Deanna Martindale is a 2014 PDK Emerging Leader and principal at Hebron Elementary School in Ohio. She recently took some time to share her thoughts on STEM learning, engaging curriculum, and preparing students for college-and-career.
Safe Great Places
By Jack Dale, for the Partnership for 21st Century Skills (P21)
Since the year 2000, the Organization for Economic Co-operation and Development (OECD) has made the Programme for International Student Assessment (PISA) available to countries around the world. In 2012, 65 countries participated in the once every three year cycle of PISA. Each three year cycle emphasizes one of three content areas – Math, Science and Reading. In 2012 the emphasis was on Math. In 2015 the emphasis will be on Science.
Beginning this school year, individual schools across America are able to participate in the school-based version called OECD Test for Schools. Participating schools will have a random sample of 15-year olds selected to take part in a matrix sampling of test prompts covering all three content areas.
Questions now before schools and districts are: What kind of results would we get? What are implications for school/district policies and practices? Can this assessment better help us prepare students for needed 21st Century ...
School discipline policies often promote a zero tolerance approach that disproportionately, and negatively, affects minority children. Pushing students out of the building for behavioral infractions is not the answer; instead, policies should prioritize programs and actions that create safe environments for students to learn and thrive. Zero tolerance is easy, but it is not a real solution because it actually funnels many students towards the cracks, letting them fall through with little ability to pull them back. Yet many schools lack comprehensive alternative courses of action. Schools and states need to revise their approach to school discipline if they truly wish to leave no child behind. ...
National PTA's Every Child in Focus is a campaign to strengthen family engagement in schools by celebrating the achievements and reporting the disparities within diverse populations, and sharing resources and advocacy tools to help understand the needs of every child. January is the Month of the Suburban Child. Guest blogging for National PTA is Elizabeth Kneebone, a fellow at the Metropolitan Policy Program at Brookings. Her work primarily focuses on urban and suburban poverty, metropolitan demographics, and tax policies that support low-income workers and communities. To learn more, visit PTA.org/EveryChild.
Mapleton Public Schools—a suburban district just north of Denver, Colorado—serves more than 7,600 students from Pre-K through grade 12 in its 15 schools. Though its enrollment numbers have remained steady in recent years, this district has been grappling with significant changes. In the span of a decade, the number of Mapleton students eligible for free and reduced-price lunch doubled. By the 2010-11 school year, more than two-thirds (68 percent) of the student body was eligible for subsidized meals. As the number of low-income students has climbed, so too has the need for extra assistance that will help kids be ready to learn—from clothing and food to additional academic support.
Mapleton Public Schools isn’t alone. Suburban districts across the nation’s 100 largest metro areas have become home to growing low-income populations in recent years. In the last half of the 2000s, the number of suburban students eligible for free and reduced-price lunches grew by 22 percent, compared to an increase of just 8 percent in city districts during that time. At the same time, many school districts are also seeing more students experiencing homelessness.
These trends reflect larger shifts in the geography of poverty within the nation’s largest metro areas. Between 2000 and 2012, the population living below the federal poverty line in the suburbs (roughly $23,500 for a family of four in 2012) grew by 65 percent—more than twice the pace of growth in large cities and faster than the increases registered in smaller metro areas and ...
By Margaret Glick, for the Partnership for 21st Century Skills (P21)
“We are teaching kids to live on a planet we’ve never seen.” - Mary Catherine Bateson
This quote is as true now as it has ever been, but how are we to do this? By developing students’ abilities to think critically, creatively and empathically. How do we manage that? By embedding three qualities—connection, purpose, and mastery into our classrooms.
Brain research has given us a few solid principles in the past decade. One is the concept of plasticity. Plasticity is the ability the brain has to change with experiences. Basically, our brain becomes what it does. This is great news (or bad news, depending on what our brains are doing). This means teachers can promote patterns of thinking that benefit students, and these patterns can become neural networks that assist whatever kind of thinking you’re after. Another brain research principle is that emotions impact learning. When we feel connected and safe in a classroom, a staffroom, or a boardroom, we are able to think in productive ways that might elude us otherwise. Lastly, we know that when work is viewed as purposeful and relevant, the tracks of learning, inquiry, and motivation are greased.
So how do we get there in classrooms? How do we take some of the principles that have surfaced in brain research and apply ...
Looking back on 2013, the Learning First Alliance is pleased to bring you the five most viewed success stories* from the more than 170 stories housed on our site. Criteria for inclusion on the site is relatively straightforward – the story must show that a school, district or state identified a challenge, addressed it and produced positive results through their efforts. These results are measured in a variety of ways, from increased graduation rates or decreased dropout rates, to improved standardized test scores or positive outcomes in student health and behavior. Other indicators may highlight parent engagement, improved classroom performance, or new innovative practices that foster student engagement. Many stories also highlight the collaboration among education leaders. We would like to extend our thanks to all the organizations that allowed us to cross-post their features in this past year.
We wish you happy reading and a Happy New Year!
A Michigan district identified struggling students and then offered a math elective to help them reach their fullest potential. By holding them to high standards and ...
By Thomas J. Gentzel, Executive Director, National School Boards Association (NSBA)
One year later, the nation continues to memorialize the 26 adults and children who were killed at Sandy Hook Elementary School, support their survivors, grieve, and move forward. For school board members, the urgency of making schools around the country safer and more responsive to future threats is an ongoing imperative and legacy of the Newtown shootings.
As part of their duties, school boards must ensure that school buildings keep children and school personnel safe without becoming fortresses. In cases of natural disasters and man-made situations, school buildings – equipped with high-occupancy gymnasiums and cafeterias – are often the first shelter, serving as community safe havens and command posts. School boards recognize that even the best emergency preparedness policy is perishable, and they are monitoring and improving their districts’ policies on a routine basis.
School districts can ensure that parents and the community have a clear and actionable understanding of emergency response plans. One example is ...
I remember it like it was yesterday. Three girls driving home from a night of studying at the library. A shortcut down a hill behind the hospital. Probably laughing, definitely driving too fast. A train stalled at the crossing at the foot of the hill. And a crash.
Before I got to school the next morning, I already knew what had happened. We didn’t need social media; we had telephones and friends, and the news spread quickly.
Quiet filled the school hallways that day. The boys who had been dating those three girls and other boys who knew them well wore dark sunglasses all day; the girls just cried openly and often. Everybody seemed nicer that day. Some teachers still tried to teach, but most of the teachers and coaches let us interrupt their plans for the day so we could talk about our shock, our grief, our fear. They consoled us, and they let us see their own feelings of loss. Mostly from that day, I remember feeling how much those teachers loved each of us.
The high school closed on the day of the funerals. The churches and the families cooperated so all three funerals occurred on the same day, one right after the other, and we trudged from church to church to church, a long parade of grief. Exhausting but cathartic.
I’ve come to believe that there’s no such thing as an innocent bystander when it comes to tragedy in a school community or the grief that follows, whether it is the massive horrifying murders in places like Newtown or the much more common losses that schools experience almost every year. Everyone gets swept up in it because ...
After spending a day at Brattleboro Area Middle School (BAMS) in Vermont, I’m considering how my career path could overlap with living in this district. It isn’t likely, but my point is that I want my future hypothetical children to go to exactly this kind of school – and as a resident, I would want my local tax dollars to support this type of institution and all the amazing professionals that educate and care for the students in it.
BAMS is a public school serving 276 7th and 8th grade students, 46% on free and reduced lunch. A long-time family friend is a science teacher at BAMS, and we’ve had some great conversations about education during my time working with the Learning First Alliance (LFA). I was eager to visit his school, so he helped me connect with Principal Ingrid Christo. Upon my arrival, I was welcomed into the school and encouraged to sit in on meetings and classes and talk to people. The entire day – full from start to finish – exemplified the best qualities that we should all look for in our neighborhood school.
What is it about BAMS that makes it feel so special? It starts with an overarching philosophy which results in a combination of exemplar outcomes: there is a building-wide commitment to ...
Special Olympics youth and athlete leaders were recently featured in a new book called Stand Up! 75 Young Activists Who Rock the World and How You Can Too! from John Schlimm. You can read all about the full book here, but we also wanted to share some of the Special Olympics stories featured in the book. Stay tuned over the next few weeks to read these inspiring stories of youth changing the world through Special Olympics. And if you’re interested, you can purchase Stand Up! online.
Our first amazing story comes from youth leaders Danielle Liebl and Kaitlyn Smith… a story of true friendship! This is just a small preview, so make sure to check out the book for the full story.
The summer of 2010 is a summer that will always be remembered by the both of us. It was a summer of growth, new beginnings and cherished memories, but most importantly, it was the summer our lives intersected for the first time. That summer, Special Olympics hosted the 2010 National Youth Activation Summit in Omaha, Nebraska, which both of us attended.
Danielle was an intern while Kaitlyn participated as a Unified Partner with her friend Kathleen. We briefly met at the summit when Danielle went up to Kaitlyn’s Partner, Kathleen, to wish her a happy birthday. Little did we know that we had each just met a lifelong friend. Later that year, Kaitlyn joined Special Olympics’ National Youth Activation Committee, in which Danielle was already a member. At our first meeting in Washington, D.C., we instantly bonded over our uncontrollable laughter, similar sarcasm and sense of humor.
Our friendship was growing, and our friendship meant the world to the both of us. The comfort to be ourselves when we were around each other was proof that we were perfect friends. We never felt compelled to try to ...
Those of us who have spent our professional lives working in public education have come to expect that articles written about schools that contain advice for both parents and the educators who work with students will focus on pointing out what’s wrong with schools and those who work in them and generally be negative in tone and wrong with the advice. So, it was a pleasant surprise to read an article in the August 11, 2013, Parade, the magazine distributed across the country as an insert in Sunday newspapers, entitled “Building a Better School Day.” Since schools across the country started this week (joining the many that kicked off classes in August), I thought it a good time to reiterate the seven great ideas the article proposed:
- Begin the day with breakfast—We don’t usually think that schools should be responsible for feeding students more than one meal a day (lunch); however, studies have shown that an increasing number of kids arrive at school without having had breakfast, for a variety of reasons – some young children from poor homes can’t afford it, and some older students sleep in and just skip the meal. Research has shown that “breakfast consumption may improve cognitive function and school attendance,” and breakfast in the classroom provides an opportunity to ...
A VISION FOR GREAT SCHOOLS
On this website, educators, parents and policymakers from coast to coast are sharing what's already working in public schools--and sparking a national conversation about how to make it work for children in every school. Join the conversation!