California Educator

February / March 2019

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Leaders in the Making Above is the 2018-19 class of CTA's Ethnic Minority Early Identification and Development (EMEID) program, gathered at January State Council. EMEID was established to sustain and increase ethnic minority leadership in CTA and its affiliates. Members interested in expanding their roles in CTA should apply for the class of 2019-20. Applications are accepted March 1–April 26; applicants will be notified by May 17. Find more information at C T A ' S I N S T I T U T E F O R T E A C H I N G (IFT) is accepting applications for Educator Grants (up to $5,000) and Impact Grants (up to $20,000) for the 2019-20 school year. But hurry: The deadline is March 31. All members are eligible to apply, and applications are evaluated through the lens of the seven- factor IFT strength-based matrix (see graphic). Strength-based thinking assumes that every student, class- room and school has untapped stories of excellence, and that tell- ing these stories releases positive energy and inspires creativity. To read about past winning projects, and for details on how to apply, go to Grants for Your Great Ideas 11 F E B R U A R Y / M A R C H 2 019 Stockton School District Will Be Monitored I N J A N U A R Y, Stockton Uni- fied School District agreed to five years of state monitoring to settle a complaint by the California Department of Justice over allegations that for years the district and its police department discriminated against black and Latino students and students with disabilities. The five-year investigation found that black and Latino students were more likely to be punished on campus or taken into custody than other students, and that the district and police used unconstitutional search and seizure practices. It also found that the district violated the rights of students with disabilities, who were inter- rogated, restrained and arrested for conduct resulting from their disabilities, said the complaint. The Justice Department will monitor the district to ensure, among other things, it sets clear policies and procedures on how and when school administrators refer students to law enforcement; creates a diversion program to address minor school-based criminal offenses; and revises policies and procedures on treatment of students with disabilities to prevent discrimination.

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