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In today's rapidly evolving educational landscape, data-driven instruction has become a cornerstone for educators striving to enhance student success. The utilization of student data is no longer optional; it's imperative. This blog explores the critical role of data literacy in schools, how understanding student data can bridge instructional gaps, and ultimately, why it's a catalyst for student achievement and teacher professional development. The Foundation: Data-Driven Instruction Data-driven instruction, as the term suggests, is an educational approach that places data at the center of decision-making. It involves collecting, analyzing, and interpreting various types of student data to inform instructional practices and interventions. This approach is based on the belief that informed decisions lead to better learning outcomes. The Power of Student Data Student data encompasses a wide range of information, from standardized test scores and attendance records to behavior logs and formative assessments. When utilized effectively, this data offers valuable insights into individual student performance, learning styles, and progress over time. Personalized Learning: Tailoring Education to Individual Needs One of the most significant advantages of data-driven instruction is its ability to support personalized learning. By analyzing student data, educators can identify each student's strengths and weaknesses, allowing them to tailor instruction to meet individual needs. This personalized approach has the potential to unlock each student's full potential. Bridging Instructional Gaps Understanding student data is like shining a light on instructional gaps. It reveals where students may be struggling and where additional support is needed. With this information in hand, educators can develop targeted interventions and resources to bridge these gaps effectively. Measuring Learning Gains Data-driven instruction doesn't stop at identifying gaps; it also plays a vital role in measuring learning gains. By regularly assessing student progress and adjusting instruction accordingly, educators can track improvements over time. This feedback loop is instrumental in fostering continuous growth among students. Enhancing Teacher Effectiveness Data literacy is not limited to students; it also impacts teacher effectiveness significantly. Educators armed with the skills to analyze and interpret data can make more informed decisions about their instructional practices. This includes choosing the right teaching strategies, materials, and resources to address specific learning needs. A Catalyst for Professional Development Data literacy goes hand in hand with professional development for educators. Schools that prioritize data-driven instruction often provide training and resources to help teachers enhance their data analysis skills. These opportunities for growth lead to more effective teaching and greater job satisfaction. The Connection to Student Success Now, let's delve into how data literacy directly correlates with student success: 1. Early Intervention: When educators identify struggling students early using data, they can provide timely interventions, preventing learning setbacks and boosting overall success rates. 2. Goal Setting: Data allows students and teachers to set achievable goals. When students see their progress and work toward specific objectives, motivation and engagement increase. 3. Informed Decision-Making: Data-driven instruction helps educators make data-backed decisions on curriculum adjustments, instructional strategies, and resource allocation, all of which impact student achievement. 4. Parental Engagement: Sharing student data with parents can facilitate productive discussions about their child's progress, fostering a collaborative environment that supports student success. 5. Accountability: Data also holds everyone accountable – students, teachers, and administrators. It ensures that all stakeholders are actively engaged in the pursuit of student achievement. The Future of Education In the rapidly evolving landscape of education, data literacy is not just a valuable skill; it's a necessity. Schools that prioritize data-driven instruction are better equipped to meet the diverse needs of their students, empower teachers, and achieve higher levels of student success. As we move forward, embracing data literacy will undoubtedly be a pathway to brighter educational outcomes for all. It's not just about numbers; it's about shaping the future of our students. In conclusion, data literacy is not just a buzzword; it's a transformational force in education. Understanding student data, leveraging it to inform instruction, and bridging instructional gaps are pivotal to enhancing teacher effectiveness and, most importantly, fostering student success. As we continue to navigate the ever-changing educational landscape, data literacy will remain at the heart of our journey toward creating a brighter future for students and educators alike.

When we are called in to support teachers in their classroom, whether with one student in particular or with universal behavioral strategies – we often hear: “It just happens randomly.” Or “I can’t figure out why they are bolting from the classroom.” “All of a sudden they are just screaming at another student.” As consultants, we have the luxury of showing up and simply watching. Watching for behavioral clues that something is brewing. Noticing a lack of attendance is linked to inability to complete independent work, and big behaviors when embarrassment or frustration sets in. As a teacher in a classroom of over 25 students, working to stay on track with a lesson, check in with and differentiate for many students, organize presentation materials, groups, and assessments… catching subtle behavioral precursor clues is just not always possible. We know the student behavior is not random, although it sometimes feels that way. Understanding the clues can help you uncover the meaning, the why, or the function of the behavior. And once we know that – we have a better chance of meeting a child’s needs so they no longer need those challenging behaviors. In this post, we share some insight on how to help understand the real needs of the class clown. The Class Clown We have all seen it time and again - there is a student who draws attention to themselves through the use of humor (whether appropriate or not). Everyone laughs, instruction is derailed - and quite often the child has the social skills to look to the teacher and apologize directly. "I am so sorry, Ms. J, I just couldn't help it... I'll stop now." It is not necessarily news that perhaps the behavior that draws attention is only partially motivated by a desire for attention. And despite the child's profuse apologies, it continues to happen. Clues to look for in understanding what might be going on for this student include: When does this 'clowning' behavior happen? During the review of the material? During the introduction of new material? After they have returned from a pull-out service and you are in the middle of teaching a lesson? Who is present? Which of the kids around them conflicts with them? Who just answered a question correctly that they got wrong? Who are they interested in or angry with? What happened just before? Did they get an answer wrong? Did they just receive a correction or redirection of some kind? Did they receive social rejection through a look or comment? Did they just transition to a non-preferred or challenging task? What did you do after the interruption? Did you ask them to leave your class? Did you focus on their behavior before moving through your instruction? Did you speak to them privately or in public? Taking some time to reflect on these elements of the situation can help you understand some of the antecedents to the behavior as well as what might be maintaining the behavior (what happens after). Keep notes for a few days, and see what pattern emerges that you may not have noticed. As a common example, that often goes overlooked: Imagine the student is struggling in reading (context), and it is time for the class to do popcorn read aloud (antecedent - transition to non-preferred task). The student engages in mockery of the book, story, character, or a classmate who is reading (challenging behavior: interruption, unkindness to classmate...). The class erupts in laughter (attention as a consequence), reading is halted, and as the teacher you recognize behaviors that are unkind and interrupting, and you send the student to the office (escape from an aversive task as a consequence). As a one-off situation, if it never happens again - nothing to change. If it continues to happen, and a pattern emerges, then we can begin to uncover that while attention is a component of the reinforcement for the behavior - escaping the reading, and avoiding the embarrassment and perhaps shame of not being a fluent reader may be more of a motivator than the attention. The antecedent strategy to support this student might be extra time to practice reading aloud before the class reading time. Or changing the reading activity in class. Or using the read-aloud time to schedule their tier 2 or 3 reading intervention. Consequent strategies might include - extra points or class reinforcement for maintaining alternative and appropriate behaviors. Or allowing escape from reading aloud, contingent on engaging in the alternative and appropriate behaviors, with a private read-aloud session with the teacher later in the day if an assessment is needed. While the above example is simplistic, it illustrates the components that might be important variables to understand before trying to change the behavior. If we only looked at the apparent 'need for attention', we might miss an opportunity to support our learner's skill deficits and reduce problem behavior at the same time. Taking a little time to examine a situation more closely, being curious about our initial impressions (is that the whole story?), and engaging with compassion can be worth the effort tenfold.

The achievement gap is a persistent problem in K-12 education, where students from historically marginalized groups often lag behind their peers in academic achievement. Closing this gap requires a multi-faceted approach, but one essential element is a focus on data literacy and professional development (PD) for educators. Data literacy is the ability to read, interpret, and use data to inform decision-making. In the context of education, this means that educators need to be able to analyze student data, such as test scores and attendance records, in order to identify areas of strength and weakness and tailor instruction accordingly. Data can also be used to track progress over time and evaluate the effectiveness of interventions. However, many educators lack the necessary data literacy skills. According to a survey by the Data Quality Campaign, only 36% of teachers feel very well prepared to use data to improve instruction. This lack of preparation can lead to a number of problems. For example, educators may be unable to identify struggling students early on, which can lead to these students falling further behind. Conversely, educators may not recognize high-performing students who could benefit from more advanced instruction. In addition, educators may be unsure how to use data to inform instructional decisions. They may be overwhelmed by the amount of data available, or they may not know how to analyze it effectively. Without the ability to make sense of data, educators may not be able to use it to drive improvement in their classrooms. This is where professional development comes in. By providing educators with training on data literacy, schools, and districts can help to close the achievement gap. Effective professional development should focus not only on the technical skills of data analysis but also on how to use data to inform instructional decisions. This might include strategies for using data to differentiate instruction, identifying struggling students early on, and tracking progress over time. There are a number of best practices for effective professional development in data literacy. First, it should be ongoing and embedded into regular practice. Rather than a one-time training, educators should receive regular support and coaching on data literacy skills. This might include regular meetings with data coaches or opportunities to collaborate with colleagues on data analysis. Second, professional development should be tailored to the needs of individual educators. Different teachers will have different levels of expertise and comfort with data analysis, so professional development should be differentiated to meet their needs. For example, some teachers may need more support with basic data analysis skills, while others may be ready to delve into more advanced techniques. Finally, professional development should be aligned with the broader goals of the school or district. Educators should understand how data literacy fits into the overall improvement plan, and how their work with data can help to close the achievement gap. This can help to build buy-in and ensure that educators are motivated to engage with data. Closing the achievement gap requires a focus on equity and a commitment to meeting the needs of all students. Data literacy and professional development can be powerful tools for achieving these goals. By providing educators with the skills and support they need to use data effectively, schools and districts can ensure that every student has the opportunity to succeed. At EdPower, we understand the importance of data-driven decision-making in education. That's why we've developed EdInsights, a powerful data solution for schools. With EdInsights, educators can easily access and analyze student data, track progress over time, and make informed decisions about instruction. The difference with EdInsights is the dashboards are customized to your needs offering correlations not seen on the market today. If you're interested in learning more about how EdInsights can help your school close the achievement gap, we encourage you to contact us today. Let's work together to empower educators and improve student outcomes. References: Data Quality Campaign. (2018). Time to Act 2017: Putting Data in the Hands of Educators.

Since COVID, schools have undergone a whirlwind of change. Everyone agrees that the pandemic certainly had a devastating impact on learning. According to NAEP (The National Assessment of Educational Progress), the average decline in math for 4th and 8th graders was the largest EVER recorded, and reading scores declined to the lowest levels in over two decades. Only half of the teachers teaching 4th and 8th grade reported feeling confident in their abilities to address the learning gaps. Districts need desperate help coaching teachers on accelerating learning while simultaneously helping students bridge learning gaps. This is the exact mission and vision of The Elam Leadership Institute, led by Dr. Donna Elam. Dr. Elam brings decades of leadership and experience to educators obtaining both her master's and doctorate degrees from NYU while working to dismantle educational systems that do not provide opportunities for all students. Her leadership model is infused with hope helping educators understand the NOW WHAT questions that so many in schools ask today. In 2018, The Elam Leadership Institute (ELI) partnered with EdPower to help schools understand how to utilize and interpret the data they were collecting to indeed make sure all students were on the path to success. Unpacking academic and behavioral gaps utilizing an asset-based model helps to operationalize equitable outcomes for all groups of students. The partnership brings districts together to unpack and address common recurring themes of today such as: How can I increase data literacy in my school? How do I increase rigor for all students? How do I create a positive educational climate and environment? How do I decrease the disproportionalities I am finding with our behavior incidents? How do I incorporate collective efficacy into daily classroom routines? How can I make sure everyone is interpreting the mass amounts of data received the same way? Working with districts such as Metro Nashville Public Schools, Hoover City Schools in Alabama, or several districts in South Carolina, the goal is to unpack all of the gaps so educators understand how to move forward to accelerate achievement. ELI and EdPower make this process as easy and seamless as possible by pulling in all of a district’s data, analyzing the data on the district's behalf, and meeting with district teams to explain the root causes of disparities. So far we have learned that districts can pull data and they can analyze each report, but understanding how to move forward across all data sets can pose some problems. From there, districts personalize the professional development needed from ELI based on the reviews and walkthroughs. Districts comment on how much this partnership has: Increased capacity among leaders while breaking down silos Increased high levels of engagement Created a space for hard questions and topics to be unpacked Instilled new mindsets, beliefs, and values that facilitated shifts in behavior and practice These accomplishments are all research-based and aligned in parallel to the Elam Leadership Institute’s equity of effort framework which walks educators through how to design and implement inclusive curriculums, involve students in assessments, employ effective questioning techniques, and create positive educational environments and climate while also ensuring rigor for ALL students. A sample of additional sessions can be found here. If any of this interests you please reach out to us to have a conversation! Also, check out this video sharing Dr. Terry Lamar for Hoover City Schools' experience with this partnership! References: https://www.the74million.org/article/can-districts-rise-to-the-challenge-of-new-naep-results-outlooks-not-so-good/

To bring about systemic change, a deliberate effort must be made to achieve significant results. This process of fostering sustainable growth in all areas of education and providing the necessary resources to succeed takes time and patience. The most uplifting aspect of this work is collaborating with educators who prioritize the well-being of their students and colleagues. These dedicated individuals put in place systems and procedures that align with their values and result in improved academic performance and equal opportunities for all students This has been our experience working with Hoover City Schools in Hoover, Alabama. Led by Superintendent Dr. Dee Fowler, the district has taken comprehensive measures to ensure that EVERY student has a positive trajectory, and as a result, the data is promising as one of the districts in the nation for their work promoting educational equity. Research shows that the global pandemic’s instructional inconsistencies have caused a loss of about 35% of a normal school year’s worth of learning; however, Hoover City Schools has maintained student performance well beyond the nationwide average. According to the latest research by Harvard and Stanford Universities (1), Hoover City Schools was recently recognized for significant overall positive academic outcomes. Dr. Chris Robbins, Chief Learning Officer for Hoover stated, “nationally, the average student lost more than half of a year of learning in math and a quarter of a year in reading from 2019 to 2022. This research also indicates that many subgroups, particularly Black students, Hispanic students, and students in poverty, were negatively impacted by learning losses to an even greater extent than white students. But that’s not the case in Hoover City Schools; and what’s so exciting is seeing these subgroups make academic gains at a rate that is the same or greater than the rest of the student body in the district.” (2) ● From 2019 to 2022 district-wide, Hoover students showed learning gains of +.35 in math and +.39 in reading, equivalent to about three to four months of learning in each area. The national research results showed this was an uncommon outcome. ● HCS landed on four National Top 10 lists for districts with substantial learning gains for students in poverty, Black students, and Hispanic students. ● According to this study, those specific subgroups also showed increases of three to four months of learning equivalence gains in reading and math in 2022 compared to 2019. Most districts saw losses in these areas. (1) In 2018, Hoover City Schools entered into a partnership with The Elam Leadership Institute, led by Hoover City Schools Chief Administrative Officer Dr. Terry Lamar. Dr. Lamar worked weekly with the team from The Elam Leadership Institute to help construct a process to coordinate and analyze needed data on behalf of Hoover City Schools. Dr. Lamar coordinated regular communications, data collection and analysis, and goal-setting with a local team of teachers and administrators. Facilitated and guided by the team at The Elam Leadership Institute, conversations and processes relating to equitable access and opportunities became threaded throughout the fabric of the entire school district. Hoover City Schools has made tremendous strides toward leadership in diversity, and currently has increased the percentage of African Americans in all certified positions; including district administrators, principals, and assistant principals. Dr. Lamar states, “The original intent of working with the Elam Leadership Institute was to ensure that equitable practices were integrated into all facets of our schools and central office. We wanted to create an environment where students saw themselves in the classrooms, and curriculum, aligned to equitable discipline throughout their educational process. The Elam Leadership Institute helped facilitate this original intent… and it is working! We are absolutely seeing the results across the board.” Dr. Chris Robbins has also worked hand-in-hand with The Elam Leadership Institute to ensure that high-value equitable instructional practices are present across the district’s schools, classrooms, and learning programs. “The district’s partnership with The Elam Leadership Institute has been instrumental in helping our principals and teachers understand the importance of being reflective in not just what we do, but how and why we do it,” Dr. Robbins remarked. He continues, “Equitable access to learning starts with teacher development and understanding, leading to intentional adjustments to a teacher’s instructional approach. The Elam Leadership Institute reminds us that all data tells a story and that we need to be consistent in using data to drive our instructional decision-making as it relates to equity. I am so pleased that the Elam Leadership Institute notes multiple patterns of data within HCS that point to an overall climate of high expectations for growth for every child.” As a result of educator burnout and the need for increased student foundational wellness, many school districts are at a loss for how to truly move forward. Immediately prior to the pandemic, the Elam Leadership Institute formed a partnership with EdPower to fuel the data correlations and analytics needed to uncover the root causes for not-so-common disparities. Unpacking academic and behavioral gaps utilizing an asset-based model helps to operationalize equitable outcomes for all groups of students. Specifically, the partnership helped Hoover unpack and address themes such as: ● How can we increase data literacy in our schools? ● How can we increase rigor for all students? ● How do we create positive educational climates and environments? ● How can we decrease the disproportionalities we are finding with our behavior incidents? ● How can we incorporate collective efficacy into daily classroom routines? The Elam Leadership/EdPower accomplishments are all research-based and aligned in parallel to the Elam Leadership Institute’s Equity of Effort and Unpack the Gap series which walks educators through how to design and implement inclusive curriculums, involve students in assessments, employ effective questioning techniques, create positive educational environments and climate while also ensuring rigor for ALL students. A sample of additional sessions can be found here. For more information on how your district can become involved, click here to learn more. References: https://news.stanford.edu/2022/10/28/new-research-details-pandemics-impact-u-s-school-districts/ https://www.hoovercityschools.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=11&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=23183&PageID=1

The number of factors contributing to a student's holistic success is innumerable. In the whirlwind of our modern society, it can be very difficult for stakeholders to keep track of what is taking place in a student's success plan. What is an e-file? EdHub’s student e-file delivers pertinent information to teachers, parents, and other relevant stakeholders. It gives a concise, up-to-date snapshot of a student's progress. Parents and educators can view learning plans, benchmark data, performance information, behavior incidents, and more relevant information throughout a student's k-12 career. Utilizing an e-file is a convenient way to track student data year-over-year. Why should my school use EdHub? Access Our student e-file logs all student information in one convenient place accessible to parents and educators. Gathering data into this view offers everyone involved in the student's education accurate and up-to-date information. Having this data brings transparency while removing barriers to student success. E-files unveil the most impactful route for achieving individual success. Progress Monitoring Once everyone has access to the e-file for students, not only does it allow stakeholders to create the most impactful learning map, it also allows everyone to monitor a student’s progress along the way. Having real-time information allows immediate tweaks and changes to be made to a student’s plan without having to wait for the next parent-teacher conference. Having real-time data allows interventions to happen earlier rather than later. If it’s noticed that a student is struggling in one area, then student interventions for tutoring or other services can be made immediately. Real-time progress monitoring allows educators to strategically increase student success without depleting resources. Forward Planning Our student e-file not only helps aggregate a student’s progress while in high school but can also be used to assess college readiness and prepare for degree planning. If a student knows early on in their high school career what they are interested in studying, this can be utilized to help shape their sophomore and junior years of high school. Using the historical information, educators can work with their students to identify and create post-secondary education plans to map the route it will take to get there. Both parents and educators can access this plan through the e-file to ensure the student is staying on track. Assessment & Reporting EdHub’s data integration system allows schools to track their key performance indicators while aggregating data from multiple sources. This can be especially helpful when it comes to state reporting and monitoring district benchmarks. There are several important factors to consider when determining the best data integration tools for your institution. Choosing one that offers a seamless student e-file like EdHub, ensures that your educators are not just integrating information but taking action on the data. With actionable steps documented in a student’s e-file, student success outcomes can do nothing but increase! To find out more information about EdHub click the link here.

Laura Slover, CEO, CenterPoint Education Solutions Sean Slade, Head of Education, BTS Spark North America Alignment is frequently referred to as a key element of success in multiple contexts. In the workplace, alignment is important for things like mission and purpose. People who are aligned with one another tend to accomplish more as they are working in sync to achieve common goals. In the sport of rowing, which Laura participated in, alignment is about timing and effort: All rowers must put their oars in the water at the same instant to get the boat to reach maximum velocity. And of course, we all know the concept of tire alignment: tires that are out of alignment wear unevenly and prematurely, make driving more difficult as the car pulls off its course, and can in certain circumstances be dangerous. What does alignment mean in terms of education? Here we lay out the components of a system that is aligned to achieve its maximum potential of success, which we define as strong outcomes for students and efficacy of teachers.  At a time when the field is in the midst of major shifts, it is more important than ever for schools and districts to have a cohesive, internally aligned system. Visioning and Values: Successful alignment relies first and foremost on a common vision and set of values as a starting point. This may be obvious, but too often change is embarked upon without taking the step of determining – and conveying the rationale behind an approach or a change. And a lack of shared vision can undermine the success of a change effort. Leaders must be clear in establishing a compelling vision and direction - and then in turn must engage and build ownership among other stakeholders. Everyone must own the vision to work in tandem (i.e., row in the same direction) and accomplish their goals. Core values are the fundamental beliefs of a person or organization. They help a team determine if they are on the right path and fulfilling their goals by creating a guidepost. In this way, the vision rests on a foundation of values. Both visioning and establishing values are examples of mindset shifts that are necessary for true change to occur. Too often plans are made without deep reflection on the purpose or overarching desired outcome. Does the vision fit with the actions taken? Do the actions align to the values? Do all stakeholders and staff understand what is being advocated for and why?  Leading change can be sidetracked or diluted if there is not alignment to the purpose - and if this purpose is not owned by those implementing the change. It is the role of system leadership to make sure that such mindset shifts have taken place or are underway. True change comes when everyone is on board and heading in the same direction. With clear goals and targets in place, actions can then be modified to suit changing circumstances. From this frame of a common vision aligned to shared values, the processes of aligning curriculum, assessments, professional learning, and high-quality instructional materials and practices, can begin. Curriculum: Selecting a high-quality, standards-aligned curriculum is more important than ever. Organizations such as EdReports externally validate curricula based on objective criteria to aid schools and districts in their selections. Curriculum covers the letter and the spirit of the standards, giving all students the chance to learn meaningful content that prepares them for the next grade and ultimately for success in college and careers. An unaligned curriculum doesn’t fully cover the standards. For example, it may cover only some of the standards or it may cover them all but at a lower level of rigor that the standards require. While curricula may vary in terms of sequencing or pedagogical approach, they should not veer from the standards they cover. Educational leaders should select curriculum that is aligned with their values and vision. If they value equity and excellence, they should ensure a curriculum that is culturally responsive and aligned with quality criteria. Assessments: Assessments aligned to curriculum measure the concepts contained in the curriculum, which are aligned to the standards, and which were taught in the classroom. Effective assessments can be formative, diagnostic, and/or interim so long as they are administered to match the scope and sequence of the curriculum. When used in-step with instruction they measure what students are learning now, not what they’ll learn next or what they learned several months ago. The resulting data tells the true story of student learning to strategically inform future classroom instruction. Teachers can use the data to quickly pinpoint areas of growth and identify instruction and resources to fill any gaps. Assessments that are not aligned may test only some concepts and leave others out, they may test out of sequence, or they may test things that aren’t in the curriculum at all. Results from these assessments can misrepresent student learning, and cause confusion for teachers and parents. And just like a car with misaligned tires is harder to keep on course, a mismatch between assessment and curriculum is likely to cause extra data interpretation work for teachers for a clear roadmap to get students where they need to go. A cohesive, aligned system empowers educators and accelerates student achievement. Data and Assessment Literacy: Professional learning focused on data and assessment literacy boosts teacher capacity to understand the right type of assessment and how to analyze the data to inform instruction. Overall, this helps educators lean into and improve their practice. By delving into the features of alignment and using data to drive instruction, teachers strengthen how they engage students in deep learning. This process is particularly effective when teachers work together, and professional learning is connected to both the implementation of the curriculum and results from assessments. Targeted training for district and school leaders and educators is a vital component of every aligned system. When teachers work with peers, they learn from one another and build a shared understanding of the vision and goals for students. Professional learning that isn’t aligned to curriculum and assessments may result in a lack of understanding, improper use of assessments, or inconsistent use of data. Putting it all together: An aligned system isn’t just nice to have — it’s a necessity for an effective and equitable system that helps keep all educators and leaders moving in sync towards their collective goals. This is true in the best of times, and it’s more important than ever in our current reality.  With a clear vision based on shared values, a quality curriculum and aligned assessments, and strong professional learning in place to support the understanding of data, teachers and leaders will have the direction, the information, and the support they need to optimize the effectiveness of the school or school system and advance student learning and growth. *****

ACCOUNTABILITY & SCHOOL IDENTIFICATION States can now apply for a new waiver request for the 2020-2021 school year in relation to the accountability and school identification requirements in the Elementary and Secondary Education Act (ESEA). A state receiving this waiver would not be required to implement and report the results of its accountability system, including calculating progress toward long-term goals and measurements of interim progress or indicators, or to annually meaningfully differentiate among its public schools using data from the 2020-2021 school year. This flexibility would explicitly include waiving the requirement that the Academic Achievement indicator be adjusted to account for a participation rate below 95 percent. The state would also not be required to identify schools for comprehensive support and improvement (CSI), targeted support and improvement (TSI), and additional targeted support and improvement (ATSI) based on data from the 2020-2021 school year. Each state receiving the accountability and school identification waivers would be required to continue to support previously identified schools in the 2021-2022 school year, resume school identification in the fall of 2022, and ensure transparency to parents and the public. ASSESSMENT The intent of both sets of flexibilities is to focus on assessments providing information to parents, educators, and the public about student performance and to help target resources and supports. For that reason, blanket waivers of assessments are not being implemented. A state should use the Assessment flexibility to consider: Administering a shortened version of its statewide assessments Offering remote administration, where feasible; and/or Extending the testing window to the greatest extent practicable. That could include offering multiple testing windows and/or extending the testing window into the summer or even the beginning of the 2021-2022 school year. States that elect to extend testing windows should also consider how they can make results available to the public in a timely manner after assessments are administered. The American Rescue Plan, proposed by President Biden, calls for $130 billion in funding to help schools safely reopen and meet the unique needs students and educators are facing during the pandemic, including supporting the academic, social, and emotional needs of students. Please reach out for any additional questions you have and Ill write back with the answers!

Supplement not supplant law always has me asking that question...huh?! You can spend it there but not there? I can use the product for this child but not that one? My targeted assistance schools can use it for these few and schoolwide schools can use it for all? You almost need an air traffic controller to help you interpret the smoke signals! But….I have to say…Blue Skies Ahead! If you are not aware, this summer Betsy DeVos’ office issued non regulatory guidance on the NEW supplement not supplant requirement specifically regarding Title I Part A funds. So what does this mean? First,  let’s back up and take a look at the three questions school leaders would apply in determining if they were supplanting funds: Was the activity supported with Title I, Part A funds required by State or local law?Was the activity supported with Title I, Part A funds supported in a prior year with State or local funds?Was the activity supported with Title I, Part A funds in a Title I school supported with State or local funds in a non-Title I school? Are you as confused as I am? Even when I do answer those questions, can I be sure that I have clearly defined every single “activity” within my district or school to stay within compliance?  Well guess what, those questions no longer apply! Yep…It’s True! The Non-Regulatory guidance released on June 16, 2019, explains how local educational agencies (LEAs) will now be examined as a “whole” making sure funds supplement and not supplant state and local funds. Interpretation? This means that the Department of Education can no longer require any Title I school, regardless of designation, to specifically identify whether services or line item costs are supplemental. Hallelujah! Supplanting will now be determined by making sure the LEA’s methodology is “Title I neutral”. This means that LEAs must make sure that funds are allocated locally and by the state without regard for Title I designation. An example taken from the published regulatory guidance doc is as follows: Assume: a. Through its methodology, an LEA allocates to only non-Title I schools State and local funding to support after-school tutoring for any student who scores below proficient on the State’s mathematics assessment. b. In its Title I schools, the LEA uses Title I, Part A funds to support after-school tutoring for any student who scores below proficient on the State’s mathematics assessment. This example would not violate the supplement not supplant requirement. Although the LEA is taking into account Title I status when allocating State and local funds through its methodology by only allocating to its non-Title I schools the State and local funds for the tutoring program, tutoring is a supplemental program and it benefits students who, by virtue of being non proficient in mathematics, are failing to meet the State’s mathematics standards. Therefore, the State and local funds supporting tutoring qualify for the exclusion because the program is supplemental and meets the intent and purposes of Title I, Part A pursuant to 34 C.F.R. § 200.79(b). For more information on the latest regulatory guidance on Supplement not Supplant click here For support on how to utilize Silverback’s Amazing Platforms to stay in ESSA compliance click here And STAY TUNED to the Silverback Blog for more on ESSA and compliance.

This past weekend I was having a conversation with a special education teacher from Richmond, Virginia. She was explaining to me all of the issues she was having as a result of COVID achievement gaps. “Michelle, I started working as the school's interventionist with a group of Kindergarteners to help them on their reading journey. By the end of the year, many of them were just starting to identify their letters and letter sounds. During First grade they started the process of early literacy and then we went into COVID isolation. So now these students are in 2nd grade, and this year they have all been virtual all year. We closed down school this week and now it's not just the few I was working with, we now have classrooms of students that are not reading, or even reading at a very very basic level.” I had to stop and really think about that for a moment. I have been engaged in many meetings where “years of educational delay” has been commented on, but I don't think my brain actually connected to the implications until this conversation. We have so many states with 3rd grade reading guarantee laws on the books….and now we have classrooms of 2nd graders starting 3rd grade with little reading ability. The catch up that needs to take place, will take a lot of effort and a lot of funding. In light of the conversation I had about the literacy gaps, I was elated to see that the Department of Education has called for significant increases in federal support for education overall. President Biden’s 2022 proposed discretionary budget requests $103 billion for education. This would increase current funding thresholds from 2021 by almost $30 billion. A lot of eyes were raised when the proposal was released, but the administration recognized that funding for education has been in a deficit for a decade. The latest ed.gov memo states, “the underinvestment in K-12 education matters because of the dramatic and longstanding inequities in State and local education funding systems, which despite more than half a century of litigation and reform, too often continue to provide significantly less funding for high-poverty districts and schools, which are more likely to serve students of color, resulting in a disproportionate impact on these students. Reversing these funding inequities, as well as immediately addressing the negative impact of those inequities in service of students, are critical goals.” 1 Local Education Agencies will have access to $20 billion in Title I Equity Grants that will help address years of funding inequity helping to make sure that all students receive a high quality education. Civil rights was also not ignored with a 10% increase to protect students by advancing equity from PreK through higher education. There are major dollars earmarked for improving students' physical and mental health as well as providing community wrap-around services to students and families in underserved schools. For the first time in eight (8) years, a proposed 20% increase in special education dollars has been proposed with dollars earmarked for early intervention services for infants and toddlers. Other proposed items of note: $412 Million to address teaching shortages, improve training and supports for teachers, and boost teacher diversity $340 Million for special education preparation $60 Million o the Hawkins Centers of Excellence (increase quality and # if minority educators) $1.6 Billion to support new certifications in high need areas $200 Million to support opportunities for effective teachers to lead while having internal impact on their schools $108 Million increase in CTE programs nationwide $25 Million increase to expand college bridge programs $100 Million over 10 years to help connect adults to employment Pell Grant Increases for high education 2 Years FREE community college for first time students $10 Billion for school infrastructure $50 Billion over five (5) years for grants to update existing schools $12 Billion over five (5) years to invest in community college facilities $2.1 Billion for federal student aid No matter which political party you may align with, education needs this funding. I hope as a nation we can come together to make these historic investments to bridge the achievement gaps and lay the groundwork for sustainable equitable practices across every school in America! Please…Get involved and make a difference!

From the Perspective of African American Middle School Boys School is one of the most influential systems in a child’s ecology and it is that ecology that almost irrevocably shapes a child’s subsequent disposition toward learning and the pursuit of new knowledge. So imagine this – a child eager to explore, willing to take risks, enthusiastic about engaging his/her peers, and earnestly willing to respond to prompts from teachers. Image this same eager beaver experiences schooling experiences constructed day after day, year after year by adults who have made a series uninformed judgments and decisions about this learner’s intellectual capacity based, even partially, on his/her race, ethnicity, gender, socio-economic status, family structure, or residential zip code. Not one conscientious educator or policy maker reading this blog post would allow their offspring to be knowingly subjected to adults who would, even in the slightest, underserve their child for any of the aforementioned reasons. Yet every day, in America, children are too often met by adults who harbor low expectations for the same children whom they have taken a pledge to serve to the best of their ability. This assertions is far from true about the vast majority of educators in our nation, but if it is true about one of us, it is true about one too many. And you know what? Many of our children can sense the low expectations that adults have of them. They often know and can sometimes articulate how adults with low expectations make them feel, but are we listening? Equally disconcerting is the fact that many of our children do not have a mechanism for processing or confronting the intangible, low expectations to which they are subjected. So as a result, that same eager beaver can – over time – turn inward, disengage, refused to be available emotionally to receive the education that they deserve and inadvertently their subsequent behavior reinforces the stereotypes projected upon them by the adults who should have known better than to judge children by their covers. My scholarly research and experience as a teacher and school administrator (at the elementary, middle, and high school level) has shown me, without exception, that outside of expert-level knowledge of the content and effective delivery of instruction, the greatest catalysts of improvements in academic outcomes is a student-teacher relationship characterized by care, mutual respect, and high expectations. After all, the unit of change for student achievement and school improvement is not central office; it’s not a new textbook or basal; and it’s not even a new set of statewide curricular standards. The unit of change for student achievement and school improvement is the classroom. It’s where the real magic of school improvement takes transpires. Wanting to better understand the impact of student-teacher relationships and teacher expectations on student achievement, I extensively interviewed eight African American middle school boys in a high-poverty, urban middle school in the Northeast. Each pupil reported the existence of a strong relationship between respectful interactions, high expectations, and their demonstrated ability to achieve academically. Without reluctance, the boys explicitly stated that it was their teachers who had the greatest effect on their desire and subsequent ability to achieve academically. Note: [I have used aliases to protect the identity of the students who participated in the research]. Anthony and Andrew were specific about how their teachers motivated them to achieve academically. They described the motivating force as teachers’ concern for them as students. Anthony stated, “The teachers care about your learning. They want you to get it. I know the teachers and they know me. They make me pay attention. They get on me [when I don’t]. They tell me to stay focused and pay attention.” Andrew argued vehemently, “They give you a chance to do better...to hand in your work even if you are absent. They care. They make sure that you know what you need to know and need to have in your head. And even if the work is hard, they tell you that you can do it if you try.” When asked to identify and discuss that which has the greatest influence on his desire to achieve, Earnest said without hesitation, “It’s the teachers. They make you want to learn.” Harold responded similarly, “The teachers make me want to achieve. They care about your attendance.” When asked how the adults in their classrooms regarded them, the boys overwhelmingly described their teachers’ treatment of them with one phrase—“With respect.” The boys also argued that the respect they are shown held them accountable for their behaviors and academic performance and subsequently required them to interact with the teachers in a comparable fashion. Anthony said, “The teachers treat me with respect. That makes me want to allow them to teach what they have to teach. The respect that they show me requires me to do their work. It makes me want to hear what they have to say and teach. If I ruin the respectful relationship, the teacher will care less.” On the same accord, Keith said, “The teachers treat me with respect. If I am doing something wrong, they tell me. Then I will straighten up. They take me to the side to correct me. They don’t put me on the spot to embarrass me. That helps me to get back on track and keep on learning. It makes me want to show respect back by learning and not talking or interrupting.” Charles agreed saying, “The teachers are respectful. They don’t say bad stuff to me. They tell me ‘good job’ when I do well and if I am acting up, they correct me, which makes me want to learn from my mistakes and do well in school.” Daniel offered this quote to explain how a caring, respectful, teacher with high expectations translates into willingness to learn, “They treat me with respect and fairness… no difference in how boys and girls are treated. Since they don’t take sides, I can learn from them and participate in class.” When describing how his relationships with teachers influence his desire to achieve academically, Harold said, “They are nice and welcoming. They say good morning and good to see you. They even hug you. And because I look up to them, that makes me want to come to school every day and learn more.” Earnest responded similarly, saying, “They treat me well and it impacts my grades because they treat me so well that it makes me want to achieve.” Lastly, Andrew stated, “The teachers have manners. They don’t do bad things to students. When they [the teachers] treat you well and believe in you, it makes you think that you can do well on a test.” So here is the educational epiphany. In short, the middle school boys with whom I spoke, overwhelmingly linked student-teacher relationships and high teacher expectations to their willingness and capacity to achieve academically. They reported that because teachers were caring, respectful and believed in their intellectual capacity to achieve, it became incumbent upon them to: (a) respond in-kind by engaging in instruction authentically; (b) refrain from engaging in disruptive behaviors; and (c) demonstrate the acquisition of new knowledge and skills whether through classwork, homework, or performance on quizzes and tests. The boys also regarded the constant reminders to focus and remain focused as useful and reflective of their teachers’ concern for their wellbeing. Equally significant is the notion suggested by the boys that their teachers’ high classroom expectations transferred to expectations in non-classroom settings reinforcing the importance of exercising executive functioning to maximize access to instructional time. Lastly, the boys described a link between the quality and rigor of classwork and homework and high teacher expectations. The boys purported that their classwork and homework assignments supported their abilities to perform academically, think critically, and problem solve as opposed to regurgitate information in the same form it was presented by the teacher. They believed that access to this level of instruction was directly connected to their teachers’ belief in their intellectual capacity to do the work, which fueled their engagement and drive to achieve. For more on my research on the link between high expectations and student achievement, read chapter 1 of The Integrated Approach to Student Achievement – Second Edition. It is available exclusively on our website – www.educaitonalepiphany.com. Donyall D. Dickey, Ed.D.

What does it mean being comfortable in an uncomfortable situation? It means when you intentionally place yourself in situations of discomfort, in an effort to increase your comfort range. Embracing situations of speaking about unconscious biases we face each day and how to have authentic conversations regarding biases toward racism. It starts by having a “Brave” community in which individuals feel comfortable in an uncomfortable situation. Knowing no one is being judged or labeled a racist for trying to understand how words and body expressions impact our lives each day. The main question to answer is, how do we start and/or create the “Brave” community where everyone feels comfortable being uncomfortable. It starts with colleagues who know they are safe and will not be scrutinized for speaking about their biases and how these biases impact other people. I have been part of creating these communities in schools, communities, and higher education classes by helping individuals feel safe in their environment as well as helping them see how their words have impacted others, maybe unintentionally or intentionally; thus, creating a “Brave” community interwoven into the DNA fabric of what we do each day. This is only a start to a deeper conversation of how we can displace biases, no matter if unconscious (illicit) or explicit. One of the aspects I have noticed during my 26-year career, is the increasing focus on what’s next for students after high school, in other words their destination. Questions like, What do you want to be when you grow up? Where are you going after high school? Although these questions are not bad questions, I do wonder if we put too much pressure on students to have it figured out. With students facing so much pressure from school as well as dealing with the evolving landscape of matriculation to adulthood, have we determined how these pressure points are impacting the student’s social-emotional wellbeing? What are we doing to have systems in place to address the pressure students are feeling regarding the question of “What’s Next”? Are we creating systems that are interwoven into the fabric of our schools and curriculum to address this need? This is the question I continue to ask myself as well as my colleagues each day. Why? To find a solution on relieving the student’s pressure valve so they can function on what they can control as well as dealing with the social emotional draws, which impact their daily lives. Until the next time, be safe, healthy, and well!