AIR Comprehensive Center Update
Comprehensive Center Webinars and Events
• Data Use and Early Education: What Do We Need to Know (Mid-Atlantic Comprehensive Center)
Wednesday, August 10 (10:00 - 11:00 a.m. CT)
Chris Dwyer from the Mid-Atlantic Comprehensive Center will lead a webinar that introduces nine practical principles to build and support a culture of data utilization in early learning environments, including settings where preschool providers and K-3 teachers come together to discuss their practices.
• Accountability Under ESSA: Helping States Make the Grade (National Association of State Boards of Education)
Tuesday, August 9 (2:00 - 3:-00 p.m. CT)
Join us for a webinar August 9 from 3:00 pm to 4:00 pm (EDT) as we talk with Scott Sargrad and Samantha Batel of the Center for American Progress, authors of the recent analysis "Making the Grade: A 50-State Analysis of School Accountability Systems." The report analyzes the measures that states currently include in their accountability systems and compares state systems with ESSA's provisions. During the webinar, Sargrad and Batel will review key findings and policy recommendations and show participants how they can explore the data from their own state.
• Social and Behavioral Readiness for Kindergarten: Research and State-Level Perspectives (REL Northeast & Islands)
Tuesday, August 9 (2:00 - 3:30 p.m. CT)
Join the Early Childhood Education Research Alliance (ECEA) for a presentation of new research from the Baltimore Education Research Consortium on child readiness for kindergarten. Deborah Gross, Johns Hopkins University, and Amie Bettencourt, Fund for Educational Excellence, will present findings from their study on the costly consequences for children who have not yet learned skills such as following directions, complying with rules, managing emotions, solving problems, organizing and completing tasks, and getting along with others. Several ECEA members from states in the Northeast & Islands Region will respond to the findings and discuss potential implications for their state's early learning and development standards.
• Developing a Culture of Data Use to Maximize the Use of an Early Warning System (REL Northeast & Islands)
Tuesday, August 9 (12:00 - 1:30 p.m. CT)
How does a culture of data use support the implementation of early warning systems (EWSs)? Join Nancy Gerzon, REL Northeast & Islands, for an introduction to five elements essential to creating and sustaining a culture of data use, with a focus on EWSs and the Culture of Data Use Framework. In the second half of the webinar, Dr. Margie Johnson and Kisha Spencer at Metropolitan Nashville Public Schools will outline how their district incorporated a culture of data use into routine practice and describe how one school moved from reacting to EWS data to becoming proactive with data.
• Creating and Sustaining Professional Learning Communities (REL Mid-Atlantic)
Thursday, August 25 (2:00 - 4:00 p.m. CT)
Professional learning communities (PLCs) encourage cooperation, collaboration, and growth among adult learners and have positive impacts on student achievement. In this session, Learning Forward Executive Director Stephanie Hirsh discusses how to create and sustain PLCs where the members engage in a cycle of continuous improvement, develop collective responsibility, and align their work to educator and student learning goals. The session will cover specific strategies that teachers and schools can follow to ensure that they build effective and student-focused PLCs. Dr. Hirsh will present research and share her experiences in creating, assessing, and leading professional learning communities. Dr. Hirsh will discuss how educators can identify and build leadership qualities to promote change.
• Enhancing the Instructional Program with Creative Art (REL Mid-Atlantic)
Thursday, September 22 (2:00 - 4:00 p.m. CT)
Previous federal education standards (the No Child Left Behind Act) have caused many schools to focus solely on tested subject areas and exclude art; however, since the passage of the Every Student Succeeds Act in late 2015, art education has resumed its place in a student's well-rounded education. Susan Riley contends that STEM (science, technology, engineering, and math) should include the arts, because these disciplines can complement each other in ways that increase student achievement. Ms. Riley will discuss recent research on the effectiveness of art integration in creating learning opportunities for students because of its emphasis on social interactions and use of language. She will provide examples of how art can enhance a college- and career-focused curriculum and offer a variety of options for teacher support.
Newly Released Resources
Content Center Resources
• Voices From the Field of Career Pathways: Pathways to Prosperity - New Blog Series (College & Career Readiness & Success Center)
Are high schools truly preparing students for a successful life? This blog provides lessons learned from the Pathways to Prosperity career pathways network on how to build strong relationships between schools and industry in order to combine coursework and workforce experiences aligned to regional labor market needs.
• Personal Competencies as Propellants of All Learning (Center on Innovations in Learning)
The seventh issue of the series Connect: Making Learning Personal is now available for free download on the CIL website. In the new issue, Personal Competencies as Propellants of All Learning, Sam Redding and Joe Layng respond to questions posed by participants in Session 1 of the recent Conversations with Innovators event, sponsored by the Center on Innovation's League of Innovators.
• Foundational Skills to Support Reading for Understanding in Kindergarten Through Grade 3 (Institute of Education Sciences)
This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. Each recommendation includes implementation steps and solutions for common obstacles. The recommendations also summarize and rate supporting evidence. This guide is geared towards teachers, administrators, and other educators who want to improve their students' foundational reading skills, and is a companion to the practice guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
• Student Self-Assessment of Math and Science Ability in High School (Institute of Education Sciences - National Center for Education Statistics)
This Data Point uses data from the High School Longitudinal Study of 2009, collected in 2009 when students were high school freshmen, and in 2012, when most students were in their junior year of high school. The study has an overarching STEM focus, and included student self-assessment of confidence in math and science and information indicating their self and others' assessment of their math abilities. At two points in high school, students were asked about their confidence in their ability to do math and science coursework, and about their perceptions of themselves as a "math person" or a "science person." Results are presented by sex.
• Understanding field experiences in traditional teacher preparation programs in Missouri (REL Central)
The purpose of this study was to describe the characteristics of field experiences in traditional teacher preparation programs completed by first-year teachers in Missouri and how experiences vary by teaching certificate type. This descriptive study is based on data from a survey administered in early 2015 to first-year teachers in Missouri public schools who completed traditional teacher preparation programs.
• An analysis of student engagement patterns and online course outcomes in Wisconsin (REL Midwest)
The purpose of the study conducted by REL Midwest in partnership with the Virtual Education Research Alliance was to identify distinct patterns-or trajectories-of students' engagement within their online courses over time and examine whether these patterns were associated with their academic outcomes in the online course.
• Identifying early warning indicators in three Ohio school districts (REL Midwest)
The purpose of this study was to identify a set of data elements for students in grades 8 and 9 in three Ohio school districts that could serve as accurate early warning indicators of their failure to graduate high school on time and to comparatively examine the accuracy of those indicators.
• Creating Coherence in the Teacher Shortage Debate: What Policymakers Should Know and Do (Education Policy Center at American Institutes for Research)
Recent media attention to teacher shortages in all but three U.S. states has raised significant concerns about our public school system's capability to staff all classrooms. Often, the problem is framed as "severe" or a "crisis." Meanwhile, others discredit the issue as "overblown" or "mythical." The fact remains-many districts have grave concerns about teacher shortages and their detrimental effect on student learning.
• A Path of Progress: State and District Stories of High Standards Implementation (Council of Chief State School Officers)
This report by the Council of Chief State School Officers (CCSSO) provides examples of how the new college- and career-ready standards are being implemented across the country. It is a resource for chiefs and deputies who want to know how their peers at the state and local levels have implemented college- and career-ready standards. This report shines a light on strategies states have utilized when implementing standards and shares with others strategies to adapt or borrow to meet the needs in their own states. Its intent is to foster dialogue and spur collaboration.
• What Everyone Should Know About Running Virtual Meetings (Harvard Business Review)
To make sure your virtual meetings are adding value and velocity to your projects, you need to do three things...