IDRA Classnotes

Classnotes Podcast (May 11, 2018) Schools have long used the practice of holding students back to repeat a grade for such problems as failing grades and excessive absences. Such in-grade retention practices based on the premise that students need that time to catch up either academically or socially. But it hasn’t proven to work that way. Instead, it has long-term negative impacts on students’ psychological, behavioral, economic and social well-being and it increases the changes students will later drop out of school (11 times more likely).

In this episode, Paula Johnson, M.A., discusses these issues and the potential civil rights red flags that are raised by data showing Hispanic and Black students across grade levels are one and a half times more likely to be retained than White students. She and Aurelio M. Montemayor, M.Ed., IDRA senior education associate, also outline effective alternatives to in-grade retention. Show length: 14:06

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In-grade Retention National Trends and Civil Rights Concerns, by Paula N. Johnson, M.A., IDRA Newsletter

eBook: Failing In-Grade Retention – outlines how an ineffective practice with lasting consequences, high price tags and civil rights implications can be wiped out by schools doing what schools do best: Teaching today’s children.

“In-Grade Retention in the Early Years – What’s Holding Children Back?,” by Paula N. Johnson, M.A., IDRA Newsletter

Beyond Social Promotion and Retention – Five Strategies to Help Students Succeed, by D. Johnson & A. Rudolph

NASP Position Statement: Grade Retention and Social Promotion

Is Retaining Students in the Early Grades Self-Defeating?, by M.R. West 

Accountability that Doesn’t Hurt Students, by Albert Cortez, Ph.D., IDRA Newsletter

We welcome your comments and questions to the podcast. Use IDRA’s online form, or send an e-mail to [email protected].

To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.

The post Holding Back In-grade Retention – Podcast Episode 182 appeared first on IDRA.

Classnotes Podcast (April 11, 2018) Refugee children are a specific group of immigrant children, many of whom have experienced some kind of trauma. Since 2005, three quarters of a million refugees have entered the United States. They make up an increasingly more diverse population in terms of their countries of origin and primary languages. And they face a number of school policies and practices that hinder their access to education. David Hinojosa, J.D., director of the IDRA EAC-South, and Dr. Hannah Sung, associate director of research and continuous improvement at the Mid-Atlantic Equity Consortium Inc., discuss those barriers. And they outline ways schools can pro-actively create a welcoming and positive learning environment for refugee students. The IDRA EAC-South supports districts across an 11-state region of the southeastern United States to put systems into place and prepare teachers to welcome all students, including refugee students, into their classrooms. Show length: 12:58 min.

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Addressing “Ecological Shock” – Supporting Refugee Students in School, by Kristin Grayson, Ph.D., and Hannah Sung, IDRA Newsletter

Urban Refugee Education – Overcoming Barriers for Access, Quality and Inclusion

Resettlement in the United States, UNHCR, The UN Refugee Agency

Young Children of Refugees in the United States: Integration Successes and Challenges, by Kate Hooper, Jie Zong, Randy Capps, and Michael Fix; Migration Policy Institute

Video Lesson: Brené Brown on Empathy, lesson created by Kim Preshoff using video from the RSA YouTube Channel

IDRA Infographic: Welcoming Immigrant Students in School 2018

We welcome your comments and questions to the podcast. Use IDRA’s online form, or send an e-mail to [email protected].

To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.

The post Supporting Refugee Students – Podcast Episode 181 appeared first on IDRA.

Classnotes Podcast (March 7, 2018) School leaders around the country are seeing the dramatic impact that the concept of a growth mindset can have with students and staff. Researcher and psychologist Dr. Carol Dweck synthesized the understanding that, while a fixed mindset believes only some students can learn, a growth mindset is consistent with what research shows that all students learn, that the mind is always growing.

In this episode, Dr. Nilka Avilés talks with principal Gregory Rivers and assistant principal Rawan Hammoudeh about how they have led their staff with intentional development of a growth mindset that is directly impacting the success of students and teachers. Their school the San Antonio independent school district is participating in IDRA’s School TurnAround and Reenergizing for Success (STAARS) Leaders project. Funded by the U.S. Department of Education the project is a unique model that is building a strong pipeline of principals and leadership teams in a set of low performing schools in the district. Show length: 15:07 min.

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The Power of Partnerships in the Pursuit of Leadership Development to Transform Schools, by Nilka Avilés, Ed.D., Joanelda De León, Ed.D., and Jesse Jay McNeil, Ed.D.

How Transformational Leaders Develop a Growth Mindset for Student Success, by Nilka Avilés, Ed.D., Gerald Sharp, M.A., and Kristin Grayson, Ph.D.

What People are Saying about IDRA’s STAARS Leaders Project

Mindset: The New Psychology of Success, by Carol S. Dweck, Learning Theories (book)

Mindset Theory: Fixed vs. Growth Mindset, by L. David, Learning Theories

Leaders Turn Around Schools – Transformational Equity Focus Makes College Readiness a Priority, by Nilka Avilés, Ed.D., IDRA Newsletter

Mindset Theory: Fixed vs. Growth Mindset, by Carol S. Dweck, Learning Theories

Every Kid Needs a Champion, TED Talk by Rita Pierson

We welcome your comments and questions to the podcast. Use IDRA’s online form, or send an e-mail to [email protected].

To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.

The post Growth Mindsets to Increase Achievement – Podcast Episode 180 appeared first on IDRA.

Classnotes Podcast (February 13, 2018) Recognizing the negative effects of exclusionary discipline, schools are testing ways of reforming discipline to create a positive climate in schools, which also helps all students learn. Restorative school discipline practices focus on (re)establishing relationships and repairing harm as opposed to just punishment for misbehavior. The IDRA EAC-South helps schools reform their practices.

In this episode, Kristin Grayson, Ph.D., and Paula Johnson, M.A., outline some strategies these schools have applied, such as examining codes of conduct, etc., looking at the level of academic rigor, and understanding the role of implicit bias in expectations.

Show length: 14:44

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How Using Restorative Practices Can Prevent Exclusionary Discipline Issues, by Kristin Grayson, Ph.D., and Paula Johnson, M.A., IDRA Newsletter, January 31, 2018

Code of Conduct: A Guide to Responsive Discipline, Teaching Tolerance).

Guiding Principles – A Resource Guide for Improving School Climate and Discipline, U.S. Department of Education

Advancing School Discipline Reform – Education Leaders Report, by Colombi, G., & Osher, D., National Association of State Boards of Education

Zero Tolerance Policies Push Students Away – High Attrition Rates of Black Students and Hispanic Students Are Linked to Exclusionary Discipline, IDRA 2016

eBook, Resources on Student Discipline Policy and Practice, IDRA

“‘I Was Dead Restorative Today’ – From Restorative Justice to Restorative Approaches in School,” by McCluskey, G., Lloyd, G., Stead, J., Kane, J., Riddell, S., & Weedon, E. (2008).

Cambridge Journal of Education, 38(2), 199-216.

School Discipline Gone South – The Call for Restoration, By Laurie Posner, MPA, IDRA Newsletter, August 2014

Data Snapshot: School Discipline, Issue Brief No. 1 (March 2014), by the U.S. Department of Education Office for Civil Rights

We welcome your comments and questions to the podcast. Use IDRA’s online form, or send an e-mail to [email protected].

To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.

The post Strategies for Restorative Student Discipline – Podcast Episode 179 appeared first on IDRA.

Classnotes Podcast (January 23, 2018) In 2013, Texas lowered graduation requirements for math, science and social studies and created a new requirement for career readiness called “endorsements.” These changes contained in House Bill 5 can have a deep impact on college preparation, access and completion, particularly for students who already are underrepresented in college. With funding from the Greater Texas Foundation, IDRA conducted a study of course-taking patterns, specifically Algebra II, and how educators, families and students are navigating the requirements.

In this podcast episode, lead researcher, Hector Bojorquez, gives a preview of the key findings from the student, parent and counselor interviews and shares implications for potential similar changes in other states. Learn more about Ready Texas – A Study of the Implementation of HB5 in Texas and sign up to see the final report when it is available. Hector is interviewed by Christie Goodman, APR, IDRA’s director of communications. Send comments to [email protected]. Show length: 24:13 min.

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IDRA Ready Texas study website

Ready Texas: Stakeholder Convening Proceedings Report

Community survey finds three out of four parents of teens in the Texas Rio Grande Valley have not received info about the new tracking policies and graduation plans. See the bilingual infographic and the report as a PDF or on Slideshare.

Tracking, Endorsements and Differentiated Diplomas – When ‘Different’ Really is Less

At a time when we most need strength, Texas education is at-risk of being weakened

Bilingual Flier on the New Texas Graduation Requirements

What Parents Want to Know about the New Texas Graduation Requirements

HB5 Does Not Have to Block Students from College – San Antonio City Council Passes Distinguished as Default Resolution

We welcome your comments and questions to the podcast. Send an e-mail to [email protected].

To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.

The post Ready Texas Study of New Graduation Requirements – Podcast Episode 178 appeared first on IDRA.

Classnotes Podcast (December 11, 2017) School improvement begins with the school’s leadership. Effective, informed, committed principals who mentor and support teachers can build their capacity to evaluate student success and the skills and knowledge necessary for students to succeed. Funded by the U.S. Department of Education, IDRA’s School TurnAround and Reenergizing for Success (STAARS) Leaders project is a unique model that is building a strong pipeline of principals and leadership teams in a set of low performing schools in the San Antonio school district. Their work is already showing significant transformations.

For today’s podcast episode, Dr. Nilka Avilés sat down with Dr. Joanelda De Leon, Assistant Superintendent for Turnaround Champion Schools, to talk some strategies from this principal leadership project that are taking place and the key elements that are leading to positive changes. Show length: 16:16

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The Power of Partnerships in the Pursuit of Leadership Development to Transform Schools, by Nilka Avilés, Ed.D., Joanelda De León, Ed.D., and Jesse Jay McNeil, Ed.D.

How Transformational Leaders Develop a Growth Mindset for Student Success, by Nilka Avilés, Ed.D., Gerald Sharp, M.A., and Kristin Grayson, Ph.D.

What People are Saying about IDRA’s STAARS Leaders Project

Get Better Faster: A 90-day Plan for Coaching New Teachers, by P. Bambrick-Santoyo, 2016

Leaders Turn Around Schools – Transformational Equity Focus Makes College Readiness a Priority, by Nilka Avilés, Ed.D., IDRA Newsletter

Mindset Theory: Fixed vs. Growth Mindset, Dweck, C.S. Learning Theories.

Cognitive Coaching Seminars, Thinking Collaborative

We welcome your comments and questions to the podcast. Send an e-mail to [email protected].

To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.

The post Capacity Building Among School Leadership – Podcast Episode 177 appeared first on IDRA.

Classnotes Podcast (September 29, 2017) Some students face hurdles that end up steering them away from college. Some face barriers that block their access altogether. But today’s school leaders can change that by creating a college-going culture for a student population that is becoming increasingly diverse. In this episode, Dr. DeShawn Preston, higher education research fellow at the Southern Education Foundation, outlines five successful strategies for schools to create college readiness for students of color and students from immigrant families. DeShawn is interviewed by David Hinojosa, J.D., director of the federally-funded IDRA EAC-South.

Show length: 13:35

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5 Strategies for Creating College Readiness for Students of Color and Immigrant Students,

Racial Equity Leadership Network

Three Critical Areas of Professional Development for Teaching in 21st Century Classrooms

Positive School Climates and Diverse Populations

Fostering Culturally Diverse Learning Environments

Embracing the Culture of Possibility for Student Success – Culture-of-Poverty Thinking Shortchanges Students and Families

Project Implicit

Teaching Tolerance

Center for Culturally Responsive Teaching and Learning

How Leaders Can Improve Their Schools’ Cultural Competence

The IDRA EAC-South provides technical assistance and training to build capacity of local educators to serve their diverse student populations. The IDRA EAC-South is one of four regional equity assistance centers and serves Region II, which covers Washington, D.C., and 11 states: Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia. IDRA is working with staff at the Southern Education Foundation and the Mid-Atlantic Equity Consortium to develop local capacity in the region among the 2,341 school districts and 29,632 schools with over 1 million educators and 16 million students.

We welcome your comments and questions to the podcast. Send an e-mail to [email protected].

To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.

The post 5 Strategies for College Readiness in Diverse Schools – Podcast Episode 175 appeared first on IDRA.

Classnotes Podcast (September 8, 2017) IDRA has launched the next generation of its model for family and community engagement. Originally called a “Comunitario,” an Education CAFE is a parent group that is rooted in a community-based organization rather than in a single school. Its sole purpose is to collaborate with schools to improve the success of students in the community. The new name, Education CAFE, emphasizes the diversity of communities who are engaged in impacting their public schools.

In this episode, Aurelio M. Montemayor, M.Ed., IDRA senior education associate, discusses how this innovative model has evolved and how you can start your own Education CAFE (Community Action Forums for Excellence). With new W.K. Kellogg Foundation funding, this empirical model developed by IDRA is expanding across Texas in areas with urban populations of varied ethnic backgrounds and economic classes. Education CAFEs also are taking hold in other parts of the U.S. South in states served by the IDRA EAC-South. Aurelio is interviewed by Paula Martin Johnson, M.A., an IDRA education associate.

Show length: 13:14

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IDRA Education CAFE – A Structure for Families Transforming Schools in their Communities, by Aurelio M. Montemayor, M.Ed.

Steps on How to Start an Education CAFE

Education CAFE – Community Action Forums for Excellence, website

Video on communities using data

Sources of Education Data

We welcome your comments and questions to the podcast. Send an e-mail to [email protected].

To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.

The post Authentic Family Engagement through Education CAFEs – Podcast Episode 174 appeared first on IDRA.

Classnotes Podcast (August 3, 2017) With the quickly-changing dynamics across our communities, teachers often are facing the challenge of incorporating multicultural education without proper preparation. To stay engaged in the learning process, students – like adults – need the school climate and curriculum to reflect their racial and economic backgrounds, languages, religions, funds of knowledge and family structures.

Paula Martin Johnson, M.A., an IDRA education associate, presents three critical areas of professional development that school leaders need to be providing for their teachers to effectively deliver high-quality and inclusive instruction in 21st-century classrooms.

Paula is interviewed by Aurelio M. Montemayor, M.Ed., IDRA senior education associate.

Show length: 14:30

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Three Critical Areas of Professional Development for Teaching in 21st Century Classrooms

Higher-Order Questioning with Q-Charts

Positive School Climates and Diverse Populations

Fostering Culturally Diverse Learning Environments

Embracing the Culture of Possibility for Student Success – Culture-of-Poverty Thinking Shortchanges Students and Families

Dana Center Formative Assessments for Mathematics

Preparing 21st Century Students for a Global Society: An Educator’s Guide to the “Four Cs,”

Project Implicit

Teaching Tolerance 

Colorín Colarado 

Center for Culturally Responsive Teaching and Learning

How Leaders Can Improve Their Schools’ Cultural Competence

We welcome your comments and questions to the podcast. Send an e-mail to [email protected].

To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.

The post Skills Needed for Teaching in Diverse Classrooms – Podcast Episode 173 appeared first on IDRA.