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Technology offers extraordinary opportunities and capacities to teachers. The breadth and depth of educational materials and information available on the Internet can break boundaries, making any subject accessible anywhere, and providing students with access to experts from across town or across the globe. New technologies also give teachers tools and flexibility to engage students, personalize the learning experience, and share resources or best practices with colleagues.
President Obama’s ConnectED initiative aims to provide high-speed Internet to every school in America, and make affordable computers, tablets, software, and other digital resources widely available to educators. Yet innovative technologies offer their greatest benefits only when teachers and principals have the skills and supports to leverage them. The ConnectEDucators plan will help educators to grow those skills. Watch this video to learn more:
Tiffany Taber is senior communications manager in the Office of Communications and Outreach
It’s no secret that parents have the power to transform educational opportunity in our country. Which is why their voice is so vital.
On April 8, Secretary of Education Arne Duncan will be taking to Twitter to gain additional feedback from parents and educators on community and parent engagement best practices during the weekly #PTchat. The chat will coincide with the National Family Engagement Conference in Cincinnati, which aims to bring together educators and community activists to raise awareness of community involvement in schools.
Duncan will moderate the Twitter chat and share information about recently released family and community engagement resources from the Department of Education.
- What: #PTchat with Secretary of Education Arne Duncan.
- When: 9pm EDT, Tuesday, April 8.
- Where: Follow the conversation starting at 9pm EDT with the #PTchat hashtag and follow @ArneDuncan. The conference hashtag is #fceconf14.
Your voice is important, and even if you can’t make the Twitter chat, please don’t hesitate to leave feedback in the comments below and sign up for our Engaging Families email updates.
Ramogi Huma and Kain Colter met with members of Congress on Thursday in a bid to shape the contours of a burgeoning public debate.
In a report published last week, researchers described progress in efforts to use rigorous science to gauge the effect of federal spending on scientific research.
Andrea, a senior at Hawaii’s Waipahu High School, came to the U.S. just four years ago after emigrating from the Philippines, but now she’s a proud Waipahu Marauder. From her first day in the classroom, she found the “opportunity to explore” and became interested in cancer research and science.
This fall, thanks to her dedication and the teachers she has at Waipahu, she’ll attend Columbia University on a full-ride scholarship.
Andrea was one of many students Secretary Duncan met during a visit to Oahu earlier this week, which also included stops at Joint Base Pearl Harbor-Hickam for a discussion with military families and a visit to Ka Waihona o ka Na’auao Public Charter School. During Duncan’s visit to Waipahu, Andrea presented her AP Biology project – “Synthesizing a STAT3 Dimerization Inhibitor Molecule via Retrosynthetic Analysis” – and explained the partnership with the University of Hawaii’s Cancer Center that helped her to pursue her research. “What I’ve learned here is if you want to do something, you can find a way to do it,” she said.
Waipahu High School, located about 20 minutes outside of Honolulu, provides a number of educational programs, with each incoming student picking a “College and Career Theme” to explore. Students at Waipahu High School learn through pathways, which are smaller learning communities that encourage students to identify their career interests and take relevant courses while in high school. They have the opportunity to take classes in programs like creative media, culinary arts, engineering, finance, law and justice administration, and teacher education. Waipahu also offers tuition-free early college courses.
Michael, also a senior at Waipahu, has seen a growth in his abilities since he started as freshman. Despite starting on the school’s business track “not knowing anything,” Michael has been able to excel. “I was able to make connections with what I was learning … and I saw a change in my grades,” he said. A recent project allowed him to combine his budding business knowledge with his passion for woodwork by designing a business where he could sell the skateboards he creates using natural wood and varnish. The school has enabled him to able to explore art in other areas, too. Michael was able to help paint words like “courage,” “ambition,” “honor” and “integrity” – which he says are “words that encompass who we are” – onto the steps of Waipahu High School.
A focus on relevant, hands-on experiences is a theme among programs at Waipahu. During a tour of the school, students led Secretary Duncan through their research and studies of fish as part of an aquaponics system in the Natural Resources Academy Pathway. Teacher Jeff Garvey, who Secretary Duncan called the “mastermind” behind the aquaponics system, used his private-sector background to build the open-air center and create the chance for students to study aquaponics, which combines fish and plants in a symbiotic, sustainable environment. The program is rapidly expanding as interest grows, including from nearby eighth graders who want enroll at Waipahu. And despite worries that the system would be hard to maintain, Garvey points to students’ leadership with the center. “Give them ownership, and they take care of it,” he said.
Waipahu serves mostly minority students, and most are from economically disadvantaged backgrounds. Despite those challenges, from 2011-2013, proficiency scores on state tests have risen, as have college-going rates. In that same time, the number of suspensions was nearly cut in half.
Waipahu’s growing success story is one of many throughout the state of Hawaii. The 2013 National Assessment for Educational Progress (NAEP) results indicated that Hawaii was one of the top 5 fastest improving states in the country, with an 8-point increase in math for fourth and eighth grade, a 4-point increase in reading in fourth grade, and a 5-point increase in reading in eighth grade, when compared to 2009 NAEP results.
To accelerate its reform efforts and better support the state’s educators, Hawaii applied for and received a $75 million grant through Race to the Top in 2010. The grant has empowered the state’s leaders to collaborate in new ways and create plans tailored to their needs to prepare students to be ready for college and careers. Through these funds, the state has developed tools, like a classroom data dashboard and teacher-focused reports, to support teachers and school leaders to use timely and actionable data to improve instruction. Hawaii has also created tools to transition to higher standards and training to develop STEM expertise, and the state and community has supported schools that fall within the Zones of School Innovation to provide students with extended learning time, after-school and summer programs, and comprehensive wraparound services.
And the work is just beginning. State Superintendent Kathryn Matayoshi credited the “catalytic nature of Race to the Top” in enabling the state to try new ideas and create new systems – “an opportunity we’ve taken with both hands” – and acknowledged this is just the start. Gov. Neil Abercrombie echoed that sentiment. “I ask anybody in the state, before you make a judgment about the public schools, see what’s been accomplished in the last three years. By any outside observation, Hawaii public schools are rising, and we’re going to keep on rising,” Abercrombie said.
Hawaii’s progress is thanks to leadership from state and administrative officials, teachers and principals, who have encouraged their students and provided new learning opportunities, even when there have been challenges and tough transitions. “These are profiles in courage,” Secretary Duncan said. “So much of what is going on here can be a model for the nation.”
Sara Gast is director of strategic communications at the U.S. Department of Education
New technologies could improve the fan’s experience at big-time sporting events. But some athletics officials are wary.
During a recent trip to Tucson, Ariz., I took part in a meeting with school officials, school board members, past and present elected officials, organizers of youth programs and, most importantly, parents and students. Many of those in attendance shared powerful stories about the serious challenges facing children in south Tucson and the heroic efforts that are being made to confront the issues to ensure that children succeed.
I was reminded again of how important it is for everyone to work together to address the needs of students during the school day, but also to address the needs of the children out of school. This was the spirit I saw as people talked about programs and strategies. Every story I heard deserves to be retold, but one story in particular caught my attention because it illustrated that one person can start a chain reaction to make a difference.
It started as a love story. Jansen Azarias met Barbara “Barbie” Maestas six years ago. Barbie had a ten-year-old son named Timothy, and Jansen began tutoring Timothy. Soon a number of Timothy’s friends joined the tutoring sessions in Jason’s living room. Today, Jansen and Barbie are married and Timothy is a high school graduate and enrolled in college.
Jansen soon learned that there were many students in the south side of Tucson who shared the experiences of attending a low-performing school, broken families, gang affiliations, crime, drug abuse, incarcerated parents, poverty, and a lack of support. Inspired to make a difference, he started organizing volunteers and working out of the Mission View Assembly church. At the end of the second year there were 60 students involved in daily programs. Realizing the high need, Jansen and Barbie quit their jobs and devoted full time to what they called Higher Ground.
Today, this program reaches 150 students who receive daily homework tutoring and enrichment activities such as football, dance, jujutsu, art, boxing, bike club, and choir. Students also receive training in financial literacy and character development. Higher Ground expands its program every year, and partnered with the Tucson Unified School District to move into the historic Wakefield Middle School. The organization has also partnered with eight other faith-based groups and five community organizations, as well as with several departments at the University of Arizona, Phoenix University, and Pima Community College.
With the help of these partners and the commitment of more than 50 volunteers, students and their parents pay nothing for participating. All programs are coordinated by a small staff of five people and an annual budget of $150,000, and even with this small staff, students and parents can reach Higher Ground 24/7 if they need anything from financial assistance to an intervention.
Higher Ground is an out of school program, but participant’s school performance has shown improvement. Last year, 93 percent of the students improved their grades and 60 percent were on the honor roll for the first time.
While Jansen and Barbie are extraordinary people, what they have done can be duplicated in other places. First, Jansen started by listening to students and taking seriously what the students said they needed. Secondly, they both used the resources and networks that they have in the community and the church to begin the work. Third, they required that the parents make a commitment. Fourth, they developed a working relationship with the school district and with other community organizations. And finally, they never lost track of where they started with a focus on listening to the kids and responding to their needs. It is a simple model that can be duplicated anywhere.
Ken Bedell is a senior advisor in the Faith-based and Neighborhood Partnerships Center at the U.S. Department of Education
After debate at a rule-making session, a proposed regulation would permit both victims and the accused to have "an advisor of their choice" by their side in disciplinary proceedings.
A proposed regulation would permit both victims and the accused to have "an advisor of their choice" by their side in disciplinary proceedings.
Timothy P. Slottow will assume the presidency of the largest private university in North America in June.
Timothy P. Slottow will assume the presidency of the largest private university in North America in June.
The plan, which stands no chance of passage in the Senate, would also consolidate job-training and teacher-quality programs, and shift spending away from applied R&D.
The report’s authors call for broader training of STEM-degree candidates, as about 60 percent of graduates pursue nonacademic careers.
Santa J. Ono, president of the University of Cincinnati, talked with The Chronicle about how being genuine on Twitter can bolster a leader’s reputation and the university’s, too. Watch the interview here.
Ed Roberts is one of the most important pioneers of the disability rights movement. Roberts was a talented athlete with dreams of playing professional baseball when he was disabled by polio in 1953 at the age of 14. Having a disability taught him many things, not the least of which was the importance of a good education. He could only move a couple of fingers and a couple of toes, yet he attended three years of high school by phone while lying in his iron lung at home.
After a senior year back in the school building, Roberts still had to fight to be allowed to graduate, but eventually he received his diploma with his mom Zona by his side. When he went to college and graduate school, he had to find a place to live on campus that could accommodate the iron lung he slept in every night.
Roberts also started using a power wheelchair while he was in graduate school. If you’ve ever used a curb cut to help you cross a street with a stroller, a rolling suitcase or a wheelchair, you can thank Ed Roberts and his allies with disabilities. His iron lung and his power wheelchair are now in the collection of the Smithsonian Institution here in Washington, D.C.
Besides his advocacy for educational rights, Roberts was a founder of the Independent Living (IL) movement and director of Vocational Rehabilitation (VR) in California. Both IL and VR have been part of the Department of Education since it began, and the programs operate in all 50 states and DC. Later in his life, Roberts took time to speak to hundreds of young adults with disabilities and parents of children with disabilities across the US. That’s where I met him, when my son Charlie was only seven years old. Roberts taught what nobody else did: that people with disabilities belong everywhere; that a student with the most profound disabilities has a lot to offer in any classroom; and that my job as a parent was to ensure that my son could make his own choices, and make his own voice heard, even if he couldn’t speak. Ed showed every day that charisma is not limited to able-bodied people, and that just being present is a form of advocacy. No wonder he won a MacArthur fellowship “genius” award: he helped us all understand that learning to thrive with disability was about expectations, education, employment, and empowerment above all else.
In January, the Department of Education’s Office of Special Education and Rehabilitative Services invited current and emerging leaders of the civil rights movement of people with disabilities to celebrate Roberts’s life. Guests discussed their own experiences in the civil rights movements of people with disabilities, the impact Ed Roberts had on their lives, and the importance of sharing his story with future generations of students.
Many students and families still don’t know about the civil rights movement of people with disabilities. Empowerment comes with knowledge. Learning about Ed Roberts is a great place to start.
To learn more about Ed Roberts and the civil rights movement of people with disabilities the Minnesota Governor’s Council on Developmental Disabilities website.
Sue Swenson is deputy assistant secretary in the Office of Special Education and Rehabilitative Services
Cross-posted from the OII blog.
Jazz, that most American of art forms, takes center stage all of April as we celebrate Jazz Appreciation Month (JAM) in the U.S. and throughout the world. Under the leadership of the Smithsonian Institution, JAM annually focuses on the music as well as its connections to America’s history and democratic values, including cultural diversity, creativity, innovation, discipline, and teamwork.
This year, JAM celebrates the 50th anniversary of John Coltrane’s A Love Supreme, a four-part suite that marked the melding of the hard bop sensibilities of the iconic saxophonist and composer’s early career with the free jazz style he later adopted. The annual JAM poster features Coltrane’s likeness, captured by American artist Joseph Holston from his screen print Jazz.
The Department of Education annually distributes the JAM posters to more than 16,000 middle schools in America. In a letter accompanied by the poster, OII’s Acting Assistant Deputy Secretary Nadya Chinoy Dabby encourages the schools’ principals to participate in JAM activities taking place in the 50 states and to take advantage of the Smithsonian’s jazz collection and its many Web-based educational materials that support learning across the K-12 curriculum.
There are literally hundreds of ways to celebrate jazz this month. Whether you’re a teacher, band director, student, or parent, Smithsonian Jazz has ideas for you. Click here to get started.
Doug Herbert is a special assistant in the Office of Innovation and Improvement and editor of the OII home page.
The Interstate Passport Initiative (www.wiche.edu/passport) is designed to address two important issues that support the interests of our increasingly mobile students: streamlining their transfer pathways to degree completion and ensuring the quality of their educational experience.