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Students that drop out of school may vanish from the school system, but they do not disappear from society. They will reappear in court or prison, in the unemployment numbers that are released each month or as part of a welfare or poverty statistic. And students with emotional and behavioral disorders (EBD) are more likely to drop out of school, as they face additional barriers to academic success. Fortunately, it is possible to reconnect with this population, with programs that show particular success when it comes to re-engaging these dropouts sharing key characteristics. The most recent issue of PDK International’s Kappan Magazine features an article, “Re-engaging School Dropouts with Emotional and Behavioral Disorders”, which is targeted at these students, though it offers advice that could help reengage all dropouts. ...

Looking back on 2014, the Learning First Alliance is pleased to bring you the five most viewed success stories* from the more than 190 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!

5. Using Incentives to Motivate Students ...

Tarsi Dunlop's picture

STEM for All Kids

STEM is far more nuanced than the acronym suggests. At an early December NCTET-sponsored event at Discovery Education headquarters, the focus was on the importance of STEM in teaching and learning.

Science, technology, engineering and math aren’t just for individuals who already excel in the subjects; STEM can be for all students in all classes. And it really isn’t about excelling in key subjects, but a mindset that can be infused across a curriculum. In school, STEM helps students see what they can be, what they can do, and what problems they can solve. You can’t be what you can’t see, and STEM learning is a logical connection to the real world opportunities students can pursue in their future careers.  ...

What makes good public policy? Some analysts might respond with the phrase "evidence-based research." Unfortunately, policymakers can also be political agents, acting in the interests of outside forces and influences. A recent book, Show Me the Evidence, by Ron Haskins, heralds the Obama Administration's focus on using evidence to inform public policy solutions. Unfortunately, the administration’s current obsession with the use of value-added measures (VAM) to track student growth and account for their progress in teacher evaluations runs counter to this evidence-based emphasis. ...

By Libby Nealis, Senior Program Coordinator, Behavioral and Mental Health, NEA Health Information Network

NEA’s Great Public Schools (GPS) Network recognized the week of December 7-13 as Mental Health Awareness Week.  Resources, discussions and webinars have been shared among members of the Student Bullying Group to examine issues around bullying and suicide prevention and recent federal guidance regarding bullying and students with disabilities

NEA HIN wants to contribute by sharing some facts about children’s mental health and the roles that school can play to address the needs of students with mental health disorders and to prevent and guard against the developmental and environmental stressors that can exacerbate symptoms of poor mental health and lead to more negative outcomes.  ...

Aaron Bredenkamp currently serves as the dean of students at Westside High School in Omaha, NE, a position he's held for two years. Prior to this role, he worked for five years in a variety of capacities (including mathematics teacher, curriculum developer, technology director and building representative for the local teachers union) at Westside Career Center, an alternative setting. He began his teaching career in Chicago with Teach for America, and he is currently a doctoral candidate with an emphasis on school finance at the University of Nebraska-Omaha.

Mr. Bredenkamp was recently honored as a 2014 PDK Emerging Leader. In 2012, he was named a U.S Department of Education classroom fellow.

He recently took time to offer his insights on issues he cares deeply about, including approaches to school discipline, the importance of providing support to teachers and staff, and the valuable role of personalized learning as a tool for student engagement.

Public School Insights (PSI): First, let’s start with a little of your background. How long have you been dean of students at Westside High School, and where were you before that?

Bredenkamp: This is my second year as the dean of students. Prior to that I taught at Westside’s alternative setting for 5 years. I began my career teaching in alternative education in Chicago, IL, as a part of Teach for America, before returning home to use the skills I learned in TFA to contribute to the community where I was raised.

Public School Insights (PSI): You have a strong commitment to engaging all students. Would you discuss the role of personalized learning in this effort?

Bredenkamp: My commitment to personalized learning began as a teacher in the alternative setting. I quickly learned that students who were previously unsuccessful, and who often had behavioral issues, did not have their educational needs met in the standard academic environment. After I adjusted my own instruction in order to meet their learning needs, behavioral incidents decreased and academic success increased. Quickly these students developed a love of learning. ...

Common Core implementation brings more rigorous standards, new assessments, increased online technical demands and significant shifts in curriculum and instruction. Why, then, should we also ask educators and schools to prioritize social-emotional learning skills?

Preparing students for 21st century success means ensuring they are “College-, Career-, and Contribution-Ready,” as outlined in Social-emotional skills can boost Common Core Implementation, a piece by Maurice Elias in the November 2014 issue of PDK’s Kappan magazine. After all, we want our students to be productive citizens, contributing members in their workplace and family units, and prepared to embrace the diverse global community upon graduation. ...

By Kwok-Sze Wong, Ed.D., Executive Director, American School Counselor Association (ASCA) 

Like most immigrants, my family came to America with very little except the hope for a better life and the determination to achieve it. My parents sacrificed tremendously to ensure their children wouldn’t need to make the same sacrifices. Because my father couldn’t speak English, he couldn’t take an upper management job like he had in China, so he had to take blue-collar jobs. My mother, who couldn’t speak English either, couldn’t work at all. My parents’ income never exceeded the poverty level during the 40 years they lived in America. ...

By Annelise Cohon, NEA Health Information Network

Since 2010, the Partners for Breakfast in the Classroom have been ensuring more learning-ready students thanks to an innovative school breakfast model.

We’ve all heard the saying, “Breakfast is the most important meal of the day.” However, how many of us forget to make breakfast a priority and walk out the door without eating anything? I’ll admit I’m guilty of not following my own advice and occasionally missing breakfast. However, for many adults and children missing breakfast can negatively impact their entire day. It has also been well-documented that for students, missing breakfast consistently over time can lead to poorer health outcomes and learning issues. Students who miss breakfast perform lower on standardized tests, are not able to concentrate as well, and are more likely to make frequent trips to the school nurse, missing valuable class time. ...

By Tom Ledcke, Special Education Teacher, Roosevelt High School in Seattle, Washington

The challenge of inclusion for students with disabilities has been an ongoing conversation in education. For students in my high school, inclusion has primarily meant physical inclusion only -- students with disabilities attended general education classes with typical peers. However, during lunch and after school they were usually alone and isolated from the usual social experiences that their typical peers enjoyed. My students practiced social fluency skills like eye contact and small talk in the classroom, but they never had the chance to put these skills into action by making true friendships. Participating in team sports or landing a part in the school play was only a dream. While I don't think it was ever out of malice or hatred, ignorance towards the students with intellectual disabilities ensured my students were left out of things and never integrated into the fabric of our school community -- and like any other student who feels isolated or alone, my students could feel that they were "outsiders." ...

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