Learning Workshops

Below are the workshops for the Gathering. Click for Description. Please note that gathering participants will be make their selections when they arrive at the Gathering. Please be prepared.

  1. Common Core and Cultural Relevancy: Developing Culturally Relevant Nonfiction Units in ELA/ Social Studies
  2. Hearing the Drum of the Rhythm: Creating Pathways to STEM Excellence
  3. The Rite: a Transformative Journey for Colored Boys in Social/Emotional Literacy and Blood Memory
  4. The Flipped Classroom: Preparing Boys and Young Men of Color for Tomorrow
  5. Enabling Shakespeare
  6. Color Me Community: Strategies Promoting Emotional Literacy in Boys and Young Men of Color 
  7. It’s Not What You Know, It’s What You Can Prove: Using Data to Make the Case for Investment in Literacy of Boys of Color
  8. The Road to “I AM”: Creating Sustainable Pathways for Social & Emotional Development in Boys of Color 
  9. The Motivation Equation: Designing High-Motivation Learning for Young Men of Color
  10. From Chicago to College: How Gifted Males of Color Prepare for College and Careers in STEM
  11. “I am a Warrior Scholar” Sankofa Passages as a movement to empower young men of African and Indigenous Descent
  12. W. A. R. Writing And Reading: The Sacred Power of Mantra and Call & Response in Activating Young Men of Color
  13. Boosting Literacy and Social Skills through Expanded Learning Partnerships
  14. Fearless Voices: Engaging a New Generation of Adolescent Male Writers of Color - Support Students in Grades 9-12
  15. Smart Boys Play Chess , Great People Live Chess, Stories of Character Through the Game of Chess
  16. The Early Years to the Early Grades: Pre-K to Third through a Cultural Lens
  17. Use the Blues to Improve Literacy While Helping to Close the Achievement Gap: Music as a Second Language
  18. Call Me MISTER: The Re-Emergence of African American Male Teachers
  19. What It Takes to Close the Technology Literacy Gap Using E-Mentoring
  20. Developing and Applying Data Systems to Ensure that Programmatic Interventions Ensure the Success of Boys and Young Men of Color
  21. Hey Everybody I’m Going to be a Doctor: Connecting S.T.E.M., Poetry and Prose
  22. Boys and Young Men Prepared to Read and Rise into the Future
  23. Breaking the Pipeline: Keeping Students of Color in School and Not on a Pathway to Prison
  24. Technology in Urban Classrooms: The Good, The Bad and The GRITTY
  25. Introductory Workshop – COSEBOC’s Standards and Promising Practices for Schools Educating Boys of Color
  26. Wizard of Ed: Impacting Literacy Through Culturally Responsive Teaching Practices
  27. Providing Males of Color Access to Quality Education
  28. Giving 'Voice' To the Genius within Our Boys: Moving Them from At-Risk to Scholar

1.

Common Core and Cultural Relevancy: Developing Culturally Relevant Nonfiction Units in ELA/ Social Studies

Katuraka Alston
Network Achievement Coach, Transition Support Network 610
New York City, Department of Education

This workshop is meant to assist educators (teachers and administrators) in navigating the Common Core State Standards along with discovering meaningful ways to become or remain culturally relevant in their content areas while developing units of study. 

The presentation will also demonstrate that our students can be successful in a Common Core ELA world by being thoughtful about the development of curricula and units of study so that they are rigorous yet manageable.  They must involve high levels of critical thinking, provide targeted strategies and skills to navigate the content, and have themes that span the landscape of our history. 

Post Gathering Handouts
Agenda
Powerpoint Presentation (large file)
Mr. Mlller Workshop
Non Fiction Unit Plan
Note Taking Sheet
Take Away Sheet 

2.

Hearing the Drum of the Rhythm: Creating Pathways to STEM Excellence

John Belcher
Project Leader, STEM and Boys of Color Initiative, TERC 

Terrence Blackman
Dr. Martin Luther King, Jr.
Visiting Assistant Professor of Mathematics, Massachusetts Instit

“Hearing the Drum of a Rhythm” is a twist on a question that was posed in 1966 by mathematician Mark Kac in a paper "Can One Hear the Shape of a Drum?“; research into this question and its variations have been applied to fields as varied as geophysics, medicine and quantum mechanics.

In this highly interactive workshop, participants will connect rhythms to the frequency spectrum produced by a drum to what this says about the drum’s dimensions. The workshop is designed to model a process for providing STEM learners, of varying levels of preparation, access to an area of active STEM research. Doing this in a cultural context has implications for how males of color might develop STEM identities consonant with their broader socio-cultural identities.

 3.

The Rite: a Transformative Journey for Colored Boys in Social/Emotional Literacy and Blood Memory

Ira Bond, M.Ed
Sankofa Passages Program Mentor, COSEBOC 
Educator, Cultural Folklorist

This workshop will establish ways in which participants can create emotionally and socially fluent young men.   Social and emotional stability is fundamental to the development of academic and life-long success.  It is essential when speaking of boys of color that we frame their development in their rich and expansive roots.   For many years our media has aimed at shredding that foundation and its collective memory, yet it is within their Blood Memory that our sons will redeem their righteous place. Our young boys have become stunted emotionally, socially and academically because they have not been educated on the expansiveness of their source.   

This workshop will give you the tools to develop their minds emotionally and socially, while taping into their boundless foundation and reminiscent Blood Memory.  

 4.

The Flipped Classroom: Preparing Boys and Young Men of Color for Tomorrow

Teneshia Bridges
Sarah Hayes
Fourth Grade Mathematics Single Gender and Co-educational Teachers
LW Conder Elementary Arts Integrated Magnet School
Richland School District Two
Columbia, SC

Steeped in the latest technologies, a flipped classroom provides hands-on and student driven experiences. These experiences ignite and inspire the joy and passion for learning within boys and young men of color. In this session, participants will learn the theory, as well as pros and cons of flipping the classroom. You will spend time discovering on-line resources and learning how to create your own digital content to successfully flip the curriculum in your classroom using Google Apps for Education and other software. The presenters will also provide examples used in elementary math classes, as well as share the rewards and challenges of the process.

 5.

Enabling Shakespeare

Travis Bristol
Clinical Teacher Educator
Boston Plan for Excellence
PhD Candidate, Teachers College, Columbia University

This presentation builds on Alfred Tatum’s definition of an enabling text to explore  how one  ELA teacher and one Clinical Teacher Educator in a  Turnaround Boston Public School use Shakespeare’s Othello and Macbeth to engage their students of color. 

Post Gathering Handouts
Enabling Shakespear

6.

 

Color Me Community: Strategies Promoting Emotional Literacy in Boys and Young Men of Color 

Mary Brown
Executive Director, Life Pieces To Masterpieces

Life Pieces To Masterpieces shares strategies for creating a culture that promotes emotional literacy for young men of color through the use of the four key components of our Human Development System: Purpose, Premise, Process and Tool. The implementation of these key components will foster a culture of personal empowerment and an elevated quality of life for your school, organization and/or agency.

7. 

 

It’s Not What You Know, It’s What You Can Prove: Using Data to Make the Case for Investment in Literacy of Boys of Color

Rhonda Bryant
Policy Consultant, COSEBOC

Educational inequities exist that impede the achievement of boys of color. School leaders seeking to right these inequities and provide an equally robust education for boys of color need resources and support. Many struggle to get the resources and support needed because they have been unable to build a sufficiently strong case. 

This session will explore how to use data that is easily accessible to make a strong case for increased local investment in the overall education of boys of color. 

8.

 

The Road to “I AM”: Creating Sustainable Pathways for Social & Emotional Development in Boys of Color 

Donellia L. Chives, MS
Independent Consultant - 3D Visionary Consulting
Early Care & Learning, Professional Development and Holistic Wellness
Atlanta, GA

Tarea Kennedy
Mentor/Coach- Early Childhood Specialist
Telamon Corporation

This interactive presentation will present current research, theory, and commentary on brain, social, and emotional development while effectively facilitating collaborative discourse and scholarship. The Road to “I Am” builds on creating a sense of worth, pride, and esteem in boys of color which refutes the notion of failure and impossibility to the affirmation: “I am Possible”. Opportunities for creating sustainable pathways to enhance brain, social, and emotional pathways are generated through use of technology, storytelling, arts & culture. 

This shared learning experience will help to cultivate a body of knowledge which contributes successfully to professional practice and educational pedagogy. 

Post Gathering Handouts
The Road to I AM
Guided Notes 

9.

 

The Motivation Equation: Designing High-Motivation Learning for Young Men of Color

Kathleen Cushman
Co-Founder, What Kids Can Do 
Researcher, Author, Documentarian

Teachers perceive a crisis of motivation among their adolescent students, even more troubling with respect to broad-ranging literacies that crucially affect the futures of young men of color. But the science of learning suggests a powerful positive approach, which builds on what youth value and supports their expectation of success. 

This workshop session uses video case studies of actual students as we analyze the 'Motivation Equation' in practice, listening closely to the learner’s perspective. Participants will also consider how to adapt their own teaching practice, so as to spark the desire and persistence youth require for deep and lasting learning, in literacy and beyond. 

Post Gathering Handout 
The Motivation Equation

10. 

From Chicago to College: How Gifted Males of Color Prepare for College and Careers in STEM

Ryan Davis
Manager of Outreach, Gates Millennium Scholars Program

With widespread violence happening among males of color in Chicago, a deficit-orientated conversation is easy to have. Rarely do educators seek to understand—from gifted males themselves—what it takes to be young, gifted, and literate. This session helps balance the conversation by employing an anti-deficit approach to understand conditions under which males of color become prepared to excel in STEM. Gates Millennium Scholars will describe social and educational environments that shaped their success. 

Guided by student panelists’ voices and small group discussions, participants will leave with a more contextualized understanding of policies and practices that enable males of color to thrive academically, be prepared to study STEM disciplines, and excel in careers that will contribute to the United States increasing its economic competiveness. 

11.

“I am a Warrior Scholar” Sankofa Passages as a movement to empower young men of African and Indigenous Descent

Elsadig Elsadig
Sankofa Passages Program Mentor
Community Coordinator

Sean Guthrie
Sankofa Passages Program Mentor
Mathematics Teacher

Luis Rosario
Sankofa Passages Program Facilitator
Sankofa Passages Mentoring Program @ Excel High School South Boston, MA

The Jengas (warrior scholars) of the Sankofa Passages Program have taken a stand for holistic and community-based education for our young men of color. 

Workshop participants will understand the full range of how the Rites of Passage pedagogy targets and develops young men academically, socially, emotionally, cognitively, and kinesthetically by becoming fully involved in a Sankofa 'Warrior Scholar Workshop'. The workshop will utilize our three main approaches to targeting Mind (cognitive), Body (kinesthetic), and Spirit (cognitive and emotional) as the participants sample a day in the life of a young brother in the Sankofa sacred space. Participants will also have a community building activity in which we plan on establishing these spaces in our schools and organizations.  

12.

W. A. R. Writing And Reading: The Sacred Power of Mantra and Call & Response in Activating Young Men of Color

Fawaaz Fuwaad Fields
Mentor/Jenga
Sankofa Passages Program, COSEBOC

“An African-centered education can only be built on the foundations of traditional African concepts of education.” – Dr. Jacob Carruthers (Maa Heru) 

The Sankofa Passages Program has returned to the ancient systems of 'Rites Of Passage' and utilizes this as our core approach for reaching young men of African descent.  'Rites Of Passage' facilitates experiences where our young men begin their proper and true transition into manhood. Our approach, the amount of time and the resources invested into the lives of our young men are unique in the realm of education in this nation. 

The participants will engage and learn an array of provocations and strategies through call & response; this approach will allow the participants to feel the vibrations and frequencies; so that they can capture the intrinsic essence of what is being said rather than just reading the literature.  This very interactive experience will inform the participants of the value of using Call & Response as a facilitation tool (teaching, incentive/affirmation, classroom & behavioral management tool) on a deep level. 

13.

Boosting Literacy and Social Skills through Expanded Learning Partnerships

Mr. Joe Small
Vice President of District Partnerships

Lauren Gilbert
Vice President of Program
Building Educated Leaders for Life

Expanding learning time is one of the most promising strategies for boosting boys’ literacy skills, but limited resources make it challenging for schools to expand learning time in a high-quality way.  One promising practice to do more with less is to form public-private partnerships that mobilize community resources and bring them to bear on the challenge of educating boys of color.  

In this workshop BELL, a nonprofit organization, offers blueprints for leveraging time, talent, and funding to increase boys’ academic achievement, social skills, and resilience. The workshop is designed to help school leaders think creatively and harness school and community resources to deliver research-based program models that are proven to boost boys’ performance.

14. 

Fearless Voices: Engaging a New Generation of Adolescent Male Writers of Color  - Support Students in Grades 9-12

Karen Harris
National Literacy Consultant, Scholastic Classroom and Community Group

How can educators actively engage African American adolescent males with authentic text to gain the trust of students to share their voices and writing? Explore the latest work of Dr. Alfred Tatum, using writing as an essential pathway of human development for male students. Experience the fearless voices of urban students and their teachers written in response to the issues affecting their communities. Discover instructional practices teachers can employ to make a difference as they recreate literacy collaboratives that engage a new generation of adolescent male writers of color. 

Post Gathering Downloads
Fearless Voices Handout 1
Fearless Voices Handout 2

15.

Smart Boys Play Chess , Great People Live Chess, Stories of Character Through the Game of Chess

Harlan Hodge
Character, Leadership and Chess Coach

Coach Harlan Hodge, MSW, will teach participants how to use the game of Chess to improve character, focus, reading comprehension, self-control and written expression. In this fun and interactive workshop, participants will play Chess but most importantly they will learn Coach Hodge’s unique method of teaching Chess to transform the academic lives of children.Learn new strategies for encouraging group reading, engaging boys in intellectual challenges, instilling self-control, and inspiring focus and self-discipline.

Post Gathering Handouts
Smart Boys Play Chess Presentation
Smart Boys Play Chess Handout

16.

The Early Years to the Early Grades: Pre-K to Third through a Cultural Lens

Lauren Hogan
Director of Public Policy, National Black Child Development Institute, Washington, D.C.

The case for a PreK-3rd framework has been made clearly and eloquently across a range of publications, and in a number of states, districts and schools that have incorporated elements of the framework into their daily practice, with positive achievement results for students.It is critical, however, to maintain the richness of the framework as it is increasingly used in communities struggling to close their achievement gaps, and effectively serve and educate their students.By viewing the PreK-3rd framework through a cultural lens, and focusing on six key areas that are critical to the positive growth and development of children of color, the framework itself becomes stronger and more meaningful for children, families and communities.

Post Gathering Handouts
The Early Years Presentation

 17.

Use the Blues to Improve Literacy While Helping to Close the Achievement Gap: Music as a Second Language

Fernando Jones
Professor of Music, Columbia College - Chicago Founder, Blues Kids of America

This hands-on, interactive and entertaining session is designed to engage administrators and teachers (pre-K through university), by demonstrating how to improve literacy, attendance, discipline and academic success using America’s root music, the Blues. In a workshop setting, culturally relevant teaching strategies will be modeled and attendees will participate in activities that they can take back to their classrooms and school districts.

 18.

Call Me MISTER: The Re-Emergence of African American Male Teachers

Roy Jones, Executive Director 

Winston Holton, Field Coordinator, Call Me MISTER Program
Clemson University

The presenters will engage the audience on a journey that examines the foundations of today’s issues, explaining what has gone wrong and what can go right as African American’s regain their inherent dedication to education. It’s a tradition deeply rooted in African culture –yet it is seldom taught in school or home. The social safety net that protected black communities for generations has been disappearing or arguably lost. If black youth are to excel with pride, they must hear the proud history of their great elders and forebears and connect that history with their own story!

Post Gathering Handouts
Call Me Mister 

 19.

What It Takes to Close the Technology Literacy Gap Using E-Mentoring

Michelle Kuilan-Martin
Co-Founder, What It Takes

Dr. Ashaki Coleman
Program Director, What It Takes E-Mentoring

Dr. Broderick Boxley
Program Director, What It Takes E-Mentoring

We see an increase in the number of students that have access to technology. But we must help students to be critical consumers of the information they get from technology. Further, students, often don not capitalize on the ways they can use technology to be successful; they primarily use it for social purposes. We say, “Teach them WHAT IT TAKES to maximize the use of technology in ensuring their success in life.

WHAT IT TAKES E-MENTORING Co-Founder and team will share and demonstrate experiences our boys have as we use social media, weekly face to face small group facilitation, and pre-recorded webinars to increase their 21st century literacy.

Post Gathering Handouts
What it Takes 

 20.

Developing and Applying Data Systems to Ensure that Programmatic Interventions Ensure the Success of Boys and Young Men of Color

Dr. Michael McAfee
Director of the Promise Neighborhoods Institute at PolicyLink

Mauricio Torre
Youth and Family Development Department Director, South Bay Community Services
Oakland, CA

Ronald Migalski
Vice President of Clinical Operations, SGA Youth & Family Services

Tiffany France
Manager of Evaluation & Quality Assurance, SGA Youth & Family Services

Dr. McAfee, Director of the Promise Neighborhoods Institute at PolicyLink, will illustrate how Promise Neighborhoods are creating new opportunities for effective community-school collaboration by using innovative data systems that ensure results-based accountability and mutual responsibility for student achievement. Participants will hear from Promise Neighborhoods leaders who are using these data systems to guide effective programmatic interventions to promote the academic success of boys and young men of color in Chicago and Chula Vista, CA. The panel will discuss proven strategies that school leaders are using to make the most of these newfound opportunities, including continuous data monitoring, seamless school-based program integration and real-time data-sharing with community partners.

 21.

Hey Everybody I’m Going to be a Doctor: Connecting S.T.E.M., Poetry and Prose

Patrick Oliver
Literary Consultant, Program Development Specialist

The purpose of this Hey Everybody I’m Going to be a Doctor: Connecting S.T.E.M., Poetry and Prose is to share with participants the knowledge, skills, and dispositions needed to encourage boys and young men of color to pursue STEM opportunities by utilizing a non-traditional approach—incorporating poetry and creative writing. The workshopseeks to engage participants in issues regarding: the need to be culturally competent in contemporary educational environments; the importance and benefits of exposing boys and young men of color to poetry and creative writing; ways to encourage boys and young men of color to develop an interest in STEM and STEM-related career opportunities.

22. 

Boys and Young Men Prepared to Read and Rise into the Future

John Robinson
Scholastic Consultant
Director of Education and Youth Development
Houston Area Urban League

Scholastic’s Read and Rise is a comprehensive literacy solution that unites home, schools and communities around the common goal of developing literacy skills in young children. Based on the latest research, Read and Rise is designed to raise awareness of specific literacy needs of children from diverse backgrounds by building replicable models of literacy-rich communities. Designed to support families, childcare providers and school, Read and Rise strengthens families, schools and communities and cultivates literacy.

Post Gathering Downloads
Read and Rise Presentation [PDF]
COSEBOC Pledge [PDF] 

23. 

Breaking the Pipeline: Keeping Students of Color in School and Not on a Pathway to Prison

Jason Sinocruz
Staff Attorney
Advancement Project

This workshop is intended to assist participants in addressing the school-to-prison pipeline in their respective communities. There will be an interactive activity explaining how the school-to-prison pipeline works and affects different student populations.  We will then provide an overview of the issue, its causes, and its impact. Lastly, we will examine several case studies of resistance, involving a discussion around actual examples of local and state organizing campaigns, and the lessons learned from them.  The facilitator will provide an overview of opportunities to address the school-to-prison pipeline at the local, state, and federal levels, and will highlight tools and resources available to support participants’ efforts.

Post Gathering Handouts
Ending the School-to-Prison Pipeline
Game of K - 12

24.

Technology in Urban Classrooms: The Good, The Bad and The GRITTY

Mary Strain
Vice President of Business Development, Classroom, Inc.

Sybil Madison Boyd 
Co-Director Chicago Quest

Are your schools' technology-based solutions supporting agency and GRIT for young men of color?  Are they simply test preparation, a panacea for poor teaching, strategies for cost savings, or gimmickry?  This session will explore major technology trends in urban education.  We will look at issues related to blended and online learning and the digital infrastructure of many urban schools.  We will also examine some of the consequences that the increased use of technology solutions may have for urban students, and share best practices for using technology and game-based learning strategies to support agency, GRIT and real academic success.  

25. 

Introductory Workshop – COSEBOC’s Standards and Promising Practices for Schools Educating Boys of Color

Gene Thompson-Grove
Consultant - Facilitator - Coach
Transformational Learning for Equity and Excellence

Deidre Farmbry
Professional Learning Consultant
Sense-making and Strategizing for Student Success

Participants will explore a rationale for using the COSEBOC Standards and Promising Practices for Schools Educating Boys of Color as an assessment tool, develop a working knowledge of the content of the seven core areas of the Standards, and consider several protocols for using the Standards with colleagues in their own settings. 

 26.

Wizard of Ed: Impacting Literacy Through Culturally Responsive Teaching Practices

Yuri Thornton
Rachel Snider
Samantha Holmes
Closing the Achievement Gap (CTAG) Diversity Team
Cleveland Metropolitan School District 

This workshop will highlight strategies employed by Cleveland Metropolitan School District’s Race to the Top initiative - Closing the Achievement Gap (CTAG).  CTAG is a targeted intervention program designed to address the needs of 'at risk' minority males in an effort to reduce/eliminate educational disparities.  This session will highlight the promising practices of CTAG’s newest initiative Diversity Component, a professional development training module exploring culturally responsive teaching practices. Participants will be exposed to the training framework which includes topics impacting literacy such as poverty, school/classroom climate, and culture in an effort to have educators design more engaging lesson plans through a culturally responsive lens.

Post Gathering Handouts
Impacting Literacy Through Culturally Responsive Teaching Practices
 

 27.

Providing Males of Color Access to Quality Education

Yvette Walker
English Instructor

Josephine D. Clement Early College High School
Durham, North Carolina

Access: Providing Males of Color Access to Quality Education will engage participants in research-based methods with a focus on literacy and collaborative learning to provide males of color access to a quality education in preparation for success in the 21st century. Presenters will illustrate the implementation of methods not dependent on funding. Participants will engage in simulated tasks and receive advice on how to apply the concepts presented in the workshop to other subjects and grade levels. Additionally, the concepts and some of the methods are not only relevant to educators of boys of color but also relevant to anyone committed to the achievement of boys of color in general. Participants will have the opportunity to ask questions and will receive information for future reference.

 28.

Giving 'Voice' To the Genius within Our Boys: Moving Them from At-Risk to Scholar

Dr. Renee Willis
Visiting Assistant Professor, Cleveland State University, College of Education
CEO, RTC Consulting 

When it comes to boys of color, how do we move them from 'at-risk' to 'at-promise'? How do we get our gifted lists bigger and our special education lists smaller?There is a genius inside boys of color that has been stifled for too long.With a systematic framework that targets; 1) the boys themselves; 2) the teachers that teach them, and; 3) the policymakers that advocate for them, Dr. Willis will equip you to return to your respective school and district ready to awaken the geniuses that have been silently sleeping.The strategies presented will be rooted in her own doctoral research around African American male achievement coupled with her 22 years as a K-12 educator with proven results in impacting boys of color.