K-12 Education
News releases, reports, statements and associated documents from public policy organizations influencing the debate on education policy.
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Dallas ISD: Student Activities Programs Offer Fun While Building Skills For All Grade Levels
DALLAS, Texas, Sept. 30 -- The Dallas Independent School District issued the following news release:
Last school year, more than 16,000 students were involved in at least one of 13 programs supported by the Student Activities department. This year, the department would like to expand extracurricular activities for students wherever possible. The current programs with the most student participation include chess, University Interscholastic League (UIL) academics, eSports and "Destination Imagination Winter Blitz," which is a hands-on system of learning through open-ended academic challenges.
At
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DALLAS, Texas, Sept. 30 -- The Dallas Independent School District issued the following news release:
Last school year, more than 16,000 students were involved in at least one of 13 programs supported by the Student Activities department. This year, the department would like to expand extracurricular activities for students wherever possible. The current programs with the most student participation include chess, University Interscholastic League (UIL) academics, eSports and "Destination Imagination Winter Blitz," which is a hands-on system of learning through open-ended academic challenges.
Ata board briefing last Thursday, Sharla Hudspeth, executive director of Extracurricular and Extended Learning Opportunities, shared with trustees the importance of extracurriculars for students in all grade levels. Her mission is to ensure that "every student has the opportunity to have a connection to school in an activity they feel is theirs."
Hudspeth said there is a lot of interest year after year and the programs are successful based on student performance and involvement. Many teams, both academic and athletic, travel across the country for state and national competitions. Last April, more than 300 students competed in UIL academic meets and 14 Dallas ISD campuses advanced to regionals. The Student Activities Department also sponsored a Spring Smash High School Esports Tournament at two district locations.
"We continue to be committed to creating fun, memorable experiences, to removing the barriers for participation - which more times than not is the cost associated with participating - and also to providing resources that will help make our students and our coaches who prepare them successful," Hudspeth said.
Apart from co-curricular activities, which occur within the school day, extracurricular activities bring joy out of the classroom and give kids a chance to hone their interests while still learning applicable skills for their future. By focusing on K-12 alignment, the Student Activities department can guide students who are involved in extracurriculars from a young age and help them continue their passion through high school. This opens up the potential for academic and athletic-based scholarships. Some of the department's other goals include feeder pattern game nights, expansion of the Summer Breeze program, middle school yearbook, elementary cheer and more.
Hudspeth said she believes the department's programs change the school experience for students by giving them intangible benefits such as spending time with their teammates while doing something they love. For students, traveling with their friends and coaches to competitions or games is an unforgettable experience where they can form deeper relationships and gain lifelong skills.
"Extracurricular opportunities offered by Dallas ISD schools is one of many reasons families are attracted to the district," she said. "The priority of the Student Activities department is to allow students to discover their passions and interests while having fun and creating memorable experiences."
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Original text here: https://us11.campaign-archive.com/?u=1882a54dd5b4a5f6ef4cf9f4d&id=5407844b67
Boston Public Schools Pledges To Close Education Gaps Accelerated By The Pandemic
BOSTON, Massachusetts, Sept. 30 -- Boston Public Schools issued the following news release on Sept. 29, 2022:
Boston Public Schools (BPS) Superintendent Mary Skipper today provided context and insights on the Massachusetts Comprehensive Assessment System (MCAS) and accountability data released by the Massachusetts Department of Elementary and Secondary Education (DESE). The data shows that students in grades 3 through 8 and in the 10th grade have made progress since 2021 but are not yet back to pre-pandemic levels. It also indicates where more acceleration and support are needed.
Some strengths
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BOSTON, Massachusetts, Sept. 30 -- Boston Public Schools issued the following news release on Sept. 29, 2022:
Boston Public Schools (BPS) Superintendent Mary Skipper today provided context and insights on the Massachusetts Comprehensive Assessment System (MCAS) and accountability data released by the Massachusetts Department of Elementary and Secondary Education (DESE). The data shows that students in grades 3 through 8 and in the 10th grade have made progress since 2021 but are not yet back to pre-pandemic levels. It also indicates where more acceleration and support are needed.
Some strengthsrepresented in the BPS data include improved outcomes for students with disabilities and former English learners in some categories, including math. However, District leaders believe that more must be done to close the gaps within these results. Chronic student absenteeism last school year was a factor that likely contributed to these outcomes. At the direction of Superintendent Skipper, BPS is working to prioritize supporting students and families who experience chronic absenteeism.
These results provide rich information that will help guide us as we continue to support students and schools in making up for time lost during the past two years of the pandemic," said Superintendent Skipper. "Despite last year being a difficult year for our students and staff, our staff is working tirelessly and the hard truth is we have a lot of room for improvement. We will use this information to better understand practices that are working and make changes where we need to see greater improvement. We will treat this as an opportunity to grow and work even harder to ensure that we are meeting the needs of all students in our district. We have to keep our focus on closing not only the gaps created by the pandemic but also the persistent gaps for our most marginalized students: our black and brown, special education, economically disadvantaged, and English Language Learning students."
One example of BPS' work to eliminate the education gap is the Re-Engagement Center (REC), which targets young people who have dropped out of high school by offering them resources and counseling and the support they need to re-enroll in school and ultimately graduate. In early September, the REC was joined by the Department of Opportunity Youth and the Boston PIC in a door-knocking campaign to re-engage students who were chronically absent last year or who dropped out.
"While it is encouraging to see some of our students regain ground lost due to the pandemic, this also serves as a reminder of the urgent work before us," said Mayor Michelle Wu. "Our school leaders and city teams will use this data to help inform a path forward for BPS that nurtures student growth and achievement."
Over this past summer, BPS conducted multiple door-knocking efforts, culminating in a group of 34 volunteers who canvassed the homes of students who dropped out and were chronically absent. These door-knocking efforts proved successful, with volunteers and staff reaching hundreds of students. As a part of the REC's efforts year-round, BPS has placed more than 100 students and counting back in school for the 2022-2023 school year. Thanks to the hard work of the REC, along with other District efforts, dropout rates have continued to fall. In 2021, BPS' dropout rate was 3.9%, compared to 5.4% in 2018. This constitutes a significant decline in students dropping out of Boston Public Schools. Last year, BPS' chronic absenteeism rate was 42.2%, which is considered high compared to past years on account of the pandemic.
"MCAS results are one important way to measure how we are supporting our students, families, and schools," said Boston School Committee Chairperson Jeri Robinson. "I am glad to see progress in key areas and among key groups of students and I am hopeful this data will help drive our decision making going forward to better match needs and resources across the district."
Currently, the Department of Opportunity Youth's efforts to address chronic absenteeism include a dedicated focus on transformation schools and schools with attendance rates below 80%. Supervisors of attendance (SOAs) are organized by region to fully integrate into and to directly support schools, working with regional school superintendents to support the Quality School Plan (QSP), which includes the following:
* Prioritizing a needs-based assessment that factors in achievement data
* Setting instructional goals and strategies
* Utilizing school reform strategies
* Implementing student support strategies to help struggling learners
* Including parents in their children's learning
* Offering professional development for teachers
* Ensuring schools can make the best use of all its resources
* Using student test score information to improve teaching
* Identifying what type of support is best for students, including reviewing the school's budget and grants
* Considering the school's plan for wellness efforts called the Wellness Action Plan
"The impact of the pandemic can be seen in declining test scores across the state. In this context, it is remarkable that Boston students experienced less test score decline on most measures as compared to statewide averages, suburbs included," commented Neil Sullivan Executive Director of the Boston Private Industry Council. "This is due to the heroic efforts of Boston teachers and school leaders in the face of the unprecedented challenges they have faced over the past few years, as well as Boston's persistent focus on school attendance and dropout prevention."
BPS is also awarding 30+ Attendance Mini-Grants to schools using federal Elementary and Secondary School Emergency Relief (ESSER) funding. As part of the grant application, schools must submit a plan to address chronic absenteeism among priority student groups, while selecting from a range of established district tools and resources.
In addition, BPS revised its attendance policy to shift away from punitive practices to address truancy. The focus is now on student and family relationship-building, removing barriers and reducing chronic absenteeism as a means to truly reengage students in their education, as valued members of the school community.
DESE administered MCAS in the spring of 2022 in grades 3-8 and 10 in ELA, Math, and Science, the first full administration of the assessment since 2019. Over 95% of students participated in MCAS testing, which is comparable to 2019 participation levels.
DISTRICT ACCOUNTABILITY RESULTS
* Fifty-five schools remained above the bottom 10th percentile, compared to all schools in the state. Three moved out of the bottom 10 percent. Four moved into the bottom 10 percent, while 19 remained in the bottom 10 percent.
* Eight schools previously designated underperforming or chronically underperforming by the Commissioner remain in that designation.
DISTRICT MCAS RESULTS
Grades 3-8
English Language Arts (ELA)
* Twenty-nine percent (29%) of students met or exceeded expectations in grades 3-8 in ELA, a decrease of 6 percentage points from 2019, which is less than the statewide decline of 11 percentage points. The average scaled score in grades 3-8 ELA was 486.2, down 5.7 points from 2019. Growth for all students and all student groups was in the typical range. This data shown is consistent with state trends.
Math
* Twenty-four percent (24%) of students met or exceeded expectations in grades 3-8 in Math, a 9 percentage point decrease from 2019. However, there was a 4 percentage point increase from 2021, indicating students are regaining lost ground caused by the pandemic. This three year decrease is similar to the statewide decline of 10 percentage points since 2019. The average scaled score in grades 3-8 Math was 483.8, a decrease of 6.2 points from 2019 but an increase of 4.3 points from 2021. Growth for all students and all student groups was in the typical range for Math.
Science
* Twenty-two percent (22%) of students met or exceeded expectations in Science in grade 5. This represents a 2 point decrease since 2019 and a 2 point increase since 2021. For Grade 8 Science, twenty-three percent (23%) of students met or exceeded expectations which represents a 1 point decline since 2019 and a 7 percentage point increase since 2021. In the same time, the state's percentage of students meeting or exceeding expectations decreased by 6 percentage points in grade 5 and 4 percentage points in grade 8 since 2019. For BPS, the average scaled score in grades 5 & 8 Science was 482.0, a decrease of 2.4 points since 2019 but an increase of 1.9 points from 2021.
10th Grade
English Language Arts (ELA)
* Forty-seven percent (47%) of students met or exceeded expectations in grades 10 ELA, an increase of 2 percentage points from 2019, which is an improvement compared to the statewide decline of three percentage points. However the average scaled score in grade 10 ELA dropped almost a full scaled score points (0.8) to 495.6 as compared to 2019 performance. Growth for all students and all student groups was generally in the typical range, with the exception of Former English Learners demonstrating high growth with an average SGP of about 60.
Math
* Forty percent (40%) of students met or exceeded expectations in grade 10 Mathematics, down 7 percentage points from 2019. The state decrease during this time point was 9 percentage points. The average scaled score in grade 10 Math was 495.1, down 3.3 scaled score points from 2019. Growth for all students and most student groups was in the typical range. White students, Asian students, and Former English Learners all demonstrated higher than typical growth in grade 10 Math with average SGPs for each group above 60. This underscores the need to accelerate growth for other student groups to meet expectations going forward.
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Original text here: https://www.bostonpublicschools.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=14&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=38388&PageID=1
Boston Public Schools: Mission Hill School Phase III Report
BOSTON, Massachusetts, Sept. 29 (TNSrpt) -- Boston Public Schools issued the following news release:
The Boston School Committee has received the final of three reports from the law firm of Hinckley Allen and Snyder, the first of which detailed allegations of pervasive student-on-student physical and sexual misconduct, bias-based conduct, bullying, and lack of special education compliance, dating back to 2014 at the now-closed Mission Hill K-8 School. The third and final phase of the investigation audited Central Office policies and practices. The redacted findings from this investigation can
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BOSTON, Massachusetts, Sept. 29 (TNSrpt) -- Boston Public Schools issued the following news release:
The Boston School Committee has received the final of three reports from the law firm of Hinckley Allen and Snyder, the first of which detailed allegations of pervasive student-on-student physical and sexual misconduct, bias-based conduct, bullying, and lack of special education compliance, dating back to 2014 at the now-closed Mission Hill K-8 School. The third and final phase of the investigation audited Central Office policies and practices. The redacted findings from this investigation canbe found below.
Superintendent Mary Skipper values transparent relationships with students, family, and staff, and that's about honesty and open communication.
BPS seeks to provide the public with these findings and recommendations so that the District can begin the healing process and start rebuilding trust with its families and stakeholders as well as hold itself accountable to the public for implementing the report's recommendations. We want our entire school community to feel encouraged that we will do everything to ensure this never happens again to anyone or any family.
You can read the Mission Hill Phase I Report Redacted here (https://www.bostonpublicschools.org/cms/lib/MA01906464/Centricity/Domain/162/BPS%20Phase%20I%20Report%20Redacted%204%2025%202022.pdf).
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REPORT: https://www.bostonpublicschools.org/cms/lib/MA01906464/Centricity/Domain/4/Final%20BPS%20Phase%20III%20Report%20Updated%20and%20Redacted%209272022pdf.pdf
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Original text here: https://www.bostonpublicschools.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=14&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=38377&PageID=1
CCSD Schools Receive Grants From Tangerkids
CHARLESTON, South Carolina, Sept. 28 -- Charleston County School District issued the following news:
Tanger Outlets Charleston recently presented three Charleston County School District (CCSD) school-based programs with TangerKids grants. Chicora Elementary School's Tools for Talent Development, Sullivan's Island Elementary School's Social/Emotional Learning Center, and Harbor View Elementary School's Courtyard and Garden Beautification Shade Project are all 2022 recipients.
In addition, for the first time, TangerClub members were invited to vote on the winning projects in a nationwide Member
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CHARLESTON, South Carolina, Sept. 28 -- Charleston County School District issued the following news:
Tanger Outlets Charleston recently presented three Charleston County School District (CCSD) school-based programs with TangerKids grants. Chicora Elementary School's Tools for Talent Development, Sullivan's Island Elementary School's Social/Emotional Learning Center, and Harbor View Elementary School's Courtyard and Garden Beautification Shade Project are all 2022 recipients.
In addition, for the first time, TangerClub members were invited to vote on the winning projects in a nationwide MemberChoice poll this year. Through this new program update, the CCSD Gifted and Talented program at Chicora, Matilda F. Dunston Elementary, and Charleston Progressive Academy, led by Gifted and Talented teacher Rachel Adams finished in the top five and received an additional $1,000. The program highlights the district's initiative to increase critical reasoning opportunities for students who demonstrate significant academic potential but are frequently under-represented by traditional gifted identification measures.
"Being awarded the TangerKids grant means the students I serve will have access to tools which will support development of their reasoning and critical thinking skills," explained Adams. "These talents are an important component of the profile of a Gifted and Talented student in CCSD. I am grateful for this funding and to be able to offer access to learning opportunities that will stretch the thinking and talents of those students I serve."
Chicora Principal Monica Smalls added that the resources would expand access and foster student growth.
"Our Chicora family is delighted to receive the $2,500 grant from Tanger Outlets," said Smalls. "With a focus on academic accomplishment, social development, and future success, the Gifted and Talented Program empowers children to realize their full potential. Our children will access resources that will help them develop their strengths and talents in critical thinking and reasoning skills as more pupils get the chance to receive enrichment. We at Chicora are delighted that our children are being acknowledged and given this fantastic opportunity."
Tanger Outlets funded $160,000 in classroom investments across the country through the TangerKids Grants program. More than half of grant funding is allocated to teacher-led initiatives designed to support more inclusive classroom environments for underserved schools and student populations.
The annual program is open to public and private schools. This year's winners were chosen from numerous applicants within the Charleston (tri-county) area.
"Creating opportunity for all is a top priority at Tanger," said Tanger Outlets Marketing Director Andrea Gervacio. "It's humbling to see the impact of these grants, which were requested directly by Charleston area teachers for projects that enhance learning environments and support students' success both in and out of the classroom."
Tanger Charleston team members visited Chicora, Sullivan's Island, and Harbor View to present winners with a check and celebrate the schools' educators and students on September 14, 2022.
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Original text here: https://www.ccsdschools.com/cms/lib/SC50000504/Centricity/Domain/4727/CCSD%20TangerKids%20Grants%20PR%20092722.pdf
School District of Palm Beach County Partners in Education
WEST PALM BEACH, Florida, Sept. 23 -- The School District of Palm Beach County issued the following news:
The School District of Palm Beach County Partners in Education (PIE) Program is an enterprising initiative that allows businesses and community organizations to support public education in the Palm Beach County School District.
The partnerships are dynamic, innovative, and mutually beneficial, contributing significantly to educating students and preparing them to succeed in the global marketplace.
The District encourages business and education partnerships that reflect the Board's mission,
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WEST PALM BEACH, Florida, Sept. 23 -- The School District of Palm Beach County issued the following news:
The School District of Palm Beach County Partners in Education (PIE) Program is an enterprising initiative that allows businesses and community organizations to support public education in the Palm Beach County School District.
The partnerships are dynamic, innovative, and mutually beneficial, contributing significantly to educating students and preparing them to succeed in the global marketplace.
The District encourages business and education partnerships that reflect the Board's mission,vision, and core commitments to enhancing the learning environment of students attending Palm Beach County schools.
Please consider becoming a partner in education with the School District.
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Original text here: https://www.palmbeachschools.org/news/what_s_new/september_2022/s_d_p_b_c_partners_in_education
CCSD Earns First Ever Partnership District Award
CHARLESTON, South Carolina, Sept. 23 (TNSawa) -- Charleston County School District issued the following news:
Charleston County School District (CCSD) earned a 2022 Partnership District Award from the National Network of Partnership Schools (NNPS) at Johns Hopkins University. This is the first time CCSD has received the award. The district was recognized for making excellent progress in strengthening its leadership on partnerships and for guiding schools to develop goal-linked programs of family and community engagement.
"The professional development series for Title I Parent Advisory Council
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CHARLESTON, South Carolina, Sept. 23 (TNSawa) -- Charleston County School District issued the following news:
Charleston County School District (CCSD) earned a 2022 Partnership District Award from the National Network of Partnership Schools (NNPS) at Johns Hopkins University. This is the first time CCSD has received the award. The district was recognized for making excellent progress in strengthening its leadership on partnerships and for guiding schools to develop goal-linked programs of family and community engagement.
"The professional development series for Title I Parent Advisory Councilboard members and parent leaders presented information that increased parents' knowledge of their own learning style as well as how to best support their students academically, behaviorally, and socio-emotionally," said Rosa Fulmore, Title I Parent and Family Engagement Coordinator, NNPS District Facilitator. "They also learned about Robert's Rules of Order, Title I guidelines, Parents' Right to Know, family engagement policies, and advocating for their children."
CCSD, a member of NNPS since 2017, described specific leadership structures, processes, and activities that help schools organize more effective and equitable programs of family and community engagement for student success in school. NNPS requires evidence of key program components including teamwork, clear goals, well-designed and well- implemented plans, direct facilitation of school-based Action Teams for Partnerships (ATPs), evaluation of progress, and network connections.
"Charleston County School District is conducting evidence-based strategies to help schools become welcoming places that engage all parents and the community in ways that improve student attendance, behavior, achievement, health, graduation rates, postsecondary plans, and other outcomes," said Dr. Joyce L. Epstein, Director of NNPS. "Even during the COVID-19 crisis, CCSD continued to work with schools on communicating with all students' families in productive ways."
CCSD's district-level family engagement activity "Learning & Growing Through Professional Development" emphasized the district's belief that parents are essential partners in supporting the overall well-being of students and the ongoing connection between home and school.
Fulmore explained that the professional development sessions for the Title I Parenting Team (school-based parenting staff) focused on best practices for family engagement, while also highlighting the resources available in our district and community. The Title I Parenting Team learned from each other by sharing information and details about their parenting events and activities. Book study discussions were facilitated by team members and provided an opportunity to share perspectives on supporting students and families.
Additionally, Chicora Elementary School and Ladson Elementary School earned Partnership School Awards. These award-winning programs and others, including North Charleston Elementary School, C.E. Williams Middle School - North Campus, and Morningside Middle School, have activities in Promising Partnership Practices 2022.
Ladson and Chicora were recognized for making excellent progress in strengthening and sustaining a comprehensive program of school, family, and community partnerships.
Ladson's award-winning activity "The Poetry Cafe" included students, parents, business partners, and the Charleston County Sheriff's Office.
Vanessa Smith, the Family Advocate at Ladson, said the project ties into the district's Pillar III (Wraparound Services) which supports Vision 2027 - all students reading on grade level by grade 5. Wraparound services in schools are designed to give children the support they need throughout the school day, whether the support is academic, social, or behavioral. The Wraparound team at each school exists to serve the whole child and family.
Reviewers praised Ladson's activity for its attention to the diversity of students and families in the school and community and the inclusion of multiple languages and translations. One reviewer gave the application "100 points," a rare score on the many factors considered on the One-Year Action Plan for Partnerships, teamwork, family engagement, support from colleagues, and program design and development.
"The purpose of 'The Poetry Cafe' is to encourage reading at home and explore the path of emotion, sensitivity, and imaginative expression in order to express awareness and self-worth, as well as shaping the human inner self," said Smith. "It allows us to brace ourselves while allowing us to understand and empathize with one another. Poetry is worthy of asking questions, which allows individuals to view things in a different way while incorporating a diversity of voices and ways of thinking."
Ladson Elementary is a diverse school where students speak at least three different languages. Smith communicated and collaborated with the Hispanic and Portuguese parents about the poems they would recite in their own languages. During the event, the English-translated versions of the poems were provided for the audience to follow during the presentations.
Chicora's award-winning activity, "Cops and Pops," was recognized for creative design, good planning, and its clear focus on student learning and success. Judges were impressed with the strong teamwork evident in their One-Year Action Plan for Partnerships. They were pleased to see that the school built a strong program structure beyond isolated activities.
Tammy Dunmeyer, the parent advocate for Chicora, stated that the program's main objective is to emphasize the Acceleration Schools' vision of meeting the academic, social, and cultural needs of students, families, and the community in order to foster and support the development of the whole child and the whole family.
"I looked and listened every day to see what students needed and wanted to be more successful in school and life in general," said Dunmeyer. "Our male students were afraid of the police. Some told me their fathers were also afraid. These same students were struggling academically when it came to reading. What better way to increase and improve interest in reading along with improved comprehension skills, community partnerships, and adult and child bonding?" North Charleston Police Chief Reggie Burgess immediately supported the idea, and the school established a structure.
Dunmeyer chose a book that related to the community Chicora serves and during every session, the students, their male role models, and the police officers were sharing their personal stories as they related to the book.
"I want to aid in decreasing the 82 percent of our Black and Brown students who aren't reading on grade level," said Dunmeyer. "Chicora and all other recognized schools will continue to strengthen its program of school, family, and community partnerships in the 2022-23 school year to help all students succeed at high levels."
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URL: National Network of Partnership Schools
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Original text here: https://www.ccsdschools.com/cms/lib/SC50000504/Centricity/Domain/4727/CCSD%20earns%20Partnership%20District%20Award.pdf
