Archive for the ‘ESSA’ Category

March 2017 Teacher Newsletter

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Teacher Voice & Opportunities to Support Students

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Teacher Voice & Opportunities to Support Students

The Rodel Teacher Council Wants To Hear From You



The Rodel Teacher Council is studying social and emotional learning (SEL) in Delaware and the nation and needs your input! Please take 15 minutes to share your knowledge of, attitudes, and beliefs toward SEL through this online survey. Individual responses will be kept confidential and will not be attributed to individuals.

 

Your responses will be compiled to create a clearer picture for educators and policymakers of what practices and programs are happening now and what else might be needed to make sure every child is supported socially, emotionally, and academically. The survey closes on March 17.

Complete The Survey Here

Conference Opportunities &
Requests for Input

Early Career Teacher Survey (Survey Closes Mar. 10)
Delaware’s Hope Street Group National Teacher Fellow, Robyn Howton, is conducting a brief survey of second and third year teachers to better understand their experiences. The purpose of the survey is to better understand how teacher preparation programs can prepare teacher candidates for the realities of the classroom. After completing the six question survey, fill out the subsequent form for the opportunity to win one of three $50 Amazon gift cards.
Delaware’s 23rd Annual Inclusion Conference (Mar. 15, Dover)
The ​Inclusion ​Conference ​is ​designed ​to ​address ​the ​needs ​of ​educators, ​parents, ​policymakers, ​service ​providers, ​and ​child ​care ​providers ​involved ​with ​or ​interested ​in ​promoting ​inclusion ​for ​all ​from ​birth ​to ​21.

2017 LRNG Innovators Challenge (Applications due Mar. 16)
LRNG Innovators has a new grant challenge, inviting educators to imagine engaging ways to help young people explore their interests, igniting a passion that can lead to college, to a career, or having a positive impact on their community. Proposals may include programs, curricula, or projects that actively assist youth to discover interests connecting the spheres of their lives, both in and out of school, and provide potential future opportunities.

3rd Annual Delaware Pathways Conference (Mar. 29, Wilmington)
Partners throughout Delaware are collaborating to help students prepare for life after graduation. Join leaders from business, education, and state and community organizations at the Annual Delaware Pathways Conference, and explore how Delaware’s workforce system is to guiding young people toward meaningful career and postsecondary experiences. Attendees will hear from legislators on the future of Delaware Pathways; business leaders who offer work-based learning opportunities; community organizations who are focusing on programs for youth; and students who will share their Pathways stories.

Blended and Personalized Learning Conference (Mar. 31, Providence, RI)
This event is a chance for educators and leaders to discuss blended learning as it exists today on the ground – both in terms of the day-to-day implementation in blended classrooms, and the strategies and systems that have effectively supported replication and scale across schools and districts. Hosted by the Highlander Institute with program support from the Christensen Institute and the Learning Accelerator, the Blended and Personalized Learning Conference enjoys strong endorsements from the education community.

Making A Difference Conference (Mar. 31, Dover)
The Delaware Association for the Education of Young Children partners each spring with Delaware Head Start Association (DHSA), with support from Delaware Department of Education for the annual Making A Difference in Early Childhood: A Conference for Early Childhood Professionals.

ECET2 Delaware Recap
Educators from all across Delaware descended on the DelTech Terry Campus for a day of teacher-led training and celebration.







The first-ever ECET2 Delaware: Connecting Innovative Educators brought together teachers from across the state for an inspirational and empowering day of teacher-led and teacher-focused programming.

Over the course of six hours, attendees celebrated teacher leadership, learned about innovative classroom practices, explored technology in the classroom at the demo lab, and built connections with other educators. All sessions were led by teachers.

ECET2 stands for Elevating and Celebrating Effective Teaching and Teachers. Supported by the Bill & Melinda Gates Foundation and Teacher 2 Teacher, the national movement has spurred more than 111 regional convenings in 27 host states, and over 19,000 teachers have attended an ECET2 event.

10 Must Read Stories

 

 

 

 

 

Personalized Learning Tip of the Month

This playbook shares the findings of three researchers who set off to discover what K–12 schools can learn from the best-run organizations in America.

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The Dangers of Chronic Absenteeism

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If students are not in school, they are not learning. That is the main issue behind chronic absenteeism, which has serious implications for student success. Students that are chronically absent are at a higher risk of failing academically or dropping out.

 

What it is

Chronic absenteeism is defined as missing at least 10 percent of instructional time within one academic year. Chronic absenteeism is not the same as truancy (three days of unexcused absence) or average daily attendance (ADA). ADA can actually mask chronic absence, since it only tells how many students show up to class every day.

  • Currently, Delaware does not measure chronic absenteeism. Delaware only measures ADA and truancy. Delaware code defines truancy as when a student has been absent without a valid excuse for more than three days. Schools are required to notify parents if a student has more than 10 unexcused absences.
  • According to this Everyone Graduates Report, the nation’s rate of chronic absence may range from 10 to 15 percent—numbers not being captured on the state level. By failing to measure and report chronic absence rates, we fail to truly understand the depth of the issue in Delaware.

 

Who it affects

Chronic absenteeism affects all students. However, it can have especially dire consequences at key times in student’s life, and tends to disproportionately affect disadvantaged students.

  • Kindergarten and first grade students often have absentee rates that rival those in high school. That matters because a child who can read on grade level by third grade is far more likely to graduate than one who does not.
  • Low-income students are four times more likely to be chronically absent, according to Attendance Works, a nationwide initiative promoting better policies around school attendance.
  • There are many reasons students are missing school, including health issues, work and financial responsibility, lack of transportation, unsafe school conditions, and homelessness.

 

What we can do

Take action by advocating for chronic absenteeism to be a metric in the Every Student Success Act. Measuring chronic absence is the first round of defense. As Delaware continues to form it state plan, make sure your voice is heard. Visit the Delaware Department of Education’s ESSA Stakeholder Engagement page to advocate.

Build a culture of school attendance. Communities, schools, and families need to work together to ensure that all students are getting to and staying in school by addressing the bigger social issues that hinder attendance.

  • Prioritize student health needs by providing comprehensive school health services. Check out this brief on the connection between health and chronic absence.
  • Ensure student safety and engagement through social and emotional learning. Check out this Digging Deeper blog for more on what Delaware students are saying about school safety and engagement.
  • Early childhood educators can help using parent engagement techniques and offering support for at-risk families. Check out this brief from Attendance Works to see how early childhood educators can act.

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