Editor’s note: This blog post was first published by Partnership Schools. We recently shared this captivating clip of Our Lady Queen of Angels’s Kindergartener Iliana C. teaching her mom number bonds and sentences.
The financial fallout of the COVID-19 pandemic is part of a triple threat facing schools this fall: (1) students who are far off track academically and socially; (2) a decline in state revenue that will result in severe budget cuts; and (3) rising costs in response to the pandemic. The silver lining is that the financial pressure could provide cover to enterprising leaders interested in tackling thorny issues like pension obligations that might otherwise have gone unaddressed.
Late last month, a remarkable article appeared in AJPM, the American Journal of Preventive Medicine, cautioning that a person’s ACE score is a “relatively crude measure of cumulative childhood stress exposure that can vary widely from person to person.” ACE stands for “Adverse Childhood Experience”; your “A
Abby Thernstrom wasn’t a close friend, but she was a lot more than a cordial acquaintance.
The evidence is mixed on whether we can motivate students to work harder by offering them financial incentives.
Over the past decade, childhood diagnoses of attention-deficit/hyperactivity disorder (ADHD) have risen by 41 percent. ADHD is the most common neurobehavioral disorder seen in U.S.
Click here to read about and access the webinar on the Teach Like a Champion website.
Just when it seems we’ve reached the limit of asinine pandemic proposals in K–12 education, we are quickly reminded that there is no limit. The San Francisco board of education has come up with a real doozy that flies directly in the face of “do no harm” despite what its most ardent supporters may claim.
Over the past few weeks, schools have closed, living rooms have transformed into classrooms, and kitchen tables have become desks. Many parents who typically receive an update on their child’s daily school progress by asking the question, “How was school today?” have been flung into the role of teacher, as districts have moved to various versions of remote learning.
In these uncertain days, with many brick-and-mortar schools shuttered indefinitely, one of Idaho’s leaders in online education has moved in a deliberate and intelligent fashion to transition its brick-and-mortar-based students to online learning.
To throw all or even most of our Covid-19 recovery efforts into remote learning is “shoe bomber” planning: responding to the last attack instead of anticipating the next one. The old normal will be back, and in some places sooner than we think. So let’s think about what that will look like, and whether we will be ready for the foreseeable and dramatic learning loss school districts will face. Plans to make up for lost time require urgency and focus, but should avoid complexity and stay well within the talents and capacity of existing staff.
Amid the plague that surrounds us, essential attention is properly getting paid to the education challenges of out-of-school kids: What can their parents, their schools, and their districts do to compensate for missed classroom time and the learning loss that’s bound to occur between now and the resumption of something resemb
With the COVID-19 crisis upon us, many of the rhythms of regular life have been paused. But not for high school seniors, most of whom are still making plans to head to college in the fall. And along with azaleas and allergies, early April still brings news about acceptances and rejections from selective schools.
Work-based learning (WBL) refers to career preparation and training that occurs within a job setting, connects to classroom and academic experiences, and involves supervision and mentoring.
On this week’s podcast, Diane Tavenner, co-founder and CEO of Summit Public Schools, joins Mike Petrilli and Da
Good for U.S. Secretary of Education Betsy DeVos for working on proposals to Congress urging flexibility to implement the primary federal special education law, the Individuals with Disabilities Education Act (IDEA), during school closures caused by this pandemic. The CARES Act requires her to propose, within thirty days, IDEA provisions that should be waived, if any.
No sooner had Michigan closed its public schools than the state Department of Education announced that no distance learning time would count toward the required 180 days of instruction.
Even before the recent coronavirus pandemic, nearly all educators reported going online to obtain instructional materials. Such resources promise to make our instruction better and lives easier.
“Build back better” has become the mantra of post-disaster reconstruction, since the United Nations’ 2006 report, “Key Propositions for Building Back Better.” It points out that disasters can be leveraged as opportunities for change and improvement.
We will get through this together. It’s a foundational belief that’s helping Americans—and those all around the world—cope with the significant challenges, losses, and traumas caused by the novel coronavirus. Healthcare workers and first responders are risking their lives to save others. Essential workers are ensuring we have more of the products and services we need.
Three separate analyses were published last week on how the coronavirus might affect children’s learning. Echoing a piece I recently wrote, they all conclude that the current school closures could have a devastating impact on student achievement.
The Coronavirus Aid, Relief, and Economic Security Act will support millions of workers and industries hard-hit by COVID-19. About $13 billion from the bill will make it to K–12 schools across the country for uses such as classroom cleaning and teacher training. This is a good thing.
The COVID-19 pandemic is creating management and governance challenges for organizations large and small, and school districts are no exception. Systematically thinking about these challenges in terms of directors’ five core responsibilities can help school boards meet those challenges.
Editor’s note: This blog post was first published by Partnership Schools.
When children of the pandemic are old and gray, they won’t remember their remote learning lessons. They will reminisce about the time their teachers paraded past their house because the schools were closed. They don’t have the vocabulary today to describe it, but the lesson will stick and become clear in the retelling. It’s about social cohesion, love and loyalty, and how good people step up when we need them to
With more states and districts foreclosing upon the possibility of in-person learning through the end of the school year, the next few months will tell us a lot about whether our sector can muster the will and skill to overcome the contractual, logistical, and budgetary hurdles required to sufficiently meet the current challenge.
More and more students are taking advantage of the opportunity to earn college credit while in high school, but we don’t know enough about how they use these credits to shape their postsecondary pursuits.
Fervor for improving students’ post-secondary readiness has reached near deafening levels in the education community and beyond, as policymakers, advocates, and researchers grapple with the stark reality that less than half of high school seniors are graduating ac
Most of the discussion about schools adjusting to the COVID-19 crisis has centered on innovations in e-learning and how we reach our most vulnerable students. Thousands of traditional brick-and-mortar school systems are being forced to learn new methods of reaching all students through software programs, Google hangouts, and Zoom meetings.
