California Safe and Supportive Schools

Committing to Fostering Transformative Relationships

Mental Health Professionals (Counselors, School Psychologists, etc.)

Committing to Fostering Transformative Relationships

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Relationships are at the core of any educational environment and can make all the difference in how we create positive school climates. Join us to ground in transformative relationship practice to engage in throughout the school year. During the session, you can expect to reflect on relationships, identify your needs, and make a plan to create more transformative relationships with people in your educational community.

By the end of the session, participants will be able to:

  • Describe what transformative relationships mean for them individually
  • Identify and have a list of transformative relationships in their lives
  • Identify what they give to and receive from transformative relationships
  • Make a plan to communicate their needs around transformative relationships
  • Engage in mindfulness activities
  • Identify their preferred way of receiving and giving gratitude
  • Make a plan to incorporate gratitude into their day
  • Identify how to use gratitude individually, peer to peer, and as administrators

Watch the session recording:

View the recording transcript 

View the session slides and resources in this Linktree

Presenter:

Yasemin Rodriguez Corzo, Associate Director, Alliance for a Healthier Generation

Bio: Yasemin Rodriguez Corzo, MA is the Associate Director on the Whole Child Health National Advisor team at the Alliance for a Healthier Generation. With a background in education in emergencies, Yasemin has 10+ years in curriculum and content design, educational and workforce programming implementation, and research. In her current role, she oversees and collaborates with a team of National Advisors to create and curate resources, design and deliver high quality professional learnings, and cultivate and maintain national and regional partnerships to bolster practices and policies in whole child health. Yasemin holds a master’s degree from Teachers College, Columbia University in International Educational Development with a focus on Peace and Human Rights Education. In addition to improving practices and systems to ensure equitable education for children across the globe, Yasemin is also passionate about travel, going for long walks, and fish tacos.

Culturally Responsive Pedagogy: A Case Study in Successful Educational Systems

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Culturally Responsive Pedagogy allows for learning to go beyond the surface level and create significant and meaningful learning experiences for all students. It moves past the “what” and into the “why” of education and allows students to have their daily experiences validated through learning. In this session, two practitioners with experience addressing the challenges of centering race and culture alongside their partners at the district and school levels will illuminate ways to overcome what can feel like overwhelming odds in this work. Through the case stories, work will be highlighted where advocacy and activism are taking place, as well as lessons learned around crowdsourcing and developing equity-centered solutions that promote culturally responsive and sustaining systems.

Watch the session recording:

View the recording transcript

View the session slides and resources in this Linktree

Presenters:

Rawlin J. Rosario, Senior Program Associate, WestEd

Rawlin J. Rosario is a Senior Program Associate for the Talent Development and Diversity team at WestEd. He delivers technical assistance; develops research and evidence-based tools and resources; and provides research and policy support with state, regional, and local education agencies to help build more equitable and culturally responsive systems.

Before joining WestEd, Rawlin was a middle school ELA teacher, instructional coach/leader, and administrator in Gaston, North Carolina; New Haven, Connecticut; and The Bronx, New York. In those roles, Rawlin was able to model outstanding culturally responsive instruction and deliver professional development to teachers and staff on instruction, systems change, classroom management, and culturally responsive practices. In addition to his experiences in K–12 spaces, Rawlin also contributed to the development and implementation of the New York State Education Department statewide framework for Culturally Responsive-Sustaining Education—the first of its kind in the nation.

In 2018, Rawlin earned his master’s degree in educational leadership, policy & advocacy from New York University Steinhardt’s School of Culture, Education and Human Development. As a first-generation college student born in the Dominican Republic and an English Language learner, Rawlin is motivated to do racial equity work because he believes in the power of creating educational systems that reflect and honor the diversity of the communities they serve. He is dedicated to dismantling racist systems of oppression to ensure our Black and Brown students can discover their best selves and contribute to their communities in the ways they see fit.

Timothy Ojetunde, School Climate Program Associate, WestEd

Timothy Ojetunde is a Program Associate at WestEd on the Resilient Healthy Schools and Communities team, focusing on school climate and data use. He supports districts and schools in centering equity and improving educational outcomes for all. Timothy’s expertise is grounded in school culture and climate, restorative practices, SEL, and trauma-informed practices, as well as diversity, equity, and inclusion.

Timothy comes to WestEd with over a decade of knowledge and experience across multiple spaces and communities having been a teacher, advisory and school culture specialist, school administrator, and DEI consultant. In his work, he has coached school administrators, presented to leaders, and facilitated sessions for hundreds of educators and learners across multiple conferences. He is extremely passionate about creating equitable outcomes and is dedicated to supporting students and adults as they grow, develop, and find success.

Timothy was born and raised in Los Angeles and is a graduate of UCLA with master’s degrees from Arizona State University and California State University, Dominguez Hills. He also enjoys music, sports, film, and television. 

The Power of Authentic Collaborative Leadership: The Transformation of Bassett Community School 

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This session takes you through a journey of understanding how trust and relationships through authentic collaborative leadership transforms schools into a place where educators, local community members, families, and students work together to strengthen conditions for student learning and healthy development. Through a unique model of community schools led by the Los Angeles County Office of Education (LACOE), Bassett High School shares how they have taken elements of the California Community Schools Partnership Program (CCSPP) framework to create an environment where educational partners are empowered and given a voice. Come learn about how one community school has moved to authentically engage their school community to improve student outcomes.

Watch the session recording:

View the recording transcript

View the session slides and resources in this Linktree

Presenters:

Hector Vasquez, Principal, Bassett High School, Bassett Unified School District

Hector Vasquez is an experienced, highly dedicated, bilingual (English-Spanish) administrator with a proven track record in effectively leading organizations through continuous improvement, professional training and development programs, and an unwavering focus on the achievement of excellence. He has demonstrated leadership success with diverse, multicultural environments and employs finely developed communication and listening skills to facilitate strong, collaborative relationships with colleagues, internal teams, district office staff, and community partners.

Estela Peregrina-Schubert, LACOE Community Schools Specialist, Bassett High School, Bassett Unified School District

Estela Peregrina-Schubert’s 29 years of experience in education is diverse, with specialization in alternative education and coordinating resources to support students and their families. She spent a decade serving at-promise youth as a counselor and administrator and, in this capacity, supported and inspired young people to overcome daily challenges within the juvenile justice system, with substance abuse, mental health, and staying on track for graduation. As a Community Schools Specialist for the Los Angeles County Office of Education at Bassett High School, her first year in this capacity has taught her that there is so much more impactful work to be done in education.

Estela holds advanced degrees in educational leadership and educational counseling from California State Polytechnic University, Pomona, and Azusa Pacific University. In addition to her passion for education, Estela is a mother to two amazing daughters.

Dr. Michelle Castelo Alferes, Director, Los Angeles County Office of Education, Community Schools Initiative

Dr. Michelle Castelo Alferes serves as the Los Angeles County Office of Education (LACOE) Community Schools Initiative (CSI) Director III. Dr. Castelo Alferes has over 20 years of experience in public education focused on student support services, dropout prevention, child welfare and attendance, and mental health. She has dedicated her career to empowering school communities, leveraging their strengths, and promoting social justice. Dr. Castelo Alferes is a three-time graduate of UCLA with a bachelor’s degree in Sociology, master’s in Social Work, and a doctorate in Educational Leadership.

Previously, Dr. Castelo Alferes came from the Los Angeles Unified School District (LAUSD), where she served at-promise and historically underserved student populations and school communities as a Pupil Services and Attendance (PSA) Counselor, lead PSA Counselor, Program Coordinator, and Director of Pupil Services. Most recently, Dr. Castelo Alferes served as director with LAUSD’s Student Health and Human Services division, leading the work of Human Relations, Diversity and Equity, Positive Behavior Interventions and Supports/Restorative Practices (PBIS/RP), and data/program evaluation. She is also a part-time Adjunct Professor in the Social Work program for Mount Saint Mary’s University.

Peer Learning Exchange: Restorative Beliefs in Action

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This Peer Learning Exchange will provide a space to learn about and consider how to employ restorative practices to center trusting relationships and improve school climate. What are some examples of restorative beliefs? Which do you—or might you want to—prioritize in your community? Hear how our presenter has brought some of these restorative principles to life with specific practice examples, such as using micro-affirmations to lift up students.

Presenting Partner: Timothy Ojetunde

Timothy Ojetunde is a Program Associate at WestEd on the Resilient Healthy Schools and Communities team, focusing on school climate and data use. He supports districts and schools in centering equity and improving educational outcomes for all. Timothy’s expertise is grounded in school culture and climate, restorative practices, SEL, and trauma-informed practices, as well as diversity, equity, and inclusion (DEI).

Timothy comes to WestEd with over a decade of knowledge and experience across multiple spaces and communities, having been a teacher, advisory and school culture specialist, school administrator, and DEI consultant. In his work, he has coached school administrators, presented to leaders, and facilitated sessions for hundreds of educators and learners. He is extremely passionate about creating equitable outcomes and is dedicated to supporting students and adults as they grow, develop, and find success.

Timothy was born and raised in Los Angeles and is a graduate of UCLA with master’s degrees from Arizona State University and California State University, Dominguez Hills.

 

Highlighted Resources:

Accessing Comprehensive Children’s Well-Being Data to Inform School Climate Improvement Efforts

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Watch the session recording below.

Children Now’s 2023 County Scorecard of Children’s Well-Being is an interactive online tool that provides a comprehensive picture of children’s health, education, and welfare in every one of California’s 58 counties. This tool provides county-level data mapping, tracking key indicators of child well-being across counties, over time, and by race and ethnicity. In this webinar, Children Now will review findings from their most recent Scorecard, review how to access local county data, and discuss how communities have used the data to inform their efforts.

Presenters

Kelly Hardy, Senior Managing Director, Health & Research

Kelly Hardy directs and supervises the organization’s health policy and research projects, including the California Children’s Report Card and California County Scorecard of Children’s Well-Being.

Ms. Hardy has worked in health policy at the federal, state and county levels, focusing on Medi-Cal and the uninsured. In Washington, D.C., she advocated for reproductive rights and on behalf of breast cancer organizations as a member of government relations firm Bass and Howes, Inc. In Sacramento, Ms. Hardy worked directly with the California Health and Human Services Agency’s Assistant Secretary on Medi-Cal; she also analyzed state health policies and budgets for the government relations firm Hyde, Miller, Owen & Trost. Afterwards, she oversaw the Medi-Cal, CalWand food stamp budgets for the Alameda County Social Services Agency.

Ms. Hardy earned her MPP and MPH at University of California, Berkeley and a B.A. in psychology with a minor in women’s studies at Johns Hopkins University.

Jurnee Louder, Assistant, Research

Jurnee Louder serves as the Research Assistant at Children Now. In this role, Ms. Louder supports the development of the organization’s research-oriented publications and projects.

Prior to joining Children Now, Ms. Louder graduated magna cum laude from the George Washington University, with a B.A. in sociology. In her studies, she developed not only a robust understanding of research methods, but also honed her passion for using research to improve disparities across vulnerable populations. Ms. Louder won awards for her university research and presented at regional conferences. While pursuing her degree, Ms. Louder also worked as a writing consultant at her alma mater’s writing center. There, she met with a diverse set of clients to help them strengthen their writing and research process.

In her free time, Ms. Louder enjoys reading, cooking, exploring the Bay Area and caring for her ever-growing collection of plants.

 

 

Watch the recorded Webinar

View the transcript.

Download the slides.

View the session resources.

Peer Learning Exchange: Building Engagement and Wellness Through Human Connection

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As the second half of the school year gets underway, many students and staff struggle with motivation, self-efficacy, and just showing up. After the winter break, some may come back rested and rejuvenated while others may feel overwhelmed. How can we care for ourselves and others in a way that is manageable, uplifting, and connecting so that students and adults feel supported as part of a community?

Join the California Center for School Climate and other educators to discuss how you can increase connection, and thus well-being, for yourself, team members, and the students you serve. School counselor and family coach Melissa Saunders will ground us in theory and share a specific practice that you can implement immediately—individually or as a school community—to support a struggling student or colleague while improving your own experience at work.

Participants will have the opportunity to gain practical strategies, as well as share their own successes and challenges, in small and large groups with peers from across the state.

Presenting field partner: Melissa Saunders has worked in public education for over 20 years. She started her career as a classroom teacher and has had the opportunity to serve students and families in numerous other roles at both the site and district level as a school counselor, special education liaison, and intervention lead. She has specialized training and expertise in MTSS, PBIS, social–emotional and behavioral interventions, LGBTQ youth, trauma-informed practices, restorative practices, crisis intervention, and mental health. Her professional passion is creating systems and structures to support the needs of all students. Currently, Melissa works part-time as a school counselor and sees clients for family coaching and counseling. You can learn more about her work at: www.melissasaunders.com.

Highlighted Resources: