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Racial and Identity Profiling Advisory (RIPA) Board;
California's Racial and Identity Profiling Advisory Board (Board) is pleased to release its Third Annual Report. The Board was created by the Racial and Identity Profiling Act of 2015 (RIPA) to shepherd data collection and provide public reports with the ultimate objective to eliminate racial and identity profiling and improve and understand diversity in law enforcement through training, education, and outreach. For the first time, the Board's report includes an analysis of the stop data collected under RIPA, which requires nearly all California law enforcement agencies to submit demographic data on all detentions and searches. This report also provides recommendations that law enforcement can incorporate to enhance their policies, procedures, and trainings on topics that intersect with bias and racial and identity profiling. This report provides the Board's recommendations for next steps for all stakeholders – advocacy groups, community members, law enforcement, and policymakers – who can collectively advance the goals of RIPA. In rendering these recommendations, the Board hopes to further carry out its mission to eliminate racial and identity profiling and improve law enforcement and community relations.
S. D. Bechtel, Jr. Foundation;
A timeline showing S. D. Bechtel, Jr. Foundation's program and spending activity, and relevant events in the state of California, from 2008 through 2019.
Journal of Youth Development;
Given the recent emphasis on social and emotional development, many professionals who manage, develop, or influence expanded learning systems are beginning to ask, "How do we better prepare staff to promote social and emotional development?" California has adopted a statewide professional development strategy for publicly-funded expanded learning programs that is designed to raise awareness of the importance of social and emotional learning (SEL) among practitioners and build tools for the field to support implementation. The strategy -- led by a partnership among a state agency, expanded learning intermediaries, and funders -- combines leadership development, field-building initiatives, and program-level supports. It also complements the current expanded learning system. In this article, we describe the statewide strategy and discuss how it addresses workforce challenges, the core levers that California used to develop the strategy, and why and how the state-level leadership prioritized social and emotional learning. We conclude the article with lessons learned about collaboration, implementation, and assessing impact.
S. D. Bechtel, Jr. Foundation;
The S. D. Bechtel, Jr. Foundation invests in capacity building to enhance the effectiveness of our water and land grantees and enhance the systems and structures surrounding their work.The S. D. Bechtel, Jr. Foundation envisions a California that manages, stewards, and conserves its water and land to support a resilient environment and healthy communities. This snapshot, prepared as the Foundation nears conclusion in 2020, documents a core strategy within its Environment Program.
S. D. Bechtel, Jr. Foundation;
Through the New Generation of Educators Initiative, the S. D. Bechtel, Jr. Foundation invested more than $20 million across six years, 2014 to 2019, to support high-quality preparation for new teachers in California. This preparation included a focus on instruction aligned to the state's new academic standards for math and science.The Foundation directed its investment to the California State University (CSU). The CSU system comprises 23 campuses that collectively prepare more than 50 percent of the state's teacher workforce for K-12 education -- and about 10 percent of the nation's teachers.The overarching goal was to demonstrate improved practices that prepare new teachers for success on their first day in the classroom, to scale and sustain these improvements across the CSU system, and to inform and influence the approaches used by other teacher preparation program providers as well as funders and policymakers supporting their efforts.
S. D. Bechtel, Jr. Foundation;
Improving statewide conservation systems is hard in any scenario, and especially so in a time-limited circumstance. The S.D. Bechtel, Jr. Foundation's intent to conclude operations, with an end date ultimately set for 2020, meant there might be limited chances for emerging innovations to align with political will and receptivity to new policy. Nevertheless, with a tolerance for risk, the Foundation made significant investments to help the field develop new approaches that could carry conservation efforts forward even as the Foundation ended its role as a major funder in California.
Meaningful participation among students occurs when contributions to the school and classroom environment are facilitated, rather than directed, by adults; and when learning is connected to students' personal interests and applicable to their lives. Meaningful participation at school cultivates students' autonomy; decision-making and leadership skills; and personal talents and strengths.This What Works Brief, cowritten by Meagan O'Malley, former Research Associate at WestEd, provides teachers and other school staff strategies for supporting students' meaningful participation in school, including:Volunteering to be the advisor to a student-led initiative or interest groupFacilitating an after-school, extracurricular project in a particular content areaHaving students collaborate to set class and school norms, as well as learning goalsAdding student-selected, project-based assignments to curriculaNote: Developed by the California Safe and Supportive Schools (S3) Technical Assistance Center, What Works Briefs summarize state-of-the-art practices, strategies, and programs for improving school climate.Based on the most current research, each of the ten briefs provides practical recommendations for school staff, parents, and community members and can be used separately to target specific issues (e.g., family engagement) or grouped together to address more complex, systemwide issues. What Works Briefs are organized into three sections:Quick Wins: What Teachers and Adults Can Do Right NowUniversal Supports: Schoolwide Policies, Practices, and ProgramsTargeted Supports: Intensive Supports for At-Risk Youth
One of the benefits to California schools participating in CalSCHLS is that a district/school can compare local results with those from other districts/schools and to county and state norms. Such comparisons can help in interpreting trends and guiding program decisions by placing the results in a larger context of what is happening elsewhere. By participating you also contribute to a statewide dataset that can be analyzed to provide insight into broad factors affecting student success that benefit all schools.Standard district student and staff reports are produced in less than three weeks for 90% of districts when the survey is administered online. When the survey is administered in paper-and-pencil format, reports are produced in less than seven weeks after print answer forms are received at WestEd. Reports based on custom survey configurations can take longer. District reports are publicly posted to this website by the end of November of the year following administration. Parent survey results are not posted on the website.
Center for the Future of Teaching and Learning at WestEd;
Produced by the Center for the Future of Teaching and Learning at WestEd, this 13th annual report on the California teacher workforce takes an extended look at principals in our Golden State and their vital role in supporting teacher effectiveness.The Center provides new information on budget cutbacks to teacher professional development, declining enrollment in preparation programs, drops in the rate of newly credentialed teachers, and escalating educator retirements.The report also looks at how California's school principals perceive their role and how well-prepared they are in helping their teachers become more effective educators.In addition to research and analyses, this report offers useful recommendations. How can we improve the state's system of teacher development and evaluation in ways that strengthen the quality of classroom practice? How can we help educators prepare for the challenge of implementing the Common Core State Standards?
What Are We Doing to Middle School English Learners: Research ReportEXECUTIVE SUMMARYMiddle school students who are English Learners (ELs) quickly run out of time to develop the academic uses of English and the critical skills that will enable them to succeed in the 21st century. What are schools doing during these crucial years to promote ELs' accelerated access to academic language and grade-level, standards-based instruction? How will these students catch up and be able to compete in high school, in college, and on the job market? This study concludes that middle school programs for English Learners in California are failing students and limiting their futures in profound ways. Conducted by researchers in the Quality Teaching for English Learners program at WestEd, the study was funded by the William and Flora Hewlett Foundation. Interviews with 13 school districts with the highest concentration of English Learners in the state and 64 middle schools in those districts found incoherent EL programs across districts and from school to school within districts. The use of below-grade-level materials was found to be widespread in English Learner programs, remediation rather than acceleration was common, and some schools purposely decelerated students' progress through already below-grade-level materials. On California's five-level assessment of English Learners, the California English Language Development Test (CELDT), most students (56 percent) do not progress a single level in a year's time and some even regress (California Department of Education, 2008). School districts in the study identified inadequate teacher preparation for working with English Learners as the primary challenge to these students' academic success. Yet most districts did not provide professional development that would even begin to address teachers' needs. The study also found that schools did not have mechanisms for addressing challenges that they identified. Schools identified teachers of ELs' and EL students' lack of motivation as primary challenges, yet, only six schools reported a focus on student engagement as a support they offered; none reported having a focus on teacher engagement and motivation. Similarly, lack of parental involvement was identified as a major challenge by school interviewees, but only two schools reported having a focus on involving parents. Case studies were developed from classroom observations and interviews in five middle schools that were selected by triangulation of student data (substantially higher than average EL performance on standardized measures), survey responses, and district nominations. These case studies contextualize the study findings— the major challenges schools still face and the promising practices that were found. Practices in one school especially were notable, a small, autonomous district school organized with a focus on targeted grade-level support for students, concerted outreach to parents, and ongoing collegial professional development for teachers.
This report examines the assessment and course placement practices across California's community colleges for incoming students and recommends strategies for overall improvement.Community colleges have processes in place for new student orientation, counseling, assessment, and course placement. Nonetheless, students, by and large, view their matriculation process as a one-shot deal—an isolated event that happens one day with minimal to no advance information.Yet the assessment and placement process involves very high stakes for students and can negatively impact their future success. Course placement affects not only how quickly students can earn a certificate or degree—a factor affecting the cost of their program of study—but also their likelihood of completing a credential at all.Drawing from quantitative analyses and interviews with counselors and students, the authors uncover substantial variance in assessment and placement policies statewide, as well as confusion among both students and counselors about the policies. The authors provide recommendations directed toward making assessment and placement part of overall diagnostic and learning processes that span high school and college.
S. D. Bechtel, Jr. Foundation;
The California Conservation Fund was a charitable operating foundation established by Stephen D. Bechtel, Jr. to protect and restore waterfowl habitat. The Fund's primary impact was the conservation of more than 4,000 acres of prime habitat. Its secondary impact, while less direct, was larger in scale: Fund activities yielded insight into the underlying dynamics of wetland and open space management in California and, in turn, deeply influenced S. D. Bechtel, Jr. Foundation Environment Program investments. In the Foundation's spend-down years, its Environment Program focused on systemic issues highlighted by the California Conservation Fund's efforts, and worked toward a California that manages, stewards, and conserves its water and land to support a resilient environment and economy.