Archive for the ‘Rodel News’ Category

Resilience Film Screening: Recap

Posted by

Last week, about 100 people gathered in Theatre N for a screening of the film “Resilience: The Biology of Stress and the Science of Hope” and panel discussion among local experts. If you weren’t one of the lucky 100, here’s a summary of the event, themes from the conversation, and ways to get involved.

Why Resilience?
“Resilience” is a documentary by KPJR (the makers of “Paper Tigers”) that chronicles the birth of a new movement among pediatricians, therapists, educators, and communities, to delve into the science behind Adverse Childhood Experiences (ACEs) and using cutting-edge brain science to disrupt cycles of violence, addiction, and disease that cause toxic stress.

As we described in a previous blog post, Adverse Childhood Experiences are not an “over there” problem—ACEs are shockingly prevalent, in Delaware and around the country, and with children of all backgrounds. Attendees at the screening voluntarily and confidentially submitted their ACEs score. The tallied results affirmed this. 53% of attendees reported an ACE score of two or more.

A major theme of “Resilience” is just how prevalent trauma is—and that greater public awareness of these issues could lead to a shift in how we address them. If a young person experiencing trauma knew that other classmates experienced something similar—would that make it less scary? Would he feel more empowered to seek help? As better trauma-informed community members, might we start asking the question “what happened to you?” instead of “what’s wrong with you?” when dealing with at-risk youth?

How do you build resilience?
The film identified that healthy, positive relationships are the number one source of resilience. A report by Casey Family Programs, Balancing Adverse Child Experiences (ACEs) With HOPE: New Insights into the Role of Positive Experience on Child and Family Development elaborates on this point and urges a balance of trauma-informed policies and HOPE-informed measures.

The report summarizes research studies showing that the negative impact of adversity on childhood development can be remedied through:

  • Nurturing and supportive relationships
  • Safe, stable, protective, and equitable environments to develop, play, and learn
  • Constructive social engagement and connectedness
  • Social and emotional competencies

The HOPE model (The Health Outcomes of Positive Experiences), pictured below, takes an asset-based approach.

Additionally, attendees were given the Resilience screener which helps identify protective factors and positive experiences that can increase one’s ability to handle adversity.

How can we make this happen in Delaware?
Following the film, three panelists fielded questions and comments from the audience:

  • Aileen Fink, PhD | Director of Trauma-Informed Care, Delaware Children’s Department
  • Meghan M. Lines, PhD | Clinical Director, Nemours A.I. duPont Hospital for Children
  • Teri Lawler | School Psychologist, Stanton Middle School, Red Clay School District

And a few themes emerged from the conversation:

  • Resilience is learned: We are not born with the ability to overcome stress. It must be intentionally modeled and developed. In schools, there needs to be a common language for integrating social and emotional learning alongside academic learning.
  • Positive relationships are key. This includes a primary care doctor, educators, parents, grandparents, and others.
  • Parental involvement is essential: Support positive parenting practices with multi-generational, evidence-based approaches (such as home visiting) to build social, emotional, and executive functioning skills.
  • Meet students (and families) where they are: Listening is a crucial first step, rather than assuming. Children and families need to be engaged in their own social and emotional development, and interventions or services need to be tailored to their unique needs.
  • Recognize where data-driven decision-making is needed: Enable innovative interventions, keep track of what’s working for kids, and adjust or abandon strategies accordingly.
  • Coordinate services: Schools can be a hub for services, but educators can’t be expected to do it alone.
  • Siloes exists: One of the challenges will be coordinating and communicating across health, education, government, community, etc. Additionally, political will and availability of funding are challenges but not excuses.
  • ACES are a public health concern, and awareness building is needed. For instance, ongoing professional development for educators starting in pre-service is needed to first build awareness, and then build skills.

What’s next?

  • Encourage your colleagues to learn their ACEs or Resilience
  • Read more about Adverse Childhood Experiences Among Wilmington City & Delaware’s Children.
  • Share your thoughts! Tweet your responses to the following questions using #SELinDE.
    • What are you doing to build resilience?
    • What resilience initiatives are already underway in Delaware?
    • What else is needed to help overcome the effects of adverse childhood experiences?
    • How can we do to build on what’s working?
  • Visit http://bit.ly/RodelSEL to find additional information on national and state level data and initiatives related to Social and Emotional Learning.
  • Be on the lookout for the Vision Coalition of Delaware’s 10th Annual Conference on October 30th where community members will converge in Newark to explore the intersection of education and healthy communities.

Meet Jeremy Hidalgo

Posted by

Hello! My name is Jeremy Hidalgo and I am excited to join the Rodel Foundation as a policy fellow.

I am a Delaware native and recent graduate of the School of Public Policy & Administration at the University of Delaware (UD). At UD, I researched issues like prisoner reentry, healthcare, and reform; civil rights and environmental justice; restorative justice; and the effects of urban development on public education. Throughout my undergraduate career, I became increasingly interested in the legal justification of public policies and engaging active participation in advocacy efforts for, or against, policy decisions. Before joining Rodel, I interned with Sean Barney’s Congressional campaign, worked with the National Student Leadership Conference, and served as a research intern with the Delaware Center for Justice.

Without the help of great educators throughout my elementary, secondary, and postsecondary schooling, I would not have been able to find, let alone pursue, my passion for serving people and communities that otherwise don’t have access to the same opportunities. Though relatively new to the education sphere, I am excited to be part of the great work Rodel has done and continues to do for public education throughout the state. I am looking forward to learning more in my new role and being a part of effective and informed policy solutions for Delaware students, families, and teachers.

Outside of work, I enjoy reading, running, and rock climbing. I am currently rereading “Braiding Sweetgrass” by Robin Wall Kimmerer and am training for the Baltimore Running Festival (distance TBD), though I prefer trail running. I root for my Philadelphia teams, but most passionately for the Phillies and Sixers and love catching a game when I can. Though I like watching Netflix documentaries, I recently finished “Master of None,” am working on “House of Cards”’ newest season, and am excited for the return of “Stranger Things.”

Teaching in a Competency-Based Education Environment

Posted by

July 2017

View this email in your browser



Teaching in a Competency-Based Education Environment

When I describe competency-based education to friends and family—students moving through education based on mastery of skill rather than seat time, lessons personalized to the individual, and students taking ownership of their learning — the reaction is generally “that sounds better.” Unless that friend or family member is a teacher, in which case a host of very good questions arise about the practicalities of teaching in a competency-based environment.

 

“I have 30 kids? Do I have to plan a different lesson plan for each of them?”

The answer to this is no. A learner-centered classroom doesn’t mean the teacher plans lessons for each student. Robin Kanaan, KnowledgeWorks Director of Teaching and Learning, explained that you don’t have individual lesson plans for every student: “Students co-determine with the teacher what learning targets they need to accomplish and how they could show evidence of their learning. This is possible through agency and equipping students to understand themselves as learners.”

Read More

Award Opportunities

Teacher Awards for Literacy (Deadline: September 15)
The Penguin Random House Teacher Awards for Literacy program recognizes the nation’s most dynamic and resourceful teachers who use their creativity to inspire and successfully instill a love of reading in students. Winners are awarded cash grants and book donations to help further their innovative reading programs and to disseminate them to other teachers around the country.
NEA Learning & Leadership Grants (Deadline: October 15)
These grants support National Education Association members who are public school teachers, public education support professionals, and/or faculty and staff in public institutions of higher education for one of the following two purposes: Grants to individuals fund participation in high-quality professional development experiences and grants to groups fund collegial study.TranspARTation Grants (Ongoing)
The TranspARTation Grant supports travel costs to Delaware arts and cultural institutions and venues so that students may attend events, performances, and exhibits that have high-quality arts components. TranspARTation applications are accepted on an ongoing basis but must be received at least six weeks prior to the field trip date.

Save the Date

 

2017 Delaware Estuary Watershed Teacher Workshop (Various locations, July 17-20)
Join Partnership for the Delaware Estuary for four days of exciting workshops. Come and learn interdisciplinary ways to translate the environmental experience to your classroom.

 

Reading Summit: Decoding Strategies for Literacy Development (Newark, August 16 – 17)
Participants will learn powerful strategies to teach essential skills necessary for strong fluency and comprehension. These strategies, when applied using an explicit, systematic and age-sensitive approach, rapidly improve grapheme-phonemic awareness, decoding, vocabulary, and spelling.

 

iNACOL Symposium (Orlando, October 23 – 25)
iNACOL’s annual conference is the industry’s leading event for K-12 competency-based, blended, and online learning. Experts, practitioners, educators, policymakers, and researchers gather and work to transform education. This year’s theme is “Personalizing Learning: Equity, Access, Quality.”

 

DelawareCAN Educators of Color Monthly Meetup (Wilmington, Multiple Dates)
DelawareCAN: The Delaware Campaign for Achievement Now is hosting its monthly educators of color council meetup. Come connect with other educators of color across the state and learn about opportunities to make your voice heard about Delaware’s education system.

Must Read Stories

Did You Know?

Academics are critical, but so is a child’s social and emotional development. Strong academics will always be central in Delaware schools but in a rapidly changing world, it’s becoming increasingly important that young people receive a holistic educational experience that maximizes who they are as individuals—one that instills skills like communication, collaboration, critical thinking, empathy, and creativity.

 

This concept of developing “social and emotional learning” (SEL)—a phrase that’s often cross-referenced with “whole child”—is not a new one. Generations of educators have said that the so-called soft skills mentioned above are all important ingredients in child development.

In Delaware, it’s exciting to see a renewed focus and collaboration on social-emotional learning. We have created a webpage that combines national and state data and initiatives underway in order to inform ongoing conversations about SEL in Delaware. This list is not comprehensive, and we encourage you to share additional resources with us on Twitter by using the hashtag #SELinDE.

ARE YOU CONNECTED?
We communicate regularly about news and developments in Delaware public education with policymakers, community leaders, teachers, and the public at large.

Click here to subscribe to our various email lists

Our mailing address is:
*|HTML:LIST_ADDRESS_HTML|* *|END:IF|*Want to change how you receive these emails?
You can update your preferences or unsubscribe from this list*|IF:REWARDS|* *|HTML:REWARDS|* *|END:IF|*


 

Follow Us

We're social

Contact Us

For further info

CONTACT US