Folsom Cordova Unified School District’s Post

Our FVYD Company and its Team work with Education will breathe life back into Public Education. We offer a New Unique Approach to Reading...enabling reading & learning ability to be recovered after 3rd grade- when it has been lost there these many decades.. With a simple screening of our classrooms countrywide, together, we find those who need our simple inclusion protocol. Then with this unique work and program empowered in our schools by our Ed Techs we will grow to empower each of these Student's inclusion allowing them now to reach for Peer Equality in all their classrooms. Once we & they have achieved in all their schools, with this final 15 minute program for 12 weeks, STEP II-- Teachers will to be enabled to achieve that new calm in their own classrooms that comes with students and teachers knowing this truth, " it was not their fault." "It was never their fault that they failed in schools or with these kids." Parents can rest now.....with this work safety returns for At Risk Youth also into the classrooms.- Now they can learn effectively and by choice--they will find comfort there among their Peers. We want our teamwork to spread these benefits like a wave of cool water across America to empower the recovery of this 40% of our low proficiency readers current to be found in all schools. So we expect our teams to deliver this simple new--unique program to all schools so these students & teachers may now achieve all they have worked so hard for all these years. Together with Education we can now bring new freedom to learning and support for all Teachers in all Public Schools.

Investing in the learning and development of teachers means investing in the community. Creating a pipeline of success is what happens when community organizations comes together and open the access to resources.

In our refreshed Blueprint coming soon, we explore how high-performing education systems work hard to bring people and institutions across the community together on behalf of young people. This piece by Dr. Cassandra Herring of the Branch Alliance for Educator Diversity offers examples of just that. "Trough community partnerships, we can build a pipeline of educators equipped to thrive in today’s classrooms on day one, delivering a more inclusive and equitable education system for all." https://lnkd.in/gqXevdDh

In special education, every small step forward is a victory. Through targeted professional development and coaching, I’ve witnessed incredible transformations in classrooms across Louisiana, directly impacting students with disabilities. 📚 Elevating Academic Engagement A standout achievement has been the marked increase in the time students with disabilities actively engage in their learning. Tailoring our strategies to create more inclusive environments means these students are not merely present but engaged, learning, and thriving. 💬 Boosting Classroom Communication Improving communication within the classroom has been another significant milestone. Facilitating environments where students with diverse needs feel confident to express themselves enriches the entire learning community. 🕊 Minimizing Disruptions We've seen a reduction in behaviors that disrupt learning. This change fosters a classroom atmosphere conducive to education for all, highlighting the importance of understanding and addressing the unique needs of students with disabilities. These advancements underscore our mission in special education: to create learning environments where every student, regardless of their challenges, has the opportunity to succeed. This is a journey of continuous growth for students and educators alike. If you want to enhance special education practices in your district, I’m here to help. We can build a more inclusive, practical educational landscape for every student. #SpecialEducation #InclusiveLearning #EducationalImpact

The number of students in special education has increased steadily in the last four decades. Take a look at this guide to common special education terms.

From the article: "Minnesota still struggles with teacher shortages and diversity; Black male teachers make up 1.4 percent of Minnesota’s teacher workforce (Black Men Teach, 2022). As in most of the country, teacher scarcity in Minnesota is a chronic issue. Farther equipped on this, there is a significant lack of the variety of teachers represented within the educational system; without a varying representation of teachers, it can become impossible to mold the quality of education into the students, particularly in downtown segments with highly varying and diverse student bodies. It is at the level of the middle school that many of the key features that have been ascribed to starting GYO programs take on a particular resonance. By engaging diverse students early on, GYO programs provide a pipeline for the future of teaching that better reflects the student population. This early exposure in the classroom may give a sense of purpose to middle school students from underrepresented communities relating to the teaching profession and the belief that teaching is a satisfying and workable career. This is to say that teachers must break down boundaries in terms of demographics to be able to take this critical step of early exposure." https://lnkd.in/gkrV8Ez8

Teachers of color are 'key' to academic success Research suggests that students are more likely to succeed academically, accumulate fewer suspensions, and be more motivated to pursue higher education when they share an ethno-racial background with their teachers. Recognizing these benefits, many schools are looking to increase the number of teachers of color. However, retaining these teachers requires attention to the quality of induction support, ongoing mentorship, and the preparedness of school administrators. A survey of teachers conducted by Educators for Excellence found that professional support and leadership opportunities were key factors in keeping teachers of color in the profession. To address this need, Edifying Teachers, a national network of teachers and researchers, partners with school districts to offer personalized mentorship programs. The hope is that by providing mentorship to teachers at all experience levels and gaining support from administrators, the pipeline for recruiting and retaining teachers of color can be improved. School administrators also play a crucial role in retaining teachers of color by providing support and creating working conditions that encourage teachers to stay. Policymakers can support recruitment and retention efforts by updating the narrative of what it means to be a teacher and improving teacher salaries. https://lnkd.in/g7RzvGxU

This elementary school is taking a new perspective and approach to special education by including students with special needs in mainstreamed classes as much as possible, fostering an environment where everyone’s needs are met inclusively without having separate classrooms. Interesting article! What do you all think of this approach to special education? Will we see this become more common around the U.S. with inclusion of special education students?

On today's Faculty Spotlight, we would like to introduce you, Dr. Jill Allor, a University Distinguished Professor and renowned researcher of literacy acquisition for students with and without disabilities, the recipient of the 2000 Award for Outstanding Research by the Council on Learning Disabilities and the 2012 Innovator Award for Outstanding Educator by the International Multisensory Structured Language Education Council. As principal/co-principal investigator, she has received nearly $10 million of external research funds, including a $3.3 million grant funded in 2020 by the Institute of Education Sciences to test the efficacy of the 'Friends on the Block' - an intensive literacy curriculum for beginning and struggling readers, including those with disabilities. In addition, Dr. Allor has received over $1 million to support teacher preparation and development in the area of literacy, having published over 40 peer-reviewed research articles and book chapters on such literacy related topics as peer tutoring, early literacy development, phonemic awareness instruction, literacy assessment, and early literacy text. Currently, Dr. Allor is the principal investigator on the federally-funded research grant, Examining the Initial Efficacy of Friends on the Block: An Intensive Text-Based Early Literacy Intervention for Elementary Students with Intellectual and Developmental Disability. Its purpose is to conduct a randomized control trial (RCT) to evaluate the efficacy of a literacy intervention, 'Friends on the Block', designed to enhance reading and language outcomes for elementary students with intellectual and developmental disability (IDD). #FacultySpotlight #SMUTeacherEducation #SMUSimmons #SMUSimmonsSchool #LiteracyStudies

As the number of students in special education rises and districts grapple with teacher shortages and resource constraints, it's crucial to delve into the complexities of this vital field. Read more about the current landscape and future prospects in the latest roundup from Ed Week: https://bit.ly/3V8yx0A