Despite years of trying various approaches to reduce the achievement gap between English language learners (ELLs) and their non-ELL peers, the gap has remained virtually unchanged since the late 1990s. Why? Bryan Goodwin and Heather Hein examine this question—and what can be done about it—in the February Research Says column for Educational Leadership magazine.
The vast array of intervention programs is staggering, and sifting through the options to determine which will be most successful can be overwhelming. School and district leaders often feel paralyzed by the intricacies of selecting and implementing interventions in their settings as they contemplate myriad options.
We often think that identity—both our present- and future-oriented conceptions of the self—motivates and predicts behavior. In education, when we think of student identity, most of us would agree that we want all students to believe a positive future self is both possible and relevant, and that student belief in this possible future self motivates their current behavior. But, when we really investigate that belief, is it actually true? When I see data that shows 95 percent of students say they want to go to college, but only 80 percent actually graduate from high school, I see a disparity between what students want for their futures and the behaviors in which they engage.
Why does some professional development (PD) resonate with teachers more than others? I believe it has something to do with how teachers view their role in the classroom—the concept of “teacher self-identity”—and how it aligns and interacts with the practices being taught.
A recent report from TNTP (formerly the New Teacher Project) examined the professional growth of 10,000 teachers to try to determine what distinguishes the “improvers” from the “non-improvers” and found—perhaps not surprising to some of you—that most of the professional development (PD) teachers receive does little to improve the quality of instruction.
Collecting and sharing data is critical for schools and districts to pinpoint problems and craft solutions, but data alone doesn’t guarantee improvement. A number of factors affect data use—including getting data in time to make necessary changes, the skills of those analyzing the data, and, perhaps most importantly, the mindsets of those expected to act on the data.
“I times’ed 12 and 140 and I got 1680.” Sound familiar? While visiting a middle school math class recently, I heard more than a few students use language like this when explaining their work to their peers and to their teacher. While their answers showed they understood the academic concepts they were learning, the way they expressed their ideas revealed a need for academic language development.
Kids come to school with all kinds of emotions—and the school environment can supercharge those emotions, whether they are positive or negative. To head off negative behaviors and instead foster optimism and self-determination, more and more schools are incorporating mindfulness practices and programs into their already-full school days.
If your state is anything like Colorado, Florida, or Michigan, an educational revolution is occurring—or perhaps it would be more apt to say, an evolution is occurring—with districts making the shift from using Response to Intervention (RtI) and Positive Behavior Interventions and Supports (PBIS), to using Multi-Tiered System of Supports (MTSS).
“How can we implement MTSS/RtI when we have an upside-down triangle?” I hear this refrain from schools across the U.S. that do not have the perfectly distributed groups of students…The unfortunate reality in many schools is that far less than 80 percent of students are mastering academic standards through tier 1 instruction alone. Given this predicament, how can school leaders tackle RtI implementation?