Based on stories gathered from thousands of young people throughout the country, Don’t Call Them Dropouts adds to the large and growing body of research about why some young people fail to complete high school on the traditional four-year timeline.
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This guide, intended for educators and policymakers at the school, district, and state levels, is designed to provide information about the following: factors that contribute to a student’s dropping out, research on early warning indicators, school and district-level early warning systems, and states’ roles in supporting early warning systems.
This study describes how teachers and school leaders at the High School of Telecommunication Arts and Technology (familiarly known as Telly) used data and design to strengthen programming for students in grades 9 and 10, thereby improving outcomes for all students.
This video features 9 year-old Dalton Sherman. He delivers a speech to 20,000 educators during a preservice in Dallas ISD. His words and confidence are inspiring as he talks about believing in students. This is a useful tool to get a discussion started among staff and/or students about high-expectatations and the power of believing in one-another.
In this Part III of three essays, Robert Brooks delves further into a framework for understanding the components of motivation and the significant link between these components and success attributes and moral and ethical values. By presenting the work of Dr.
In this Part II of three essays, Robert Brooks discusses six success attributes identified by Dr. Marshall Raskind that are associated with success and also have an impact on motivation. He notes that these attributes can serve as a blueprint for the ways in which individuals raise and educate all children and manage their own life journeys.
In this Part I of three essays, Robert Brooks discusses some of the key features associated with the cultivation of motivation and accomplishment to create "motivating environments,” that is, environments in which those involved are eager to participate and cooperate. He described current research examining the concepts of success, achievement, ambition, and motivation.
For districts that want to create their own ISIS data reports using Excel, but need help creating condition formatting to color code student status in each of the indicator areas.
This book explores why and how discussion-based lessons help students—especially English language learners—to process and remember information, develop higher-order thinking, and advance their literacy skills. In this chapter, the authors focus on strategies around accountable talk in the classroom.
Communication and Organization
- Executive function check-ins and supports
- Regular parent communication regarding progress
This guide helps individuals collect classroom observation data related to alignment (rigor/relevance), classroom culture/climate, strategies/teaching practices, and engagement/learning.
This checklist on "Accountable Talk" observes teachers and students' interactions through talking and listening.
While chronic absence is not a problem everywhere, it can reach surprisingly high levels even in the early grades. Although teachers take roll every day, most schools currently do not use their data to monitor if they have a problem with chronic absence.
This article is chapter out of a book titled “Educator's Guide to Preventing and Solving Discipline Problems” by Mark Boynton and Christine Boynton.
A workshop, from the Education Alliance of Brown University, providing the definition and theory behind school advisory programs as well as activities for staff in engage in to prepare for the implementation of a program.
The workshop will help school to: