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MAEC'S EQUITY AUDIT
MAEC, Inc. developed its Equity Audit to offer districts, schools, and teachers a way to develop a more concrete understanding of what it means to practice equity, and reflect on whether current school policies, procedures and practices are equitable. Unlike a regular organizational audit, MAEC’s Equity Audit critically examinespolicies
CREATING NEW FUTURES FOR NEWCOMERS We identified five “bright spot” schools and profiled them in our report, Creating New Futures for Newcomers. Educators seeking guidance will find proven approaches and other fresh ideas that can benefit all students, but especially immigrant and refugee students. Download a copy. The Newcomer Dream. Manhattan International High School, NY.CAFE - MAEC, INC.
CAFE is the Statewide Family Engagement Center for the states of Maryland and Pennsylvania. We help build sustainable infrastructure to support healthy family, student, and community engagement. CAFE serves all educators – from state agencies to school districts to school staff and early care providers – and families by developingresources
TITLE IX INVESTIGATOR ROLES AND RESPONSIBILITIES TIME TO ACT: HOW SCHOOL SUPERINTENDENTS KEEP EQUITY AT THE Clearly, now is the time for action. The Council of Chief State School Officers affirms, “While this moment brings challenges, it also offers the potential to rebuild education systems and schools that actively redress racial and other inequities. Returning to business as usual is not an option” (CCSSO, 2020). This resource guide isBOARD OF DIRECTORS
Marjan Shallal. DIRECTOR. Busboys and Poets, DC. Marjan Shallal has served two terms on the HDC Board working on the Development Committee, including a stint as its Chair. She was appointed by Mayor Bowser in 2015. Marjan is a political activist and co-owner of Busboys & Poets restaurants in DC, Maryland, and Virginia. TITLE IX DECISION-MAKER ROLES AND RESPONSIBILITIES RACIAL IDENTITY, ACADEMIC IDENTITY, AND ACADEMIC The cultural, ethnic, and racial backgrounds of students play an integral role in their beliefs, practices, and expectations for education (Boykin & Toms, 1985). Aspects of an academic identity and an academic self-concept are strongly related to and have an effect on the academic performance of students. Awareness of race and the waysin which
CRITERIA FOR AN EQUITABLE CLASSROOM 2. Are students reassessed regularly for appropriate academic placement and content? 3. Does the teacher assign classroom seating patterns, projects, and other MAEC, INC.ABOUTOUR WORKSERVICESRESOURCESNEWS & EVENTSEARLY CHILDHOOD Mid-Atlantic Equity Consortium (MAEC) is committed to providing access to our web pages for individuals with disabilities. The content of this site has been tested for usability and accessibility using a combination of standards-based, automated procedures and acceptedheuristic methods.
MAEC'S EQUITY AUDIT
MAEC, Inc. developed its Equity Audit to offer districts, schools, and teachers a way to develop a more concrete understanding of what it means to practice equity, and reflect on whether current school policies, procedures and practices are equitable. Unlike a regular organizational audit, MAEC’s Equity Audit critically examinespolicies
CREATING NEW FUTURES FOR NEWCOMERS We identified five “bright spot” schools and profiled them in our report, Creating New Futures for Newcomers. Educators seeking guidance will find proven approaches and other fresh ideas that can benefit all students, but especially immigrant and refugee students. Download a copy. The Newcomer Dream. Manhattan International High School, NY.CAFE - MAEC, INC.
CAFE is the Statewide Family Engagement Center for the states of Maryland and Pennsylvania. We help build sustainable infrastructure to support healthy family, student, and community engagement. CAFE serves all educators – from state agencies to school districts to school staff and early care providers – and families by developingresources
TITLE IX INVESTIGATOR ROLES AND RESPONSIBILITIES TIME TO ACT: HOW SCHOOL SUPERINTENDENTS KEEP EQUITY AT THE Clearly, now is the time for action. The Council of Chief State School Officers affirms, “While this moment brings challenges, it also offers the potential to rebuild education systems and schools that actively redress racial and other inequities. Returning to business as usual is not an option” (CCSSO, 2020). This resource guide isBOARD OF DIRECTORS
Marjan Shallal. DIRECTOR. Busboys and Poets, DC. Marjan Shallal has served two terms on the HDC Board working on the Development Committee, including a stint as its Chair. She was appointed by Mayor Bowser in 2015. Marjan is a political activist and co-owner of Busboys & Poets restaurants in DC, Maryland, and Virginia. TITLE IX DECISION-MAKER ROLES AND RESPONSIBILITIES RACIAL IDENTITY, ACADEMIC IDENTITY, AND ACADEMIC The cultural, ethnic, and racial backgrounds of students play an integral role in their beliefs, practices, and expectations for education (Boykin & Toms, 1985). Aspects of an academic identity and an academic self-concept are strongly related to and have an effect on the academic performance of students. Awareness of race and the waysin which
CRITERIA FOR AN EQUITABLE CLASSROOM 2. Are students reassessed regularly for appropriate academic placement and content? 3. Does the teacher assign classroom seating patterns, projects, and other EQUITY AND LEARNING DURING COVID-19 Reopening Schools During COVID-19: Understanding Possible Models, Stakeholder Needs, and Best Practices to Advance Educational Equity. Educators face the urgent duty of ensuring the physical health and safety of their students, staff, and families while considering the best ways to address students, social-emotional and development needs, not to mention their academic growth and success. REOPENING SCHOOLS DURING COVID-19 Reopening Schools During COVID-19: Understanding Possible Models, Stakeholder Needs, and Best Practices to Advance Educational Equity Download PDF File Introduction How can states, school districts, schools, and educators prepare for more equitable continued learning during COVID-19? Educators, family members, and students across the country are asking this question in anxious preparation of TITLE IX INVESTIGATOR ROLES AND RESPONSIBILITIES Download: Title IX Investigator This document describes the roles and responsibilities of Investigators in the K-12 space. It was created to reflect the changes made by the U.S. Department of Education in the Final Rule regulations, which went into effect August 14, 2020.CAFE - MAEC, INC.
CAFE is the Statewide Family Engagement Center for the states of Maryland and Pennsylvania. We help build sustainable infrastructure to support healthy family, student, and community engagement. CAFE serves all educators – from state agencies to school districts to school staff and early care providers – and families by developingresources
TITLE IX COORDINATOR ROLES AND RESPONSIBILITIES MAEC’s Title IX 2020 Regulations Series examines the impact of the recently-released Final Rule, which went into effect August 14, 2020. The Final Rule determines how schools navigate incidents of sexual harassment. The first document in our series, Title IX Coordinator Roles and Responsibilities, describes the updated roles and responsibilities of Title IX Coordinators inEQUITY AUDIT
MAEC, Inc. developed its Equity Audit to offer districts, schools, and teachers a way to develop a more concrete understanding of what it means to practice equity, and reflect on whether current school policies, procedures and practices are equitable. Unlike a regular organizational audit, MAEC’s Equity Audit critically examines policies, programs, and practices that directly or CULTURALLY RESPONSIVE LEADERS Culturally responsive leaders also know and question their own values, commitments, beliefs, prejudices, and uses of power and influence. They must be able to understand a variety of contexts and situations and to accept challenges that arise. Culturally responsive leadership improves learning (Darling-Hammond, 2010). AN EQUITY AUDIT: IS IT IN YOUR FUTURE? 5272 River Road, Suite 340, Bethesda, MD 20816 | 301-657-7741 | maec.org 2 An equity audit may be extensive in scope or narrow. Looking at an entire school’s (or district’s) LANGUAGE DIFFERENCE OR LANGUAGE DISORDER? ELS AND SPECIAL Part of CEE’s Exploring Equity Issues series, this paper provides an overview of the over and under- identification of English Learners (ELs) with disabilities and the contributing factors. Recommendations for appropriate identification are also discussed. Language Difference or Language Disorder? ELs and Special Education There is a growing concern in US schools about the over ENGLISH LEARNERS & DISPROPORTIONALITY IN SPECIAL EDUCATION English Learners & Disproportionality in Special Education. The overrepresentation of English Learners (ELs) in special education classes is one of the critical issues affecting this group of students. Research indicates that one of the factors affecting this overrepresentation of ELs is the difficulty educators have distinguishing students who MAEC, INC.ABOUTOUR WORKSERVICESRESOURCESNEWS & EVENTSEARLY CHILDHOOD Mid-Atlantic Equity Consortium (MAEC) is committed to providing access to our web pages for individuals with disabilities. The content of this site has been tested for usability and accessibility using a combination of standards-based, automated procedures and acceptedheuristic methods.
CREATING NEW FUTURES FOR NEWCOMERS Mid-Atlantic Equity Consortium (MAEC) is committed to providing access to our web pages for individuals with disabilities. The content of this site has been tested for usability and accessibility using a combination of standards-based, automated procedures and acceptedheuristic methods.
MAEC'S EQUITY AUDIT
About the Equity Audit: MAEC, Inc. developed its Equity Audit to offer districts, schools, and teachers a way to develop a more concrete understanding of what it means to practice equity, and reflect on whether current school policies, procedures and practices areequitable.
CAFE - MAEC, INC.
MAEC, Inc. is committed to providing access to our web pages for individuals with disabilities. The content of this site has been tested for usability and accessibility using a combination of standards-based, automated procedures and accepted heuristic methods.EQUITY INSTITUTE
About the Equity Institute. In light of the COVID-19 pandemic and our region’s efforts to prevent its spread, we have made the difficult decision to postpone the 2020 Equity Institute, Count Us In: Advancing Equity in Rural Schools and Communities, until Spring 2021. We wish we could be together in community this Fall to discuss the ever-more serious inequities burdening rural communitiesTOOLS ARCHIVES
Mid-Atlantic Equity Consortium (MAEC) is committed to providing access to our web pages for individuals with disabilities. The content of this site has been tested for usability and accessibility using a combination of standards-based, automated procedures and acceptedheuristic methods.
BOARD OF DIRECTORS
Dr. A. Wade Boykin. DIRECTOR EMERITUS Professor, Director of Graduate Program, Department of Psychology, Howard University Executive Director, Capstone Institute at Howard University. Dr. Boykin is a leading educational psychologist and researcher in the areas of research methodology, the interface of culture, context, motivation and cognition, Black child development; and academic achievement TITLE IX INVESTIGATOR ROLES AND RESPONSIBILITIES ENGLISH LEARNERS & DISPROPORTIONALITY IN SPECIAL EDUCATION This piece, part of our Addressing Critical Equity Issues series, discusses the overrepresentation of English Learners (ELs) in special education classes and provides promising practices to address it. English Learners & Disproportionality in Special Education The overrepresentation of English Learners (ELs) in special education classes is one of the critical issues affecting this group ofSUSAN SHAFFER
Susan has been a nationally recognized expert for more than four decades. Her transformational work in public schools has centered on the development of comprehensive technical assistance for system wide change, training on educational equity and culturally responsive pedagogy and practice, school climate and culture, family, school, and community engagement, and multicultural gender-related MAEC, INC.ABOUTOUR WORKSERVICESRESOURCESNEWS & EVENTSEARLY CHILDHOOD Mid-Atlantic Equity Consortium (MAEC) is committed to providing access to our web pages for individuals with disabilities. The content of this site has been tested for usability and accessibility using a combination of standards-based, automated procedures and acceptedheuristic methods.
CREATING NEW FUTURES FOR NEWCOMERS Mid-Atlantic Equity Consortium (MAEC) is committed to providing access to our web pages for individuals with disabilities. The content of this site has been tested for usability and accessibility using a combination of standards-based, automated procedures and acceptedheuristic methods.
MAEC'S EQUITY AUDIT
About the Equity Audit: MAEC, Inc. developed its Equity Audit to offer districts, schools, and teachers a way to develop a more concrete understanding of what it means to practice equity, and reflect on whether current school policies, procedures and practices areequitable.
CAFE - MAEC, INC.
MAEC, Inc. is committed to providing access to our web pages for individuals with disabilities. The content of this site has been tested for usability and accessibility using a combination of standards-based, automated procedures and accepted heuristic methods.EQUITY INSTITUTE
About the Equity Institute. In light of the COVID-19 pandemic and our region’s efforts to prevent its spread, we have made the difficult decision to postpone the 2020 Equity Institute, Count Us In: Advancing Equity in Rural Schools and Communities, until Spring 2021. We wish we could be together in community this Fall to discuss the ever-more serious inequities burdening rural communitiesTOOLS ARCHIVES
Mid-Atlantic Equity Consortium (MAEC) is committed to providing access to our web pages for individuals with disabilities. The content of this site has been tested for usability and accessibility using a combination of standards-based, automated procedures and acceptedheuristic methods.
BOARD OF DIRECTORS
Dr. A. Wade Boykin. DIRECTOR EMERITUS Professor, Director of Graduate Program, Department of Psychology, Howard University Executive Director, Capstone Institute at Howard University. Dr. Boykin is a leading educational psychologist and researcher in the areas of research methodology, the interface of culture, context, motivation and cognition, Black child development; and academic achievement TITLE IX INVESTIGATOR ROLES AND RESPONSIBILITIES ENGLISH LEARNERS & DISPROPORTIONALITY IN SPECIAL EDUCATION This piece, part of our Addressing Critical Equity Issues series, discusses the overrepresentation of English Learners (ELs) in special education classes and provides promising practices to address it. English Learners & Disproportionality in Special Education The overrepresentation of English Learners (ELs) in special education classes is one of the critical issues affecting this group ofSUSAN SHAFFER
Susan has been a nationally recognized expert for more than four decades. Her transformational work in public schools has centered on the development of comprehensive technical assistance for system wide change, training on educational equity and culturally responsive pedagogy and practice, school climate and culture, family, school, and community engagement, and multicultural gender-related EQUITY AND LEARNING DURING COVID-19 Reopening Schools During COVID-19: Understanding Possible Models, Stakeholder Needs, and Best Practices to Advance Educational Equity. Educators face the urgent duty of ensuring the physical health and safety of their students, staff, and families while considering the best ways to address students, social-emotional and development needs, not to mention their academic growth and success. PANDEMIC, PROTESTS, AND PUBLIC SCHOOLS The COVID-19 pandemic and the global Black Lives Matter (BLM) protests have made the last year a profoundly remarkable moment in US history. Through a variety of webinar formats and topics, MAEC is exploring how folks are navigating these unprecedented times. LEARNING AT HOME NEWSLETTER MAEC, INC. 5272 River Road, Suite 340 Bethesda, MD 20816 P: 301-657-7741 F: 301-453-8268EQUITY AUDIT
MAEC, Inc. developed its Equity Audit to offer districts, schools, and teachers a way to develop a more concrete understanding of what it means to practice equity, and reflect on whether current school policies, procedures and practices are equitable. Unlike a regular organizational audit, MAEC’s Equity Audit critically examines policies, programs, and practices that directly or TIME TO ACT: HOW SCHOOL SUPERINTENDENTS KEEP EQUITY AT THE Mid-Atlantic Equity Consortium (MAEC) is committed to providing access to our web pages for individuals with disabilities. The content of this site has been tested for usability and accessibility using a combination of standards-based, automated procedures and acceptedheuristic methods.
TITLE IX INVESTIGATOR ROLES AND RESPONSIBILITIES Download: Title IX Investigator This document describes the roles and responsibilities of Investigators in the K-12 space. It was created to reflect the changes made by the U.S. Department of Education in the Final Rule regulations, which went into effect August 14, 2020. FAMILY, SCHOOL & COMMUNITY ENGAGEMENT MAEC, Inc. 5272 River Road, Suite 340 Bethesda, MD 20816 301-657-7741 (phone) 301-453-8268 (fax) Email Us TITLE IX DECISION-MAKER ROLES AND RESPONSIBILITIES Download: Title IX Decision Maker This document describes the roles and responsibilities of Decision-Makers in the K-12 space. It was created to reflect the changes made by the U.S. Department of Education in the Final Rule regulations, which went into effect August14, 2020.
GOOD TROUBLE: UNDERSTANDING AND SUPPORTING YOUTH ACTIVISM In this webinar, we engaged in a dialogue on the intersections of civic engagement, activism, youth development, and public schooling. In doing so, this webinar sought to: Deepen educators’ understanding of the meaning of youth activism and its potential for academic and social-emotional impact. Build the capacity of educators and education leaders to respond and RACIAL IDENTITY, ACADEMIC IDENTITY, AND ACADEMIC Part of CEE’s Exploring Equity Issues series, this brief discusses the strong relationship between identity construction in academics and academic achievement. Educators can support students as they develop their identities and leverage it to improve academic outcomes. We provide research on identity theory and strategies educators can use in the classroom to meet the needs of their students * Toggle High Contrast* Toggle Font size
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RESTORATIVE PRACTICES What is restorative practices and why is it so important? Find the answers to this and more in our newest guide for administrators andteachers!
BOOKLIST
Each month, our staff discusses the books we are reading. Learn about the books that help us think about how to best fulfill the mission of MAEC and how to become the best leaders we can be. AAPI FAMILIES WEBINAR MAEC’s recent webinar tackled hard conversations about anti-AAPI racism and discrimination. Watch the recording online. NAFSCE’S SFEC REPORT NAFSCE ’s new report explores the vital work the 12 Statewide Family Engagement Centers (including CAFE) are doing to strengthen connections between home, school, and community to support students, families, and schools.‹›
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Restorative Practices MAEC'S READS: MAY 2021Booklist
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AAPI Families WebinarNEW REPORT
NAFSCE’s SFEC ReportNEWS @ MAEC
COVID-19 RESOURCES
MAEC remains dedicated to ensuring that all students have access to high-quality, effective, and equitable education. No matter how long it takes to get through …Read more →
LETTER TO EDUCATORS RE DISCRIMINATION AGAINST ASIAN AMERICAN AND PACIFIC ISLANDER STUDENTS “I write to express concern about increased harassment and violence directed at Asian American and Pacific Islander (AAPI) individuals…” Thank you, Assistant Secretary Suzanne B. …Read more →
RECORDING AVAILABLE – GOOD TROUBLE: UNDERSTANDING AND SUPPORTING YOUTH ACTIVISM FOR EQUITY AND JUSTICE Relive the experience! Watch or re-watch amazing youth activists discuss equity and social justice issues.Read more →
RECORDING AVAILABLE- CELEBRATING AAPI HERITAGE MONTH: A CONVERSATION WITH AUTHOR HENA KHAN Watch or re-watch our latest video Celebrating AAPI Heritage Month: A Conversation with Author Hena Khan.Read more →
HOW FAMILIES CAN CONFRONT COVID-19 RELATED HARASSMENT IN SCHOOLS In schools across the United States, AAPI students have reported bullying and harassment by classmates because of their race or national origin, including their ethnicity, …Read more →
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Mid-Atlantic Equity Consortium (MAEC) is committed to providing access to our web pages for individuals with disabilities. The content of this site has been tested for usability and accessibility using a combination of standards-based, automated procedures and accepted heuristic methods. We make every effort to comply with the requirements of Section 508 of the Rehabilitation Act. Compliance is an ongoing process and we encourage notification when information on our website is inaccessible. If for any reason you are having difficulty accessing any of our resources please call us at 301-657-7741 or email us at info@maec.org.Notifications
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