The Mind Trust’s Post

This was an interesting read; the one thing I do believe not mentioned is strategic partnerships. With teachers and school administrators so stretched- strategic partnerships with youth-based organizations can support many of the action items listed to support student learning and well-being. Creating whole child learning experiences can not be shouldered by teachers and administrators. A successful model I was able to join the leadership of was the Peacemaker program at Harlem Children's Zone. This program, via a partnership with Americorp, provided classroom Aides to support everything from SEL to small group instruction. They have now shifted models but the impact is everlasting. #strategicpartnerships #supportteachers #supportschooladministrators #hcz #youthdevelopment

The vision set down by the students of Elizabethton High School in Tennessee, with guidance from XQ Institute, is extraordinary. Project-based learning, rooted in solving real problems, has ignited a profound sense of student and community engagement and involvement. From cracking cold cases to advocating for justice, Elizabethton students are redefining what high school learning can be. https://hubs.li/Q02cKhrb0

This is an excellent article about embracing the science of reading in adult education. It gives a look into the reality of the underfunded and overlooked adult literacy world. "If the numbers of children currently reading below grade level are correct, we are heading into an even worse adult literacy crisis than we have now. The rallying cry for effective instruction methods for children is loud and clear. But it is time to sound the bell for the refugees of the broken reading education system as well: all those children who didn’t learn and are now adults, still not reading." Literacy Source classes provide explicit alphabetics (phonics and phonemics) instruction to our adult emergent readers. We see this need and are proud of what we do to help stop the adult literacy crisis. Why the Adult Education World Is Overdue In Embracing the Science of Reading – The 74 (the74million.org)

We all understand the benefits of Powerful School-Family Partnerships. I found this article that shares how to enrich communities, aid underrepresented populations, and what happens when we create school-family teams. OUr Professional Learning team can support your district in every step of the way. https://lnkd.in/eJ5S9zKb

On the 10th of April, next week, the anniversary of a really important moment in the history of special education will be celebrated by the establishment of the Council for Exceptional Children (CEC) in April 1922. Indeed, such an organization—venerable and noble in its professed purpose of promoting the education of exceptional individuals and uniting those who serve their interests—has not escaped the tendency of human society to form such organizations, exclusively or primarily. Since then, CEC has influenced policies, practices, and perspectives to enhance educational outcomes for students with disabilities and the gifted. The establishment of CEC was increasingly a shared realization of the need for specialized teaching strategies, resources, and advocacy for learners with diverse needs. This pointed to more inclusive and just education systems whereby educators, children, and parents were empowered by providing a voice and a podium. We hope you will join us in celebrating special education and CEC's rich legacy. It's more than an organization; it's a community of people committed to ensuring that everybody is empowered to receive an individualized education reflective of their strengths and needs. Find out on the CEC website about the Council for Exceptional Children and the transformational work in special education. Learn more about CEC. https://lnkd.in/g-HprGc7 This is the light that the journey of the CEC since April 1922 has underscored for each of us: that of advocacy, innovation, and commitment to inclusive education—a cause to which one and all can contribute. #SpecialEducation #CECLegacy #InclusiveEducation #ExceptionalChildren #EducationAdvocacy #EducationalEquity #DiverseLearning #SpecialNeedsEducation #GiftedEducation #DisabilityAwareness #EducationalInnovation #TeacherResources #SpecialEdTeachers #InclusiveTeaching #EquitableEducation #CEC100Years #LearningDiversity #EducationPolicy #StudentEmpowerment #TransformativeEducation

I wrote an op-ed in CharterFolk that focuses on the importance of communities in our fight for educational equity.  https://lnkd.in/gaHYWAQP “Our community engagement strategy focuses on changing the narrative surrounding the charter movement to demonstrate our commitment to putting students, families, and schools first with a particular focus on underserved communities.” “…Our engagement strategy extends beyond education reform and elite circles and focuses on actively engaging in authentic grassroots outreach in the neighborhoods surrounding our schools, where people see us as part of their communities.” As part of this effort, we "must activate our communities to rally against broader forces that continue to allow poorly performing schools that do not meet the needs of children or communities to remain." Ultimately, “we can only achieve true educational equity if we recognize that our collective failure to provide quality schools for all children is our collective responsibility.” #Rocketship, #communityengagement, #grassrootsorganizing, #qualityschools

In the latest entries to Civic Way's series on public education in North Carolina, we examine the threat presented by the NC General Assembly's increasing zealous pursuit of publicly funded private schools. Civic Way founder Bob Melville examines how this new system threatens to create a tiered approach to education in North Carolina that could lead to poor quality schools at best, discrimination and indoctrination at worst: https://lnkd.in/g_q2Tw6e

Great news!! My Capstone study was related to ESE training for teachers and the impact on students with learning exceptionalities. My study findings revealed the same about SWD performing better when in inclusive least restrictive classrooms as required by Individuals with Disabilities Education Act (IDEA). From the article… ESE leaders say this will lead to greater educational experience for students; especially those in classrooms that include both students with disabilities and students without disabilities; also known as “inclusive” classrooms. According to ESE Director Amy Valentine, about 80% of students with disabilities who attend DCPS schools currently receive services in inclusive classrooms. “We want to keep students in those inclusive settings because we know that’s where they’re exposed to the most rigorous instruction,” said Valentine. “This environment mirrors what happens in adulthood, and it helps prepare children to be successful in adulthood.” Wallis agrees, saying this is backed up by substantial research. “Every single study that’s been done about inclusion indicates that when students with disabilities are included with their general education peers, both groups of students have higher outcomes,” said Wallis. “Not only with academic achievement, but also social and emotional skills.” Paring inclusion with training for educators is imperative. In addition to the benefits to students, Wallis said the training helps teachers have higher professional satisfaction.

“Part of our racial healing is in the way we treat other people who share our racial affinity; how to stay grounded in the face of a racialized trigger; how to respond instead of reacting; and staying calm in a difficult conversation with a supervisor or a colleague or a parent who’s upset, especially across identity difference.” The Teaching Well is supporting and strengthening educators through racial healing affinity groups. In the quest for educational equity, it's vital to recognize educators' crucial role in shaping young minds. The Teaching Well's commitment to racial healing is an inspiring step towards fostering an inclusive and empowering learning environment. Through affinity groups, educators find support, understanding, and resources to address racial educational disparities. This initiative is a beacon of hope, acknowledging educators' well-being's importance in creating a just and equitable educational landscape. Kudos to The Teaching Well for championing racial healing and creating a space for educators to connect, learn, and thrive. This initiative is a testament to the transformative power of collective action in shaping the future of education. Explore the full story and join the movement for more inclusive education: https://wkkf.co/dgoe

As one of the AAPI facilitators for The Teaching Well's Racial Healing Affinity Groups, I can testify to the healing that safe authenticity in facial affinity can bring. Check out this article below to see what my organization is doing: