Author: wa-case

An effort is underway to improve reading instruction and interventions for older students that even organizers say is ambitious for its involvement of all education partners — including parents, students, educators, researchers, ed-tech developers, and more.

The mission, which just got started and is expected to last at least four years, seeks to combine existing and yet-to-be-discovered evidence of effective reading instruction and learning strategies for students who identify as Black, Latino, Native American, and those living in poverty.

“We can’t wait until things get back to normal.” That’s a common phrase uttered in and around households all across America. This pandemic has forced us to rethink many of the things we normally do over the course of our day, from online grocery shopping to dining out. Education has seen probably one of the most disruptive changes to traditional learning during this COVID-19 pandemic. 

With all of the disruption, public attention has shifted to helping students recover from “learning loss.” As with many of my fellow educators, I find this phrase to be extremely negative. There are students who were displaced academically by this pandemic (especially those in underserved communities). But to say it was all a loss is deficit thinking. It focuses too much attention on where we have been, not where we need to go. 

What a difference a year can make. In fall 2020, COVID-19 vaccines were still months away from availability, and most students (57 percent) were enrolled in fully remote schooling, with just 25 percent attending schools fully in person. By fall 2021, vaccines were available to all adults and teens, with approval for children aged 5 to 11 coming in late October. These conditions allowed for school reopenings, typically with COVID-19 precautions in place, virtually across the board: At the start of the 2021-22 school year, just 3 percent of students were enrolled in fully remote school, with 93 percent attending classes fully in person. As things return to “normal,” we wondered whether the pandemic might have had sustained effects on parents’ attitudes toward key policy issues like state testing.

While thousands of the nation’s school systems were paralyzed by the pandemic, and some even bullied by teachers unions in the midst of it, in many communities, innovative schools, parent groups and other community organizations jumped in to serve students wherever they could. They did not wait to be told they could, or that it was allowed. They just did it. It was permissionless education, at its best. But don’t take my word for it. Look at the semi-finalists of the STOP Award, the quest for those who have provided Sustainable, Transformational, Outstanding and Permissionless education for students against all odds.

The night before school started, my son turned to me with his big eyes and his gap-toothed smile. Matter-of-factly, he stated: “Pretty sure I won’t like school this year.” The next night, he sighed: “Well, it wasn’t as bad as I thought.” He’s a tough critic — this was huge.

 A week later, he said: “My teacher is just really funny, and she’s good at teaching. . . . I think she really loves her job.” The next week, I received a text from her: “Your son is a cool kid.” My heart swelled: He got her and she got him. 

Three months in, and he is happier in school than I have ever seen him. He lights up when he talks about what he is learning. He sleeps next to his reading log, so he won’t forget to fill it out to show his teacher. He beamed when he earned a private lunch with her. 

Classroom design and layout is a key component of how administrators and teachers at The West Windsor – Plainsboro Regional School District in New Jersey are moving to a more learner-centered mode of education. 

“You have to start somewhere, and many of our staff have focused on reimagining the classroom space,” says Peter James, assistant director of technology at West Windsor – Plainsboro Regional School District. “The goal is to give students choice in where and how they engage learning in the classroom. We are working with staff to take this deeper than the surface and work on the implementation of class routines and structures that honor student voice and choice.” 

Imagine if researchers leading a clinical trial of a new vaccine did not publish a breakdown of findings by demographic group. Without these data, it would be difficult to know, for example, how children reacted to it versus adults. Or how women fared compared with men. Or if pregnant women responded differently.

Much effort is made in schools to help students with disabilities gain employment skills, improve behavior, and build reading skills to assure ongoing learning and social independence.

While these emphases are important, mathematics is often a forgotten part of special education. However, mathematics is one of the most important predictors of student performance and adult success.

When I was 14, I dived into a creek and broke the C4–6 vertebrae in my neck, which left me completely paralysed from the neck down.

Over my 9 years in a wheelchair, I have learnt to adapt to many situations.

People often doubt my ability to do basic tasks, and even though that’s sometimes true, through hard work and passion, and with the help from others, I constantly find ways to go against the stereotype.

The Department of Justice has reached a settlement with a Maryland school district over its unnecessary and repeated use of seclusion and restraint tactics in schools – almost entirely on students with disabilities, some as young as 5 years old.

The settlement reflects a recent but growing priority of the federal government, which is responding to research showing that such controversial methods in classrooms are frequently employed but rarely reported – despite the fact that school districts are required to notify the Education Department’s Office for Civil Rights of the incidents. Civil rights groups and special education advocates have long cried foul on the use of restraint and seclusion, which has been demonstrated to be both physically and psychologically damaging.