was passed by the Legislature and signed into law by Governor Jerry Brown on July 14, 2011, which went into effect on January 1, 2012. This law makes it possible for students to learn more about the history of people with disabilities, lesbians, gays, bisexuals and transgender persons (LGBT) and how they’ve played important roles in our society. This California law also says that schools can’t use text books or lesson plans that discriminate against people with disabilities or the LGBT community. Students in K-12 grades will learn about this subject in their social science classes.

getting started
Getting Started
  • Coalition Background Work
    • CRIL and HUSD had a long-term relationship working on issues like disability history and anti-bullying.
    • Team begins meeting in August 2012
    • Original Dates set for December 2012
    • More development was needed
    • Regrouping with HUSD administration
key points of contact with husd
Key Points of Contact with HUSD
  • Special Education Program Managers
  • Safe and Inclusive Schools Program Coordinator
  • Gay-Straight Alliance Teachers
  • Special Education Teachers
  • Administration
    • Asst. Superintendant Educational Services
    • Director of Assessment, Research and Evaluation
    • Vice Principals
institute program development
Institute/Program Development
  • It begins with the organizing…a year of experience in the field
    • Feedback from teachers and community members
    • Experience from other FAIR Education Act events
  • Partnership with HUSD Safe and Inclusive Schools Program
  • Team Members Experience
  • Weekly Meetings
  • A two-day institute designed to include community stakeholders from the Education, Disability and LGBTQ communities to come together to explore the FAIR Education Act, and how to shape the teaching of Disability and LGBT history in grades 7-12 social studies classrooms.
husd responsibilities
HUSD Responsibilities
  • Administrative Communication to Principals
  • Social Studies Teacher Recruitment
  • Substitute Teacher Assignment
  • Student Approval
  • Location
  • Planning Meeting Agenda Development
  • Materials Printing
cfilc yo cril responsibilities
CFILC – YO!-CRIL Responsibilities
  • Student Outreach
  • Community Member Outreach
  • Academic Presenter Outreach
  • Planning Meeting Facilitation
  • On Line Registration
  • Materials Development
outreach materials and web presence
Outreach Materials and Web Presence

  • On Line Registration
  • What is FAIR-FAQ’s
  • Resources for Students, Teachers and Community Members

Letters to Stakeholders

  • Parents
  • Teachers
  • Administrators
participant outreach categories
Participant Outreach Categories
  • Students and Teachers Inside HUSD
  • Students and Teachers Outside HUSD
  • Community Members/Organizations
  • Parents

How did we reach them?

How did we get them to attend?

  • GSA Clubs
  • Disability Action Network for Youth (DANY)
  • Special Education Classes
  • YO! (Youth Organized) Disabled and Proud

How did we reach them?

How did we get them to attend?

What permission processes were required?

  • GSA Club Advisors
  • Social Studies Department
  • Special Education Department
  • School Administrators
  • Yo! (Youth Organized)Disabled and Proud

How did we reach them?

How did we get them to attend?

How did the district handle substitute teachers?

community members organizations
Community Members/Organizations
  • FAIR Education Act Coalition
  • Disability Action Network-CRIL
  • Lavender Seniors, LAMBDA Youth Group-Project Eden/Horizon Services, Inc.
  • The IL Network

How did we reach them?

How did we get them to attend?

Where did they come from?

  • HUSD Parent Networks
  • Students

Did we reach them?

Did we get them to attend?

What concerns did we consider?

presenter outreach and recruitment
Presenter Outreach and Recruitment
  • Disability History: Disability Youth Advocacy Coalition Partners
      • Insert
      • Insert
  • LGBT History: FAIR Education Act Coalition Partners
      • Sonoma State University, GSANetwork, Our Family Coalition
      • University of Southern California: ONE National LGBT Archive
  • Educational and Advocacy Presenters
      • Facing History and Ourselves, GSANetwork, HUSD Safe and Inclusive Schools
registration process and confirmation
Registration Process and Confirmation
  • Registration
      • On Line: November 2012 thru February 2013
      • Face to Face: Community Members, Students, Teachers
      • Professional Networks and Coalitions
  • Confirmation
      • Phone Calls
      • Email
      • School Administrators and Teachers
program agenda day one
Program Agenda: Day One

Thursday, March 14, 2013, 8:30 a.m. to 3:30 p.m.

  • Welcome to Day One!
      • What is the FAIR Education Act of 2011
      • Expectations for the Regional Institute
      • Ice breaker: Power Shuffle
  •  LGBTQ History Presentation
      • Joseph Hawkins, Ph.D., Director of Collections
      • ONE National Gay and Lesbian Archives at the University of Southern California Libraries
  •  Disability History Presentation
      • Anthony Tusler, About Disability
      • Disability Studies, Sonoma State University (retired)
  • Table Turn In: Brainstorm ideas for lessons in

collaborative groups (Teachers, Students, Community Members)

  • Wrap Up – Day Two Instructions:

Homework – Something in history you learned today

that you didn’t know before the institute.

program agenda day two
Program Agenda: Day Two

Friday , March 15, 2013, 8:30 a.m. to 3:30 p.m.

  • Welcome to Day Two
      • Warm up activity and review what we learned yesterday.
  • What does the community have to offer?
      • HUSD Safe and Inclusive Schools Program - Support
      • Y.O! Disabled and Proud - Resources and Programs
      • Gay-Straight Alliance Network - Student Advocacy
      • Facing History and Ourselves – Professional Development and Mentorship
  •  Morning Breakouts: Teams (Teachers, Students and Community Members) work together on history lesson ideas.
  •  Afternoon Breakouts: Stakeholder groups develop plans
      • Students: What activities, content and information would you use to educate peers?
      • Teachers: Lesson Plan Outline Development - work in grade level teams or pairs.
      • Community Members: What information, content, resources and support is needed

to educate the community about FAIR in HUSD.

  •  Breakout Group Report Out
  •  Farewell: Feedback Survey, Follow Up Instructions
what happened during the institute
What Happened During The Institute
  • Teachers: Professional development and lesson planning.
  • Students: Coalition building and in school organizing
  • Community Members: Community organizing for sustainability
  • Everyone: Discovering LGBT and Disability History
outcomes teachers

The following ideas were developed by individual teachers as they continue to think about how to integrate information into their instruction:

  • Government: Marriage rights, marriage equity
  • World History: Customs in other countries about gender, the Holocaust and eugenics
  • US History: Civil rights and Suffragette movement
  • Introduction to History of Disabled Community: Images in Popular Culture, Picture Gallery, Group Research project
  • Connecting Past to Present: Case Study of Laws, Ugly Laws, Connecting Film, media portrayal of Disabled people over time 
  • Imperialism and Colonization : Defining “the other”, Machine of combat: effect of disabilities
  • Formation and Social Changes: effect of laws, HIV policy, connect to Jim Crow laws
  • Language Arts: Shakespeare, Greek and Italian Lit 1500s-
  • Statistics and Data study
outcomes students
  • Hayward High:
    • Materials: Posters/flyers
    • Presentations: Classroom and Assembly
    • Disability-GSA Events and Meeting
    • LTE lunch time event
    • Transgender Awareness Day
    • Informational videos
    • Visit colleges to learn more
  • Mount Eden:
    • Create a Disability and Allies group
    • Create power point presentations of GSA history and Disability History
    • Guests speakers
    • Get parents involved.
    • Involve elementary and middle schools
    • Promote LGBTQ and Disability books.
    • Desegregate classrooms
  • Tennyson High School:
    • Make sure we include those whom have disabilities that are non-apparent and apparent.
    • Recruit people for more support!
    • Make students more aware of both the Disability and the LGBTQ communities.
    • Host field trips with students with disabilities.
    • Work on anti-bullying involving students with disabilities and GSA.
    • Educate on non-apparent disabilities.
outcomes community members
Outcomes-Community Members
  • Creating a 30-Minute Outreach Presentation Tool Kit
      • Including materials and posters 
  • PTA/Parent Outreach Program
      • Getting on PTA Agendas
      • Working with PFLAG
      • Getting on School/District Climate Committees
  • School Board Outreach Program
      • Involve Youth: Personal experiences in school
      • Involve Community members: Sharing experiences (local history)
      • The Ask: “Will you commit to implementing FAIR?”

Create a “Stories Campaign”

      • Tell the stories of struggles for equality for both communities
      • Use Youtube, network websites, social media and access for the above in person outreaches
  • Create an interactive FAIR Implementation Map
      • Y.O! Disabled and Proud website
      • Highlight cities or regions that are implementing FAIR
follow up husd
Follow Up - HUSD
  • Follow Up Days: May 23 and June 26
  • Secondary Social Studies and

Language Arts Teachers

  • Review resources
  • Design Lesson Plans for

implementation in their classrooms

follow up husd1
Follow Up - HUSD

Lesson Plan Template Developed by HUSD



Number of lessons in series:

Lesson #:

Objectives of Unit/Lesson:




Objectives for Lesson #______




Materials and Resources Needed ( include technology):

Direct Instruction:

Guided Instruction:

Student Collaboration:

Independent Student work and Products:

lessons learned
Lessons Learned
  • Coordinating Recruitment with School District
  • Finding Presenters
  • Recruiting Students, Teachers and Community Members
  • Balance between LGBT and Disability
  • Need for Cultural Competency in Agenda
  • Community and School District Reps on Planning Team
  • Logistics and site coordination

What went well? What would we do differently?

What surprised us?

thank you
Thank You!

For future FAIR Education Act inquiries…

Ted Jackson, Statewide Organizer

California Foundation for

Independent Living Centers

(916) 325-1690


YO! (Youth Organized)Disables and Proud

California Department of Education, Special Education Division’s special project, California Services for Technical Assistance and Training (CalSTAT) is funded through a contract with the Napa County Office of Education. CalSTAT is partially funded from federal funds, State Grants #H027A080116A. Additional federal funds are provided from a federal competitively awarded State Personnel Development Grant to California (#H323A070011) provided from the U.S. Department of Education Part D of the Individuals with Disabilities Education act (IDEA).