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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:55:29 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:55:06 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:54:48 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:54:29 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:54:03 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:53:43 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:53:27 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:53:11 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:52:51 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:52:36 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:52:13 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:33:03 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:33:01 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 03 Feb 2021 18:33:00 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 27 Jan 2021 00:50:56 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 27 Jan 2021 00:50:52 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 27 Jan 2021 00:50:50 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 27 Jan 2021 00:50:47 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 27 Jan 2021 00:50:44 GMT

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 27 Jan 2021 00:50:33 GMT

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i2 Innovation and Induction Clusters

Tue, 26 Jan 2021 23:01:26 GMT

Biden’s Plan to Expand Title I Funding Could Dramatically Improve K-12 Education

K-12 education in the United States faces three major challenges that persist despite decades of policy initiatives designed to address them: lagging student performance that has fallen behind most other developed nations, growing shortages of qualified teachers , and deep inequities in outcomes associated with family income, race, and ethnicity. President-elect Biden’s proposal to expand Title I funding could support a comprehensive, bold solution to all three problems: Innovation and Induction (i2) Clusters. An i2 Cluster is a group of elementary and secondary schools located in a significantly underserved area of a school district—the schools in greatest need of additional Title I funding. Like teaching hospitals in medicine, i2 Cluster schools would be designated as places where: (a) trained master teachers mentor new teachers, and (b) practitioners collaborate with researchers to develop and test innovative teaching practices. And as in teaching hospitals, i2 Clusters would be places where excellent practice and mentoring both stimulate and respond to research.

BENEFITS

More stable teaching workforce: Research indicates that intensive support for new teachers, including a year working alongside a trained mentor and a second year with weekly mentoring sessions, would reduce the number of teachers leaving the profession in their early years by more than half.

Increased equity: Locating the sites in the lowest-performing schools would reduce inequities in access to effective and experienced educators and would place two adults in classrooms whose students stand to benefit most from additional teacher attention.

Achievement: Designating these schools as sites for researchers to work alongside practitioners would provide our nation’s outstanding education researchers with contexts for identifying and developing solutions to the instructional, social and emotional barriers to higher academic performance. Working with i2 Cluster schools will allow these challenges to be addressed in ways that respond to the complexity of the classroom and the community, and to receive the sustained attention required to create solutions that work for students, teachers and communities.

Each district-based i2 Cluster would be locally operated. Networks would be established among sites to facilitate and accelerate continuous improvement as work on a particular problem in one location is informed by work to address that same problem elsewhere. To this end, a national network hub would be charged with supporting capacity building, knowledge accumulation, and the spread of innovations across sites. But, very importantly, a local governance structure for each i2 Partnership would limit the national role to one of enhancing local efforts

FUNDING

While some of the funding for an i2 Cluster initiative may be reallocated from existing sources (e.g., induction and professional development budgets, Title I set aside funds, etc.), significant new funding will be required. Because schools with the highest concentrations of students from low-income families would be prioritized, an enhanced Title I program would serve as the natural mechanism for expanded funding—a strategy that President-elect Biden has already proposed. Though Title I is the primary source of federal funds to reduce the disparities in educational opportunity for students from low-income families, critics charge that these funds are often used ineffectively. Tying new Title I funds to an i2 Cluster initiative would ensure that these federal dollars are effectively invested because i2 Clusters would generate and use scientifically based evidence on what best increases learning for these students. They would also support allocation of the highest-quality teachers to Title I-eligible schools. The well- established relationships between researchers and practitioners in the i2 Partnership would make them an efficient and effective location for expanding federally-funded research on problems of practice that are a high priority both locally and nationally.

While its individual elements may be entirely familiar, the i2 Cluster concept is new . Some familiar elements are the effort to provide greater support to new teachers through teacher residency programs, to allow for innovation in practice in Charter Schools, and to bridge the divide between universities and school districts through research- practice partnerships. But this proposal is much more than the sum of these parts in that:

it integrates induction of new teachers, evidence-based innovation in practice, and attention to equity into a coherent whole;

it calls for a structure that would build capacity and an infrastructure for improvement nationally while prioritizing local decision-making, and

it is designed to allow sustainable funding through existing mechanisms.

Education fuels the health of our economy.

The teaching hospitals that serve a similar function in medicine receive upwards of $16 billion annually in federal and state dollars. Medicare and Medicaid are the stable funding mechanisms that support teaching hospitals to train new doctors and to care for low-income patients. And additional research funding allows many of the teaching hospitals to serve as locations for transformative research to improve medical practice. But while the parallel in function is striking, the funding levels are starkly different. Federal support through the Higher Education Act for partnerships between universities and school districts to train new teachers is a mere $43 million. And annual funding for teacher quality initiatives through the Every Student Succeeds Act has never reached even $100 million. Total federal support for training new teachers is therefore less than 1% of the support for training new doctors—a mirror image of the disparity in funding between education research and medical research.

Medical doctors in the U.S. are arguably the best in the world because the nation has invested in health-care excellence. We have not achieved a similar degree of excellence in our K-12 education system because we have not made such an investment. With the Title I expansion President-elect Biden has proposed, the U.S. could raise the achievement of its students, attract and retain excellent teachers, disrupt persistent inequities, and once again make education the path to upward mobility for all U.S. students.

R ead the full proposal: serpinstitute.app.box.com/v/i2-April2020

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mellinger@serpinstitute.org (Matthew Ellinger) — Tue, 26 Jan 2021 19:26:50 GMT

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Chula Vista’s Early Childhood Resources for Parents

Tue, 26 Jan 2021 16:46:37 GMT

California School District Provides Early Support to Preschool Parents

In this post, we are spotlighting the work of the Early Education team at the Chula Vista Elementary School District—a district in the southern-most region of California that extends to the US boarder with Mexico. CVESD is noteworthy for a variety of reasons, including an unusual arrangement between the district and San Diego State University initiated by Superintendent Francisco Escobedo that has supported (a dozen) district administrators to complete doctorates related to their work in the district at SDU. Working with CVESD leaders, the effect is palpable in the regard administrators have for ideas and for each other.

While there are many CVESD practices that are worthy of attention, in this post it is the support the early education team has provided for parents that we are highlighting. We are spotlighting the site in part because other districts, and parents of preschoolers everywhere, may find the CVESD Early Childhood Education website on Social and Emotional Behavior Resources valuable. But we also highlight the site because it is a remarkable example of a district effort to partner with parents in the interest of children. The blogs and the videos are friendly and empathetic, while also offering helpful and very practical suggestions rooted in research knowledge and best practices. The site also offers visual resources and videos that help parents to implement recommended practices.

Blog posts on the Chula Vista site tackle questions such as What to do when your child wants un-needed help, What to do when your child is breaking down, Helping your child cope with grief, and Using Visual Supports at Home. The visual supports, such as the “How do you feel thermometer” can be downloaded and hung at eye level for your child to help with emotional regulation, and sensory support visuals are offered, such as the set of Animal Walks Movement Cards that can be kept on hand for times when your child needs to get the wiggles out before engaging in a concentrated activity. In our own work with a district partner focused on middle schools, SERP designed a set of breathing exercises to use in the classroom to help calm students and support focus. The CVESD site helps parents to get deep breathing practice going with preschoolers to help with emotional regulation.

If you are a member of a district early education team, a preschool or kindergarten teacher, or the parent of a young child, we think you’ll appreciate what the CVESD Early Education team has to offer.

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mellinger@serpinstitute.org (Matthew Ellinger) — Wed, 06 Jan 2021 18:33:05 GMT

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