Leading Voices Podcast

Placement into accelerated mathematics courses can open doors for students, paving the way toward advanced high school coursework, college readiness, and future career opportunities. But ensuring students are placed accurately requires a rigorous, evidence-based approach.  In this episode of the Leading Voices podcast, host Danny Torres talks with Scott Firkins, Director of Assessment Content at WestEd, and leaders from the Palo Alto Unified School District in California, Dr. Guillermo López, Associate Superintendent of Educational Services, and Janine Penney, Manager of Assessment. They discuss how the district collaborated with WestEd to transform its placement process for accelerated mathematics in middle school. The result is a fair and evidence-based mathematics validation process designed to accurately place students in the right course in the mathematics pathway.  Their conversation covers the following topics: Why Palo Alto Unified School District sought to redesign its validation assessment The role of high-quality assessment development and psychometric validation in the redesign  How ensuring transparency builds trust within the community  What early results are revealing about the new process and student readiness and success Transcript Additional Resources PAUSD Validation Test Research Brief (PDF) Palo Alto Unified School District Mathematics Program (Website) Designing High-Quality Assessment Solutions with WestEd (Website) Comprehensive Assessment Solutions (Website)

Education Savings Accounts (ESAs) have expanded across the United States in recent years. These accounts provide state education funds, originally allocated for students to attend public school, to be redirected to families to use for educational services of their choice. These programs enable parents to use these funds for a wide range of educational services, such as private school tuition, tutoring, distance learning options, and more. In this episode of the Leading Voices podcast, host Danny Torres talks with William Berry, Research Associate with WestEd's Charter and School Choice team, and Robin Chait Project Director with our School Choice team. They discuss how ESAs work, three primary accountability mechanisms, and the need for research on student outcomes. Their conversation covers the following topics: The growth or popularity of ESAs over time Variation and flexibility among state ESA programs Three types of accountability mechanisms Transcript Resources Mentioned in this Episode Education Savings Accounts and Accountability: A Landscape Analysis Across States (Report) Charters and School Choice (Website)

How can district and state leaders identify signs of school distress long before they are designated as in need of improvement by state accountability systems? In 2020, WestEd partnered with the National Charter School Resource Center (NCSRC) to develop and conduct a portfolio of  research (listed below) that identified signs of early distress in schools, or "indicators of distress," and described an approach to support school improvement efforts. When states and education decision-makers wanted to take the work further into implementation, what emerged is WestEd's Indicators of Distress, an evidence-based early detection system that can help charter and traditional schools meet and surpass accountability standards while fostering positive learning experiences for students. In this episode of the Leading Voices podcast, host Danny Torres talks with Aimee Evan, Senior Research Associate and School Improvement Specialist with the School Choice team at WestEd and co-author of the NCSRC reports, and two state education agency leaders, John Carwell Jr., Education Associate at the Delaware Department of Education, and David Frank, Chief of Staff and Assistant Commissioner, Education Policy, at the New York State Education Department. They discuss the Indicators of Distress approach and how the Delaware Department of Education and the New York State Education Department worked with WestEd to identify needed systemic improvements and implement processes and procedures that helped lead to sustained success. Their conversation covers the following topics: Implementing the Indicators of Distress approach in Delaware and New York Using data to inform decision-making Building a reliable model for school improvement Resources Mentioned in this Episode Indicators of Distress (Webpage) Indicators of Distress: A Proactive Approach to Identifying and Supporting Schools in Need of Improvement (Blog) Identifying Indicators of Distress in Charter Schools: Part 1 – The Role and Perspective of Charter School Authorizers (PDF) Identifying Indicators of Distress in Charter Schools, Part 2: The Roles and Perspectives of Charter School Leaders and Board Members (PDF) Identifying Indicators of Distress in Charter Schools: Tools to Support Authorizer Data Collection (PDF)

Gun violence impacts families, first responders, and communities in profound and lasting ways. In 2023, more than 18,000 persons died by homicide in the United States. And on June 26th, 2024, the U.S. Surgeon General declared gun violence a public health crisis.  In this episode of the Leading Voices podcast, host Danny Torres talks with experts from WestEd's Justice and Prevention Team and developers of the Violence Prevention Navigation Framework (VPNF): Lori Toscano, Shaun Ali, and Kerwin Henderson. Together, they help state and local leaders better understand the factors that contribute to or prevent violence within their communities—helping promote safe and equitable futures for all children, youth, and adults. Their conversation covers the following topics: Identifying the underlying factors that give rise to or mitigate gun violence Leveraging big and local data to prioritize, assess, and develop appropriate strategies to reduce and prevent gun violence Working with community and state leaders and to improve violence prevention efforts across systems Promoting equity and fostering growth Transcript Resources Mentioned in this Episode Justice and Prevention Research Center at WestEd (Website) Violence Prevention Navigation Framework (VPNF) (Website) A Comprehensive, Data-Driven Approach to Reducing Gun Violence (Blog) Q&A With the JPRC Violence Prevention Team: Lori Toscano, Shaun Ali, and Kerwin Henderson (Blog) The Social-Ecological Model: A Framework for Prevention (Website) Gun Violence Disproportionately and Overwhelmingly Hurts Communities of Color (Fact Sheet) U.S. Surgeon General Issues Advisory on the Public Health Crisis of Firearm Violence in the United States (Press Release) Homicides Are Plummeting in American Cities (News Article)

Early childhood practitioners face various challenges in the field, including staffing, shortages, lack of funding for programs and professional development, and insufficient cultural representation in the workforce. In this episode of the Leading Voices podcast, host Grace Westermann talks with Monica Mathur-Kalluri, Project Director within WestEd's Early Childhood Intervention, Mental Health, and Inclusion team. As a Project Director, Monica engages with practitioners, parents, and state and community leaders to enhance the well-being of infants and toddlers and early childhood professionals. Together, they discuss the transformative power of reflective practice spaces for Black, Indigenous, and people of color (BIPOC) practitioners and how these spaces help prevent burnout and create a more sustainable and supportive environment for those dedicated to early childhood care.  Listeners will also hear from early childhood practitioners from California and Virginia and what they had to say about their experience participating in the Revolutionary Reflective Practice retreat hosted in August 2023 for BIPOC practitioners. Their conversation covers the following topics: Reflective practices for BIPOC practitioners The essential elements for creating a sense of belonging and inclusion in professional learning settings The value of creating welcoming BIPOC-only spaces for practitioners Learnings from the Revolutionary Reflective Practice retreat held in August 2023 Transcript Resources Mentioned in this Episode Revolutionary Reflective Practice for BIPOC Healing and Libration (Website) Real Self-Care: A Transformative Program for Redefining Wellness (Book)

In this episode of the Leading Voices podcast, host Danny Torres talks with Angela McGuire, Project Director within WestEd's Early Childhood Intervention, Mental Health, and Inclusion team under Early Childhood Development and Learning. Angela leads the Comprehensive Early Intervention Technical Assistance Network (CEITAN), which has supported the professional growth of early childhood intervention professionals for more than 30 years. Together, they discuss the critical role of early intervention in improving outcomes for our youngest children with disabilities and how state agency leaders can best support early intervention professionals in their work. Their conversation covers the following topics: What state leaders need to know to best support early intervention professionals The Comprehensive Early Intervention Technical Assistance Network (CEITAN) work in California The relationships between parents or caregivers and professionals in early intervention work How early intervention professionals help prepare families as their children move into the K-12 system Workforce development and capacity building for early intervention professionals Transcript Additional Resources Transforming Early Intervention and Improving Outcomes for Children—Q&A with Angela McGuire (Blog Post) Cultural Humility Series (Webpage) Early Childhood Development, Learning, and Well-Being (Webpage) California Early Start (Webpage)

With national literacy scores in decline and with the loss of instruction time during the COVID-19 pandemic, the need for effective literacy professional learning for teachers and engaging students equitably is more important than ever. For over 25 years, Reading Apprenticeship at WestEd has improved teaching practice and helped thousands of students achieve high levels of academic literacy across multiple disciplines. In this episode, host Marley Arechiga talks with Linda Friedrich, Director of Literacy at WestEd, and Cynthia Greenleaf, Senior Research Scientist in Literacy at WestEd, about what more than 25 years of Reading Apprenticeship research shows about what works in developing academic literacy, what has changed since its inception in the 1990s, and what is changing in literacy education today as students rebound from the pandemic. Their conversation covers the following topics: the Reading Apprenticeship approach and its impact on teaching and learning national literacy scores and the need to accelerate literacy learning digital literacy and generative artificial intelligence the Reading Apprenticeship seminal publication, Reading for Understanding, now in its third edition Transcript Learn more about Reading Apprenticeship at WestEd. Additional Resources Average ACT Score For the High School Class of 2022 Declines to Lowest Level in More Than 30 Years (Website) NAEP Reading: National Student Group Scores and Score Gaps (Website) Reading Apprenticeship Evidence Base (Website) Reflections on the Evolution of the Literacy Education Field—A Q&A with Cynthia Greenleaf (Blog) Professional Development Opportunities Calendar (Website)

States are working to build and modernize integrated data systems to help public agencies better understand and respond to the needs of students, families, and communities, which is critical in the post COVID-19 era. To integrate data from across sectors effectively, states need to consider many legal and technical challenges as well as data privacy concerns and system security. In this episode, host Danny Torres talks with Baron Rodriguez, Executive Director for WestEd's Data Integration Support Center (DISC), and Sean Cottrell, Director of Operations for DISC, about the Center's comprehensive services and why integrating data from across sectors—including education, workforce, social services, and criminal justice—can help state leaders and policymakers address the needs of the whole child, the whole person, and the whole community. Their conversation covers the following topics: How DISC services can support public agencies, often at no cost Why integrated data systems are important in the post-COVID era DISC's five areas of support: planning and user-centered design, legislative analysis, external legal supports, privacy, and system security Learn more about the WestEd Data Integration Support Center. Episode Transcript Additional Resources Building and Modernizing Integrated Data Systems to Support the Whole Person (Blog) Privacy Within Data Integration Systems: Q&A With DISC's Laia Tiderman and Sean Cottrell (Blog) DISC Website Resources (Website)

Teachers are leaving the educator workforce at alarming rates, and the trend has intensified in recent years. Why are teachers leaving and what are some ways state education leaders can help districts retain them and attract new teachers? In this episode, host Marley Arechiga talks with Caitlin Beatson, Deputy Director of the Region 2 Comprehensive Center at WestEd, and Kate Wright, Director of the Region 15 Comprehensive Center, about the importance of sustaining the educator workforce and how the federally funded Comprehensive Centers partner with states to address challenges and implement evidence-based and actionable solutions.  Their conversation covers the following topics: The state's role in supporting districts to recruit and sustain teachers The 4Cs—a construct that represents four ways that state education agencies, in partnership with WestEd Regional Comprehensive Centers, are conceptualizing how to help their school districts strengthen educator workforces Teacher residency programs Differentiated staffing in the classroom and distributed leadership Learn more about WestEd's Region 2 Comprehensive Center and Region 15 Comprehensive Center. Resources Mentioned in This Episode K–12 Teachers Are Quitting. What Would Make Them Stay? (McKinsey & Company Article) The State of the Teacher Workforce (Learning Policy Institute) The Case for Differentiated Staffing in the Classroom How States Are Building District Capacity to Overcome Teacher Shortages (Part I) How States Are Building District Capacity to Overcome Teacher Shortages (Part II) How States Are Building District Capacity to Overcome Teacher Shortages (Part III) How States Play a Key Role in Strengthening the Teacher Workforce Arizona State University's Next Education Workforce Website Equitable & Inclusive Hiring Practices: A Reference Guide of Strategies to Grow & Diversify the Educator Workforce Going Beyond the Data in Diversifying the Teacher Workforce Teacher Compensation Reform Decision Guide

In this episode, Danny Torres talks with WestEd's new Chief Executive Officer (CEO), Jannelle Kubinec, and former CEO Glen Harvey, who stepped down in 2023 after 26 years at the helm. Jannelle Kubinec brings over 24 years of experience transforming outcomes for children, youth, and their families through research, policy, and technical assistance. Her insights on WestEd's whole-person approach and her steadfast commitment to equity and excellence are a testament to her leadership and vision for WestEd. Glen Harvey laid a solid foundation for WestEd. Over the past two decades, she led the agency's incredible transformation to an expansive, mission-driven, quality- and impact-focused agency. Under Glen's leadership, WestEd emphasized high-quality research-based work to improve outcomes for children, youth, and adults, focusing on addressing the needs of traditionally underserved and marginalized communities. Their conversation covers a range of topics, including: WestEd's history, mission and values, and impact Whole child, whole person, whole community The role of artificial intelligence in education The effects of the COVID-19 pandemic Closing opportunity gaps and improving outcomes for every learner Transcript Related News Jannelle Kubinec Named Next CEO of WestEd Glen Harvey to Step Down as CEO of WestEd

In this episode, Danny Torres talks with Dr. Katie Drummond, Director of the Regional Educational Laboratory (REL) Northwest, and Dr. John Rice, Director of the Regional Educational Laboratory (REL) West. Their conversation covers a range of topics, including: Addressing effects of the pandemic in the REL West and REL Northwest regions Partnering with community-based organizations and state and local education agencies Advancing research and evidence in state and district programs Supporting the whole child and closing opportunity gaps in education Accelerating learning in mathematics and language arts Reducing chronic absence and disparities in disciplinary actions Improving teacher retention Transcript Since 1966, the Regional Educational Laboratories (RELs) have partnered with school districts, state departments of education, and others to help improve educational effectiveness and improve learner outcomes. WestEd operates REL Northwest, which serves Alaska, Idaho, Montana, Oregon, and Washington, and REL West, which services Arizona, California, Nevada, and Utah. By leveraging research-based practices and evidence, WestEd's RELs aim to improve education outcomes for all students in the regions they serve. Related REL Northwest Resources Accelerating Literacy Outcomes in Montana Through Evidence and Data Use (Blog Post) Using Technology to Support Postsecondary Student Learning (Practice Guide) REL Northwest Website Subscribe to the REL Northwest email newsletter Related REL West Resources  Supporting California's English Learner Students Who Have the Most Significant Cognitive Disabilities (Blog Post) Self-Affirmation: A Powerful Tool for Addressing Stereotype Threat (Infographic) The Foundation for Education Equity Systems Change (Infographic) About REL West (Video) REL West Website Subscribe to the REL West email newsletter

Many schools are working to better support students' physiological, social, and emotional growth in addition to their cognitive development as a part of their school improvement efforts. Moreover, students are playing a key role in helping education leaders develop and implement new policies and practices. In this episode, Danny Torres (host) and Grace Westermann (co-host) talk with Rebeca Cerna, Director for the California Center for School Climate (CCSC), and special guest, Julian Berkowitz-Sklar, a graduating senior at Saratoga High School in California and member of the Center's Youth Advisory Team. Berkowitz-Sklar brings a unique perspective as a high school student driving positive change within his school community. As a Youth Advisory Team member, he has played a pivotal role in collaborating with his peers and CCSC to design and implement resources that facilitate school climate improvements. From student-led initiatives to helping schools and districts tell stories with their school climate data, Cerna dives into the comprehensive approach taken by CCSC to empower students and foster safe and supportive learning environments. Their conversation includes the following topics: How a positive school climate affects outcomes for students Centering student voices to help improve school climate What school personnel can do to create a supportive environment The role of the California Center for School Climate Transcript Resources Mentioned in this Episode Cultivating Caring Relationships at School: 15 Activities That Promote Staff and Student Connection School Climate Audio Gallery Additional Related Resources from the CCSC Understanding School Climate: An Overview of School Climate Domains Participatory Systems Change for Equity: An Inquiry Guide for Child-, Youth-, and Family-Serving Agencies School Climate Data Use Webinar Series CCSC Resource Library Learn more about the CCSC and access their resources to support your school climate efforts.

“We've essentially created a blueprint for these state education agencies to get a sense of how they could improve their data systems, how they could think through changing or modifying their current accountability frameworks, and how by identifying particular student groups who have been historically underserved and getting a better sense of their experiences and their outcomes in schools, all those things can really team to improve the system.” – Dr. Raifu Durodoye In this episode, host Danny Torres and Dr. Raifu Durodoye, Senior Research Associate at WestEd, discuss the REMIQS project, a multi-state, mixed-methods investigation designed to explore how we can best serve our most vulnerable learners. Their conversation focuses on expanding measures of school quality and reframing (remixing) accountability systems in ways that can support all learners. Dr. Durodoye is an educational researcher and practitioner whose work primarily consists of experimental and quasi-experimental evaluations of education programs and interventions. Durodoye also provides technical assistance to school districts and state education agencies and conducts studies of state education finance systems. The thrust of his research and work with school districts and states has been to foster meaningful research-practice partnerships with the aim of improving outcomes for historically marginalized students and currently underserved communities. To learn more about the REMIQS project, visit REMIQS.org. You can find Dr. Durodoye on LinkedIn or send a message online at WestEd.org/personnel/raifu-durodoye-jr. Additional Resources for this Episode REMIQS Qualitative Filtering Technical Report Four Recommendations for States to Optimize State Longitudinal Data Systems in the Era of COVID-19 (Blog) Lighting Candles: Finding and Studying Schools That Are Achieving Equity (Blog) Robust & Equitable Measures to Inspire Quality Schools (REMIQS): School Identification Phase (Infographic) KnowledgeWorks + JFF (Infographic)

“I hope that after engaging in this conversation, folks are thinking about the systemic work that needs to be done. It is not just left to the principal to figure out how she can decompress and do self-care. There are real systemic gaps and challenges that will continuously make her job unbearable. And so, what can we do to lighten that load to mitigate some of those barriers?” – Dr. Erin Browder Research shows effective and supported education leaders, particularly principals, can have a significant impact on student achievement outcomes. Their impact is schoolwide. How can we best support them? In this episode, host Danny Torres and Dr. Erin Browder, Senior Program Associate at WestEd, discuss the pressing and enduring needs of leaders of color and the work the education community must do to address the systemic inequities that threaten leaders' health and well-being. Their conversation touches upon the following topics: The important difference between retaining and sustaining leaders of color Common inequities leaders of color face every day What is necessary to create equitable systems accountability and change Why everyone benefits from addressing systemic inequities The significance of culturally affirming environments Dr. Browder provides technical assistance and project design for K–12 initiatives. Her work focuses on trauma-informed topics, school improvement, systems change, leadership development, social-emotional learning, and culturally responsive and equity-centered approaches to promote safe and supportive schools. Dr. Browder also provides technical assistance for the national Center to Improve Social and Emotional Learning and School Safety, federally funded comprehensive centers (Region 2 and Region 15), and regional educational laboratories (REL West and REL-NEI). WestEd works with schools, districts, and states to build capacity to develop and implement anti-racist, equity-focused policies and practices that lead to transformative, systemwide change. Learn more about our Systemic Equity Review work. Transcript Resources Mentioned in This Episode Center for Black Educator Development Leading Voices: Creating Safe and Supportive Learning Environments – Dr. Christina Pate in Conversation with State and District Leaders You can find Dr. Browder on Twitter at @erintheeducator or send a message online at Wested.org/personnel/erin-browder.

“At the heart of formative assessment is a belief in the students and the communities that we partner with and their ability as a system to learn and grow. This idea that learning is for all of us is something that's central to our belief system. That learning is something that we share as humanity — a desire to learn, a desire to grow, and a desire to learn from one another.” In this episode, Nancy Gerzon, Franchesca Warren, and Cali Kaminsky, all experts with WestEd's Formative Insights, discuss how schools and districts can amplify student agency and identity through formative assessment policies and practices. Nancy Gerzon is Project Director for WestEd's Formative Insights team. She has been at the forefront of developing scalable approaches to teacher-led learning and formative assessment. Professional Learning Specialist Franchesca Warren leads work that builds teacher and student capacity for strategic impact and increased agency. Senior Program Associate Cali Kaminsky supports large-scale projects that grow teacher and leader agency through formative assessment. With host Danny Torres, they explore: What is formative assessment and how it relates to student agency The research behind formative assessment policies and practices How formative assessment looks in the classroom The importance of diversity of thought in the learning process Implementation barriers The crucial role of education leaders The importance of culturally responsive and sustainable education Learn more about WestEd's Formative Insights services. Resources Formative Insights Website and Video Collection Ambitious Teaching and Equitable Assessment: A Vision for Prioritizing Learning, Not Testing By Lorrie A. Shepard (American Educator, Fall 2021) Defining Formative Assessment (Brief) The Power of Evidence Use in Formative Assessment (Brief) Amplifying Student Agency Through Formative Assessment (Blog) Formative Insights Named a Top Education Innovation in Formative Assessment (News) Follow the Formative Insights Team on Twitter: @FormativInsight  

In recent years, educators have faced unprecedented upheaval and stress. While ensuring student well-being, self-care often becomes less of a priority. However, self-care is critical for educators. In this episode, Dr. Christina Pate, Deputy Director of the U.S. Department of Education's Center to Improve Social and Emotional Learning and School Safety, and host Danny Torres share a rich discussion about the importance of educator self-care for improved well-being and better student outcomes. Sr. Pate is also Director of Safe and Supportive Learning Environments (SSLE) services at WestEd. As a leading voice in the field, Dr. Pate works to foster adult well-being, promotes trauma-informed practice and resilience, and improves cross-sector collaboration in ways that help improve outcomes for individuals and systems. “We don't have to be in perfect condition to be helpful,” Dr. Pate says, “but we certainly can't be in a debilitating condition or under so much stress that we can't really show up for other people…. To be helpful to others, we have to be helping ourselves first.” Dr. Pate describes her personal experience of burnout and offers a framework for addressing educator well-being. Find out why self-care doesn't mean spa days, learn practical strategies to support well-being, and much more. Learn more about WestEd's Safe and Supportive Learning Environments services. Transcript Resources Mentioned in This Episode Self-Care Strategies for Educators During the Coronavirus Crisis: Supporting Personal Social and Emotional Well-Being (PDF) Beyond SEL Audiocast Leading Voices: Creating Safe and Supportive Learning Environments – Dr. Christina Pate in Conversation with State and District Leaders (Archived Webinar)