Institute of Education Sciences的动态

Misidentification in special education is a significant problem in the US. Brown and Black students are overrepresented in part because of educator mindsets and test bias. In a recent 'A Seat at the Table' webinar, panelists emphasized individualized support and data-driven engagement, and agreed that recognizing every student's strengths is key. Training and culturally relevant curricula can prevent over identification. Collaborative support systems, including parental involvement, are essential for student success. #SpecialEducation #EducationalEquity #InclusiveEducation #StudentSuccess #TeacherTraining

As policy makers are arguing over increasing the amount of days for students, schools and school districts are having issues getting students to come to school in the first place. There are many factors at play: a global pandemic that effected education delivery, social emotional effects of the global pandemic. Then, you conflate that with historical and intergenerational trauma, and then we add a heavy dose of canned and disconnected curricula that is mostly in the one size fits all variety. Then, we add to that the fact that many teachers lack continuted, adequate and meaningful opportunties to build and learn instructional, pedagogical stategies that engage their educator identities and allow for creativity because they are too busy trying to meet growth and proficiency rates when research shows that its not about "how much we put in their heads", it's about "how they will connect and use it". Let's funnel more funding to address these issues from a community based approach.

Discovering the "Why": How a Sense of Purpose Fuels School Communities Beyond Bullying and Disengagement: The Power of Shared WHY in Schools Simon Sinek teaches that institutions without a clear sense of purpose often breed poor behavior and disengagement. When schools lack a driving "why" to guide students, teachers, and parents, the vacuum gets filled with harmful conduct.? Without a shared vision animating the school community, students feel aimless and disconnected. Lacking meaning or inspiration, some bully classmates while others avoid school through truancy. Teachers just go through the motions, and parents grow adversarial. A compelling purpose provides a moral compass for a school. When students are fired by a sense of why their education matters, they engage passionately. Parents invest in this vision for their children's growth. Educators find renewed meaning in guiding young lives.? But when schools drift without direction, opportunism and apathy set in. Bullies assert control while disengaged students mentally withdraw. Conflict displaces community. Education becomes a chore, not a calling. Revitalizing our schools starts with reigniting a sense of transcendent purpose. When students, families and teachers unite behind a shared why, energy is unleashed. School becomes an exciting journey of discovery, not dreary drudgery. With the centrifugal force of purpose, schools can fulfill their highest calling: to equip children with the wisdom, care and vision to build a better world. https://lnkd.in/gwZJ5Y9a

What is Social Emotional Learning (SEL) and how can it help school integration efforts? In a recent blog post addressing meaningful school integration amid the anniversary of Brown v. Board, Lakeisha Steele outlines a learning approach that fosters inclusive and welcoming learning environments, supporting the academic, social, emotional, and mental health needs of all students. Here are some of the benefits of SEL ?? Boosts academic and social outcomes ?? Fosters empathy and cross-cultural understanding ?? Enhances critical thinking and problem solving A key component in achieving true educational equity is prioritizing positive student experiences through diverse classrooms, culturally responsive curriculum, and a diverse body of educators. Read the full post here: https://lnkd.in/dhAh-M2T

Today, Curriculum Associates released new research examining student recovery across grade-level cohorts following the pandemic.?? ? While there is evidence of academic recovery among some student groups, the data underscore our youngest and most vulnerable students need more attention and support. We need targeted strategies to prioritize foundational skills and proven interventions for our youngest students.? ? My hope is that this report provides timely, actionable insight as educators and district leaders reflect on the past school year and plan for the next. The data may seem disheartening, but we know that with a targeted approach to identifying and implementing effective and feasible interventions, more students can achieve grade-level learning.? ? You can read the full report here:?https://bit.ly/3RCFE0s

"It’s too early to know whether young children will experience long-term effects from the pandemic, but researchers say there are reasons to be optimistic." ? Our Curriculum Associates team remains committed to supporting educators as they navigate the pandemic’s lasting impacts on learning. Our latest research, featured in The New York Times, provides a temperature check on?academic growth post-pandemic, identifying pockets of recovery.?https://nyti.ms/4cleYtt ? The work ahead is challenging, but not without hope as we support and celebrate incredible gains in partner districts nationwide. It’s possible to get every student back on track, let’s get to work. Read the report: https://bit.ly/4btZYIt

https://lnkd.in/eXA-zMbv The power of joy and belonging is such an important concept for students in Philadelphia Public schools. While I applaud this article for taking a general view of the efforts of various organizations to create joy, it is worthwhile to take a nuanced look into how one such approach is making strides. Relationships First is a climate approach that is currently impacting over 40 School District of Philadelphia schools in an intentional and systematic manner. Our focus is building authentic, genuine, joyful relationships between all adults and students who interact in the school community through circle practice and individual conversations. It’s through practices like these that students say things like “This is my home away from home.” The joy, care, and support that takes place in community building circles is transforming the paradigm on how students and teachers interact. At the next tiers, we ground ourselves in ancestral and evidence based practices to resolve harm in a peaceful manner that incorporates folks in conflict back into the community. We also help schools provide intensive and loving support to the students that need it the most, in a way that is loving and non-judgmental. The critical impact of these practices is that youth are given the opportunity to right wrongs and it reduces suspensions, which take academic time away from students; I think of a quote by Edward James Olmos, who shared:“Education is the vaccine of violence.” As educators and members of the Philadelphia community, we have a responsibility to nurture the character, values and civic responsibility of the next generation. When we take the time to listen to the values and dream of our youth through restorative justice practices, we make space for a future that is defined by peace, collaboration, innovation and joy. I am so proud of the principals, staff members, RF coaches and youth leaders who are taking this important work to new levels. May we continue to build upon the successes of the last few years in creating a safe and uplifting environment for our students. #relationshipsfirst #chalkbeatphiladelphia #restorativejustice #restorativepractices #education

One simple way of characterizing the literacy equity challenge is that genius is evenly distributed, but inequitably realized. WBEZ's reporting on the CPS selective enrollment access lays out the complexities of addressing this challenge, and it's a system ripe for improvement--including mechanisms for universal testing and multiple data points. One key quote: "When one unnamed district that researchers describe as one of the country’s largest and most diverse tested all second graders — rather than only ones recommended by parents or teachers — the number of students identified as gifted increased and the newly-identified students were disproportionately low income and Black or Latino, according to a?2015 study?by the National Bureau of Economic Research." https://lnkd.in/gKw7zGz3

Applauding the continued work of Nadine Gaab and the GaabLab team at Harvard University in dyslexia! Check out the article below! Nadine and her team are providing vital research and groundbreaking discoveries in the field. #gratitude #dyslexia #GaabLab #Harvard

Conducting the #communitypartnership school needs assessment for Manatee Elementary has been one of the highlights of my career. The CPS model rightly requires that initiatives establish a baseline for community data. Not only does that track the incredible impact of a CPS on education; economic stability and growth; mental, physical, and behavioural health; and etc … but it also sparks important conversations among neighbors, between schools and parents, within organizations coming together to collaborate, and much more. Community assessments (exploring and noting data around partnerships, needs, barriers, growth opportunities) also provides a level of transparency within communities who often are left in the dark either by power moves or because they are considered not important or capable of understanding. It is an issue exacerbated when researchers and partners do not understand how racism discounts the expertise (lived experiences) of people of color. But this white-top-down-I-have-a-degree-and-know-best-cookie-cutter approach is wrong. It is THEIR community. THEY and THEIR lived experiences make community members the experts. The CPS models understand this and therefore initiatives end up being tailored to exactly what will help the community improve for everyone. Data matters. But it has to be the right data. And from the correct experts. There’s no top-down community approach that will ever get close to pulling data from the lived experience experts. Their voices matter. Support initiatives that understand that. #datadrivendecisions #DEI #communityengagement #impact #anthropology #qualitativeresearch #communitypartnership Children's Home Society of Florida #racialequity #bipoc #livedexperience #blackvoices