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Matt Renwick

When starting to integrate technology as a school, what is the best approach regarding ... - 49 views

readingbyexample.com/...rding-professional-development

shared by Matt Renwick on 17 Feb 16 - No Cached
  • Matt Renwick on 17 Feb 16
     
    When planning how to integrate digital tools within instruction at the schoolwide level, consider these steps.
Don Doehla

AVID | Decades of College Dreams - 31 views

www.avid.org

education resources tools avid

shared by Don Doehla on 17 Feb 11 - Cached
  • Don Doehla on 22 Aug 13
     
    AVID, Advancement Via Individual Determination, is a college readiness system for elementary through higher education that is designed to increase schoolwide learning and performance. The AVID College Readiness System (ACRS) accelerates student learning, uses research based methods of effective instruction, provides meaningful and motivational professional learning, and acts as a catalyst for systemic reform and change.
Matt Renwick

Autism Issues Complicate Anti-Bullying Task - Education Week - 15 views

www.edweek.org/...30autism_ep.h33.html

autism issues task education news

shared by Matt Renwick on 15 May 14 - No Cached
  • examine the entire school environment
  • Positive Behavioral Supports
  • target students' conversational ability and social skills
  • ...7 more annotations...
  • increase the empathy and social skills
  • paraprofessionals were taught to initiate games and age-appropriate activities
  • understanding the 'hidden' curriculum
  • Those types of interventions can work if they're embedded in a systematic framework for addressing a school's climate
  • One-shot approaches—such as a school rally or asking students to sign pledges promising not to engage in bullying—"have relatively little impact
  • teach bullies different ways to behave
  • supports schoolwide approaches that spell out clear behavior expectations and schoolwide monitoring, such as the models of positive behavioral supports
psmiley

What It Takes to Become an All Project-Based School | MindShift - 97 views

blogs.kqed.org/...-become-a-project-based-school

PBL Project Based Learning inquiry edtech learning pblchat Technology schoolwide

shared by psmiley on 21 May 13 - No Cached
  • psmiley on 21 May 13
     
    A School goes all PBL
anonymous

Social Networking as a Tool for Student and Teacher Learning - 52 views

www.districtadministration.com/viewarticle.aspx

networking social DistrictAdministration

shared by anonymous on 19 May 11 - No Cached
  • Online social networking includes much more than Facebook and Twitter. It is any online use of technology to connect people, enable them to collaborate with each other, and form virtual communities, says the Young Adult Library Services Association
  • Among students surveyed in a National School Boards Association study, 96 percent of those with online access reported using social networking, and half said they use it to discuss schoolwork. Despite this prevalence in everyday life, schools have been hesitant to adopt social networking as an education tool. A 2010 study into principals’ attitudes found that “schools are one of the last holdouts,” with many banning the most popular social networking sites for students and sometimes for staff.
  • Survey research confirms, however, that interest in harnessing social networking for educational purposes is high. As reported in School Principals and Social Networking in Education: Practices, Policies and Realities in 2010, a national survey of 1,200 principals, teachers and librarians found that most agreed that social networking sites can help educators share information and resources, create professional learning communities and improve schoolwide communications with students and staff. Those who had used social networks were more positive about potential benefits than those who had not. In an online discussion with 12 of the principals surveyed, most said, “social networking and online collaboration tools would make a substantive change in students’ educational experience.” They said these tools could improve student motivation and engagement, help students develop a more social/collaborative view of learning and create a connection to real-life learning.
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  • Most national, state and local policies have not yet addressed social networking specifically; by default, it often falls under existing acceptable use policies (AUPs). While AUPs usually provide clear language on obscenities, profanity and objectionable activities, they also leave out gray areas that could open students to harmful activities while excluding them from certain benefits of social networking. Likewise, boilerplate policies that ban specific applications, such as Twitter, may miss other potential threats while also limiting the ability of students to collaborate across schools, districts, states or countries. The challenge for districts is to write policies that address potentially harmful interactions without eliminating the technology’s beneficial uses.
Ross Davis

Digital Student Portfolios: A Whole-School Approach | MiddleWeb - 73 views

www.middleweb.com/...ide-digital-student-portfolios

portfolios

shared by Ross Davis on 28 Jul 14 - No Cached
  • Matt Renwick on 28 Jul 14
     
    The particular software and services used to create these portfolios is a subject of some interest, to be sure, but it is secondary to the "big idea" itself: compiling a dynamic collection of information from many sources, in many forms and with many purposes, all aimed at presenting the most complete story possible of a student's learning experience.
rbatie19

Chronic Absenteeism Can Devastate K-12 Learning (Opinion) - 7 views

www.edweek.org/...10

chronic absenteeism absent learning

shared by rbatie19 on 10 May 22 - No Cached
  • in a study of California students for Attendance Works, the organization that Hedy Chang oversees, only 17 percent of the students who were chronically absent in both kindergarten and 1st grade were reading proficiently by 3rd grade, compared with 64 percent of those with good attendance in the early years. Weak reading skills in the 3rd grade translate into academic trouble ahead: Students who aren’t reading well by that point are four times more likely to drop out of high school, according to a 2012 study released by the Annie E. Casey Foundation.
  • Chronic absence in middle school is another red flag that a student will drop out of high school. By high school, attendance is a better dropout indicator than test scores.
  • A recent report, “Absences Add Up,” also from Attendance Works, documents what many know from common sense: At every age, in every demographic, and in every state and city tested, students with poor attendance scored significantly lower on standardized tests. In our schools, this translates into weaker reading skills, failing grades, and higher dropout rates. Rather than looking at attendance as an administrative chore, schools can use the same data as a warning sign to change the trajectory.
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  • The results were significant. Students with mentors gained nine school days—almost two weeks—during the year. They were more likely to remain in school and maintain their grade point averages than similar students without mentors. The program worked at every K-12 level: elementary, middle, and high school, with the greatest impact on students struggling with poverty and homelessness.
  • The mentors had several simple but straightforward responsibilities. They greeted the students every day to let them know they were glad to see them at school. They called home if students were sick to find out what was happening. They connected the students and their families to resources to help address attendance barriers. Mentors participated in school-based teams that analyzed data and shared insights about students. And they also supported schoolwide activities, including assemblies, incentives, and contests, to encourage better attendance for all students.
  • Elementary schools set up attendance teams to identify and monitor the students with the worst attendance. Part-time social workers, hired with philanthropic and state dollars, connected with families. Principals and teachers promoted attendance at back-to-school nights, at parent-teacher conferences, and through regular calls home. This work led to a significant drop in absenteeism in all elementary grades, particularly in kindergarten. The percentage of chronically absent kindergartners fell from 30 percent in the 2011-12 school year to 13 percent in 2013-14. And reading scores began to climb.
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