This guide was written by Janis Whitlock, of Cornell University. This report presents findings from a study of youth perceptions of life in their school and community. It was intended to better understand what elements of school and community life youth felt fostered and thwarted a sense of belonging, care, trust, and respect.
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Early Warning Indicator and Intervention Systems (EWS) use “real time” or “near real time” data to identify students who are off track, so that educators can appropriately support them in advancing from grade to grade, and eventually in graduating from high school with their class.
This report summarizes the views on the school dropout epidemic based on surveys and focus group discussions of high school teachers, principals, superintendents, and school board members throughout the US.
New Hampshire has been recognized for its innovative use of data collection and analysis as the key to unlocking the dropout problem. In their program model titled Achievement in dropout Prevention and Excellence (APEX II), participating high schools are developing dynamic data collection systems at the school level.
This document helps schools understand the needs and characteristics of young adolescents across four developmental areas (physical, cognitive, emotional, and social) with implications for classroom instruction.
In order to run successful middle grades schools, we must understand the developmental characteristics (traits associated with human growth) of early adolescence. This activity helps participants to understand these characteristics and the key categories we use to discuss them (social, emotional, cognitive, physical, and moral/ethical).
The theory of Multiple Intelligences explains that there are different ways to demonstrate intellectual ability. Because different students possess different intelligences, students process information in a variety of ways. It is the responsibility of a teacher to make sure that activities are designed with these different learners in mind.
This newsletter highlights five strategies for monitoring reading comprehension: 1) following the inner conversation, 2) noticing when we stray from the inner conversation, 3) knowing when you know and knowing when you don’t know, 4) noticing and exploring thinking, 5) read, write, and talk.
Interactive modules to help educators learn about how to promote mental health in schools. It features tools and resources and plans for implementation. This site contains, videos and downloadable PDF’s.
Interactive modules to help educators learn about how to promote mental health in schools. It features tools, resources and plans for implementation. This site contains, videos and downloadable PDF’s.
Johns Hopkins researcher Dr.
FHI 360 is collaborating with the Caribbean HIV/AIDS Alliance (CHAA) to develop and implement a targeted social media strategy for the Eastern Caribbean Community Action Project II (EC-CAP II).
This report by details the efforts undertaken by the task force to combat chronic absenteeism in New York City between 2010 and 2013. It examines the extent and nature of chronic absenteeism in New York City in schools with above average rates of chronic absenteeism. It investigates the impact of entering and exiting chronic absenteeism on academic outcomes.
This report offers a first school-level look at how early warning systems are being implemented. The research team visited middle and high schools in cities across the country to observe how they are using EWIs to monitor and respond to student needs.