NPEA 2020 Conference Program by Steppingstone

REACHING OUT AND RISING UP

FORGING AHEAD FOR STUDENT SUCCESS

See how far your students can go with a Cooke Scholarship Proud Sponsor of the 2020 Award for Excellence in Educational Access

FIND OUT MORE AT JKCF.ORG/NPEA

April 16, 2020

Dear Colleagues, On behalf of the National Partnership for Educational Access (NPEA) and The Steppingstone Foundation (TSF), we would like to welcome you to the 12th annual NPEA conference, Reaching Out and Rising Up: Forging Ahead for Student Success. We are thrilled to be with you in Boston and look forward to a productive and memorable event. As an initiative of The Steppingstone Foundation, NPEA connects people, practices, and innovations to eliminate barriers to educational access, and college and career success for underserved students. As we look ahead to the challenges and opportunities of the coming year, we ask attendees to reach out—to our students, to each other, to our communities— and to rise up together and persist in the pursuit of progress. As a community, we can transform the future of access, equity, and opportunity for the students we serve today and those we’ll serve tomorrow. Throughout the conference, we will engage in thoughtful conversation and learning opportunities around issues of student well-being and mental health, intersectional identity, race and equity, diversity and inclusion, social justice, and more. We will look holistically at the student experience throughout the K-16+ journey and envision how we can make changes that will help students not only access opportunity, but move onward and upward to thrive on their unique educational journeys. This conference would not be possible without the dedication of many friends, partners, and sponsors. We would like to thank all those who generously contributed to the conference preparations, including the many conference planning committee members, NPEA members, workshop presenters, keynote speakers, conference sponsors and supporters, and more. While the NPEA conference is a valuable opportunity to come together each year to share best practices and expertise, facilitating connections and best practice sharing is something NPEA does on a year-round basis with our 350+ members and network of 2,000 educators across the country. We invite all to join us in forging ahead to ensure success for students and to engage in meaningful conversations, impactful solutions, and a collective pursuit of positive change. We look forward to a productive conference and continued work together in the months to come.

In partnership,

Karin Elliott Executive Director, NPEA

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Kelly Glew President, The Steppingstone Foundation

WELCOME

to the 12th Annual National Partnership for Educational Access Conference

Contents

1 45 6 911 37

Welcoming Remarks

Conference Planning Committee About The Steppingstone Foundation and the National Partnership for Educational Access

Conference Agenda At-A-Glance

Pre-Conference Events

Conference Workshops and Events

Conference Keynote Speakers

NPEA Advisory Board and Staff

Conference Sponsors and Supporters

Notes & Connections

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Conference Planning Committee

Queenstar Akrong, The College Board (NY) Laurie Behringer, New York University (NY) Ed Bianchi, IDEA Public Schools (TX) Paul Bonitto, Boston College (MA) Linda Borden, NPEA Consultant (MA) Angela Bouchard, The Steppingstone Foundation (MA) Nancy Caruso, Beaver Country Day School (MA) Andrew Chappell, The Roxbury Latin School (MA) Delano Copprue, REACH Prep (CT) Nora Dowley-Liebowitz, The Achieve Program (MA) Jessica Dugan, Crossroads/C5 New England (MA) Jacqueline Fields, The Soulsville Charter School (TN) Derrick M. Fleming Jr., Chicago Scholars (IL) Laura Goldworm, Excel Academy Charter High School (MA) Stephanie Gonzalez, Williams College (MA) Brett Gotlib, Friendship Public Charter School (DC) Richard Green, The College Board (NY) Natalie Greenhouse, The TEAK Fellowship (NY) Oneda Horne, Philadelphia Futures (PA) Geoff Hunt, Breakthrough New York (NY) Elena Jay, The Steppingstone Foundation (MA) Tran Kim-Senior, Episcopal High School (VA) Kelly Kriz, Success Academy Charter Schools (NY) Allesandra Lanza, American Student Assistance (MA) Sean Logan, Phillips Academy (MA) Avery Newton, American Student Assistance (MA) Katarina Ng, The Steppingstone Foundation (MA) Jose Oromi, Horizons National (CT) Ashley M. Pallie, Pomona College (CA) Pamela Pleasants, Milton Academy (MA) Tania Rachkoskie, The George Washington University (DC) Katie Ragsdale, The Steppingstone Foundation (MA) Natasha Robinson, Wellesley College (MA) Myisha Rodrigues, KIPP MA (MA) Jennifer Schoen, Northeastern University (MA) Terri James Solomon, Milton Academy (MA) Jonathan Sparling, MEFA (MA) Mary Sullivan, The Steppingstone Foundation (MA) Ralph Tavares, Roger Williams University School of Law (RI) Albany Vega, C5 Youth Foundation of Southern California (CA) Christina Watson, The Steppingstone Foundation (MA) Joi-Danelle Whitehead, Brown University (RI) Shu Yi Zhou, Yale Young Global Scholars (CT)

2020 NPEA CONFERENCE

The Steppingstone Foundation Vision Steppingstone envisions a more just and equitable world where all students can actualize the life-transforming benefits of a college degree. Mission Steppingstone prepares students from historically marginalized

communities to access, navigate, and graduate from college. • In Boston, we provide academic, social-emotional, and college readiness services, beginning as early as fifth grade and continuing through college graduation. • Nationally, we connect the people, practices, and innovations essential for eliminating barriers to college success. Through our direct service programs, The Steppingstone Academy and the College Success Academy, Steppingstone has prepared thousands of Scholars to gain admission to a right-fit independent, public, or Catholic/parochial school in the Boston area since 1990. We provide a wide range of services to ensure that Scholars thrive in their schools and ultimately graduate from four-year colleges. In response to a desire for increased connection amongst organizations dedicated to improving college access and success for historically marginalized students, Steppingstone launched the National Partnership for Educational Access in 2007.

National Partnership for Educational Access The National Partnership for Educational Access (NPEA) is an initiative of The Steppingstone Foundation and a membership association that connects the people, practices, and innovations essential for eliminating barriers to educational access and college and career success for underserved students. Working together, our members make it possible for all students to access high-quality learning opportunities and to thrive at every phase of their unique educational journeys. NPEA members are united in their commitment to the following core values that define how we approach educational access and success, frame how we collectively support underserved students, and are critical to our success in building students’ paths to and through college: • Student success is at the core of our partnerships. • Promoting educational equity is a moral imperative. • Our community of educators reaches students across the entire educational journey. • We strive to be a diverse and inclusive community. • We focus on measurable outcomes.

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Conference Agenda At-A-Glance

Wed, April 15

Thurs, April 16 7:00am–8:15am

7:30am–9:00am

Breakfast, Registration, Networking, and Coffee Conversations

8:15am–9:45am

Keynote General Session: Angel B. Pérez

10:00am–11:15am

Workshop Sessions

11:30am–12:45pm Workshop Sessions

12:00pm–1:00pm

12:45pm–1:45pm

Pre-Conference Event Registration/Check-in

Networking Lunch and Award for Excellence Presentation

1:00pm–4:00pm Pre-Conference Institutes

1:00pm–4:00pm Community Site Visit: Tufts University

4:30pm–6:30pm Conference Registration

5:00pm–6:30pm Reach Out and Rise Up Welcome Reception

1:45pm–2:45pm Keynote General Session: Howard C. Stevenson

3:00pm–4:15pm Workshop Sessions 4:30pm–5:30pm Resource-Sharing Fair, Exhibit Tables, and Book Swap

5:30pm–7:00pm Celebrating Our Commitment to Student Success: Networking Reception

7:00pm–9:00pm Optional Dine-Arounds

2020 NPEA CONFERENCE

9:00am–10:15am

Opening General Session: Young Visionaries and Emerging Leaders Panel

Workshop Sessions

Fri, April 17

10:30am–11:45am 12:00pm–1:00pm Networking Lunch

1:15pm–2:15pm Spark Sessions

2:30pm–3:45pm Closing Keynote General Session: Marcia Chatelain

3:45pm–4:30pm Book Sales and Signing: Marcia Chatelain

Educators

College Board Opportunity Scholarships

A Clearer Path to College for All Students The College Board is investing $5 million per year in the College Board Opportunity Scholarships, with half of the scholarships designated for students whose families earn less than $60,000 per year. Applying to college is a complicated process, so we’ve created a program that guides students through it and rewards their efforts. Your students are eligible to earn scholarships by taking the following actions during certain windows in their junior and senior years:

The Scholarships

The Actions

Action Window

1. Build Your College List: $500

Build a college list with at least six schools on BigFuture™.

Junior Year: December–July

2. Practice for the SAT: $1,000

Use Official SAT® Practice on Khan Academy®, and practice for 6+ hours to get ready for test day.

Junior Year Through Fall Senior Year: December–October

3. Improve Your Score: $2,000

Improve your score on the SAT by 100 points or more either from PSAT/NMSQT® to SAT or SAT to SAT, after practicing on Official SAT Practice on Khan Academy for 12 hours.

Spring Junior Year Through Winter Senior Year: April–January

4. Strengthen Your College List: $500

Strengthen your college list on BigFuture with a minimum of one safety, two match, and three reach schools.

Summer and Fall Senior Year: August–October

5. Complete the FAFSA: $1,000

Fill out the FAFSA form to apply for financial aid.

Fall and Winter Senior Year: October–February

6. Apply to Colleges: $1,000

Apply to at least two colleges you want to attend.

Fall and Winter Senior Year: October–February

Complete Your Journey: $40,000

Complete all six scholarship steps within the action windows.

Final Drawing: March of Senior Year

The more steps students take toward college, the more opportunities they have to earn a scholarship. Learn more about scholarship details and student eligibility at cb.org/opportunity. © 2019 College Board. PSAT/NMSQT is a registered trademark of College Board and National Merit Scholarship Corporation. Khan Academy is a registered trademark in the United States and other jurisdictions.

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WORKSHOPS & EVENTS

2020 NPEA Conference

WEDNESDAY 1:00 PM–4:00 PM PRE-CONFERENCE INSTITUTE

2:00 PM–4:00 PM PRE-CONFERENCE INSTITUTE

How Well-Intentioned Educators and Administrators Perpetuate, Widen, and Deepen Achievement, Opportunity, and Access Gaps

Giving WISE Support: Introducing a Framework to Support Student Identity and Wellness

Paul Forbes, Executive Director for Educational Equity, Anti-Bias & Diversity, Office of Equity and Access, New York City Department of Education Christian Kochon, Director of Equity Transformation and Culturally Responsive Environments, Office of Equity and Access, New York City Department of Education Ruben Mina, Director of Equity Transformation and Culturally Responsive Environments, Office of Equity and Access, New York City Department of Education Darnese Olivieri, Director of Equity Transformation and Culturally Responsive Environments, Office of Equity and Access, New York City Department of Education

The current social, economic, and political climate both within New York City (NYC) and across the country suggests a need for more implicit bias awareness programs that build more inclusive, nurturing, and collaborative communities. While most people in this country adamantly reject any form of racism, sexism, prejudice, and discrimination, research shows us the same people unknowingly reveal recurring patterns of subconscious bias in their thoughts, feelings, and actions. Learn what the NYC Department of Education is implementing citywide to ensure that school, district, and central staff, as well as parents and students, are aware of these implicit biases, and learn strategies and interventions to reduce them. Ú Skyline AB, West Tower

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Caitlin Nevins, Director of Psychological Services, College Mental Health Program, McLean Hospital; and Instructor in Psychology, Harvard Medical School Stephanie Pinder-Amaker, Founding Director, College Mental Health Program, McLean Hospital; and Assistant Professor, Department of Psychiatry, Harvard Medical School Lauren Wadsworth, Founder and Director, Genesee Valley Psychology; Clinical Senior Instructor, University of Rochester Medical Center; and Education and Training Consultant, College Mental Health Program, McLean Hospital, Harvard Medical School

The leadership team of the McLean Hospital’s College Mental Health Program will be introducing their Wellness Index for Student Equity (WISE) framework. This model addresses secondary and college systems that desire to support the health and well-being of all students, inclusive of those with diverse socio-cultural identities, more effectively. The WISE framework is intended as a tool for students, families, and educational systems to make sure they are considering best practices for meeting the mental health and wellbeing needs of students across varying identities. Ú Skyline DE, West Tower

1:00 PM–4:00 PM COMMUNITY SITE VISIT EXPERIENCE Tufts University Site Visit Sean Ashburn, Assistant Director of Admissions, Tufts University Margot Cardamone, Director, FIRST Resource Center, Tufts University Christopher Flores, Associate Director of Admissions, Tufts University Jared Smith, Program Director, Bridge to Liberal Arts Success at Tufts (BLAST), Tufts University

Please join us for a site visit to Tufts University. The site visit will have a particular focus on the resources and support Tufts offers first-generation, low-income, and undocumented students. Participants will engage with representatives from Tufts’ FIRST Resource Center, which provides access to communitybuilding, advising opportunities, and resources for underrepresented student success at Tufts. The group will take a brief campus tour, including visits to six identity-based resource centers, and connect with admissions officers and various campus partners. Participants will also hear from a panel of current students and administrators about the multiple ways that Tufts supports first-generation and low-income students.

5:00 PM–6:30 PM REACH OUT AND RISE UP WELCOME RECEPTION

Welcome Kelly Glew, President, The Steppingstone Foundation

Remarks Jennifer Mulhern, Vice President, Mission Implementation, The College Board Todd Bland, Head of School, Milton Academy

Entertainment Milton Academy Jazz Band

Please join us as we kick off the 2020 Conference! You will have the opportunity to enjoy light appetizers and network with fellow attendees before an exciting two days of workshops and events. As we come together to share and learn, we encourage you to think about ways we can reach out—to each other and to our students—and to forge ahead for the communities we serve. We will provide prompts to help guide and inspire your conversations.

Reception Sponsors

4:30 PM–6:30 PM CONFERENCE REGISTRATION Conference registration will be open and attendees can check in to pick up a nametag, program, and other conference materials prior to and during the Reach Out and Rise Up Welcome Reception. Ú Lobby, East Tower

2020 NPEA CONFERENCE

Ú Riverfront, East Tower

We also invite you to participate in our first-ever education access Book Swap! Drop off a favorite book at the registration desk that has informed your work in educational access and equity, challenged or inspired your thinking, or taught you something new, and take home a book to continue your learning. The Book Swap will take place during the Resource-Sharing Fair on Thursday from 4:30pm–5:30pm.

THURSDAY 7:00 AM–8:15 AM BREAKFAST, REGISTRATION, AND NETWORKING Conference registration will be open and registered attendees can check in to pick up a nametag, program, and other conference materials at this time. Ú Grand Ballroom Foyer, West Tower

7:30 AM–8:15 AM COFFEE CONVERSATIONS, ROUNDTABLES, AND BREAKFAST EVENTS First-Time Attendees and New NPEA Member Roundtables Join a breakfast roundtable to meet other first-time conference attendees and new NPEA members, and hear tips and strategies from veteran attendees and Advisory Board members about how to make the most out of your conference and NPEA experience. Ú Grand Ballroom, West Tower

Coffee Conversations Join others in a structured dialogue at breakfast to discuss key topics in the field and get to know each other. We will designate different areas of the ballroom for specific topics and provide suggested conversation prompts. Ú Grand Ballroom, West Tower

Jack Kent Cooke Foundation Breakfast — pre-registration required Alan Royal, Senior Program Manager, Outreach and Partnerships, Jack Kent Cooke Foundation

Please join the Jack Kent Cooke Foundation for a special breakfast session to meet with staff and learn about the Foundation’s work in advancing the education of exceptionally promising students who have financial need through scholarships, grants, and thought leadership. Learn more about the Cooke Foundation’s Young Scholars Program, a pre-college program for high-performing 7th grade students with financial need. Ú Skyline AB, West Tower

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8:15 AM–9:45 AM OPENING GENERAL SESSION: YOUNG VISIONARIES AND EMERGING LEADERS PANEL Welcome Karin Elliott, Executive Director, National Partnership for Educational Access Isabelle Loring, Board Chair, The Steppingstone Foundation

Young Visionaries and Emerging Leaders Panel Moderator Joanne Jacquet Araujo, Assistant Clerk Magistrate, Massachusetts Trial Court (Alumna, The Steppingstone Foundation)

Panelists Judith Garcia, City Councilor, District 5, City of Chelsea Tuan Ho, Chief Executive Officer and Co-Founder, ScholarJet Orelia Jonathan, Doctoral Student, Harvard Graduate School of Education Lamar Shambley, Founder, Teens of Color Abroad

Ú Grand Ballroom, West Tower

10:00 AM–11:15 AM CONCURRENT WORKSHOP SESSIONS A Clearer Path to College for All Students: Scholarships and Free Digital Tools for College Planning Queenstar Akrong, Associate Director, Partner Mobilization, Access to Opportunity, College & Career Access Division, The College Board

In December 2018, The College Board launched the new $25 million College Board Opportunity Scholarships program to help guide students through the college planning process. This scholarship program is open to all students regardless of GPA, test scores, family income, and citizenship status. With each action completed, students earn chances at scholarships ranging from $500 to $40,000. Since its launch, over 400,000 students have joined the program and thousands have earned scholarships to help finance their college dreams. Join us as we discuss how students can use the College Board Opportunity Scholarships program to identify and track key college planning actions, including building a college list on BigFuture, practicing for the SAT using Official SAT Practice on Khan Academy, and completing the FAFSA.

Guiding Questions: • What resources does your organization use to guide students through the college planning process? • How can we as educators simplify the college planning journey for students?

r Beginner, Intermediate Ú Skyline AB, West Tower

Reach Out and Rise Up for Talent: Building an Equitable and Inclusive Talent Acquisition Strategy Cassandra Scarano, Managing Director, Koya Leadership Partners

Talent acquisition and retention is the most critical issue for organizations working towards educational access and equity, but it doesn’t get the human and financial resources needed to fully support the organizations’ missions. This practical workshop will provide a variety of frameworks and strategies for building a strong and diverse team by embedding an equity lens into each stage of the talent acquisition process. The group will discuss strategies and tactics related to planning to hire, scoping a role, building organizational values into the hiring process, minimizing bias in the recruitment and hiring process, and onboarding.

2020 NPEA CONFERENCE

Guiding Questions: • What are your organization’s greatest challenges when it comes to building a diverse team to support your program? • As a professional, what are your priorities for your role and your organization? How are these priorities informed by your individual personal and professional background? • Think back to the last hiring process that you participated in as a candidate. What did you like about the process and what did you not like? In what ways did you feel like the process was equitable and inclusive, or not?

r Advanced, Expert Ú Skyline C, West Tower

Meet the Funders Steve Filosa, Founding and Executive Director, The Malcolm Coates Prep@Pingree Program at Pingree School Beth Francis, President and Chief Executive Officer, Essex County Community Foundation Laura Berkowitz Kurzrok, Former Executive Director, Eastern Bank Charitable Foundation Beth Lynch, Executive Director, Cabot Family Charitable Foundation Reinier Moquete, Founder and Chief Executive Officer, Advoqt Cybersecurity Ellen Wang, Program Officer, Nellie Mae Education Foundation

What stands in the way of your organization living its dream or surviving at all? Are there even more services you could provide but you know your organization lacks the personnel and bandwidth to do more things well, if at all? Do you ever wonder why employees at your organization leave despite all you invest in mentoring them? Are you tired of cutting budgets instead of thinking about growth and deeper impact? Of course, the common denominator in all of these scenarios is money. Come to this interactive panel discussion of funders offering a range of perspectives and advice about how to approach and succeed with them. This fundraising panel will feature representatives from family, community, and corporate foundations seeking to make the world a better, more equitable place through their philanthropy. Guiding Questions: • Do you wonder what advice funders have for those of us seeking financial support? • Would you like to hear from funders about their do’s and don’ts when it comes to requesting support? • Are you wondering how you can impress funders?

r Advanced, Expert Ú Skyline DE, West Tower

Benchmarking for Student Success: Measuring Strategic Outcomes Using Public Data Sources Avery Newton, Education Outcomes Research Manager, American Student Assistance Phung Vo, Senior Data Analyst, American Student Assistance

There is a wealth of data available to the general public, especially in the areas of K-12 education, postsecondary education, and career outcomes. Indicators from these sources paint a comprehensive picture of student outcomes, but few take advantage of these data sources and therefore miss out on key learnings and student trends. This workshop will introduce participants to publicly available data sources in education and provide guidance for how to use these data sources strategically in their own work. This workshop will begin by introducing some of these data sources. Second, attendees will learn strategies for utilizing these data and embedding learning into their organization’s strategic goals. Finally, the presenters will share examples (including in Tableau) of benchmarking and dashboarding with public data and conclude by sharing examples of nonprofits and school districts that are using public data to support student success. Guiding Questions: • How can you better use data to support your organization’s mission? • How can you learn more about student benchmarks and outcomes? • When people talk about state or federal data, it sounds overwhelming – what are some strategies to use if you are not a data professional?

r Intermediate, Advanced Ú Longfellow AB, West Tower— Lobby Level

Building a Values-Aligned Culture: Introduction to Restorative Practices Kristin Arcangeli, Senior Director of Counseling Services, The Steppingstone Foundation Mary Sullivan, Director of Preparation and Placement, The Steppingstone Academy, The Steppingstone Foundation

Restorative justice in education practice names relationships as foundational and responds to conflict through the lens of repairing harm. As The Steppingstone Foundation has embarked on a journey to better understand how racial equity informs the organization’s work, both internally and externally, it has incorporated these practices into its program model. In this workshop, the presenters will engage

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with participants through circle practice, which is the foundation of restorative practices. They will share their journey, examine the mindset shift from punitive to restorative, and provide concrete tools that can be adapted for use in any program setting. This workshop will build a community of professionals who are committed to supporting students in more equitable, compassionate, and inclusive ways. Guiding Questions: • What are the values that guide your organization? • How do the policies and practices of your organization support those values? • How can your organization build a community where all members feel their voice is heard and respected?

r All Levels Ú Somerset, East Tower

Readiness from the Inside Out: Reinforcing Self-Reflection, Relevancy, and Relationships Jennifer Murphy, Director, GEAR UP and Faculty, Arizona State University

We teach methods for improving upon a student’s critical thinking, rhetorical analysis, creative thinking, comprehension, and problem-solving skills, but rarely do we work with our students to master the art of self-reflection. Acknowledging the relationship between student success and the value of a student’s metacognitive skills can increase academic, interpersonal, and emotional resiliency for college and career success and retention. As educators, we need to be mindful of our own self-reflection as we strive to build relationships with students - are we asking the right questions and providing the necessary feedback to elicit trust and, ultimately, to reinforce relevancy in student learning? As educators, we must recognize that success is multidimensional and involves the whole student. The presenter will translate current and relevant research into practical activities for use with students for classroom and/or workshop use. Guiding Questions: • Do you want to increase your skills in connecting with all students on a level that affords you the ability to change student behavior? • How can you grow your skills in demonstrating the relevancy in what you are teaching to a diverse classroom? • How can you gain insight into how to promote metacognitive reflection for the students with whom you work, regardless of your role or content area?

r Intermediate Ú Charles Suite A, East Tower

Initiate, Implement, Improve: Multidimensional College Access and Admissions Partnership Frameworks to Improve Impact and Student Success Brittney Cleveland, Senior Manager of Partner Engagement, College Greenlight Brittney Cooper, Director of College Access, Uplift Education Taaha Mohamedali, Director of College Exposures and Partnerships, The Academy Group Danielle Santos, Program Coordinator for Strategic Outreach, University of Michigan

Many colleges and universities face blindspots when seeking out prospective first-generation, low-income students to recruit and enroll. Many communitybased organizations (CBOs) and secondary schools encounter difficulties getting on the radar of colleges and universities and ensuring their students will persist and graduate. In this session, panelists will present insights and proven practices to: 1) create an effective organization profile and lean on your access network to help promote your brand; 2) navigate informal partnerships versus memorandums of understanding and evaluate the ROI of partnerships; and 3) discuss examples of several successful multidimensional partnership frameworks that promote postsecondary success. Elements of this session will be drawn from research and findings from a College Greenlight and American Talent Initiative research brief on best practices for CBO and college collaboration. Guiding Questions: • Do you want to strategically expand your relationships with colleges who are mission-aligned and invested in supporting first-generation, lowincome students to and through college? How can you connect with colleges who do not yet understand your mission? • Are you currently engaged in college partnership work but seeking new strategies and perspectives to make them more dynamic? How do you cultivate partner relationships over time? What happens when your lead contact takes a new role? • Do you want to learn how other organizations define and measure the success of their college relationships? How can you re-evaluate and measure the efficacy of your partnerships?

r All Levels Ú Charles Suite B, East Tower

2020 NPEA CONFERENCE

Privileged Poor, Doubly Disadvantaged: Centering the Lens of Equity and Inclusion in Your Work Katherine Fritz, Director of College Counseling, Phillips Academy Sean Logan, Dean of College Counseling, Phillips Academy LaShawn Springer, Director of Community and Multicultural Development and Associate Director of College Counseling, Phillips Academy Joy St. John, Dean of Admission and Financial Aid Services, Wellesley College

Inspired by former NPEA keynote speaker Anthony A. Jack and his recent book, The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students, Andover’s College Counseling Office and Office of Community and Multicultural Development were motivated to create a student support model that would better serve the needs of the school’s entire population. Using the lens of Dr. Jack’s research, staff looked critically at language and programming for low-income and/or first-generation-to-college students and their families. Working with Dr. Jack, Andover will put his theories and data into practice during the “Family Weekend” program. Joy St. John, Dean of Admission and Financial Aid Services at Wellesley College, who originally recruited Dr. Jack to Amherst College as an undergraduate student, will discuss how Wellesley has changed their programming, procedures, and policy to accommodate their intentionally diverse community. This session will focus on how both schools have developed, organized, and implemented programs targeted towards these marginalized groups. The presenters will discuss and share the resources they created and feedback received from their students and families. Guiding Questions: • Are you interested in using the current research in The Privileged Poor as a critical lens to support the educational goals of your students and families? • Have you looked closely at your student and family programming to see if it actually accomplishes the goals of equity and inclusion?

r All Levels Ú Parkview, East Tower

11:30 AM–12:45 PM CONCURRENT WORKSHOP SESSIONS Start Early, Stress Less: Effective Early Engagement Strategies to Empower Students in the College Planning Process Ed Bianchi, Director of College Partnerships, IDEA Public Schools Aramis Gutierrez, Director, Rutgers Future Scholars Stacey Kostell, Chief Executive Officer, Coalition for College Karen Taylor Mitchell, Executive Director, Governor’s Institutes of Vermont CaVar Reid, Program Manager, Wolverine Pathways, University of Michigan

The Coalition for College will lead an interactive panel discussion on successful strategies for engaging students in the college planning process early in their high school years. Come hear about innovative approaches that encourage reflection and exploration and help students make the most of their high school years. Panelists will share their insights and experiences with different programs that share a common goal: to support students throughout high school and extend the runway to college matriculation, persistence, and graduation. Guiding Questions: • Does your school or organization have an early engagement strategy for getting 9th and 10th grade students involved in the college planning process? Why or why not? • What aspects of the college planning process are best introduced to students early in their high school years? • How does your school or organization encourage students to make the most of their high school years? How do you support their efforts?

r All Levels Ú Skyline AB, West Tower

Putting Mission Back into Admission Akil Bello, Senior Director for Advocacy and Advancement, FairTest Frankie Brown, Director of Admissions and Financial Aid, Sidwell Friends School Keith Wilkerson, Founder and Chief Executive Officer, CollegeThoughts

Institutions work to ‘prepare a diverse community of students’ to ‘make a meaningful difference in the world’ and build a ‘lifelong spirit of inquiry and joy in learning’ — but are the processes and procedures required ensuring that or preventing it? What are the

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factors that allow our institutions to support equity and access for a diverse group of students? Join this session, in which a veteran admissions director, a specialist in educational access, and an authority on various high-stakes tests share ways schools can think about the obstacles to true diversity. The presenters will share their ideas for making your school’s admissions process one in which the whole student is valued and provided a better chance at success in your school’s program. Guiding Questions: • Do you want to improve your admission/ application policies and criteria to better reflect your organization’s mission and desire for diversity and equity? • If you were designing an admission office from the ground up with no restrictions to enroll a diverse group of students, what would that look like?

r All Levels Ú Skyline C, West Tower

Challenging the Status Quo: Financial Aid’s Role in Student Access and Success Heidi Johnson, Advising Coordinator, University of Wisconsin-Madison Kari Temkin, Outreach Coordinator, University of Wisconsin-Madison

This session will address lessons learned and tangible examples of how the financial aid team at the University of Wisconsin-Madison has shifted its culture from being strictly an administrative office to one that is actively engaged in student access and success through a social justice approach. The presenters will highlight partnership examples and share replicable successful initiatives. Participants will be invited to think creatively about how they might elicit positive change for student access and success through partnership with their financial aid office. Guiding Questions: • How can you collaborate with financial aid offices to help students access higher education and persist towards obtaining a degree? • What if a financial aid advisor’s role was simply to help students go to college? • What if a financial aid office’s role was to help students get both to and through college?

r All Levels Ú Skyline DE, West Tower

Using Strategic Data to Promote Campus Equity and Inclusion Loris Adams, Director of Community and Equity Affairs, St. Mark’s School Nadia Alam, Principal, Enquiry Evaluation LLC Sarah Enterline, Director of Institutional Research, St. Mark’s School

Many K-12 schools invest significant time, money, and other resources to foster equitable and inclusive school climates; however, without equity data to guide diversity, equity, and inclusion (DEI) policies and practices, institutions are challenged in making truly informed decisions to address equity gaps on campus. What’s more, ‘equity data’ remains an elusive term to many. In this session, presenters will share their unique approach to collecting equity data and then using that data to align campus stakeholders toward a cohesive and strategic DEI plan. The session will include information about the Institutional Climate and Inclusion Assessment, a leading-edge instrument for assessing institutional equity gaps.

Guiding Questions: • Are you interested in learning about equity data and how to use it to forge ahead with efforts to promote educational equity and inclusion? • What is an equity dashboard and why is it important – arguably crucial – for schools? What tools and resources are needed to create one? • How does a school or organization align varied stakeholders around DEI goals and how do you strategically use equity data to guide DEI planning and programming?

r All Levels Ú Longfellow AB, West Tower — Lobby Level

Fostering Student Resilience: Creating an Emotionally Healthy School Deborah Offner, Consulting Psychologist, Beacon Academy Sarah Smith, Dean of Students, Beacon Academy

Across the country, mental health issues are an increasingly powerful barrier to student progress, persistence, and success, especially for underserved students. Poverty, racism, and social oppression exacerbate the stresses of growing up; these factors also distract educators and families from identifying and addressing specific mental health issues, such as anxiety, depression, and post-traumatic stress, in

2020 NPEA CONFERENCE

students from underserved communities. Whether you are a classroom teacher, advisor, dean, or other administrator, you are routinely “on the ground” with today’s students. In this workshop, you will: 1) hear lessons learned and consider barriers to recognizing mental health issues in underserved students; 2) learn how to identify and respond to adolescents in distress; 3) gain confidence in collaborating with parents; 4) consider big picture and policy recommendations; 5) share your own stories; and 6) gain knowledge around addressing student mental health challenges in your school communities. Guiding Questions: • What are the most common mental health or psychosocial issues that affect your students and in what ways do these issues impede their academic success? • What particular variables seem to affect the wellness and success of low-income students, firstgeneration students, students of color, and students with intersectional identities? • How do you feel your campus supports the emotional health needs of students? What improvements do you think your school can make on this front, and what would you need in order to implement these changes?

r All Levels Ú Somerset, East Tower

Managing for Diverse Productivity Styles Yully Cha, Principal, Yully Cha Consulting Luzdy Rivera-Marrero, Director of Human Resources, TSNE MissionWorks

We often hear and try to embody some version of the familiar adage that an organization is only as good as its people, and subsequently invest a lot in recruitment and hiring for talent. After we have hired, how much effort do we put into day one and beyond for those hard-won hires? This session will focus on what leaders can do to support staff after hiring through managing for diverse productivity styles. Actively drawing out and supporting work styles different from your own strengthens the performance of not only your direct reports, but also your team and organizational culture. Presenters will use a productivity style assessment and role-play scenarios to apply understanding, leaving attendees with tools to change not only their own day-to-day activities, but also their work with productivity styles different from their own.

Guiding Questions • Are you interested in growing and keeping a team with diverse work styles? • Do you wonder if you tend to favor work styles similar to your own? • What can we do to create a culture and work environment that nets greater productivity by tapping into the differences on your team?

r Intermediate, Advanced, Expert Ú Charles Suite A, East Tower

High-Impact Strategies for Improving College Student Outcomes Donnell Butler, Managing Director, College Initiatives, Together Education

With so many strategies aimed at improving college student outcomes, we should be consistently asking: what works, for whom, under what conditions, and how do we use this information to better help our students? In this workshop, attendees will review results from a landscape analysis of college success practices and organizations that included interviews with over 100 leading practitioners, researchers, and funders. We will better understand the range and variation of college success practices as well as their costs, benefits, and replicability. Further, the group will examine how to measure the impact of our work in improving college completion and other postsecondary outcomes for our students. College access and success programs and higher education institutions must choose wisely where and how to expend limited resources. Attendees will leave this workshop better prepared to evaluate and innovate existing practices to help more students succeed in college and beyond. Guiding Questions: • Of all your programs and activities, which are the most important in helping your students successfully graduate in four years with a bachelor’s degree? How do you know? • Without any additional money, how could your college success efforts serve more students or result in more students graduating on-time? • If you think your efforts are working well, how would someone replicate them in their geographic area or college?

r All Levels Ú Charles Suite B, East Tower

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Advocacy and Responsibility Beyond the Classroom: The Power of Providing Holistic Support for Systematically Marginalized Students Ferni Cruz, High School Coordinator, Breakthrough New York Sylvia Ortega, High School Programs Coordinator, Bridge to Enter Advanced Mathematics (BEAM)

“[T]he full weight of my responsibilities, even the most quotidian ones, was often as invisible to me as it was to my adviser and financial-aid officer,” writes Anthony A. Jack, former NPEA keynote speaker and current professor at the Harvard Graduate School of Education, in a heartfelt New York Times Magazine article. As educators and advocates for our students, we emphasize the importance of strong academics and ensure that our students are strong college applicants, but what are we doing beyond the scope of providing academic support? In this workshop, attendees will discuss what it means to support the whole student. How do we define holistic support and why is it important to the success of our students as they prepare to be in spaces where they might be the only one? The presenters will discuss what these practices are and will conclude with an activity that will allow participants to create a comprehensive plan of action that outlines how holistic support practices can be implemented within their organization or school. Guiding Questions: • What practices, processes, or structures does your organization have in place to support students beyond academics? • Has your organization been thinking about preparing and supporting students for spaces where they have been historically underrepresented, underresourced, and/or marginalized? • Are you looking to build a toolbox of various resources that helps you better support and advocate for the students you work with?

r All Levels Ú Parkview, East Tower

12:45 PM–1:45 PM NETWORKING LUNCH AND AWARD FOR EXCELLENCE IN EDUCATIONAL ACCESS National Partnership for Educational Access and Jack Kent Cooke Foundation Award for Excellence in Educational Access Please join your colleagues for networking and the Award for Excellence in Educational Access presentation over lunch. We extend a very special thank you to the Jack Kent Cooke Foundation for generously sponsoring the Award for Excellence in Educational Access for the fifth year in a row. The Award for Excellence recognizes an NPEA member organization or program for excellence in supporting underserved students on the path to and through college.

2020 Award for Excellence Presentation

Alan Royal, Senior Program Manager, Outreach and Partnerships, Jack Kent Cooke Foundation Nada Abdelaziz, College Success Counselor, Leadership Enterprise for a Diverse America (LEDA), 2019 Award for Excellence in Educational Access Winner

Ú Grand Ballroom, West Tower

1:45 PM–2:45 PM KEYNOTE GENERAL SESSION Keynote Speaker Introduction Shawna Young, Executive Director, Duke University Talent Identification Program (TIP)

Keynote Sponsor

3:00 PM–4:15 PM CONCURRENT WORKSHOP SESSIONS If Elephants Could Talk: Racial Literacy for Healing School Conflicts Howard C. Stevenson, Constance Clayton Professor of Urban Education, Professor of Africana Studies, Graduate School of Education, University of Pennsylvania; Executive Director, Racial Empowerment Collaborative; and Director, Forward Promise

Given the national turmoil regarding racial relations and inequity, many concerns exist about how children and families make emotional sense of this unrest. Parents and teachers question how best to raise and teach children within this climate. The stress of these racial politics is most evident in relationships. This workshop will focus on racial literacy strategies to reduce, recast, and resolve the stress of inthe-moment, face-to-face racial encounters. We can reduce the negative effects of racism on our bodies, minds, and souls, but not without racial climate change. Racial literacy calls for improving racial storytelling, mindfulness, and assertiveness, fundamental skills in activism, and healthy decisionmaking. Participants will learn: 1) about the role racial socialization plays in coping with unpredictable racial encounters; 2) to interpret racial encounters as resolvable rather than impossible threats to control; 3) to help self and others regulate emotions during face-to-face racially stressful encounters; and 4) to use racial mindfulness and build confidence to assert oneself during incidents of injustice. Guiding Questions: • How well can you notice your feelings, thoughts, self-talk, and images during a stressful racial encounter? • Do you ever get a deer-in-the-headlights reaction when a racial moment or conversation comes up out of the blue? • How confident do you feel in resolving a racial conflict regarding a racial slur, if presented to you by a client and/or student?

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Keynote Speaker Howard C. Stevenson, Constance Clayton Professor of Urban Education, Professor of Africana Studies, Graduate School of Education, University of Pennsylvania; Executive Director, Racial Empowerment Collaborative; and Director, Forward Promise

Ú Grand Ballroom, West Tower

2020 NPEA CONFERENCE

Planning for the Future: College Savings and the Positive Impact on Students

Transformative Summer Programs: Leveraging Summer Opportunities for College Access

Joanne Dashiell, Director of Consumer Engagement, Private College 529 Jonathan Hughes, Associate Director, College Planning and Education, MEFA Jonathan Sparling, Associate Director, College Planning and Education, MEFA Alayna Van Tassel, Deputy Treasurer and Executive Director, Office of Economic Empowerment, Massachusetts State Treasurer’s Office

Liza Littenberg-Tobias, Director of College Access, Excel Academy Charter High School Liz Quinn, Director of Pre-College Programs, Northeastern University

Saving for future educational costs is important — it can put students on the path to college, reduce student debt burden, and affect long-term economic well-being. So why are so many families not saving? Is it lack of knowledge, fear of the unknown, or monetary constraints? Led by a panel of experts in the 529 and college savings industry, this session provides an overview of college savings programs, discusses industry trends, and highlights effective strategies for reaching families to start saving early and often. Attendees will walk away with more knowledge in this important piece of the higher education financing equation that will help them support their students and families as they begin — or continue — their college planning and saving journey. Guiding Questions: • You’ve heard that saving for college will impact chances for financial aid. Is this true? • Do you know how many students and families are saving for college? • What are some specific tactics you can use to encourage families of all income levels to save for college, even if they can’t save the full amount?

r All Levels Ú Skyline C, West Tower

Over the last 10 years, there has been a dramatic increase in summer opportunities for high school students. Participation in summer programs is a critical lever to increase college access with many admission officers expecting students to participate in programs to demonstrate interest. Although the number of opportunities has increased, many programs are prohibitively expensive or require complex applications. As a result, students who are firstgeneration or come from low-income households are less likely to participate in these programs. Excel Academy Charter School will share a comprehensive program model that engages all students in transformative summer opportunities, while Northeastern University will explore how schools, community-based organizations, and universities can cultivate partnerships that increase access to summer programs. The presenters will share strategies that can be applied by many organizations to harness the power of community partnerships. Guiding Questions: • How can schools and community organizations increase student access to high-quality summer programs and opportunities that affirm student identity, connect to student values and goals, spark imagination, and set students on a pathway to college? • Why are summer programs critical in college admissions, and how do schools and community organizations create program models and strategic partnerships that provide more equity and access to these programs, so that all students might be competitive in the admission process? • How do you support students to continue learning over the summer or pursue a passion that sets them on a trajectory for success in college?

r Beginner, Intermediate, Advanced Ú Skyline DE, West Tower

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Fixing the Bike While Riding It: Incorporating Data into a Program as it Runs

Blended Counseling Families: Collaborative Support for CBO Scholars from All Sides of the Desk

Geoff Hunt, High School Director, Breakthrough New York Jomar López, Middle School Program Manager Manhattan, Breakthrough New York

Beth Foulk, Associate Director, College Counseling, The Lawrenceville School Patrick Wu, Senior Educational Adviser, Young Scholars Program, Jack Kent Cooke Foundation

This workshop presents attendees with several challenges common to student-serving programs and discusses the ways that Breakthrough New York (BTNY) is attempting to address those problems. In particular, BTNY staff has created systems to collect and organize information in ways that make it easier for line staff to engage in data collection and reporting without losing student support as their primary focus. By showcasing several real problems and different iterations of the solution process, participants will gain a window into how to begin to address the need to continue running a program while continually updating processes to make incremental improvements.

Guiding Questions: • How do programs engage their full staff in the process of collecting, organizing, and reporting data? • How does an organization approach building new data-oriented systems (or improving old ones) within the context of running year-round programming? • How does your organization envision using data you collect with newly implemented data systems? How would these new data systems save time and effort within your program? What are some potential pitfalls or pushback you anticipate to encounter when implementing new systems, and how do you plan to address them?

r Beginner, Intermediate, Advanced Ú Longfellow AB, West Tower — Lobby Level

As first-generation students navigate the college process, we can agree that the more resources, the better. But what happens when a student has a community-based organization (CBO) counselor (or counselors from two or more CBOs), a college counselor, and even additional supports in place? Sometimes, a CBO-supported student could feel that they have too many cooks in the kitchen and struggle to know which support systems to access at which times. And in a worst-case scenario, students may even receive conflicting messages from mentors who they consider experts. Add to this the potential to be overburdened with school and CBO commitments, and students with multiple resources have their own set of unique challenges. In this workshop, the presenters will share promising practices learned from collaborative partnerships between the Cooke Foundation Young Scholars Program and The Lawrenceville School that help students feel successful with the shared support of their CBO and school. Guiding Questions: • When you work with students, who are the stakeholders who make your job easier (or harder) in your quest to support them? How can you collaborate with the people who are in your corner already and connect with stakeholders who don’t yet understand your mission? • Imagine you are a CBO student in an affluent, independent school; what are the challenges you would expect to face and what would you need in order to thrive? Imagine you are a student in a public school setting; how would these challenges change and what would you need? • If you work across the desk from a college or CBO counselor, what makes the relationship succeed or not?

r Beginner, Intermediate, Advanced Ú Somerset, East Tower

2020 NPEA CONFERENCE

Addressing Educator Shortage and Teacher Diversity in Times of Change in the Education Sector

Boston University’s Partnership Mentoring Model: A Promising Case Study

Victoria Moreland, Associate Director, System Integration, Equity, and Educator Workforce Development, Professional Educator Standards Board Carrie Murthy, Senior Study Director, Westat

Michael Dennehy, Executive Director, College Access and Student Success, Boston University Clare Fitzgerald, Program Manager, College Access and Student Success, Boston University Wheelock College of Education John McEachern, Director of Undergraduate Admissions, Boston University Laurie Pohl, Professor of the Practice and Program Director of the Higher Education Administration Program, Boston University Wheelock College of Education Brittney Sampson, Associate Director for Multicultural Recruitment, Undergraduate Admissions, Boston University

Presenters will set the stage by covering the national landscape of educator diversity and preparation, followed by sharing concrete strategies at the state and educator preparation program level for increasing diversity and quality in our educator workforce. The session will address policy and implementation strategies, demonstrated by the case of how one state and its programs are addressing issues of diversity, equity, and inclusion in its educator workforce. Attendees will learn how states can bring about lasting change by changing policies, working in partnership across sectors, and removing barriers to entering the teaching force while providing support through nontraditional ways. Guiding Questions: • How can you promote change to create a more diverse, equitable, and inclusive educator workforce, regardless of your position or role? • What does the future of preparing educators look like given national and local need? How is this changing preparation?

r All Levels Ú Charles Suite A, East Tower

Boston University’s Office of Undergraduate Admissions and its Wheelock College of Education and Human Development have collaborated to develop a research-based mentoring model that supports Boston University (BU) undergraduates who are historically underrepresented in higher education. The model initiates when BU Admissions engages potential partners by describing BU’s commitment to access and success and builds a pipeline with the organization’s students through targeted information sessions, student interviews, and in some cases, sponsored visits to campus. BU connects admitted students to Wheelock College’s Access and Student Success (CASS) office and CASS recruits and trains BU faculty and staff to serve as volunteer student mentors and actively supports them in this role. The scope of mentorship includes individual meetings and group activities designed to encourage students’ participation in the National Survey of Student Engagement’s (NSSE) High Impact Practices. This workshop will provide the rationale, context, and preliminary outcomes of this low-cost model, which is both scalable and replicable. Guiding Questions: • How can pre-college nonprofits work with postsecondary partners to promote student success? • How can college admissions offices leverage partnerships to recruit historically underrepresented populations? • How do you work across campus to support student success, especially for historically underrepresented populations?

r Advanced, Expert Ú Charles Suite B, East Tower

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Case Studies and a Conversation with Students on Overcoming Hidden Barriers to College Success

4:30 PM–5:30 PM RESOURCE-SHARING FAIR, EXHIBIT TABLES, AND BOOK SWAP

Nada Abdelaziz, College Success Counselor, Leadership Enterprise for a Diverse America (LEDA) Abel Berhan, Student, Leadership Enterprise for a Diverse America (LEDA) Amber Briggs, Project Director, Leadership Enterprise for a Diverse America (LEDA) Carolina Espinal, Student, Leadership Enterprise for a Diverse America (LEDA)

Please join other conference attendees in visiting the Exhibit Tables and learn about a range of helpful resources. Have your contact information ready to share during this active learning opportunity. We also invite you to participate in our first-ever education access Book Swap! Bring a favorite book that has informed your work in educational access and equity, challenged or inspired your thinking, or taught you something new, and take home a book to continue your learning.

This session will feature a candid conversation with two students from highly selective institutions and two college access professionals from Leadership Enterprise for a Diverse America (LEDA), who will discuss barriers that students face to college completion and how college access professionals can best work in partnership with students, universities, and other support programs in order to ensure that students’ needs are being met. The session will begin with case studies followed by ample discussion time with the student panelists. This session is ideal for higher education and community-based organization professionals who are looking to deepen their college success services and want to better support students from low-income backgrounds.

Guiding Questions: • What programs or aspects of programs have worked well in supporting low-income, firstgeneration students through college? • What do students think about support services at nonprofits, community-based organizations, and colleges/universities, and how do they think they can be improved?

r All Levels Ú Parkview, East Tower

2020 NPEA CONFERENCE

Ú Grand Ballroom Foyer, West Tower

5:30 PM–7:00 PM CELEBRATING OUR COMMITMENT TO STUDENTS NETWORKING RECEPTION Please join us to relax after a busy day and network with your friends and colleagues at the Thursday evening networking reception. Ú Grand Ballroom, West Tower

7:00 PM–9:00 PM OPTIONAL DINE-AROUNDS Join your fellow attendees for dinner and additional networking at local restaurants.

FRIDAY Keynote Speaker 7:30 AM–8:45 AM BREAKFAST, REGISTRATION, AND NETWORKING Network with other conference participants, share what you have learned at the conference thus far, and consider joining a Coffee Conversation.

8:00 AM–8:45 AM COFFEE CONVERSATIONS AND ROUNDTABLES First-Time Attendees and New NPEA Member Roundtables Join an informal breakfast roundtable to meet other first-time conference attendees and new NPEA members, and hear tips and strategies from veteran attendees about how to make the most out of your NPEA experience. Ú Grand Ballroom, West Tower

9:00 AM–10:15 AM MORNING GENERAL SESSION AND KEYNOTE Keynote Speaker Introduction Jason Patenaude, Executive Director and Chief Operating Officer, Schuler Scholar Program

Keynote Sponsor

Angel B. Pérez, Vice President for Enrollment and Student Success, Trinity College

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10:30 AM–11:45 AM CONCURRENT WORKSHOP SESSIONS Addressing Critical Needs and Highlighting Hidden Costs: Assessing the Emergency Needs of Underrepresented Students Ashley Bianchi, Director of Financial Aid, Williams College Rachel Bukanc, Senior Associate Dean of the College, Williams College

Emergency aid at colleges is a tricky topic. Where do the funds live, who is funded, what is funded, and how can students access the funds? These are all questions Williams College tackled when overhauling and streamlining their critical needs funding process. Come learn about wraparound support given to students starting with pre-enrollment funding and ending at post-graduate resources. Contribute to the growing conversation about the varying needs of students and examine some early results showing how additional resources are helping students enroll, persist, and graduate. Guiding Questions: • What costs beyond the traditional billed items do students face when they enroll in college and how responsive are colleges in considering those costs? • How and to whom do students advocate for resources to cover costs that may not be considered as part of a traditional financial aid award? • What costs are particularly prohibitive to student enrollment and persistence?

r All Levels Ú Skyline AB, West Tower

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Liberating School Climate: A ThreePronged Approach for Supporting Undocumented Students and Their Families on the Post-Secondary Journey Andrea Navarro, Director of College and Career Counseling, Excel Academy Charter High School

For years, the conversation around undocumented students and college access centered around federal and state policies and tactical information about how the application process differs for this population. It’s time to move the conversation to how to support students earlier and in a more comprehensive way. A liberated and inclusive organizational climate can positively affect undocumented students’ college and career counseling process as well as their postsecondary outcomes. This session will present a novel three-pronged framework for transforming culture to better uplift and prepare students and their families to take an active role in their post-secondary planning approach. It includes family engagement, staff training, and emergency response protocols, as well as the importance of student voice. After a one-year pilot in 2017-2018, this model is the result of a decade of working with students with complex immigration situations and qualitative data showing that it takes much more than passionate educators to ensure sustained post-secondary success for this vulnerable population. Guiding Questions: • How do you begin to advise students and families who are facing immigration concerns? Do you consider yourself an undocu-ally, but would like to expand the ways that you support students and families who may be facing immigration concerns? • Are you wondering how to strengthen your college and post-secondary counseling practices for undocumented students or students facing immigration concerns? • In a school or educational environment that has a higher undocumented population, how can you implement low-lift but high return on investment school-wide initiatives that can lead to profound shifts in the post-secondary outcomes of these students?

r All Levels Ú Skyline C, West Tower

Removing Barriers and Building Trust with Families from Diverse Backgrounds: An Admissions Lens James E. Bravo, Assistant Director of Admissions, The TEAK Fellowship Danielle Holman, Director of Admissions, The TEAK Fellowship Enya O’Riordan, Admissions & Enrollment Manager, Breakthrough New York

This workshop will present solutions to support the recruitment of families from diverse backgrounds for organizations committed to educational access. Presenters from two New York community-based organizations (CBOs), Breakthrough New York and The TEAK Fellowship, will share how they identify unexpected barriers in the admissions recruitment process and offer several strategies to make the process more inclusive. The family engagement strategies shared by the presenters can also be extended more generally to practices in supporting students in schools and CBOs from middle school through college. Guiding Questions: • How can schools and CBOs improve the recruitment of applicants from low-income, firstgeneration, and diverse backgrounds to their institutions? • What are the barriers that low-income families face in the process of applying to a school or college access program? • What are some best practices we can apply to student and family recruitment, as well as student and family support more generally?

r Beginner, Intermediate, Advanced Ú Skyline DE, West Tower

Visualize Success: Using Testing Data to Demonstrate Impact Benjamin Bingman-Tennant, National Director of Programs, A Better Chance Nora Dowley-Liebowitz, Executive Director, The Achieve Program Rob Evans, Executive Director, Independent School Alliance Andy Hoge, Vice President, Placement and Analytics, New Jersey SEEDS Brenna O’Neill, Director of Education, Test Innovators Jane Ventrone, Vice President of Academic Programs, The Steppingstone Foundation

Data has become increasingly important in driving organizational conversations and decisions. We need data to present to our boards and prospective families, as well as to understand internally what the results of our work have been. This session will share the 2020 NPEA CONFERENCE

standardized test results and related information that different community-based organizations (CBOs) collect, the types of analysis each organization runs, and the visualization tools that have been most effective for understanding their results. Panelists will also talk about the challenges related to data collection, analysis, and presentation and will answer questions around what data to collect, how to understand and present qualitative results, and more. Guiding Questions: • Are you interested in collecting and analyzing data to examine program effectiveness and inform planning? • Do you wonder how you could be doing more with your data, or want to know more about the tools that could help you run better analysis? • Are you drawn to eye-catching data visualizations and want to harness this power to tell the story of the work that you do?

r All Levels Ú Longfellow AB, West Tower — Lobby Level

Building Professional Development Pathways for our Near-Peer Advisers and Program Alumni Emily Blatter Boyer, Senior Director of Learning, Development, and Training, College Advising Corps Erica Martin, Curriculum and Training Specialist, College Advising Corps

As we seek to see the leadership landscape across our country reflect the communities we serve, we know that our advisers and alumni are part of that future and that change. So how does the College Advising Corps (CAC) ensure that our near-peer advisers and alumni, many of whom were once advised by CAC advisers themselves, reap the benefits of higher education and experience their own career success? Expanding Opportunity in our Own Backyard: Building Professional Development and Leadership Pathways for our Near-Peer Advisors has made a commitment to helping launch the careers of advisers and alumni through strategic professional development, coaching, and support. Join CAC as the presenters share the organization’s approach to building professional development pathways. This session will also highlight the challenges encountered, explore lessons learned, and start the process of creating a competency model that allows the audience to contextualize what is possible in their own backyards.

Guiding Questions: • How can organizations and institutions collaborate to provide thoughtful training for career development? • What competency development is needed to prepare young professionals for career success? • What is your organization doing to develop young professionals, particularly those who may be from the communities we serve? Do they have pathways for professional growth and leadership?

r Advanced, Expert Ú Somerset, East Tower

The Emotions of College Access Jenni Johnson, Assistant Director of Student Life and Senior Scholar Support, Elon Academy/Elon University Princess King, Assistant Director of College Success, Elon Academy/Elon University Katie LaPlante, Assistant Director of Counseling and Family Programs, Elon Academy/Elon University John Pickett, Assistant Director of Scholar Support, Elon Academy/Elon University

How does your program support the emotional well-being of your students? In the world of college access, empowering students with college knowledge is essential, however that’s only half the battle. The hidden curriculum of college access and success is student emotional well-being. This is particularly true for first-generation and underrepresented students. Elon Academy, a highly successful college access and success program, has been intentional in its holistic approach to supporting the emotional health of students and families for over a decade. Participants will have the opportunity to synergize, brainstorm, and plan with the presenters and fellow attendees about how they can leverage their own resources and partnerships to inspire intentional inclusion of student and family programming that addresses strategies for emotional well-being which contribute to college access and success. Guiding Questions: • Are you satisfied with the way your program supports students and their families in social and emotional well-being? • Are you interested in innovative and useful strategies for supporting students’ and families’ social and emotional well-being? • Would you like to connect with colleagues who also value the importance of emotional health on the journey to college?

r All Levels Ú Charles Suite A, East Tower

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Building an Effective Career Development Program: Leveraging Curriculum, Mentors, and Partners Jerome Joseph, New York Executive Director, America Needs You Marianna Tu, Chief Executive Officer, America Needs You

Many organizations have made a commitment to supporting students through college and into careers but are struggling with decisions as they build or refine their career development program. This interactive workshop will lay out best practices for developing a comprehensive and holistic career readiness curriculum, focused on building the hard and soft skills low-income and underserved students need to succeed in college and beyond. This workshop will share best practices with organizations who wish to develop or ramp up their college and career success programming.

Guiding Questions: • As we develop college and career programming, what topics are essential, and what are the tradeoffs for different delivery formats – i.e. online, in-person, etc.? • Based on current resources and capacity, how should we engage volunteers and partners in developing programmatic content? What are the pros and cons? • How can we talk to corporate partners in a way that creates mutual benefit and reduces burden on staff?

This workshop follows the keynote address by Angel B. Pérez, Vice President for Enrollment and Student Success at Trinity College and eloquent advocate for opening doors for disadvantaged youth through elevating non-academic factors in admission. Angel Pérez, along with the other panelists, is a member of a national initiative, the Character Collaborative, that is advancing the use of character factors in admission practice. The panelists will present on: 1) enduring realities of college admission that deter opening doors of opportunity; 2) the growth of a character movement in admission; 3) emerging practices and tools in assessing character attributes; and 4) examples of programs and standards of good practice that are changing the landscape of admission. Recognizing the experience and insights of the audience, the panel will seek comments, questions, and concerns about the goal of elevating character criteria in admission and ideas and suggestions for advancing this goal. Audience contributions will be collected and reported back following the conference. Guiding Questions: • Do you perceive that elevating character criteria in admission will help promising youth who might not otherwise be admissible to a college of their choice? • Do you know youth who may have a less-thanideal academic profile but have personal attributes that predict success in college, work, and life? • Would you like to hear about strategies and tools for increasing access to higher education by elevating character criteria in admission?

r All Levels Ú Parkview, East Tower

r All Levels Ú Charles Suite B, East Tower

Opening College Doors for Disadvantaged Youth by Elevating Character Criteria in College Admissions: The Way Forward David Holmes, Executive Director, Character Collaborative Stacey Kostell, Chief Executive Officer, Coalition for College Angel B. Pérez, Vice President for Enrollment and Student Success, Trinity College Richard Weissbourd, Senior Lecturer on Education, Co-Faculty Director, Human Development and Psychology, and Faculty Director, Making Caring Common, Harvard Graduate School of Education

2020 NPEA CONFERENCE

12:00 PM–1:00 PM NETWORKING LUNCH Please enjoy a networking lunch with your fellow conference attendees. Ú Grand Ballroom, West Tower

1:15 PM–2:15 PM CONCURRENT SPARK SESSIONS Please join us for Spark Sessions highlighting innovative ideas, unique challenges, and/or inspiring stories that speak to this year’s theme of reaching out, rising up, and forging ahead for student success. Each Spark Session will include three short presentations followed by audience discussion.

SPARK SESSION GROUP A The following three presentations are part of this session.

Facilitator: Andy Hoge, Vice President, Placement and Analytics, New Jersey SEEDS

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Revisiting the Human Capital/ Signaling Debate: Getting Back to the Purpose of Education Avery Newton, Education Outcomes Resesarch Manager, American Student Assistance

The human capital vs. signaling conversation dates back to at least 2004 (Rose & Betts). Broadly, in the human capital framework, education is seen as building and imparting skills that boost students’ human capital (e.g., skills, knowledge, potential contributions to society). Conversely, in the signaling framework, education merely signals the presence of inherent or otherwise pre-existing student skills and abilities. Ideally, we hope and expect education to be the “great equalizer” by functioning as an engine for human capital cultivation. In practice, the strong systemic inequities and achievement gaps indicate that we are stuck in a pattern of treating education as a signal of preexisting conditions. This Spark presentation expands on these ideas and proposes a new way of thinking about education that restores the promise of education as nurturing human capital for all students. Guiding Questions: • What is the fundamental purpose of education? • How can we think about and find language for the ways in which educational inequities are perpetuated? • What are some solutions for ensuring that education can, indeed, serve as a “great equalizer”?

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Defining “Low-Income” Marcus Deveso, Assistant Director, Director of Academic Programming, Buffalo Prep Patti Stephen, Executive Director, Buffalo Prep

This Spark presentation will focus on how organizations define “low-income” in determining the families and students they will serve. What are the most effective models? How is family size accounted for? Do federal poverty guidelines take into account the countless variations of family dynamics and cost of living increases in different areas of the nation? The

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presenters will explore multiple models and potential best practices when defining a family as low-income. We want to peel back the many layers to make sure that we are truly making an impact on those students who may otherwise find it difficult to rise up without assistance. Guiding Questions: • Is our admissions criteria equitable and genuinely serving our mission? • What is the most effective model for our organization to use when considering family income and why?

Ú Skyline AB, West Tower

Demystifying Application Language: How Clarity Leads Best Practice Andrew LaVenia, Associate Director of Operations, University Programs, New York University

New York University’s (NYU) Office of University Programs designs applications for 60+ middle school and high school programs. Working with program partners to evaluate the need of information, as well as how to best frame an application, NYU has sought to demystify the application creation process. By better understanding the needs of their applicants, while addressing the concerns of program partners, NYU has been able to streamline applications toward a standard process. By actively working to address the language included in applications, the Office of University Programs has advocated access while easing the application experience for various communities of students. This Spark presentation will speak to best practices across various types of applications for programs. Guiding Questions: • What best practices could programs, advocates, and others have in regard to the application process for these types of programs? • How does the language we use contribute or add barriers to students becoming a part of the university experience?

Ú Skyline AB, West Tower

SPARK SESSION GROUP B The following three presentations are part of this session.

CAP College Success Institute: Helping to Empower Students Melissa Fries, Executive Director, College and Alumni Programs, Making Waves Foundation

Facilitator: Eric Jones, Head of School, Community Partnership School

Ú Skyline C, West Tower

Diversity, Representation, and Opportunity in Mathematics, Statistics, and Computer Science Professional Development Joel Jacob, Instructor, Statistics and Computer Science, Phillips Academy

The Mathematics Teaching and Learning Institute (MTLI) at Phillips Academy was designed to provide a single day of professional development for middle and secondary school mathematics teachers in the New England area. The goal was two-fold: 1) create partnerships between private and public school teachers, and 2) offer high-quality and low-cost professional development opportunities. During the day, teachers create and/or tweak a lesson or unit around a shared problem of practice based on presentations given by engaging speakers and presenters. In this Spark presentation, MTLI seeks ideas for how to expand the diversity of teacher participants and how to create additional offerings for this day of valuable professional development. Guiding Questions: • How do we expand our program offerings and move from a one-day conference to a longer event while keeping costs in check? • How do we increase the diversity of teachers who attend the conference?

Ú Skyline C, West Tower

The College and Alumni Program (CAP), an initiative of The Making Waves Foundation, provides a critical bridge between college acceptance and college completion for underserved and underrepresented students. In the spring of 2019, Making Waves held its first annual institute to share best practices and strategies that help increase the college graduation rate of low-income and first-generation students. This Spark presentation will offer insights as to how the institute came about, the purpose, and how Making Waves identified a need for it in their community. Guiding Questions: • How are college access and success similar and different? • What are different issues you focus on in success work? • How do you create space in your organizations to plan and reflect?

Ú Skyline C, West Tower

Designing Effective CBO and Higher Education Partnerships Laurie Behringer, Senior Director, Admission Pipeline Programs, New York University Jordan Wesley, Managing Director of Program, Mid-Atlantic Region, Let’s Get Ready

Representatives from New York University (NYU) and Let’s Get Ready (LGR) will discuss the challenge of designing effective and productive partnerships between Community-Based Organizations (CBOs) and colleges/universities. As part of NYU’s new Pipeline Division, they are currently grappling with how to best work with CBOs in a way that ensures all parties feel the relationship is substantive and mutually beneficial. At LGR, this challenge persists as the organization looks to partner with different types of higher education institutions, sometimes for different purposes. The presenters will share their perspectives on effective partnership-building, grounding the conversation in their own experiences building and maintaining a mutually beneficial relationship. Guiding Questions: • What are the different phases of the CBO and college/university partnership? • How can CBO and college/university partners ensure that they are executing a “students first” model of engagement?

Ú Skyline C, West Tower 2020 NPEA CONFERENCE

SPARK SESSION GROUP C The following three presentations are part of this session.

Facilitator: Charlotte Brownlee, Assistant Head of School for External Affairs, Cate School

Ú Skyline DE, West Tower

Under the Radar: Innovations in Identifying Students from Underrepresented Populations Ashley Flynn, Associate Director of Research and Special Initiatives, and Co-Director, CTY Baltimore Emerging Scholars, Johns Hopkins Center for Talented Youth

It is widely recognized that students from lowresourced backgrounds are under-represented in advanced academic programming. However, we also know that we are failing to identify underrepresented students with high academic ability. Innovative efforts by the Johns Hopkins Center for Talented Youth (CTY) attempt to address this challenge in Baltimore City using an approach that combines identification, characterization, and programming to develop scalable solutions for CTY and beyond. This Spark presentation will explore potential solutions to educational inequity in the gifted world. Guiding Questions: • Why aren’t traditional identification measures capturing students from underrepresented populations? • How can we combine identification, characterization, and programming to better find and serve these students?

Ú Skyline DE, West Tower

Highlighting the Importance of Supporting Middle- to Lower-Achieving Students Meredith Laban, Executive Director, Horizons Greater Boston

Students have many abilities and strengths and not all students can go to Harvard. How do we turn the spotlight to the needs of these students? Everyone loves the story of the student that pulled themselves up by the proverbial bootstraps and made it to an extremely selective college but what damage is done when we continue to highlight these stories? What stories are lost? This Spark presentation offers the opportunity to think about how to highlight the success of the middle- and low-achieving students. Guiding Questions: • How do you support middle- and low-achieving students in your work? • How do you share the stories of these students to funders in sensitive, appropriate, and meaningful ways?

Ú Skyline DE, West Tower

How First Language Readers Become Second Language Reading Superstars Sunny Singh, Founder and Chief Executive Officer, Yours Humanly

Extensive research shows that young children who first learn to read in their native language have much greater success at learning to read English. Yours Humanly, a global nonprofit that supports the education of underrepresented children around the world, offers a program that provides English as a Second Language (ESL) students with books in both English and their native language. Yours Humanly piloted this program at Sun Terrace Elementary School in Concord, California where several students enrolled at the school did not yet speak English. Students at this school were given books in both English and Urdu. This Spark presentation will share research, testimonials, and images of this project and others, showing how the program enhances the lives of immigrant families. Guiding Questions: • What are you currently doing to support your ESL student population? • What did you learn from this presentation that you can take home to support ESL student populations?

Ú Skyline DE, West Tower

E D U C AT I O N A L- A C C E S S .O R G

SPARK SESSION GROUP D The following three presentations are part of this session.

Facilitator: Mark Mitchell, Vice President, National Association of Independent Schools

Ú Longfellow AB, West Tower — Lobby Level

The Case for Resilience: Preparing Students for the Ever-Changing World Debra McLoud, Executive Director, Breakthrough Manchester

At Breakthrough Manchester, students come from a variety of backgrounds but share common obstacles in their lives. Many are first-generation Americans who are below the poverty line, speak English as a second language, are from an ethnic or racial minority, come from a non-traditional family structure or are homeless, and would be the first in their family to attend college. The resilience they demonstrate is a testament to the human spirit. In order for our students to succeed in a climate of opportunity inequity, they need to continue to move forward with strength and resilience. This Spark presentation will share how students can successfully rise beyond challenges. The presenter will touch on issues of student identity, well-being, and mental health that are crucial to address in order for our students to forge ahead on their journey to higher education. Guiding Questions: • What are the strategies that we can use to foster healthy self-identity and character growth in our students? • What are the personal skills that will help them to succeed on that journey?

Ú Longfellow AB, West Tower — Lobby Level

Finding Our Focus: Holistic Student Growth Through a Social Justice Lens Christine M. López, Principal, Lopez Consulting, Inc.

More than half of all children in the United States have experienced some form of trauma, and 35 percent of children have experienced more than one type of traumatic event (Centers for Disease Control, 2017). While these statistics are alarming enough, underserved student populations are at an even greater risk of experiencing these events, and the issue of responding to trauma becomes one of social justice. Research indicates, however, that supportive, responsive relationships with caring adults,

2020 NPEA CONFERENCE

and opportunities to learn self-regulation skills can prevent or reverse the damaging effects of toxic stress response. This Spark presentation will focus on how trauma-informed strategies can work towards social justice in our teaching, classrooms, academic institutions, and communities. Guiding Questions: • How can we enhance connections to caring adults and increase parents’ and youth skills to manage emotions and conflict in our educational institutions? • Why is the need to create a safe space for nurturing resilience in our scholars a social justice issue? • How can we systematically develop and support curricula, community programs, and policies to be trauma-sensitive, trauma-informed, and equityfocused while respecting factors that impact childhood trauma?

Ú Longfellow AB, West Tower — Lobby Level

Circles for Change: Promoting Strong Values That Lead to Success Rachel Koury, Program Director, SquashBusters

This Spark presentation will address the concept of opening and closing programming in a circle, and the importance of creating routine and ritual around these two critical times of a program day. In SquashBusters’ 25 year history, school-year program attendance consistently surpasses 90% and students commit to attending three days of programming per week. During sessions, Squashbusters uses circles to promote values of integrity, concern for others, appreciation, respect, and effort. Over time, these circles have led to a strong, student-led culture of high expectations, teamwork, and holistic support that results in 100% of students graduating high school and 98% matriculating into college. This Spark presentation will share how to open and close circles and discuss the value of each circle component. Guiding Question: • How can you utilize opening and closing rituals to increase student engagement, success, and leadership within your organization? • How do you cultivate student buy-in and leadership around new initiatives for your program?

Ú Longfellow AB, West Tower — Lobby Level

SPARK SESSION GROUP E The following three presentations are part of this session.

Facilitator: Lisa Reynolds Smoots, Director of Admission, Church Farm School

Ú Somerset, East Tower

Collaborative Approaches to Educational Equity: Promoting Computer Science Ashely Patton, Director of Outreach, SCS, Carnegie Mellon University Jonathan Reynolds, Outreach Project Manager, Carnegie Mellon University

Access to computer science (CS) education is at a crisis point in America, with only 35 percent of high schools offering CS instruction. With 500,000 open computing jobs (a number projected to grow by twice the rate of jobs in other fields), as well as technology’s lack of diversity, we need to rethink who we encourage to pursue CS, and how we go about that work. To address this, Carnegie Mellon University has engaged stakeholders to create educational ecosystems to provide access, opportunity, and inspiration to under-resourced schools, students, and families to drive interest and enrollment in CS programs and careers. This Spark presentation will prompt dialogue around programs and initiatives that work and how we can tackle this problem from a social justice perspective. Guiding Questions: • How can we feasibly create educational opportunities for CS that are easily replicated and scalable for maximum impact to address a national problem? • How can we engage with each other to continually inform our communities of successes and challenges?

Ú Somerset, East Tower

Strengthening Access to STEM College and Career Pathways for Public School Students: Can Private Funders Help? Jamie Hennick, Senior Manager of Strategic Initiatives, Root Cause

Root Cause, a purpose-driven consulting group, was hired by the Biogen Foundation to help design, launch, and coordinate a new collective action philanthropic initiative. As a result, in 2018 Biogen launched STAR,

a four-year, $10M investment to strengthen STEM education ecosystems for public school students in Cambridge and Somerville, Massachusetts. In its first year, the initiative funded six high-performing nonprofits to help them work together to expand and strengthen STEM learning opportunities for students historically underrepresented in STEM—notably, students of color. This Spark presentation will provide an opportunity to think through the role of and best practices for engaging with private funders to design collective action initiatives. Guiding Questions: • What is the role of the funder in coordinating and designing collective action initiatives? • What are the most important elements of successful networks? • What processes and practices might help the network build and sustain communication that helps them better serve students and families and work more cohesively with schools?

Ú Somerset, East Tower

Promoting Career Success for Underrepresented Students: How Internships can Help Elyse Danckers, Executive Director, Waukegan to College

Often, low-income college students of color face myriad challenges in gaining essential workforce experience to become sought-after candidates for positions post-graduation including lack of networks, transportation, and financial pressures. In 2019, Waukegan to College (W2C) piloted a successful college student internship program called CReaTe as a way of providing college students with valuable work experience. In this program, first-generation college students were recruited to form a product development team working on a six-week project to create a college-readiness texting service for the community. For additional support, W2C partnered with the Latino employee group, AHORA, at a local pharmaceutical company to provide mentors to the team. This Spark presentation will share key highlights about the program and ways in which a college internship program can provide valuable experience to help college students gain career readiness skills and work experience. Guiding Questions: • What other types of training would be helpful for students to receive to assist with becoming strong candidates after graduation? • How are you supporting underrepresented students with career readiness?

Ú Somerset, East Tower

E D U C AT I O N A L- A C C E S S .O R G

SPARK SESSION GROUP F The following three presentations are part of this session.

Facilitator: Nate Pietrini, Executive Director, High Jump

Ú Charles Suite A, East Tower

The Community-Based Organization Profile for Colleges Alison Overseth, Chief Executive Officer, Partnership for After School Education (PASE)

For community-based programs (CBOs) who work to support college prep and success, an important aspect of the work includes establishing relationships with higher education institutions. A first step in helping colleges understand your program and distinguish it from others can be through a CBO Profile. Modeled on school profiles, a CBO profile targeted to colleges can highlight how your organization works with youth to get them to and through college as well as provides context for the community and youth with whom the organization works. This Spark presentation will share how PASE is working with organizations in New York City to promote the use of the CBO Profile as accepted practice.

Guiding Questions: • What might you include and/or look for in your CBO Profile and why? • How would you begin to share and use a CBO Profile?

Reaching Across Contexts: Developing Researcher/Practitioner Partnerships that Enable Meaningful Work Amanda Case, Assistant Professor, Purdue University Jessica Hauser, Executive Director, Downtown Boxing Gym Youth Program

When partnerships between community-based organizations (CBOs) and university researchers are successful they can be tremendously beneficial for both parties. Researchers can make substantive contributions to research, practice, and policy and CBOs can gain assistance with data collection and program evaluation leading to program growth and/ or improvements and access to additional funding. Establishing and maintaining such partnerships is not easy, though, and takes considerable commitment. This Spark presentation will highlight the long-term relationship between a university researcher and CBO executive director, including challenges they have faced and what has allowed their partnership to persist and remain mutually beneficial over the years. Guiding Questions: • In what ways could researcher/practitioner partnerships improve and/or assist the work you do? • What has facilitated or complicated your formation of researcher/practitioner partnerships?

Ú Charles Suite A, East Tower

Working With Your Board to Grow and Expand Your Program Jose Oromi, Executive Vice President, Horizons National

Ú Charles Suite A, East Tower

Is your organization considering growth and expansion? Is your board engaged in strategic planning? This Spark presentation will highlight a few proven practices for boards to follow when considering growth, expansion, and strategic planning. Horizons National will share their experience of replicating the Horizons model in 62 locations across the country and establishing regional models that increase the number of students served. Guiding Questions: • Is your organization seeking to grow and expand and would you benefit from learning helpful best practices, strategies, and tips? • Is your board strong and well-run and in a place where expansion is feasible? • Are you currently maximizing your board fundraising?

Ú Charles Suite A, East Tower

2020 NPEA CONFERENCE

SPARK SESSION GROUP G The following three presentations are part of this session.

Facilitator: Asabe Poloma, Assistant Dean for International Students, Office of the Dean of the College, and Director, Mellon Mays Undergraduate Fellowship, Brown University

Ú Charles Suite B, East Tower

school students and older student leaders established a sense of community around the process of learning, reinforcing collaborative efforts to strengthen academic progress and rising above expectations. Guiding Questions: • What methods or actions are currently being implemented in your communities to sustain the long term success of deeply marginalized students? • If you could wave a magic wand to change one thing in the education system, what change would you request?

Supporting Students Beyond Academics: Meeting Basic Needs

Ú Charles Suite B, East Tower

David Helene, Founder and Chief Executive Officer, Edquity

Supporting Undocumented Students Towards College Success

Insufficient food and housing undermine postsecondary educational experiences and credential attainment for college students. A postsecondary credential is one of the few paths available for lowincome students and working adults to achieve economic mobility, yet the financial burdens of college—and of life—make it a distant reality for far too many. This Spark presentation will share ideas for how to meet these challenges, with a particular focus on emergency aid.

Aidé Acosta, Chief College Officer, Noble Network of Charter Schools

Guiding Questions: • What are some best practices in the field to move beyond food pantries as we respond to basic needs insecurities on campus? • How can we design optimal emergency aid programs for students that also contextualize this tool within the broad programmatic landscape of support?

Ú Charles Suite B, East Tower

Continuation School Students: Leaders in an Underserving Educational System Sofia Martinez, Fellow, 10,000 Degrees

10,000 Degrees, through its Academic Support and Metas programs, works to reframe the misunderstanding that English Language learners, particularly in continuation schools, have a deficit of low English language comprehension. Based on the belief that multilingual abilities of students have been historically underappreciated and celebrated, 10,000 Degrees created a program that positions students as leaders and tutors in a local elementary school that is in the process of developing a dual language immersion program. They have learned that students can thrive as they work on Spanish and English comprehension with younger students using positive strategies of encouragement and motivation. This Spark presentation will share how both the elementary E D U C AT I O N A L- A C C E S S .O R G

A discussion on access must also address the systemic barriers that prevent undocumented students from accessing a college education and include practical solutions in supporting undocumented students. Nationally, approximately 5% of undocumented students earn a bachelor’s degree. The Noble Network of Charter Schools in Chicago has developed a scholarship program in partnership with philanthropists, colleges, and local not-for-profit organizations, to support equal access for students, irrespectively of their immigration status. In addition to improving college access, Noble undocumented alumni are graduating college at unprecedented rates: 60% of the original cohort graduated in just four years and a total of 72% are projected to earn a bachelor’s degree by 2020. This Spark presentation will highlight a few practical approaches for supporting undocumented students. Guiding Questions: • What changes can you make in your own organization to better support undocumented students towards success? • How can schools become safe spaces with today’s anti-immigrant climate?

Ú Charles Suite B, East Tower

SPARK SESSION GROUP H: The following three presentations are part of this session.

Facilitator: Christopher Parris, Chief Program Officer, The Steppingstone Foundation

Ú Parkview, East Tower

Guiding Questions: • Why is it important to partner with organizations like ours to provide students with a unique enrichment experience designed to strengthen SEL skills? • What are the inter- and intrapersonal skills that you have relied on to be successful in your personal life and career?

Ú Parkview, East Tower

Clarifying Community Norms Lesa Gooduhe, Program Manager, Johns Hopkins Center for Talented Youth

Johns Hopkins Center for Talented Youth (CTY) offers three-week summer residential programs where academically gifted students attend 100 hours of an advanced class and live in dorms with their peers from all across the world. This Spark presentation will discuss how norms are developed and fostered among a diverse student body over only three weeks. In 2017, CTY saw an uptick of behavior challenges related to digital and physical forums, such as texting unwelcome images or touching without permission. Often students were not aware of the impact of their actions on others. In 2018, CTY implemented a new Residential Life Curriculum with the goal of helping students understand exactly what is asked of them as CTY community members. Guiding Questions: • What social norms merit intentional coverage by educational institutions? • What is the most effective and culturally sensitive way to teach young adults about the social norms to which we expect them to adhere?

Ú Parkview, East Tower

Inserting Social Justice Issues into Curricula and Across Disciplines Christopher Cofer, Executive Director, Summer at Syracuse, Syracuse University

Syracuse University’s Summer College for High School Students portfolio of programs includes many opportunities where faculty use social justice issues at the core of their curriculum. These faculty are engaging with their students to lift the veil and expose injustice. Students learn to see the world around them through new lenses and with a new understanding of how injustice is socially constructed. This Spark presentation will encourage those working with high school students to find ways to introduce social justice related topics into what they do; encourage those from higher education institutions to do more of this kind of work across the disciplines; and encourage all attendees to continue the dialogue and challenge microaggressions. Guiding Questions: • Where are you already incorporating a focus on social justice in your work with students? • Can you identify two or three new opportunities to engage with students in this space?

Ú Parkview, East Tower

Dreaming Big: Service Learning as a Platform for Social and Emotional Learning Kate Moreau, Senior Program Director, One Bead

As a second grader at Kenny Elementary in Dorchester, Massachusetts, Ann Marie ended the year with 16 refocus calls. In third grade, she had none. At the Partnership for Social & Emotional Learning Initiative (PSELI) year-end convening, much of Ann Marie’s positive behavioral change was attributed to One Bead. Ann Marie’s Dream Big Journal story is a perfect example of what happens when you give students access to languages of power by including them in conversations about what the future should look, feel, and sound like. This Spark presentation will share more about what happens during this important intersection between resource allocation and skill building. 2020 NPEA CONFERENCE

2:30 PM–3:45 PM CLOSING KEYNOTE GENERAL SESSION Keynote Introduction Kimberly Stezala, Senior Partner, Design Group International

Keynote Sponsor

Keynote Speaker Marcia Chatelain, Provost’s Distinguished Associate Professor, Georgetown University; and Author, South Side Girls: Growing Up in the Great Migration (2015) and Franchise: The Golden Arches in Black America (2020)

Ú Grand Ballroom, West Tower

3:45 PM–4:30 PM BOOK SALES AND SIGNING: MARCIA CHATELAIN Marcia Chatelain will sign copies of her book immediately following the closing Keynote General Session. Books will be available for purchase on site. Ú Grand Ballroom Foyer, West Tower

E D U C AT I O N A L- A C C E S S .O R G

SPEAKERS

2020 Conference Keynote Bios

2020 NPEA CONFERENCE

Marcia Chatelain, Provost’s Distinguished Associate Professor, Georgetown University; and Author, South Side Girls: Growing Up in the Great Migration (2015) and Franchise: The Golden Arches in Black America (2020)

Marcia Chatelain is a Provost’s Distinguished Associate Professor of history and African American studies at Georgetown University. Previously, she was the Reach for Excellence Assistant Professor of Honors and African American Studies at the University of Oklahoma’s Honors College. In 2008, Dr. Chatelain graduated with her Ph.D. in American Civilization from Brown University. While at Brown, Dr. Chatelain received the University of California-Santa Barbara’s Black Studies Dissertation Fellowship. She is the author of South Side Girls: Growing Up in the Great Migration (2015) and Franchise: The Golden Arches in Black America (2020). In 2014, she organized her fellow scholars in a social-media response to the crisis in Ferguson, Missouri, entitled #FergusonSyllabus. A frequent public speaker and consultant to educational institutions, Dr. Chatelain delivers lectures and workshops on inclusive teaching, social movements, and food justice. She has contributed to TheAtlantic. com, Time.com, Ms. Magazine, and the Chronicle of Higher Education, which also named her a “Top Influencer in Higher Education” in 2016. Angel B. Pérez, Vice President for Enrollment and Student Success, Trinity College

Angel B. Pérez is an education administrator, author, speaker, teacher, and student advocate. With more than two decades’ experience in secondary and higher education leadership positions in the U.S., he is now recognized as a national thought leader, and sought after as an international speaker on issues of educational equity and access in American education. A recent 2019 Forbes article named Dr. Pérez the greatest influencer in college admissions. Dr. Pérez’s work on behalf of underrepresented student populations echoes his own story. Growing up poor in Puerto Rico and the South Bronx, he went on to graduate from some of America’s most prestigious institutions and now dedicates his efforts to ensure that all who aspire to higher education have the opportunity to achieve.

Howard C. Stevenson, Professor, Graduate School of Education, University of Pennsylvania; Executive Director, Racial Empowerment Collaborative; and Director, Forward Promise

Howard C. Stevenson is the Constance Clayton Professor of Urban Education, Professor of Africana Studies, in the Human Development and Quantitative Methods Division of the Graduate School of Education at the University of Pennsylvania. Dr. Stevenson is also the Executive Director of the Racial Empowerment Collaborative (REC), a research, program development, and training center that brings together community leaders, researchers, authority figures, families, and youth to study and promote racial literacy and health in schools and neighborhoods. He is also Director of Forward Promise, a national program office funded by the Robert Wood Johnson Foundation, to provide philanthropic support for organizations designed to improve the health of boys and young men of color and their families and to help them heal from the trauma of historical and present-day dehumanization, discrimination, and colonization.

E D U C AT I O N A L- A C C E S S .O R G

#1 DESIGNATED A MASSACHUSETTS SCHOOL OF RECOGNITION for excellent achievement in 2019

BEST OPEN ENROLLMENT SCHOOL IN BOSTON based on 2019 MCAS results for grades 3-8

TOP TEN IN THE STATE FOR STUDENT GROWTH, in both ELA and math, in grades 3-8 in 2019

Great teaching closes the achievement gap.

2020 NPEA CONFERENCE

Supporting access and inclusion… It’s why we do what we do.

Guiding the Way to Inclusion Conference 2020 NACAC’s premier diversity conference empowers college admission professionals to provide support for ALL students. Explore current issues and best practices in multicultural recruitment and campus inclusion alongside hundreds of secondary, postsecondary, and community access professionals all working toward equity in higher education. Registration opens in April. Early bird rates available until June 15.

Fundamentals of College Admission Counseling, 5th edition nacacnet.org/fundamentals Increase your core knowledge through this deﬁnitive textbook, a must-read for every high school counselor and adviser. New chapters include Advising Students and Families About Paying for College; Counseling First-Generation Students and Families; Serving Undocumented Students; and more.

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The National Association for College Admission Counseling (NACAC) is the trusted source in college admission. E D U C AT I O N A L- A C C E S S .O R G

Rutgers University–New Brunswick is committed to decreasing the achievement gap for underrepresented, first-generation, and low-income students. RU1st: Comprehensive network connecting

ACCESS EMPOWERMENT INNOVATION

first-generation students to academic resources Louis Stokes Alliance for Minority Participation: Academic, financial, and social support for underrepresented students in STEM fields Paul Robeson Success Institute: Extensive program including a summer leadership institute, undergraduate research, and study abroad opportunities with funding options Ronald E. McNair Post-Baccalaureate Achievement Program: Immersive program preparing students for master’s or doctoral degrees Rutgers Future Scholars: Academic preparation courses, cultural events, tutoring, and mentoring for low- and moderate-income New Jersey middle and high school students

YENNY T. ‘21 Current McNair Scholar MAJOR: Psychology MINOR: Education “I came in through the Education Opportunity fund program. The tutoring, mentors, aid, and advising just keep everything on track. Rutgers really helped me grow so much as a person.”

2020 NPEA CONFERENCE

American Talent Initiative Member

#1 most diverse student body in the Big Ten

27% of students are 1st generation

74% of students receive financial aid

admissions.newbrunswick.rutgers.edu Rutgers, The State University of New Jersey

E D U C AT I O N A L- A C C E S S .O R G

Bright students are everywhere. Sometimes they need a bridge to access the challenging learning they need. CTY Baltimore Emerging Scholars gives students in grades 2-5 access to free, in-school programming for advanced learners. Courses include astronomy, architecture, engineering, and coding. A partnership between the Johns Hopkins Center for Talented Youth and Baltimore City Public Schools, we’ve reached 700 students in 21 schools since 2014. We’re taking what we’ve learned in Baltimore and sharing it with educators around the world. Our hope is that we can change how people think about identifying and nurturing academic talent so we can reach more bright students. Learn more at ctyj.hu/scholars.

BROWN | Pre-College Unlike any stop on your academic journey. Learn with intellectually curious peers – over 5,000 high school students from all 50 states and over 70 countries. Choose from more than 300 engaging courses – reflecting the breadth and depth of Brown’s undergraduate Open Curriculum. Follow your curiosity – without the pressure of formal grades. Experience what college life is like – the freedom, the responsibility, and new friendships.

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E D U C AT I O N A L- A C C E S S .O R G

A Better Chance is proud to be a member of the National Partnership for Educational Access and

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Supporting educators and their academically talented students since 1980.

tip.duke.edu Duke TIP is one of the largest educational talent searches, serving over 450,000 academically talented students in grades four through twelve nationwide annually. 45

Gateway Impact is committed to improving educational outcomes for young people through: Sharing Gatewayâ&#x20AC;&#x2122;s best practices that help students become powerful learners. Offering professional development frameworks and peer coaching tools. Creating venues for educators to come together and learn from each other.

By creating forums to share ideas, best practices, and successes, we aim to leverage the collective wisdom of educators as we all work to close the achievement gap.

Access free resources and learn more at www.gatewayimpact.org Gateway Impact is an initiative of Gateway Public Schools, San Francisco, California Gateway is a proud partner and supporter of National Partnerships for Educational Access. E D U C AT I O N A L- A C C E S S .O R G

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2020 NPEA CONFERENCE

The National Summer Learning Association works to ensure that every young person in America, regardless of background, zip code or income, can access and participate in a life changing summer learning experience every summer.

JOIN THE MOVEMENT AND SAVE THE DATES FOR... • Summer Learning Week: July 6–11, 2020 • Summer Changes EverythingTM: November 16–18, 2020

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P O P S T A PR O P S T A R O P P O R T U N I T Y

O P P O R T U N I T Y

U N L O C K E D

At Oliver Scholars, we promote scholarship, leadership and service. Oliver Scholars prepares high-achieving Black and Latino students from underserved New York City communities for success at top independent schools and prestigious colleges.

AT OLIVER SCHOLARS WE PRO OTE SCHOLARSHIP, LEADERSHIP A D SERVICE

Founded in 1984, Oliver Scholars is distinctive among access programs for its commitment to providing transition support for the whole family, developing students’ social-emotional skills, and instilling an ethos of giving back. The Oliver experience includes up to 10 years of one-on-one support, after-school and summer coursework, and pre-career training.

AT OLIVER SCHOLARS WE PRO OTE 80LMaiden Lane, New York, NY 10038 EADERSHIP A D SERVICE

Oliver Scholars prepares high-achieving Black and Latino students from underserved New SCHOLARSHIP, York City communities for success at top independent schools and prestigious colleges.

Scholars prepares Founded in 1984, Oliver Scholars is distinctive amongOliver access programs for itshigh-achieving Black and Latino students from underserved New communities for success at top independent schools and prestigious colleges. commitment to providing transition support for the whole York family,City developing students’ social-emotional skills, and instilling an ethos of giving back. The Oliver experience E D U C AT I O N A L- A C C E S S .O R G in 1984, and Oliver Scholars is distinctive among access programs for its includes up to 10 years of one-on-one support, after-school andFounded summer coursework, pre-career training. commitment to providing transition support for the whole family, developing students’ 80 Maiden Lane

oliverscholars.org

Continuing its support of NPEA in the pursuit of educational access Reach for Excellence is a tuition free academic and leadership enrichment program that prepares underserved middle school students for success in college preparatory schools of their choice.

Hosted at Marist School in Atlanta, Georgia A Program of the Society of Mary www.reachforexcellence.org @ReachForExcel Empowering Determined Learners!

“

“Syracuse University Summer College was one of those once in a lifetime opportunities that once it's over you still continue to grow and become a better person because of it. I had the best summer of my life there.”

Join Us for Summer 2020! • June 27 - August 7, 2020 • 1, 2, 3, 4, and 6-week pre-college programs • For high school students 15 years or older • 60+ programs in 11 of SU’s schools & colleges

In 2019, we welcomed...

717*

High School Students to Syracuse University

summercollege.syr.edu

213 21

Tatyanna W., 2019

Food Studies: Farm, Food, Futures Price Family Foundation

Students attended at no cost to their families

Partners worked with Summer College to make this possible

@SUSummerCollege 2020 NPEA CONFERENCE

32% $2445

315.443.5000

“

Syracuse University Summer College

Average Partner Discount Estimated Partner Commitment Per Student

sumcoll@syr.edu

Their future starts here. Access our free counselor and recommender resources from Common App. See how we're expanding access, equity, and integrity in the college admission process. Explore our new college search, video tutorials, applicant and recommender guides today at commonapp.org/ready.

"Some of the challenges that our school and students face is on the road to college have to do with them thinking that they are college-ready and college-bound. Common App helps us educate them and their families about the fact that they are indeed college-bound, and helps us introduce them to opportunities that they never would have otherwise imagined." Ann Marano M.A., Ed. College Bound Advisor Irma L. Rangel Young Women's Leadership School

VISION2020 PRIVATE SCHOOLS WITH PUBLIC PURPOSE CONFERENCE

PARTNERSHIPS TODAY AND BEYOND

SEPT 24-26, 2020

PASADENA, CA HOSTED BY POLYTECHNIC SCHOOL

E D U C AT I O N A L- A C C E S S .O R G

Summer Positions Available!

asa.org/plan A path for every student. A plan for every future.

Bridge to Enter Advanced Mathematics is a free program for students from low-income and historically marginalized communities who show exceptional potential in mathematics.

ASA Education & Career Planning We provide in-person counseling services for education and career planning in local schools, libraries, and community organizations.

Each summer, we hire math instructors, college students, social workers, and more! For more information and how to apply: beammath.org/jobs Dr. Karen Taylor works on Number Theory with Gabe.

Learn more at asa.org/plan Our Mission American Student Assistance’s mission is to help students understand their options and make informed decisions to achieve their education and career goals. We fulfill our mission by providing tools and resources to students online, in classrooms, and through community-based organizations.

American Student Assistance, ASA, Delta-A, and corresponding logos are registered trademarks of American Student Assistance. Other marks are the property of their respective owners. ©2020 American Student Assistance. All rights reserved.

“Teaching at [BEAM] was a great joy, and I highly recommend it as an outreach initiative to get involved in!” - Mohamed Omar, Associate Professor, Harvey Mudd College

At the NPEA Annual Conference? We’re here too and would love to tell you more about BEAM. Send us an email:

info@beammath.org

Buffalo Prep is proud to announce Prep Scholars Academy! Prep Scholars Academy is a bilingual community-based summer enrichment program for students seeking to succeed in high school and pursue a college education.

Toda está en la preparación! University at Buffalo • Buffalo • NY • BuffaloPrep.com • 716-829-3605

2020 NPEA CONFERENCE

INTERESTED IN PRESENTING AT NEXT YEAR’S CONFERENCE? The call for workshop proposals will be released in August 2020.

April 21–23, 2021

PHILADELPHIA

Helping Children Soar! We Salute the National Partnership for Educational Access

is proud to support NPEA

Most families can’t save it all. No one should borrow it all. With MEFA, everyone can make a plan to pay.

The Enrollment Management Association helps provide access to an independent school education with over $1 million of free admission testing and application services each year. enrollment.org ssat.org

Learn more at mefa.org or by calling (800) 449-MEFA (6332). MEFA Massachusetts Educational Financing Authority and MEFA are registered service marks of the Massachusetts Educational Financing Authority. © 2020 MEFA. ALL RIGHTS RESERVED.

51 EMA NPEA3.75x5AdFINAL.indd 1

“Steppingstone founded NPEA in 2007 because we believe in the power of working together. Over the past 13 years, you have turned that vision into a powerful nationwide movement. Thank you, NPEA community, for your insights, your dedication, and your partnership. We’re proud to work beside you as Steppingstone enters its 30th year!”

tsf.org

E D U C AT I O N A L- A C C E S S .O R G

1/17/19 1:45 PM

NPEA Advisory Board Rhonda Auguste, The Wight Foundation (NJ) Bryan Baldwin, COCUITY (FL) Linda Borden, National Partnership for Educational Access; and Board of Ambassadors, The Steppingstone Foundation (MA) Charlotte Brownlee, Cate School (CA) Rob Evans, Independent School Alliance (CA) (Co-Chair) Steve Filosa, The Malcolm Coates Prep@Pingree Program at Pingree School (MA) Rachael Flores, National Cathedral School (DC) Kate Gilbane, Board of Directors, The Steppingstone Foundation (MA) Andy Hoge, New Jersey SEEDS (NJ) (Co-Chair) Heather Jenkins, uAspire (MA) Eric Jones, Community Partnership School (PA) Dennis Lacewell, Urban Prep Academies (IL) Nicole Maloy, University of Pennsylvania (PA) Mark Mitchell, National Association of Independent Schools (DC) Olufemi Ogundele, University of California, Berkeley (CA) Marcia Oâ&#x20AC;&#x2122;Neil-White, Education Collaborative of Western New York (NY) Rebeca Gomez Palacio, College Access Consultant (FL) Christopher Parris, The Steppingstone Foundation (MA) Asabe Poloma, Brown University (RI) Annie Reznik, Education Finance Institute (DC) Lisa Reynolds Smoots, Church Farm School (PA)

52 NPEA Team Karin Elliott, Executive Director Carrie Tate, Associate Director Alex Newell, Member Services Associate Linda Borden, Education Consultant Kathan Dearman, Consultant, Cypress Planning Group LLC Angelle Weidenbacher, Consultant, Cypress Planning Group LLC

2020 NPEA CONFERENCE

Conference Sponsors Thank you to our sponsors for their generous support of this conference. Premier Education Leaders

Education Champions

Coalition for College (National) EganWood Foundation (NJ) Kate and Tom Gilbane (MA) The Charles Hayden Foundation (NY) The College Board (National)

American Student Assistance (MA) The Boston Foundation (MA)

Boston College (MA) Chicago Scholars (IL) Horizons National (CT) National Association for College Admission Counseling (VA) National Association of Independent Schools (DC) National Network of Schools in Partnership (DC) National Summer Learning Association (National) Noble and Greenough School (MA) Phillips Academy (MA) Phillips Exeter Academy (NH) The Common Application (National) The Malcolm Coates Prep@Pingree Program at Pingree School (MA) The Roxbury Latin School (MA) The Wight Foundation (NJ) Tufts University (MA) Williams College (MA)

Keynote Sponsors

Conference Supporters

Award for Excellence in Educational Access Sponsor

Jack Kent Cooke Foundation (VA) Welcome Reception Sponsors

MEFA (MA) Milton Academy (MA) Education Partners

Johns Hopkins Center for Talented Youth (MD) The Enrollment Management Association (NJ) Fee Waiver Sponsors

Design Group International (FL) Duke University Talent Identification Program (TIP) (NC) Schuler Scholar Program (IL) Tote Bag Sponsors

Duke University Talent Identification Program (TIP) (NC) University of Michigan (MI) Washington University in St. Louis (MO) Yale Young Global Scholars (CT)

A Better Chance (NY) Bridge to Enter Advanced Mathematics (NY) Brooke Charter Schools (MA) Brown University Pre-College Programs (RI) Buffalo Prep (NY) Cate School (CA) Daniel Murphy Scholarship Fund (IL) Gateway Public Schools (CA) New Jersey SEEDS (NJ) Oliver Scholars (NY) Private Schools with Public Purpose (CA) Professional Education at the Harvard Graduate School of Education (MA) Reach for Excellence (GA) Rutgers University â&#x20AC;&#x201C; New Brunswick (NJ) Syracuse University Summer College (NY)

Thank you to DiSanto Design for their in-kind donation toward design and production services.

E D U C AT I O N A L- A C C E S S .O R G

Notes & Connections

2020 NPEA CONFERENCE

Notes & Connections

E D U C AT I O N A L- A C C E S S .O R G

Joining NPEA Interested in connecting with your colleagues from across the country on national efforts to eliminate barriers to educational access and college and career success for underserved students? Visit the registration desk to learn more about joining NPEA. NPEA membership provides valuable benefits such as professional development, conference discounts, best practice sharing, connections to colleagues, and more.

NPEA is an initiative of The Steppingstone Foundation. One Appleton Street, 4th Floor Boston, MA 02116 www.educational-access.org Twitter: @NPEdAccess, #NPEA2020 www.tsf.org Twitter: @Steppingstone90

2020 NPEA CONFERENCE

Upcoming K–12 Professional Development Institutes Designed to help you achieve excellence with equity for every student Race, Equity, and Leadership in Schools May 11 – 14, 2020 Identify concrete strategies for building inclusive institutions and build your toolkit to teach, model, and practice them effectively.

Post-Secondary Success June 22 – 25, 2020 Develop systems and learning plans that support students on paths to post-secondary readiness and success.

Closing the Achievement Gap June 27 – July 1, 2020 Learn how to raise achievement levels for all of your students — while narrowing gaps between groups. Special tuition pricing available for NPEA members. Learn more at hgse.me/npea

For additional information, contact us at ppe@gse.harvard.edu or 800-545-1849.

E D U C AT I O N A L- A C C E S S .O R G

WE HOPE YOU CAN JOIN US 13TH ANNUAL NPEA CONFERENCE Spring 2021. Details coming soon! Interested in presenting at next year’s conference? The call for workshop proposals will be released in August 2020.

April 21–23, 2021

PHILADELPHIA