Use use student voice as a tool for school improvement... and this is FREE.
Gallup has added the voice of America's youth to the dialogue around how to ensure a positive future for America's students. The Gallup Student Poll, with over 3 million total completes to date, is designed to aid educators in providing a more focused education -- one that builds engagement, creates hope for the future, fosters talent and prepares students to participate meaningfully in our nation's economy by finding or creating a good job.
Here is a "stretch" to consider. If a school resource officer is holding a student until the police arrives, is that student being "detained"? If so, can the school resource officer question that student before the parent OR police arrives? Something to discuss with your district/board lawyers...
Below are links to two states with recent situations. Each district must observe the Juvenile Statutes for their state.
I was just recently issued a challenge by a good principal friend of mine, Adam Welcome, to post ideas around specific topics each week. I think it is a wonderful idea. We have the opportunity to reflect each week on important ideas and share each other’s thoughts. Last week, Adam posted a great blog on making schools great by addressing the idea of why students may not like coming to school. I’ve thought about this idea for a week and I have a few thoughts. In my district, our vision revolves around the PLC Essential Questions:
What do we expect student to learn?
How will we know what student have learned?
How will we respond to student who haven’t learned?
How will we respond to students who already know?
Wouldn’t be interesting to have another question: How do we respond to students who don’t want to come to school? I’ve seen many different responses to such a question. “It’s the parents’ fault,” “The child just doesn’t want to learn,” “There is a personality conflict with the teacher,” “Kids in the class are mean”. The list of responses is quite extensive. As I look at this list, I don’t see any solutions to the question and there is not any deeper conversation with the child to find out the real reasons why he/she doesn’t like school. Excuses don’t help the child want to come back to school. In fact, it makes it harder. Instead we should think of what we are currently doing that is not working.
This is the second letter in a series between Carol Burris, principal of South Side High School in Rockville Centre, New York, and Jayne Ellspermann, principal of West Port High School in Ocala, Florida, about how the Common Core standards are impacting kids, for better or worse.
The implementation of the Common Core State Standards in New York you have described had to be challenging. So much pressure on good people already tasked with tremendous responsibility. I am grateful that our experience in Florida has been different.
Let me pick up on the example of the kindergarten math standard you highlighted in your letter: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18=10+8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
To give the standard a field test, I followed up with my twin 6-year-old grandsons who attend a Florida public school. They did not hesitate to explain it to me.
The rates of suicide among African-American children have doubled in the last two decades, surpassing the rates among white children, which dropped over the same time period, according to a new study.
Researchers looked at the suicide rates among children ages 5 to 11 between 1993 and 2012. The rates overall did not change over these years, but the rates among black boys rose from 1.78 to 3.47 per 1 million. In contrast, suicides among white boys declined from 1.96 to 1.31 per million. In just the 5-year period between 2008 and 2012 there were 41 suicide deaths among black boys, and 73 among white boys.
By: The Teacher Excellence in Adult Literacy (TEAL) Center U.S. DOE
Metacognition is one’s ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one’s approach as needed. It helps learners choose the right cognitive tool for the task and plays a critical role in successful learning.
Research shows that metacognitive skills can be taught to students to improve their learning (Nietfeld & Shraw, 2002; Thiede, Anderson, & Therriault, 2003). Constructing understanding requires both cognitive and metacognitive elements. Learners “construct knowledge” using cognitive strategies, and they guide, regulate, and evaluate their learning using metacognitive strategies. It is through this “thinking about thinking,” this use of metacognitive strategies, that real learning occurs. As students become more skilled at using metacognitive strategies, they gain confidence and become more independent as learners.